ID,post_author,post_date_gmt,post_title,post_content,post_excerpt,post_status,post_name,post_modified_gmt,post_type,Categories,Tags
6,2,2012-10-01 16:06:00,Helping you develop your teaching practice using technology,"Starting in 2013 you will be able to participate in an online course to understand better how to use technology to enhance your teaching in Higher Education. We will start taking registrations for the course via this site in December 2012.
The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education colleges. It may also be useful to policy makers, staff developers and course planners in institutions.
If you're interested in taking part in the course, please complete our market research survey. If you are a learning technologist and would like to contribute resources, support or ideas to the course, please use this form.","",publish,helping-you-develop-your-teaching-practice-using-technology,2012-10-19 20:52:03,post,Uncategorized,
409,878,2012-10-15 09:54:06,"MOOC Reflections « OUseful.Info, the blog…","
Comments:
Tony Hirst attempts to see beyond/beneath/behind/whatever the hoopla about MOOCs to understand what elements of them might persist, what the relationship to OERs is, and to marketing for institutions and OER producers - David Jennings
Highlights and Sticky Notes:
course without boundaries approach of Jim Groom’s ds106, as recently aided and abetted by Alan Levine, also softens the edges of a traditionally offered course with its problem based syllabus and open assignment bank (particpants are encouraged to submit their own assignment ideas) and turns learning into something of a lifestyle choice
the role that “content” may or not play a role in this open course thing. Certainly, where participants are encouraged to discover and share resources, or where instructors seek to construct courses around “found resources”, an approach espoused by the OU’s new postgraduate strategy, it seems to me that there is an opportunity to contribute to the wider open learning idea by producing resources that can be “found”. For resources to be available as found resources, we need the following:
Somebody needs to have already created them…
They need to be discoverable by whoever is doing the finding
They need to be appropriately licensed (if we have to go through a painful rights clearnance and rights payment model, the cost benefits of drawing on and freely reusing those resources are severely curtailed).
Whilst the running of a one shot MOOC may attract however many participants, the production of finer grained (and branded) resources that can be used within those courses means that a provider can repeatedly, and effortlessly, contribute to other peoples courses through course participants pulling the resources into those coure contexts. (It also strikes me that educators in one institution could sign up for a course offered by another, and then drop in links to their own applied marketing learning materials.)
If we think of the web in it’s dynamic and static modes (static being the background links that are part of the long term fabric of the web, dynamic as the conversation and link sharing that goes on in social networks, as well as the publication of “alerts” about new fabric (for example, the publication of a new blog post into the static fabric of the web is announced through RSS feeds and social sharing as part of the dynamic conversation)), then the MOOCs appear to be trying to run in a dynamic, broadcast mode. Whereas what interests me is how we can contribute to the static structure of the web, and how we can make better use of it in a learning context?
Rather than the ‘on-demand’ offering of OpenLearn, it seems that the broadcast model, and linear course schedule, along with the cachet of the instructors, were what appealed to a large population of demonstrably self-directed learners
Tony Hirst attempts to see beyond/beneath/behind/whatever the hoopla about MOOCs to understand what elements of them might persist, what the relationship to OERs is, and to marketing for institutions and OER producers - David Jennings
Highlights and Sticky Notes:
course without boundaries approach of Jim Groom’s ds106, as recently aided and abetted by Alan Levine, also softens the edges of a traditionally offered course with its problem based syllabus and open assignment bank (particpants are encouraged to submit their own assignment ideas) and turns learning into something of a lifestyle choice
the role that “content” may or not play a role in this open course thing. Certainly, where participants are encouraged to discover and share resources, or where instructors seek to construct courses around “found resources”, an approach espoused by the OU’s new postgraduate strategy, it seems to me that there is an opportunity to contribute to the wider open learning idea by producing resources that can be “found”. For resources to be available as found resources, we need the following:
Somebody needs to have already created them…
They need to be discoverable by whoever is doing the finding
They need to be appropriately licensed (if we have to go through a painful rights clearnance and rights payment model, the cost benefits of drawing on and freely reusing those resources are severely curtailed).
Whilst the running of a one shot MOOC may attract however many participants, the production of finer grained (and branded) resources that can be used within those courses means that a provider can repeatedly, and effortlessly, contribute to other peoples courses through course participants pulling the resources into those coure contexts. (It also strikes me that educators in one institution could sign up for a course offered by another, and then drop in links to their own applied marketing learning materials.)
If we think of the web in it’s dynamic and static modes (static being the background links that are part of the long term fabric of the web, dynamic as the conversation and link sharing that goes on in social networks, as well as the publication of “alerts” about new fabric (for example, the publication of a new blog post into the static fabric of the web is announced through RSS feeds and social sharing as part of the dynamic conversation)), then the MOOCs appear to be trying to run in a dynamic, broadcast mode. Whereas what interests me is how we can contribute to the static structure of the web, and how we can make better use of it in a learning context?
Rather than the ‘on-demand’ offering of OpenLearn, it seems that the broadcast model, and linear course schedule, along with the cachet of the instructors, were what appealed to a large population of demonstrably self-directed learners
",publish,mooc-reflections-ouseful-info-the-blog-2,2012-10-15 09:54:06,post,"Diigo,Course Reader,Bookmarks","Udacity,ds106,Coursera,TonyHirst,cMOOC,#ocTEL,mooc,assessment,xMOOC"
408,878,2012-10-15 13:14:55,The real economics of massive online courses (essay) | Inside Higher Ed,"
Highlights and Sticky Notes:
We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college.
We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college. There is, of course, and again it’s the credential, because no matter how many years I spend diligently tuned to the History Channel, I’m simply not going to get a job as a high-school history teacher with “television watching” as the core of my resume, even if I both learned and retained far more information than I ever could have in a series of college history classes.
The fact that no school uses a lottery system to determine who gets in means that determining who gets in matters a great deal to these schools, because it helps them control quality and head off the adverse effects of unqualified students either dropping out or performing poorly in career positions. For individual institutions, obtaining high quality inputs works to optimize the school’s objective function, which is maximizing prestige.
The fatal flaw that I referred to earlier is pretty apparent: the very notions of ""mass, open"" and selectivity just don’t lend themselves to a workable model that benefits both institutions and students. Our higher education system needs MOOCs to provide credentials in order for students to find it worthwhile to invest the effort, yet colleges can’t afford to provide MOOC credentials without sacrificing prestige, giving up control of the quality of the students who take their courses and running the risk of eventually diluting the value of their education brand in the eyes of the labor market.
We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college.
We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college. There is, of course, and again it’s the credential, because no matter how many years I spend diligently tuned to the History Channel, I’m simply not going to get a job as a high-school history teacher with “television watching” as the core of my resume, even if I both learned and retained far more information than I ever could have in a series of college history classes.
The fact that no school uses a lottery system to determine who gets in means that determining who gets in matters a great deal to these schools, because it helps them control quality and head off the adverse effects of unqualified students either dropping out or performing poorly in career positions. For individual institutions, obtaining high quality inputs works to optimize the school’s objective function, which is maximizing prestige.
The fatal flaw that I referred to earlier is pretty apparent: the very notions of ""mass, open"" and selectivity just don’t lend themselves to a workable model that benefits both institutions and students. Our higher education system needs MOOCs to provide credentials in order for students to find it worthwhile to invest the effort, yet colleges can’t afford to provide MOOC credentials without sacrificing prestige, giving up control of the quality of the students who take their courses and running the risk of eventually diluting the value of their education brand in the eyes of the labor market.
","Tags: cMOOC, MartinHawksey, YishayMor, aggregation, ocTELby: David Jennings",publish,aggregation-rumination-oldsmooc-2,2012-10-22 19:37:56,post,"Diigo,Course Reader,Bookmarks","YishayMor,cMOOC,MartinHawksey,aggregation,#ocTEL"
406,878,2012-10-22 19:40:04,Sketch of a cMOOC registration system JISC CETIS MASHe,"
","Tags: cMOOC, MartinHawksey, registration, aggregation, ocTELby: David Jennings",publish,sketch-of-a-cmooc-registration-system-jisc-cetis-mashe-2,2012-10-22 19:40:04,post,"Diigo,Course Reader,Bookmarks","MartinHawksey,aggregation,#ocTEL,cMOOC,registration"
109,2,2012-10-29 16:42:55,Introducing the team,"It's still early days on the OCTEL project, but we are starting to assemble a team and build some momentum.
If you haven't already done so, and you're interested in the kind of course OCTEL may become, please complete our questionnaire to tell us what would make it a useful learning experience for you. And if you have a creative disposition please enter our competition to make a visual representation of technology-enhanced learning.
OCTEL is being run by a small core team (no full-time staff) and a support network of advisors, volunteers and kind helpers:
Maren Deepwell and John Slater (project direction on behalf of ALT)
David Jennings (project manager, DJ Alchemi Ltd)
Anna Davidge (web and admin support, ALT)
Rachel Harris (evaluation, Inspire Research Ltd)
Martin Hawksey (learner discussion management, JISC CETIS)
Linda Creanor (advisor, Glasgow Caledonian University)
Shirley Evans (advisor, JISC TechDis)
Peter Hartley (advisor, University of Bradford)
Terry McAndrew (advisor, JISC TechDis)
Phil Tubman (advisor, University of Lancaster)
Nicola Whitton (advisor, Manchester Metropolitan University)
Clive Young (advisor, UCL)
Update, November 2012: we're very pleased to announce that Stephen Downes has agreed to join the extended team as a 'critical friend' to the project. In case you're not marinated in recent learning technology developments, Stephen is one of a handful of pioneers of the early Massive Open Online Courses, and continues to work prolifically charting the possibilities of the approach.
Openness is one of OCTEL's foundation concepts, and we will try and experiment with practical ways of achieving this in our methods as well as what we deliver.
Have you got any tips or suggestions for open project management?","",publish,introducing-the-team,2013-06-06 11:31:53,post,"About this course,progress report","team,openness,project management"
405,878,2012-11-02 10:30:20,Open Online Education and the Canvas Network | Inside Higher Ed,"
Comments:
A new VLE which is being targeted at people who want to run MOOC-style courses - David Jennings
","Comments:A new VLE which is being targeted at people who want to run MOOC-style courses - David JenningsTags: MOOC, VLE, LMS, ocTELby: David Jennings",publish,open-online-education-and-the-canvas-network-inside-higher-ed-2,2012-11-02 10:30:20,post,"Diigo,Course Reader,Bookmarks","#ocTEL,mooc,VLE,LMS"
404,878,2012-11-08 09:08:01,"Tech Officials Weigh in on Big Data, MOOCs, and open source | Inside Higher Ed","
","Tags: MOOC, analytics, LMS, VLE, moodle, ocTELby: David Jennings",publish,tech-officials-weigh-in-on-big-data-moocs-and-open-source-inside-higher-ed-2,2012-11-08 09:08:01,post,"Diigo,Course Reader,Bookmarks","VLE,moodle,LMS,analytics,#ocTEL,mooc"
403,878,2012-11-08 09:30:37,"One Man, One Computer, 10 Million Students: How Khan Academy Is Reinventing Education - Forbes","
","Tags: KhanAcademy, Udacity, SebastianThrun, ocTELby: David Jennings",publish,one-man-one-computer-10-million-students-how-khan-academy-is-reinventing-education-forbes-2,2012-11-08 09:30:37,post,"Course Reader,Bookmarks,Diigo","SebastianThrun,#ocTEL,KhanAcademy,Udacity"
113,2,2012-11-08 13:16:54,Rough cut analysis of market research survey,"We closed the OCTEL market research survey a couple of days ago — many thanks to all the 140 people who completed it.
Tomorrow members of the project team are meeting in London to review the results of this, as well as considering other sources of intelligence that should guide the development of the OCTEL course. To inform that discussion, I've done a summary of the key results in the slideshow below.
This includes a rough analysis of the free text responses people made concerning the objectives they'd like the course to deliver, and the topics they'd like it to cover.
This is a preliminary account, subject to revision and development from further discussion. So comments are welcome. I'm also going to see if I can make the data (stripped of all personal information) available under an open licence [Update, 19 November 2012: here is the dataset on the ALT repository].
We are trying to run this project in as open and transparent way as possible. Suggestions for other ways of doing this are also welcome. And, on the off-chance that you are free and in London tomorrow between 11am and 3pm, you can join the project team meeting at Stewart House, University of London, Room STB2, Stewart House Basement (map, please report to reception on arrival). Please email octel@alt.ac.uk to let us know we should expect you (and best to bring a sandwich in case we don't have enough lunch to go round).","",publish,rough-cut-analysis-of-market-research-survey,2013-06-06 11:31:43,post,"progress report,About this course,course design","market research,mooc"
402,878,2012-11-12 09:51:26,How 'Open' are MOOCs? | Inside Higher Ed,"
Comments:
Exposes the confused thinking about what 'open' really means in the context of MOOCs, and how many xMOOC providers have quite restrictive terms of service. - David Jennings
","Comments:Exposes the confused thinking about what 'open' really means in the context of MOOCs, and how many xMOOC providers have quite restrictive terms of service. - David JenningsTags: MOOC, xMOOC, open, OER, Coursera, Udacity, ocTELby: David Jennings",publish,how-open-are-moocs-inside-higher-ed-2,2012-11-12 09:51:26,post,"Diigo,Course Reader,Bookmarks","mooc,Udacity,xMOOC,oer,#ocTEL,open,Coursera"
401,878,2012-11-12 09:58:28,Keeping MOOCs Open - Creative Commons,"
","Comments:Summary of the Gates Foundation's grants for MOOC development - David JenningsTags: MOOC, GatesFoundation, US, Coursera, Desire2Learn, ocTELby: David Jennings",publish,massive-open-online-courses-bill-melinda-gates-foundation-2,2012-11-15 09:51:18,post,"Diigo,Course Reader,Bookmarks","GatesFoundation,mooc,Coursera,Desire2Learn,US,#ocTEL"
399,878,2012-11-15 09:56:21,Coursera is not a Panacera | openuct,"
","Tags: Coursera, MOOC, development, DevelopingWorld, SouthAfrica, ocTELby: David Jennings",publish,coursera-is-not-a-panacera-openuct-2,2012-11-15 09:56:21,post,"Diigo,Course Reader,Bookmarks","mooc,Coursera,development,DevelopingWorld,#ocTEL,SouthAfrica"
120,2,2012-11-17 12:58:53,Course outline - first draft,"The ocTEL project team have now had a chance to discuss and digest the results of our survey, and to think about what implications they might have for the course design.
The results are most useful in terms of what they tell us about objectives and topics that people would like the course to cover, and which we hadn't included in the description we gave in the questionnaire. These included areas like pedagogic theory, how to evaluate and measure the impact of Technology Enhanced Learning (TEL), the wider context of digital literacy, specific technology platforms like mobile, how to deal with technology failures, and so on. We've endeavoured to add as many of these into the mix as we can.
The topic areas that came out as most important are what you might call the 'practical coalface' aspects of TEL:
designing learning materials
tutoring students online
students perspectives
designing and managing online activities, and social interactions
Less popular are the dry-but-worthy topics like openness and standards. However, since these are important and, well, worthy of inclusion, we don't want to drop them. Instead we tried to think of how we could weave them into the course in such a way that their value is made clear. This led into a more general discussion on a topic that bedevils learning technologists: do you organise round the learning and show how the technology serves those goals, or do you respect the interests of those who are concerned with particular technologies or means of delivery. We want to demonstrate, not just assert, the interdependence and interaction between learning and technology.
So the solution we're going with for now is a organised round practical challenges and problems that teachers and learning technologists face. We hope this will ensure that the technology and learning strands are bound together, as well as enabling the course to cover underpinning issues like openness and standards in a relevant context. You can see a 'live' working version of our course outline in this Google spreadsheet. In summary, the outline at the time of writing looks like this.
The Future and Technology Enhanced Learning — induction and finding your feet — 1 week — Challenge perceptions about TEL, and opportunity to check familiarity with basic tools and services
Designing the learning experience — 20 hours over 4 weeks
Work out what your course or learning opportunity is going to feel like — Historical context of TEL and range of TEL approaches, brief overview and orientation of issues on the rest of the course and how they contribute to the learning experience, comparison of approaches (e.g. different kinds of MOOC, classroom-based TEL, simulations, discursive & constructivist etc)
Be clear about how learning is going to take place — Design and organisation of group activities, social media in learning, games in learning, pedagogical theory
Produce engaging and effective learning materials — Design of curriculum and course materials, pedagogical theory, authoring tools and environments, producing OERs, copyright and licensing
Choose the right platforms and technologies to support activities and communication — Mobile platforms, VLEs, open platforms & integration, cloud services, accessibility
Supporting learners — 15 hours over 3 weeks
Understand learners’ needs — Learners' perspectives, supporting learner transitions, accessibility and access needs, prerequisites for course, familiarity with technology and digital literacy issues
Provide timely, effective assessment and feedback — e-assessment, formative and summative assessment, feedback, peer evaluations, e-portfolios
Support learners with tutor and peer communications — online tutoring and facilitation skills, peer support and networking, Personal Learning Networks and CPD
Managing the process — 15 hours over 3 weeks
Get maximum learning for minimum cost — Openness (especially Open Educational Resoruces) and standards, technologies and techniques for achieving economies of scale (VLEs, MOOCs etc), using free Web 2.0 tools and platforms
Keep your project or course on track by anticipating or overcoming problems — Implementation, risk analysis, troubleshooting, dealing with technology that doesn't work
Work out what difference you’re making — Evaluation, research evidence and measuring impact of TEL
In case it's not apparent, I should stress that none of this is fixed: we're publishing it now to expose the outline to the widest criticism while it is still not too costly to change it. Please don't be shy about saying if you think we've got this wrong.
If you'd like to track changes to the course outline, here's the RSS feed.
We're aware of some remaining issues. For example, how to allow learners the maximum flexibility to focus on some areas of the course in greater depth than others, within what may be a linear timetable.
We're also aware that our market research is not the last word or the whole story. Our questionnaire was (deliberately) short and may have been superficial in part as a consequence. Though we circulated it beyond the standard Association for Learning Technology channels, the balance of the responses seemed to suggest that the respondents were more likely to be learning technologists (and less likely to be teachers) and more TEL-savvy (in that 22% had already done a MOOC) than our target audience for the course.
So we are always interested in more feedback.
","",publish,course-outline-first-draft,2013-06-06 11:31:37,post,"course design,progress report,About this course","consultation,course outline,course design,topics"
398,878,2012-11-20 14:02:32,MOOC Badging and the Learning Arc - Cloudworks,"
","Tags: MOOC, OLDS-MOOC, accreditation, Badges, ocTELby: David Jennings",publish,mooc-badging-and-the-learning-arc-cloudworks-2,2012-11-20 14:02:32,post,"Course Reader,Bookmarks,Diigo","#ocTEL,OLDS-MOOC,Badges,mooc,accreditation"
397,878,2012-12-07 13:42:38,UK universities are wary of getting on board the mooc train | Education | The Guardian,"
","Tags: ocTEL, MOOC, OpenUniversity, UK, HigherEducationby: David Jennings",publish,top-uk-universities-launch-free-online-courses-education-guardian-co-uk-2,2012-12-14 10:06:56,post,"Diigo,Course Reader,Bookmarks","#ocTEL,UK,OpenUniversity,HigherEducation,mooc"
145,2,2012-12-17 22:32:46,Introducing OLDS MOOC and mixing courses,"ocTEL shares some of its DNA with another free online course, ""Learning Design for a 21st Century Curriculum"" a.k.a. OLDS MOOC (more on those acronyms in a second), which starts early in January. By DNA, I mean that our principles are very similar; it's likely that one or two people will be involved in both courses; and it's possible that ocTEL may use some of the materials developed for OLDS MOOC, or even by participants in that course as part of their learning activities.
OLDS is the Open Learning Design Studio within the Institute of Educational Technology at The Open University. MOOC is a Massive Open Online Course. It's fair to say that there's a lot of noise about MOOCs at the moment (here's one account [pdf] that has reasonable signal/noise ratio) and this isn't the place to unpick that, but ocTEL defines itself as a MOOC too. As such, we break with some of the assumptions of traditional courses, including the teacher-knows-best ethos that suggests that all learners should make a similar journey starting from point A and finishing at point B, irrespective of their context and personal aims. As the OLDS MOOC home page puts it,
We expect that many participants will commit for the 9-week 'journey', following the MOOC through from start to end and dedicating 3-10 hours a week. We expect others to join us for specific weeks or even a single activity. Participants will find answers to specific questions that interest them…
You can take the same approach to ocTEL. Both courses are free, so why not dip into both of them and see which bits are most relevant to you? We credit our potential participants with the intelligence to work this out for themselves, and encourage them to take responsibility for mixing different learning experiences to meet their needs. So, if you're interested in ocTEL, have a look too at OLDS MOOC and particularly their launch event on 7 January:
The structure of the MOOC reflects a proposed process for a design inquiry project. In such a process, designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs.
We are delighted to announce that a live launch event of the OLDS MOOC will be held on Monday 7th January 2013 at 4:00 pm GMT online via a live webcast stream and will last approximately 90 minutes.
It will be broadcast live via Cloudworks at http://cloudworks.ac.uk/cloudscape/view/2481 and online viewers will be able to post comments and ask questions (if they have registered for Cloudworks).
The launch is open to all, and we especially look forward to welcoming course participants.
The event will include a presentation of the MOOC themes, its pedagogical approach and modes of participation, and a brief overview of the weekly activities. This will be followed by an open discussion. The event will be recorded and available afterwards for replay during week 1 of the course.
OLDS MOOC is a project-based MOOC, encouraging participants to do practical work of direct relevance to them as part of the course, and reflect on this. The focus of the course, and therefore of the work, is on developing open education resources. Hence it's just possible that some of the work done by OLDS MOOC participants (I have registered to be one of them) could find its way into the ocTEL materials, as our course will be starting a few weeks after OLDS MOOC finishes.","",publish,introducing-olds-mooc-and-mixing-courses,2013-06-06 11:31:28,post,related courses and developments,"partnership,OLDSMOOC,mooc"
250,7,2012-12-21 13:01:22,Inspire Research :: Research to Inspire Learning,"
add this on Delicious
- saved by
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ocTELvia:packrati.us
- more about this link
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ocTEL
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...",publish,inspire-research-research-to-inspire-learning,2012-12-21 13:01:22,post,"Delicious,Course Reader,Bookmarks","#ocTEL,via:packrati.us"
270,13,2012-12-21 13:01:22,Inspire Research :: Research to Inspire Learning,"
add this on Delicious
- saved by inspireresearch
to
ocTELvia:packrati.us
- more about this link
","
add this on Delicious
- saved by inspireresearch
to
ocTEL
via:packrati.us
- more about this link
...",publish,inspire-research-research-to-inspire-learning-2,2012-12-21 13:01:22,post,"Delicious,Bookmarks,Course Reader","#ocTEL,via:packrati.us"
1931,4,2012-12-21 12:47:00,There's nothing new in MOOCs,"I have recently started working with the ocTEL team looking at how to evaluate the Massive Open Online Course or MOOC they'll be running next year. (ocTEL stands for Open Course in Technology Enhanced Learning, there's an outline of the course on the ocTEL blog.) There is a *huge* amount of discussion on MOOCs at the moment from tips for those taking a MOOC to the future of MOOCs and HE. This ","I have recently started working with the ocTEL team looking at how to evaluate the Massive Open Online Course or MOOC they'll be running next year. (ocTEL stands for Open Course in Technology Enhanced Learning, there's an outline of the course on th...",publish,theres-nothing-new-in-moocs-2,2012-12-21 12:52:59,post,"Blog posts,Course Reader","online community,community of practice,Education,evaluation,mooc,#ocTEL"
150,4,2013-01-10 12:38:13,There's nothing new in MOOCs,"Towards the end of last year I started working with the ocTEL team on how to evaluate the Massive Open Online Course or MOOC they'll be running in 2013. There is a *huge* amount of discussion on MOOCs at the moment from tips for those taking a MOOC to the future of MOOCs and HE. This article from the Chronicle provides a rather US centric timeline of developments and responses to MOOCs. There is also the recent launch of the slightly mysterious Futurelearn in the UK. There has been some very interesting discussion on this on the ALT mailing list. The list is members only, but quoting from a recent list posting by Diana Laurillard ""Everyone in the field knows there's nothing new in MOOCs"" but we do need to meet the ""massive demand for education, across all sectors from primary to lifelong, all over the world... It can't be done without technology... It's time to start looking seriously at what those models could be.""
For me at the moment, the focus is on evaluating just one MOOC, which is still under construction. Nonetheless, when I started asking the ocTEL team what they hope the MOOC will provide, one of the themes that emerged quite strongly is the desire for a sustainable community to come out of the MOOC. This has led me back to work I undertook over ten years ago on the theory and practice of online learning communities. At that time, I was influenced by Etienne Wenger's insights into Communities of Practice and Jenny Preece's perspective of designing usability and supporting sociability in online communities. Figure 1 summarises the dimensions of practice Wenger attributes to 'community', and Figure 2 shows the relative similarities in Preece's online community key features.
Figure 1 - Dimensions of practice as the property of a community
(Wenger, 1998, p73).
Figure 2 - Key features of an online community, with associated characteristics
(Adapted from Preece, 2000)
These models will be reviewed and elements drawn into the ocTEL evaluation framework. I'll also be looking at the concept of sustainability in relation to community. This has been addressed before by Bell et al in their 2007 book chapter entitled Evaluation: a link in the chain of sustainability. They highlight how the lack of persistence could come down to coordination failure or when the ""costs of participation exceed the perceived benefits"".
So perhaps there is nothing new in MOOCs, or maybe it's just a reminder to put old lessons into practice.
References
Bell, F et al (2007) Evaluation: a link in the chain of sustainability. In Lambropoulos, N & Zaphiris, P (Eds.) User-Centered Design of Online Learning Communities. Idea Group Inc.
Harris, RA & Niven, J (2002) Retrofitting theory to practice - a reflection on the development of an e-learning community. In Banks et al (Eds). Proceedings of Third International Conference on Networked Learning. Sheffield University.
Preece, J (2000) Online Communities: Designing Usability, Supporting Sociability. Chichester, John Wiley and Sons.
Wenger, E (1998) Communities of Practice. Learning, meaning and identity.Cambridge University Press, Cambridge.
","",publish,theres-nothing-new-in-moocs,2013-06-06 11:31:28,post,"Evaluation,About this course","mooc,evaluation,online community,community of practice,#ocTEL"
547,889,2013-01-25 16:18:26,April 2013: Open Course in Technology Enhanced Learning #ocTEL | @scoopit http://ow.ly/h86dg,"
Starting in April 2013 you will be able to participate in an online course to understand better how to use technology to enhance your teaching in Higher Education. The course is aimed primarily at peo...
","
Essential Skills and Employability
Fri, 25 Jan 2013 16:18:26 GMT
- HootSuite
April 2013: Open Course in ...",publish,april-2013-open-course-in-technology-enhanced-learning-octel-scoopit-httpow-lyh86dg,2013-04-04 23:00:42,post,"Google+,Course Reader,Social networks",
3312,1434,2013-01-25 16:14:08,April 2013: Open Course in Technology Enhanced Learning #ocTEL,"
Starting in April 2013 you will be able to participate in an online course to understand better how to use technology to enhance your teaching in Higher Education. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges. Registration is open now.
","
Scooped by Andreas Link onto Open Educational Resources (OER)
April 2013: Open Course in Technology Enhanced Learning #ocTEL
...",publish,april-2013-open-course-in-technology-enhanced-learning-octel,2013-01-25 16:14:09,post,"Scoopit,Course Reader,Bookmarks",
4180,1520,2013-01-25 16:14:08,April 2013: Open Course in Technology Enhanced Learning #ocTEL,"
Starting in April 2013 you will be able to participate in an online course to understand better how to use technology to enhance your teaching in Higher Education. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges. Registration is open now.
","
Scooped by Anne Whaits onto The Network is the Learning
April 2013: Open Course in Technology Enhanced Learning #ocTEL
...",publish,april-2013-open-course-in-technology-enhanced-learning-octel-2,2013-01-25 16:55:14,post,"Course Reader,Bookmarks,Scoopit",
249,7,2013-01-29 14:49:56,ocTEL - Open Course in Technology Enhanced Learning | Association for Learning Technology,"
add this on Delicious
- saved by
to
ocTEL
- more about this link
","
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- saved by
to
ocTEL
- more about this link
",publish,octel-open-course-in-technology-enhanced-learning-association-for-learning-technology,2013-01-29 14:49:56,post,"Bookmarks,Delicious,Course Reader",#ocTEL
268,5,2013-01-29 14:49:56,ocTEL - Open Course in Technology Enhanced Learning | Association for Learning Technology,"
add this on Delicious
- saved by mhawksey
to
ocTEL
- more about this link
","
add this on Delicious
- saved by mhawksey
to
ocTEL
- more about this link
",publish,octel-open-course-in-technology-enhanced-learning-association-for-learning-technology-2,2013-01-29 14:49:56,post,"Delicious,Bookmarks,Course Reader",#ocTEL
248,7,2013-01-29 15:23:16,April 2013: Open Course in Technology Enhanced Learning #ocTEL | Open Educational Resources (OER) | Scoop.it,"
add this on Delicious
- saved by
to
ocTELoer
- more about this link
","
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to
ocTEL
oer
- more about this link
",publish,april-2013-open-course-in-technology-enhanced-learning-octel-open-educational-resources-oer-scoop-it,2013-01-29 15:23:16,post,"Delicious,Course Reader,Bookmarks","oer,#ocTEL"
267,11,2013-01-29 15:23:16,April 2013: Open Course in Technology Enhanced Learning #ocTEL | Open Educational Resources (OER) | Scoop.it,"
add this on Delicious
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to
ocTELoer
- more about this link
","
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to
ocTEL
oer
- more about this link
...",publish,april-2013-open-course-in-technology-enhanced-learning-octel-open-educational-resources-oer-scoop-it-2,2013-01-29 15:23:16,post,"Delicious,Bookmarks,Course Reader","#ocTEL,oer"
247,7,2013-01-29 15:26:19,Open Course in Technology Enhanced Learning #ocTEL – Technology Enhanced Learning Blog,"
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to
ocTELvia:packrati.us
- more about this link
","
add this on Delicious
- saved by
to
ocTEL
via:packrati.us
- more about this link
...",publish,open-course-in-technology-enhanced-learning-octel-technology-enhanced-learning-blog,2013-01-29 15:26:19,post,"Delicious,Course Reader,Bookmarks","via:packrati.us,#ocTEL"
266,10,2013-01-29 15:26:19,Open Course in Technology Enhanced Learning #ocTEL – Technology Enhanced Learning Blog,"
add this on Delicious
- saved by alexsp
to
ocTELvia:packrati.us
- more about this link
","
add this on Delicious
- saved by alexsp
to
ocTEL
via:packrati.us
- more about this link
...",publish,open-course-in-technology-enhanced-learning-octel-technology-enhanced-learning-blog-2,2013-01-29 15:26:19,post,"Bookmarks,Course Reader,Delicious","via:packrati.us,#ocTEL"
245,7,2013-01-29 16:35:42,Who's been sharing #octel (Open Course in Technology Enhanced Learning http://t.co/G4eI735H) so far http://t.co/LbZvyGHF,"
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octel
- more about this link
","
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to
octel
- more about this link
",publish,whos-been-sharing-octel-open-course-in-technology-enhanced-learning-httpt-cog4ei735h-so-far-httpt-colbzvyghf,2013-01-29 16:35:42,post,"Delicious,Course Reader,Bookmarks",#ocTEL
246,7,2013-01-29 16:35:42,TAGSExplorer: Interactive archive of twitter conversations from a Google Spreadsheet for,"
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to
octel
- more about this link
","
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- saved by
to
octel
- more about this link
",publish,tagsexplorer-interactive-archive-of-twitter-conversations-from-a-google-spreadsheet-for,2013-01-29 16:35:42,post,"Delicious,Course Reader,Bookmarks",#ocTEL
264,5,2013-01-29 16:35:42,Who's been sharing #octel (Open Course in Technology Enhanced Learning http://t.co/G4eI735H) so far http://t.co/LbZvyGHF,"
add this on Delicious
- saved by mhawksey
to
octel
- more about this link
","
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- saved by mhawksey
to
octel
- more about this link
",publish,whos-been-sharing-octel-open-course-in-technology-enhanced-learning-httpt-cog4ei735h-so-far-httpt-colbzvyghf-2,2013-01-29 16:35:42,post,"Bookmarks,Course Reader,Delicious",#ocTEL
265,5,2013-01-29 16:35:42,TAGSExplorer: Interactive archive of twitter conversations from a Google Spreadsheet for,"
add this on Delicious
- saved by mhawksey
to
octel
- more about this link
","
add this on Delicious
- saved by mhawksey
to
octel
- more about this link
",publish,tagsexplorer-interactive-archive-of-twitter-conversations-from-a-google-spreadsheet-for-2,2013-01-29 16:35:42,post,"Delicious,Bookmarks,Course Reader",#ocTEL
546,888,2013-02-03 14:54:23,""Sorry, this class site is now closed." Fundamentals of Online Education Coursera MOOC has been cancelled...","
Laura Gibbs
Sun, 03 Feb 2013 14:54:23 GMT
- Reshared Post
",publish,sorry-this-class-site-is-now-closed-fundamentals-of-online-education-coursera-mooc-has-been-cancelled,2013-04-04 23:00:24,post,"Course Reader,Social networks,Google+",
395,878,2013-02-03 20:37:50,"Venture Capital's Massive, Terrible Idea For The Future Of College | The Awl","
","Tags: PotentialReading, Baumol, cost, US, HigherEducation, ocTEL, economicsby: David Jennings",publish,book-chat-why-does-college-cost-so-much-nytimes-com-2,2013-02-06 01:11:40,post,"Diigo,Course Reader,Bookmarks","HigherEducation,cost,economics,US,#ocTEL,PotentialReading,Baumol"
244,7,2013-02-18 12:22:53,Methodologies for Mapping the Political Blogosphere: An Exploration Using the IssueCrawler Research Tool | QUT ePrints,"
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lak13via:packrati.usblogscpdfor:miriamlfromtwitter:@teachlearnocTELopensourcepolicy
- more about this link
","
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to
lak13
via:packrati.us
blogs
cpd
for:miriaml
...",publish,methodologies-for-mapping-the-political-blogosphere-an-exploration-using-the-issuecrawler-research-tool-qut-eprints,2013-02-18 12:22:53,post,"Bookmarks,Delicious,Course Reader","via:packrati.us,cpd,#ocTEL,opensourcepolicy,fromtwitter:@teachlearn,lak13,blogs,for:miriaml"
269,12,2013-02-18 12:22:53,Methodologies for Mapping the Political Blogosphere: An Exploration Using the IssueCrawler Research Tool | QUT ePrints,"
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- saved by teach_learn
to
lak13via:packrati.usblogscpdfor:miriamlfromtwitter:@teachlearnocTELopensourcepolicy
- more about this link
","
add this on Delicious
- saved by teach_learn
to
lak13
via:packrati.us
blogs
cpd
for:miriaml...",publish,methodologies-for-mapping-the-political-blogosphere-an-exploration-using-the-issuecrawler-research-tool-qut-eprints-2,2013-02-18 12:22:53,post,"Bookmarks,Course Reader,Delicious","opensourcepolicy,#ocTEL,via:packrati.us,fromtwitter:@teachlearn,blogs,for:miriaml,cpd,lak13"
243,7,2013-03-08 01:12:21,OCTEL blog,"
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octelmooc
- more about this link
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octel
mooc
- more about this link
",publish,octel-blog,2013-03-08 01:12:21,post,"Delicious,Course Reader,Bookmarks","mooc,#ocTEL"
263,9,2013-03-08 01:12:21,OCTEL blog,"
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octelmooc
- more about this link
","
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octel
mooc
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...",publish,octel-blog-2,2013-03-08 01:12:21,post,"Delicious,Bookmarks,Course Reader","mooc,#ocTEL"
545,887,2013-03-08 22:23:37,A new education-related MOOC starts this April:The Open Course in Technology Enhanced Learning by @...,"
George Station
Fri, 08 Mar 2013 22:23:37 GMT
- Reshared Post
I just saw a note over on the Other Leading Brand about this #open course that starts in April. Looks interesting.
OCTEL is the Open Course in Technology Enhanced Learning. Starting in April 2013 you will be able to participate in an online course to understand better how to use technology to enhance your teaching...
","
George Station
Fri, 08 Mar 2013 22:23:37 GMT
- Reshared Post
I just saw a note over on the Other Leading Brand about this #open course that starts in April. Looks interesting.
OCTEL is the Open Course in Technology Enhanced Learning. Starting in April 2013 you will be able to participate in an online course to understand better how to use technology to enhance your teaching...
",publish,a-new-education-related-mooc-starts-this-aprilthe-open-course-in-technology-enhanced-learning-by,2013-04-04 23:00:15,post,"Social networks,Google+,Course Reader",
191,2,2013-03-12 13:06:50,New course outline and confirmed dates,"We now have a complete set of draft materials for our course, which we will be reviewing and revising during the rest of the March, so that we’re ready to start the course in April. While finalising the course and planning the support, we’ve changed the order of the modules in the course. There have been subtle changes of emphasis in the modules since we published the draft course outline.
Here’s the outline as it stands now, with confirmed dates and with my personal take on what you might get from each part. We’ll post a more definitive outline nearer the start of the course.
Induction and Reception (“Module 0”) — 4-14 April
If you haven’t done an open online course like ocTEL before, it can take a little getting used to, particularly at the beginning when a lot of people are introducing themselves, sharing expectations and experiences. Hence we’ve created a “soft” introductory session to help you get familiar with how the course works, how to participate in discussions.
There will be practical activities related to Technology Enhanced Learning (TEL), but informal ones which you can use as a “sandbox” to try out alternative ways of approaching the materials and interacting with others.
This module is deliberately longer than a week to allow maximum time for this exploration. We appreciate that many people may be on holiday during the first week of April. You won’t miss anything by not joining until 8 April; you’ll just have a little less time to play.
Foundations of TEL1. TEL concepts and approaches — week commencing 15 April
How can I use TEL to improve my teaching and learning practice? An introductory overview of the field, covering different ways technology can make learning better, online and offline. In case you thought Technology Enhanced Learning was just about putting course notes on a Virtual Learning Environment and prodding students through them, you will learn about diversity and concepts behind TEL.
2. Understanding learners’ needs — w/c 22 April
How do I take account of students’ requirements? What we know about learners’ needs in general, including digital literacy and readiness to engage with TEL. Plus how you can find out more about the specific needs of your learners, and how to ensure that teaching and learning are accessible to people with diverse needs.
3. Active learning — w/c 29 April
How do I ensure participants learn through active engagement? An overview of theories of active learning and invitation to critique them. What these mean for TEL, and how to design activities that maximise learning. When and how social media and games can help.
TEL Methods and Tools4. Producing engaging and effective learning materials — w/c 6 May
What makes good learning materials, how to find them, how to assess them, and how to produce them. The licensing principles of Open Educational Resources and using them to make better learning experiences.
5. Platforms and technologies — w/c 13 May
How do I choose the right tech to support effective learning activities? The unique features of online, mobile and classroom technologies as learning platforms. The implications of these features map for learning, and the comparative benefits of ‘open’ and ‘closed’ technologies
6. Assessment and feedback — w/c 20 May
How do I give timely feedback and collect the evidence to support it? Theory and practice of assessment and feedback, and where technology fits into this via the range of e-assessment approaches. Choosing the types of technology that will best fit the needs of assessment and of your students.
7. Tutor and peer support — w/c 27 May
How do I design and manage support for online learners? Focusing on the roles of human, as opposed to automated, support, including how online tuition differs from face-to-face contexts. How to organise peer support and review among learners, including practising peer review.
Managing TEL8. Maximum learning for minimum cost — w/c 3 June
What can the ‘enhanced’ in Technology Enhanced Learning stand for? Exploring techniques for making richer learning experiences without adding costs, increasing scale, reach and access, as well as improving productivity and flexibility. Assessing the opportunities of open content, free Web 2.0 tools and MOOCs (Massive Open Online Courses).
9. Cheating Murphy’s Law: expecting the unexpected — w/c 10 June
How do I keep my project or course on track by anticipating and overcoming problems. Some case studies of what can go wrong with TEL, including implementation issues, risk analysis, troubleshooting, and dealing with technology that doesn’t work.
10. Evaluating TEL — w/c 17 June
How do I tell what difference I’m making with TEL? Evaluation, research evidence and measuring impact. There will also be time to reflect on and evaluate this course, both as a general example of evaluation practice and to give us specific feedback on this first run. And we will be hosting a discussion on where you might like to go after the course, including nurturing new collaborations and outlining what ongoing support is available via ALT and other channels.
If this looks interesting and you haven’t already registered for the course, please do so now via our home page.
As this is an open course, you're free to pick and choose from the above and do as much or as little of the course as you like.
So far we have over 300 people registered for the course, from around the world, on the back of near-zero publicity. Now that we have firm dates for each of the weeks, we’re going to do a little more publicity. Any help you can offer in spreading the word would be very welcome. Please follow us on twitter, retweet and share.
In the remaining weeks of March we’ll be blogging some more about:
our line-up of guest contributors for the live webinars we’ll be hosting every Wednesday as part of the course;
our approach to tutor support and what course participants can expect;
possibly how experienced learning technologists can get involved and help us run the course (hint!)
and possibly some more about our guiding principles in designing the course.
","",publish,new-course-outline-and-confirmed-dates,2013-06-06 11:31:36,post,"About this course,course design,progress report",
544,886,2013-03-12 16:13:02,"Hi all,Just received notification of this via the ALT mailing list...BWChrisRegistration is open...","
Hi all, Just received notification of this via the ALT mailing list... BW Chris
Registration is open for ocTEL, the Open Course in Technology Enhanced Learning
Starting in April 2013 this online course is initially aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges, who want to better understand and explore how to use technology to enhance teaching and learning.
ocTEL is designed and run by members of the Association for Learning Technology (ALT) and has the potential to raise the profile and capability of learning technology across sectors. Most of the writing and tutor support is being provided on a voluntary basis. If you're an experienced learning technologist and you'd like to get involved as a volunteer, please register your interest at http://octel.alt.ac.uk/contribute/
Please forward this message to interested colleagues in your own networks and if you are a Twitter user, you may wish to use the following suggested text & hashtags:
New course outline and confirmed dates · There's nothing new in MOOCs · Introducing OLDS MOOC and mixing courses · Course outline – first draft · Rough cut analysis of market research survey · RSS Rel...
Hi all, Just received notification of this via the ALT mailing list... BW Chris
Registration is open for ocTEL, the Open Course in Technology Enhanced Learning
Starting in April 2013 this online course is initially aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges, who want to better understand and explore how to use technology to enhance teaching and learning.
ocTEL is designed and run by members of the Association for Learning Technology (ALT) and has the potential to raise the profile and capability of learning technology across sectors. Most of the writing and tutor support is being provided on a voluntary basis. If you're an experienced learning technologist and you'd like to get involved as a volunteer, please register your interest at http://octel.alt.ac.uk/contribute/
Please forward this message to interested colleagues in your own networks and if you are a Twitter user, you may wish to use the following suggested text & hashtags:
New course outline and confirmed dates · There's nothing new in MOOCs · Introducing OLDS MOOC and mixing courses · Course outline – first draft · Rough cut analysis of market research survey · RSS Rel...
",publish,hi-alljust-received-notification-of-this-via-the-alt-mailing-list-bwchrisregistration-is-open,2013-04-04 23:00:03,post,"Social networks,Google+,Course Reader",
393,879,2013-03-13 12:43:25,A New Pedagogy is Emerging...And Online Learning is a Key Contributing Factor | Contact North,"
","Tags: HigherEducation, pedagogy, online learningby: Orla Daly",publish,a-new-pedagogy-is-emerging-and-online-learning-is-a-key-contributing-factor-contact-north-2,2013-03-13 12:43:25,post,"Course Reader,Bookmarks,Diigo","online learning,pedagogy,HigherEducation"
242,7,2013-03-16 10:27:25,EATEL » Registration for the Open Course in Technology Enhanced Learning,"
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","
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edtech
etel
mooc
octel
via:packrati.us
...",publish,eatel-registration-for-the-open-course-in-technology-enhanced-learning,2013-03-16 10:27:25,post,"Course Reader,Bookmarks,Delicious","edtech,#ocTEL,via:packrati.us,etel,mooc"
262,8,2013-03-16 10:27:25,EATEL » Registration for the Open Course in Technology Enhanced Learning,"
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edtechetelmoococtelvia:packrati.us
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","
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to
edtech
etel
mooc
octel
via:packrati....",publish,eatel-registration-for-the-open-course-in-technology-enhanced-learning-2,2013-03-16 10:27:25,post,"Delicious,Bookmarks,Course Reader","etel,via:packrati.us,#ocTEL,mooc,edtech"
2013,171,2013-03-18 10:55:04,Hello!,"
Hi and welcome to my ocTEL blog! I have set this blog up purely for engagement with the ALT ocTEL course running April-June 2013. I am looking forward to the course, both from the content point of view and for the experience in taking part in a MOOC. I have taken part in one MOOC before – the Digital Cultures one run by Coursera, which was a really interesting course, so I am now looking forward to this one. I work as an Academic Developer supporting staff with learning technologies and so this course is very relevant to my role. I have recently completed an EdD which explored tutors’ early experiences of teaching online, so have a particular interest in online education.
I am also providing some support for other staff from the University of Huddersfield who are participating in this course, so providing support with both the technical side of setting up blogs and using Twitter in addition to providing some resources and space for discussions about the course. So if you are from the University of Huddersfield and have not yet let me know you are taking the course, please let me know – thanks!
Other than that, looking forward to the course content and engaging with the wider educational community about technology enhanced learning.
","Hi and welcome to my ocTEL blog! I have set this blog up purely for engagement with the ALT ocTEL course running April-June 2013. I am looking forward to the course, both from the content point of view and for the experience in taking part in a MOOC. I have taken part in one MOOC […]",publish,hello-2,2013-03-18 10:55:04,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
4674,171,2013-03-18 10:55:04,Hello!,"
Hi and welcome to my ocTEL blog! I have set this blog up purely for engagement with the ALT ocTEL course running April-June 2013. I am looking forward to the course, both from the content point of view and for the experience in taking part in a MOOC. I have taken part in one MOOC before – the Digital Cultures one run by Coursera, which was a really interesting course, so I am now looking forward to this one. I work as an Academic Developer supporting staff with learning technologies and so this course is very relevant to my role. I have recently completed an EdD which explored tutors’ early experiences of teaching online, so have a particular interest in online education.
I am also providing some support for other staff from the University of Huddersfield who are participating in this course, so providing support with both the technical side of setting up blogs and using Twitter in addition to providing some resources and space for discussions about the course. So if you are from the University of Huddersfield and have not yet let me know you are taking the course, please let me know – thanks!
Other than that, looking forward to the course content and engaging with the wider educational community about technology enhanced learning.
","Hi and welcome to my ocTEL blog! I have set this blog up purely for engagement with the ALT ocTEL course running April-June 2013. I am looking forward to the course, both from the content point of view and for the experience in taking part in a MOOC. I have taken part in one MOOC […]",publish,hello-5,2013-03-18 10:55:04,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
392,878,2013-03-18 12:34:28,The Professors Behind the MOOC Hype - Technology - The Chronicle of Higher Education,"
ALT have just published the draft course outline for their first MOOC – ocTEL (Open Course in Technology Enhanced Learning). The content looks promising – a good mix of theory and practice, covering a wide range of topics. It’ll be interesting to see what level the materials are pitched at – whether they aim the core content at people new to TEL, or whether they assume a certain amount of prior experience. I suspect, given that most of the publicity so far has been word-of-mouth, that most participants will be experienced TEL practitioners.
","ALT have just published the draft course outline for their first MOOC – ocTEL (Open Course in Technology Enhanced Learning). The content looks promising – a good mix of theory and practice, covering a wide range of topics. It’ll be interesting to see what level the materials are pitched at …",publish,octel-course-outline-published,2013-03-18 20:18:30,post,"Course Reader,Blog posts",#ocTEL
241,7,2013-03-20 00:36:21,Category: Class13 | ocTEL Alpha,"
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lak13ocTEL
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","
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lak13
ocTEL
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...",publish,category-class13-octel-alpha,2013-03-20 00:36:21,post,"Delicious,Course Reader,Bookmarks","#ocTEL,lak13"
261,5,2013-03-20 00:36:21,Category: Class13 | ocTEL Alpha,"
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to
lak13ocTEL
- more about this link
","
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lak13
ocTEL
- more about this link
...",publish,category-class13-octel-alpha-2,2013-03-20 00:36:21,post,"Bookmarks,Course Reader,Delicious","#ocTEL,lak13"
253,1,2013-03-20 13:45:58,ocTEL principles and values,"
ocTEL is the Open Course for Technology Enhanced Learning developed and run by the Association for Learning Technology (ALT) and its members.
This is the first online course that the Association has run and while all first attempts at such undertakings can be a steep learning curve and necessarily involve some quantity of unknowns, there are a number of overarching principles and values which have shaped it.
largely designed and run by ALT members on a voluntary basis;
designed, where possible, to minimise requirements regarding multiple tools and logins;
built using Open Educational Resources wherever possible;
includes references to resources contributed by partner organisations;
designed and built to ensure accessibility for all participants;
published under a Creative Commons licence;
supported by a group of volunteer tutors;
actively seeking feedback from participants and the wider community to inform its future development.
OcTEL will play a part in achieving ALT’s mission to ensure that use of learning technology is effective and efficient, informed by research and practice, and grounded in an understanding of the underlying technologies, their capabilities and the situations into which they are placed.
OcTEL reflects ALT’s definition of what learning technology is and whom it is relevant to:
Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment. A very wide range of people in industry and in private and public sector education have learning technology as a core part of their role.
OcTEL builds on the overarching principles of CMALT, ALT’s peer-based accreditation scheme both in its design/content and in the activities participants will engage in, helping participants to demonstrate and encourage:
A commitment to exploring and understanding the interplay between technology and learning;
A commitment to keep up to date with new technologies;
An empathy with and willingness to learn from colleagues from different backgrounds and specialisms;
A commitment to communicate and disseminate effective practice.
The initial development of ocTEL is funded by the Innovation and Transformation Fund of Leadership Foundation For Higher Education. ALT is committed to its further development in 2013 and beyond, in order to to broaden the course to make it more directly related to teaching and learning beyond Higher Education.
","",publish,octel-principles-and-values,2013-03-21 22:32:03,post,"course design,Course Reader,About this course",
390,878,2013-03-21 18:21:27,P2PU | School of Open,"
","Tags: creativecommons, open, P2PU, AgileLearning, ocTEL, PotentialReading, PotentialResourceby: David Jennings",publish,p2pu-school-of-open-2,2013-03-21 18:21:27,post,"Diigo,Course Reader,Bookmarks","open,P2PU,creativecommons,PotentialReading,AgileLearning,PotentialResource,#ocTEL"
279,2,2013-03-21 23:15:41,ocTEL tutor support: what you can expect,"Online learning in ocTEL is designed to encourage participants like you both to engage actively with the concepts in the course and to reflect on what you are learning through discussion. So learning conversations are central to the course. We will help you get the most from these conversations through a combination of
support from peer learners, for which we rely on you to self-organise using the communicated channels we provide, and
support from tutors who facilitate conversations with a range of feedback techniques.
ocTEL tutors, like the course authors, are volunteers. We’ve had an encouragingly large number of offers of help with tutor support, mostly from within the Association for Learning Technology community (and including many with CMALT accreditation), and we’re very grateful for this enthusiastic response.
In most cases, there will be different tutors in each module of ocTEL. There will be at least one ‘specialist’ tutor and three or four support tutors. They will monitor and take part in ocTEL discussions on the jiscmail list for participants, and on blogs, tweets and other forums (as long as you use the #ocTEL hashtag). The kinds of contributions they will make to discussions may include:
summarising key points in a conversation, drawing out alternative perspectives;
encouraging reflection on particular issues and how these may relate to your own experience;
questioning and sometimes challenging assumptions;
suggesting other resources and people that you may want to look up to explore an area further;
providing further explanations to complement the course text and materials.
Specialist tutors are more likely than support tutors to make the latter kinds of interventions, but there is no hard-and-fast distinction. All tutors in ocTEL are here to facilitate, not to assess. They will mostly be ‘non-directive’ and, though they may express opinions, they’re not here to give marks out of ten. In other words, tutors are very much the ‘guide on the side’.
We hope the arrangements we have put in place will provide you with timely feedback and support as you make your way through the course, whether this is from tutors or peers. Please bear in mind that tutors are volunteers, have limited time available, and deserve to maintain a work-life balance. We are organising the tutors with the aim of providing at least 10 hours tutor support for each week-long module. If you divide this among, say, 300 participants, it’s clear that you should not expect a great deal of individual attention from tutors. Tutors may be available to respond during evenings and weekends, but this is at their discretion.
We very much hope you will have no cause to complain about the support you receive during your participation in ocTEL. If you do, please email octel@alt.ac.uk with details of exactly what has gone wrong, and some indication of how you would like us to solve the problem. You should normally get an acknowledgement of your complaint within one working day.
Note on technical support
Tutors are there to help you with your learning on the course. They are not there to solve technical problems. When the course starts there will be a Help button on the menu bar above. That will route you to sources of technical help, both among fellow participants and from the core project team from the Association for Learning Technology.","",publish,octel-tutor-support-what-you-can-expect,2013-06-06 11:29:07,post,"Uncategorized,About this course",
1066,1090,2013-03-26 07:16:33,"POT Cert Week 20: the “golden triangle” of pedagogy, ed tech and instructional design #potcert","
Happy days: this week POTCert takes a look at educational technology and instructional design. I’m particularly interested in both of these fields because since starting on the Pedagogy First course, I’ve come to realise that both educational technology and instructional design are integral to the delivery of effective learning, and it seems that an online tutor would be well advised to understand something of each and to develop some of the respective foundation skills. I think that an understanding of the science and art of education, that is to say, pedagogy, combined with an understanding of educational technology and instructional design forms what I’d see as the “golden triangle” of online learning.
Already by week 2 of this course I’d developed a curiosity regarding instructional design, largely because I was unfamiliar with the term. Although Scott Johnson and Jim Julius explained the role of an instructional designer I was still unclear about the whole notion, probably due in a large part to the fact that I’d never actually met anyone who was an instructional designer. Even in January, when I went on to sign up for OLDSMOOC, an open online course in learning design, I still had no firm idea what it entailed, commenting:
I’ve no substantive idea of what learning design actually is; is it a fancy name for something that I do already when planning learning activities, is it something quite rigorous and scientific that I’ve hitherto not been exposed to, or is it something quite new altogether – a response to the way technology is impacting teaching and learning maybe.
Wikipedia offers the following explanation:
Instructional Design is the practice of creating “instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.” The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some “intervention” to assist in the transition. Ideally the process is informed by pedagogically (process of teaching) and andragogically (adult learning) tested theories of learning
and, as more and more open and participatory learning opportunities became available, increasingly heutagogically tested ones as well, I’d venture.
Any way, looking back at my initial musings, it turns out that instructional design comprises all three of my premises.
By the way, I prefer to use the term learning design; I might explain that instructional design is the term more commonly used in the US whereas in the UK and Europe, it’s learning design.
In her book, Designing for Learning in an Open World, Grainne Conole explains learning design as “a methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which are pedagogically informed and make effective use of resources and technologies”. It seems that in the field of education many are coming to see educational practice as the design inquiry of learning, after all “design science is concerned with how things should be” (Simon, 1969 quoted by Mor, 2013).
From my OLDSMOOC experience, I can now appreciate that learning design science provides both a rigorous method and a variety of tools to help ensure the development, and continuous improvement, of learning experiences. Here is a brief overview of the design process:
Initiate – proposal of a learning need
Inquire – inquire into the learning context
Ideate – sketch out a course design
Connect – develop learning activities
Prototype – test out aspects of the design
Evaluate – evaluate as part of the iterative process of learning design
Reflect – reflect and share learning or design narratives
Learning design tools
If you want to leran more about the process of learning design I strongly suggest that you take a look at the comprehensive range of resources on the OLDSMOOC website.
In her explanation above, Grainne Conole points out that learning design “makes effective use of resources and technologies”. Wikipedia says that educational technology “is the study and ethical practice of facilitating e-learning, which is the learning and improving of performance by creating, using and managing appropriate technological processes and resources”, and furthermore, that the term “is often associated with, and encompasses, instructional theory and learning theory”. So, it seems that the three fields of pedagogy, learning design and educational technology are indeed bound inextricably closely together.
Although, the POTCert course has given me great insight into the use of technology, I’m aware that my knowledge in this respect is still quite superficial. So, like I mentioned in a previous post, seeing as I’ve a notion of “cobbling together an LMS“ of my own from a variety of web technologies, I’m keen to develop my knowledge and skills further in relation to educational technology. For that reason, I’m hoping to participate in the upcoming Open Course in Technology Enhanced Learning offered by the Association for Learning Technologies in the UK. It’s all good fun.
","Happy days: this week POTCert takes a look at educational technology and instructional design. I’m particularly interested in both of these fields because since starting on the Pedagogy First course, I’ve come to realise that both educational technology and instructional design are integral to the delivery of effective learning, and it seems that an online […]",publish,pot-cert-week-20-the-golden-triangle-of-pedagogy-ed-tech-and-instructional-design-potcert,2013-03-26 07:16:33,post,"Course Reader,Blog posts","OLDSMOOC,Programme for Online Teaching,potcert,educational technology,learning design,linkedin,Conole,week 20,open education,instructional design"
2407,87,2013-03-27 07:18:44,Welcome to LORO - LORO,"
Comments:
""LORO contains resources for language teaching available to download and reuse, including those used by the Department of Languages at the Open University, UK."" - Sarah Horrigan
","Comments:""LORO contains resources for language teaching available to download and reuse, including those used by the Department of Languages at the Open University, UK."" - Sarah HorriganTags: oer, loro, language, languages, resources, derbytel, opennes...",publish,welcome-to-loro-loro,2013-03-27 07:18:44,post,"Diigo,Course Reader,Bookmarks","languages,loro,Resources,oer,learning,derbytel,openness,language,Education"
432,5,2013-03-27 15:10:15,(M)OOC in a Box: Turning WordPress into an Open Course Reader #ocTEL,"
It’s apparent from the survey of [c]MOOC technology that course teams are taking a loosely joined set of tools that they are comfortable with to facilitate a shared experience with the learner.
I also asked:
Even with the bespoke nature of [c]MOOCs there are still opportunities to start collectively raiding the parts bin. … Given the wide use of WordPress … are there opportunities for [c]MOOC specific themes or plugins?
At the time I highlighted the prevalence of the FeedWordPress plugin for WordPress, which is used to aggregate content from other sites via RSS feeds. Six months on and reading posts mainly from Alan Levine the WordPress parts bins has well and truly been raided. Alan is at an advantage having been involved with the open online course in Digital Storytelling (DS106) and it’s been incredibly useful to see how his recipe has evolved. At the same time others have been turning to WordPress to support their courses. Of note are E-learning and Digital Cultures on Coursera (#edcmooc) , which challenges the division of connectivist (cMOOC) and instructivist (xMOOC) by using the FeedWordPress recipe; and the Open University/OpenLearn/Martin Weller course in Open education (H817).
This last example is particularly interesting because as you’ll discover by reading this post by Martin Weller you’ll see he’s embraced the DIY approach, confronting the challenges of being your own IT support head on. In the post Martin concludes:
One last plea – I joked with Alan that I needed DS106 out of a box. I think I’m serious though – it would be great to have a step by step, idiots guide to installing and setting up a DS106-like environment. The rest of us don’t have Alan and Jim’s tech skills, so getting to the starting line is difficult. I know they’ll say you should invent your own way, but they done so much great work that I don’t think they realise just how much expertise they have. A simple installation that let the rest of us get started, would mean we could all go off in different directions then. So any of the DS106 crowd up for it? And I do mean a simple guide, it has to be Weller-proof.
Personally, and at the danger of frustrating Martin further, I think it needs more than just a guide. In my original post I highlighted how aggregation of data was key. This still holds but with all data the next challenge is turning it into something actionable. What pathways might be useful for users to make sense of what is going on.
Looking at H817, EDCMOOC, DS106, ETMOOC and others you have a lovely, gorgeous, wonderful flow of creativity, ideas and reflections, but often this is hard to navigate. Even when you use post excerpts a page of the last 10 posts is at best over 3,000 pixels long. Add in the issue that you might be pulling in content from 100s of sources and those 10 posts could quickly disappear.
Taking a step back a considering what FeedWordPress is doing, its a feed aggregator so are there any cues we can take from feed readers to make it easier to users to browse the content. That was the question I found asking myself when I was recently asked to contribute to ALT’s Open Course in Technology Enhanced Learning (ocTEL) [starts 4th April – still time to sign up].
Take Google Reader for example (don’t even get me started on Google’s ridiculous decision to close this in July). Reader is able to allow you to easily browse 10 posts in 300 pixels and if there are over 10 posts as I scroll down more content is automatically added. If there is anything I look the like of I can click the title to get the content. I can also see the things I’ve read and options to ‘star’ and share (although sharing has been compromised with the introduction of Google+). Feeds can also be organised into folders making it easy to filter content.
With these ideas in mind I scoured the WordPress plugins database to see how much of this functionality I could recreate. And here’s what I’ve come up with:
I’ve got more tidying up to do with the code before official release but you have have a play here (if you want to test read/favouriting then register here) and here is the current code (very poorly documented).
Thoughts and reflections
A group RSS reader
When I started making this custom child theme Google Reader was going to live to a merry old age. Given it’s death in July and having already started my search for a replacement I’m wording if reusing this recipe and my existing feed subscriptions might be the way forward – particularly as the base theme is responsive and works well on mobile. Taking this idea one step further there are potentially some interesting collaborative opportunities beyond an open course context. In particular I was thinking of enabling the WordPress commenting system which would allow discussion of posts, the scenario being your team want to monitor and comment on a set of feeds (I’ve disabled commenting for now as I want people to discuss content on the source post, the issue though is the comment activity is not captured and displayed … one to add to my TODO).
WordPress as an open course platform
Pro – flexibility allows you to find and install themes/plugins to get your desired functionality
Con – flexibility means you’ll spend hours looking for the right plugin then discover it doesn’t quite do what you want and which point you either (if you can) tweak, live with or spend hours more searching for an alternative
Pro – wordpress has numerous well documented internal functions and an architecture to easily add custom functionality (functions.php) and creating themes based on existing templates (child themes)
Con - custom functionality takes time and can easily break if dependencies like plugins or parent themes change (for example my current child theme is broken by the very latest version of the responsive theme)
Box of bits and no instructions
One of the things at the forefront on my mind is this is potentially an open course platform in a box, but the box contains a random selection of pieces and no instructions. The guidance can be written, its finding the balance between ‘flat pack’ and bespoke.
As always you thoughts and ideas greatly appreciated
BTW I final got a nice blog registration integrated into FeedWordPress. More about that next time (code is in the repo)
",Google Readers demise is unfortunate but before it disappears I thought it would be useful to raid some of the functionality for an open course reader (using WordPress/FeedWordPress,publish,mooc-in-a-box-turning-wordpress-into-an-open-course-reader-octel,2013-03-27 15:10:15,post,"Blog posts,Course Reader","#ocTEL,mooc,Open Course,WordPress"
543,885,2013-03-27 15:43:14,I've been playing deep inside WordPress and for the forthcoming 'Open Course in Technology Enhanced Learning...,"
Omar Dalberry
Wed, 27 Mar 2013 15:43:14 GMT
- Reshared Post
I've been playing deep inside WordPress and for the forthcoming 'Open Course in Technology Enhanced Learning' #ocTEL I've hit on the idea of an 'open course reader' similar to Google Reader. What do you think?
Google Readers demise is unfortunate but before it disappears I thought it would be useful to raid some of the functionality for an open course reader (using WordPress/FeedWordPress
","
Omar Dalberry
Wed, 27 Mar 2013 15:43:14 GMT
- Reshared Post
I've been playing deep inside WordPress and for the forthcoming 'Open Course in Technology Enhanced Learning' #ocTEL I've hit on the idea of an 'open course reader' similar to Google Reader. What do you think?
Google Readers demise is unfortunate but before it disappears I thought it would be useful to raid some of the functionality for an open course reader (using WordPress/FeedWordPress
",publish,ive-been-playing-deep-inside-wordpress-and-for-the-forthcoming-open-course-in-technology-enhanced-learning,2013-04-04 22:59:53,post,"Google+,Course Reader,Social networks",
3311,1434,2013-03-27 15:26:07,Martin Hawksey - (M)OOC in a Box: Turning WordPress into an Open Course Reader #ocTEL,"
Google Readers demise is unfortunate but before it disappears I thought it would be useful to raid some of the functionality for an open course reader (using WordPress/FeedWordPress
","
Scooped by Andreas Link onto Open Educational Resources (OER)
Martin Hawksey - (M)OOC in a Box: Turning WordPress into an Open Course Reader #ocTEL
...",publish,martin-hawksey-mooc-in-a-box-turning-wordpress-into-an-open-course-reader-octel,2013-03-27 15:26:08,post,"Bookmarks,Scoopit,Course Reader",
513,174,2013-03-27 21:05:43,putting yourself in the learner’s shoes,"
As part of the preparation for my ULTA2 assignment, I’ll be getting some of my online teaching observed. This has raised the question of how to carry out observation of online teaching, and how observation of online teaching is different to traditional observations. I’ve been reading around this a little today, and one thing struck me as particularly interesting…
It seems a safe assumption that all HE teachers will have experience of being learners in a classroom, and furthermore of being learners in a classroom of the type that they teach in. HE teachers will have been to school, to college, to university. They’re highly likely to have been taught in the discipline that they now teach. Since disciplines tend to be taught in similar ways over time, they’re therefore likely to have experienced the kind of teaching that they now deliver, whether that’s a lecture, seminar, or lab-based class. This doesn’t apply to online learning. Whilst some HE teachers will have taken part in some online learning as learners, a lot will not have. Their first experience of online learning is as teachers. This is significant if we recognise that an important influence on the teaching styles of most HE teachers is their own experiences of being a learner at university. Anecdotally this seems true, and evidence is cited in Bennett and Barp (2008).
Formalised training in teaching is increasing within HE, for various reasons, but it’s still not universal. So past experience of being a learner is very important – it either provides a model (if the teaching experienced was perceived to be good) or an example of what to avoid (if it was perceived as being less than good). HE teachers involved in online teaching are likely to have had neither formalised training in online teaching, nor experience of being a learner online. So arguably peer observation is even more important in this context. It’s a good thing I’ll be participating in ocTEL over the next month!
More seriously, the more I think about this the more I conclude that it’s crucially important to empathise with learners, to put yourself in their shoes and experience, as far as possible, what the learning experience is like for them, in order to understand how it can be done better.
","As part of the preparation for my ULTA2 assignment, I’ll be getting some of my online teaching observed. This has raised the question of how to carry out observation of online teaching, and how observation of online teaching is different to traditional observations. I’ve been reading around this a little …",publish,putting-yourself-in-the-learners-shoes,2013-03-27 21:05:43,post,"Blog posts,Course Reader","Observation,ULTA2,eLearning,ODL,Reflective practice"
1930,4,2013-03-27 22:30:00,Ye canny defy the laws of (complexity science) or how to evaluate a MOOC,"One way to approach evaluation can be to try to define what would indicate that an intervention or change has been successful. This could be successful from the perspective of a project team, the intended recipients of the intervention, or those paying for it, among others. In designing the evaluation of ocTEL (open course in Technology Enhanced Learning), I've spoken with the course team, ","One way to approach evaluation can be to try to define what would indicate that an intervention or change has been successful. This could be successful from the perspective of a project team, the intended recipients of the intervention, or those paying...",publish,ye-canny-defy-the-laws-of-complexity-science-or-how-to-evaluate-a-mooc,2013-03-28 09:29:10,post,"Course Reader,Blog posts","evaluation,motivation,mooc,#ocTEL"
441,881,2013-03-28 01:35:41,danielamof: RT @mhawksey: (M)OOC in a Box: Turning WordPress (or another?) into an Open Course Reader #ocTEL http://t.co/lRUenylmQa,"
RT @mhawksey: (M)OOC in a Box: Turning WordPress (or another?) into an Open Course Reader #ocTELflip.it/O8A9o
","RT @mhawksey: (M)OOC in a Box: Turning WordPress (or another?) into an Open Course Reader #ocTEL flip.it/O8A9o— Daniel Amo (@danielamof) March 28, 2013",publish,danielamof-rt-mhawksey-mooc-in-a-box-turning-wordpress-or-another-into-an-open-course-reader-octel-httpt-colruenylmqa,2013-03-28 01:35:41,post,"Social networks,Twitter (Q&A)",#ocTEL
3310,1433,2013-03-28 11:59:11,(M)OOC in a Box: Turning WordPress into an Open Course Reader #ocTEL,"
Back in August 2012 having surveyed the technology behind a number of connectivist orientated MOOCs (cMOOCs) and I came to the conclusion that:
It’s apparent from the survey of [c]MOOC technology that course teams are taking a loosely joined set of tools that they are comfortable with to facilitate a shared experience with the learner.
I also asked:
Even with the bespoke nature of [c]MOOCs there are still opportunities to start collectively raiding the parts bin. … Given the wide use of WordPress … are there opportunities for [c]MOOC specific themes or plugins?
At the time I highlighted the prevalence of the FeedWordPress plugin for WordPress, which is used to aggregate content from other sites via RSS feeds. Six months on and reading posts mainly from Alan Levine the WordPress parts bins has well and truly been raided. Alan is at an advantage having been involved with the open online course in Digital Storytelling (DS106) and it’s been incredibly useful to see how his recipe has evolved. At the same time others have been turning to WordPress to support their courses. Of note are E-learning and Digital Cultures on Coursera (#edcmooc) , which challenges the division of connectivist (cMOOC) and instructivist (xMOOC) by using the FeedWordPress recipe; and the Open University/OpenLearn/Martin Weller course in Open education (H817).
","
Scooped by Irina Radchenko onto Open Knowledge
(M)OOC in a Box: Turning WordPress into an Open Course Reader #ocTEL
F...",publish,mooc-in-a-box-turning-wordpress-into-an-open-course-reader-octel-2,2013-03-28 11:59:11,post,"Bookmarks,Scoopit,Course Reader",
304,2,2013-03-28 17:17:41,Guide to discussion and collaboration spaces,"Discussion and collaboration are central to the experience of ocTEL. But it’s a challenge to arrange the online discussions of 850+ people (that’s how many registrations we’ve had for the course at the time of writing). We want to make things as simple and easy to use as possible. However, we also want to provide maximum flexibility to suit individual preferences and to make it possible to manage many conversations for small groups at once – which makes it hard to keep things simple.
There are three main ways you can take part in ‘asynchronous’ (not real time) discussions in ocTEL:
post in your own space, for example, your blog on twitter
if you don’t have a blog or just prefer email, participate in a jiscmail list for the whole course
for ‘specialist’ interest items or working in smaller groups and learning sets, use the web forums
In your own online space
How does it work?
You tell us about your blog or twitter account, via the registration form (if you forgot, or if this has changed since you registered, please email octel-tech@alt.ac.uk).
Whenever you write about the course, you include in the #ocTEL (not case sensitive) tag in your blog title or tweet.
We pull everyone’s ocTEL blogs on one page on this site as well as providing some aggregate views of tweets (links to come when these are live).
You can browse and read them from there, and ‘star’ individual discussions if you want to keep following them.
We will indicate the most read and most popular items on the site and via daily ‘digest’ emails.
(We can aggregate anything with an RSS feed and the #ocTEL tag – if you’re also producing material in another space, please let us know by sending the feed address to octel-tech@alt.ac.uk – unfortunately Facebook does not provide RSS feeds).
When and why?
The idea is that you should write about your participation in the course in the place where you feel most comfortable and are used to writing. The course is not designed to be separate and sealed off from the rest of your life, but to be part of your life, intertwined with your other interests. This approach to online courses being distributed across the open Internet rather closeted behind virtual walls was pioneered a few years ago one or two of the early open courses.
Jiscmail list
How does it work?
You indicate you’d like to join this list, via the registration form (if you forgot, or have changed your mind, you can apply to join via the web interface).
We will add you to this list just before the course starts.
You can choose whether to receive every message from the list, a daily or weekly digest, or whether to participate via the web only on the list page.
From there you send, read and reply to messages just as you would with any other list.
When and why?
If you don’t have a blog or twitter, and don’t want to get one, this is the channel to use. Some discussions work better with the ‘push’ approach of email (for example, if quantity of responses is important) so anyone can choose to start topics there. Many of the main activities in the modules will have dedicated ‘threads’ where you can discuss your take on the activity.
Log in and edit your profile details if you wish. (If you have difficulties logging in, see the FAQ.)
Visit the forums. You may now post new topics or reply to existing ones.
Forum discussions are lightly moderated by ocTEL tutors.
When and why?
As we were designing the course, we realised that many of the activities could be overwhelming unless there was some way to set up discussions with a tighter focus, either in terms of people – small groups and learning sets – or in terms of topics – niche interests that might run across several modules.
This also gives us the opportunity to set up Q&A forums for the course, such as the Help, I’m Stuck peer support forum.
Additional shared spaces
Webinars
The weekly webinars (every Wednesday, mostly at lunchtime in the UK) are the one ‘live’ part of the course where we have a guest contributor who presents some ideas relevant to the theme of each module and then leads a discussion. This is also the only part of the course where the technical requirements go beyond the ‘lowest common denominator’ web browser and Internet connection. If you haven’t used Blackboard Collaborate (previously known as Elluminate) before, it might be worth checking your technical setup to see if it will support Collaborate, and checking the support information.
Bookmarks
We have an open public group on Diigo for sharing bookmarks related to the course. You can join the group and add your bookmarks there. If you prefer to use Delicious, that’s fine, just use ocTEL as a tag and we will pick it up in our bookmark aggregator. If you’re using another bookmark sharing service (with an RSS feed), please email octel-tech@alt.ac.uk and we’ll see if we can pick that up too.
Disclaimer
Large scale online discussions are an example of ‘complex adaptive systems’, which means no one can predict how they are going to turn out. It’s unlikely that things will turn out quite how we planned them.","",publish,guide-to-discussion-and-collaboration-spaces,2013-06-06 11:28:57,post,About this course,
311,7,2013-03-29 07:06:36,feeds.feedburner.com,"
add this on Delicious
- saved by
to
dlforumoctelfrom twitteredcmooc
- more about this link
","
add this on Delicious
- saved by
to
dlforum
octel
from twitter
edcmooc
- ...",publish,feeds-feedburner-com,2013-03-29 07:06:36,post,"Course Reader,Bookmarks,Delicious","twitter,from twitter,from,edcmooc,dlforum,#ocTEL"
312,19,2013-03-29 07:06:36,feeds.feedburner.com,"
add this on Delicious
- saved by marksmithers
to
dlforumoctelfrom twitteredcmooc
- more about this link
","
add this on Delicious
- saved by marksmithers
to
dlforum
octel
from twitter
edcmooc
...",publish,feeds-feedburner-com-2,2013-03-29 07:06:36,post,"Delicious,Course Reader,Bookmarks","#ocTEL,twitter,from twitter,from,edcmooc,dlforum"
1592,21,2013-04-01 14:33:29,#ocTEL MOOC – open course in technology-enhanced learning,"
I thought I should practise what I preach so I have registered for a MOOC run by the Association of Learning Technologists. It starts this week,and 780 people have registered so far. If the introductory materials are borne out, it appears that the constructivist, open-access principles of Stephen Downes and the other early MOOC advocates are being followed. I look forward to this experience, but I am conscious that the audience for a MOOC on TEL may be atypical of the audience for other MOOCS, so I am not expecting it to be a truly authentic MOOC student experience!
","I thought I should practise what I preach so I have registered for a MOOC run by the Association of Learning Technologists. It starts this week,and 780 people have registered so far. If the introductory materials are borne out, it appears that the constructivist, open-access principles of Stephen Downes and the other early MOOC advocates […]",publish,octel-mooc-open-course-in-technology-enhanced-learning,2013-04-01 14:33:29,post,"Course Reader,Blog posts",Uncategorized
438,994,2013-04-03 08:23:22,mjmobbs: @hopkinsdavid Tomorrow - 4th April #ocTEL,"
","@hopkinsdavid Tomorrow - 4th April#ocTEL— Matthew Mobbs (@mjmobbs) April 3, 2013",publish,mjmobbs-hopkinsdavid-tomorrow-4th-april-octel,2013-04-03 08:23:22,post,"Twitter (Q&A),Social networks",#ocTEL
509,883,2013-04-03 15:30:05,Test,David and Maren should now be owners of this list and should receive this email.
Anna Davidge Publications and Web Manager
Association for Learning Technology (ALT) Registered Charity Number 1063519 ,David and Maren should now be owners of this list and should receive this email.Anna DavidgePublications and Web ManagerAssociation for Learning Technology (ALT)Registered Charity Number 1063519 ,publish,test,2013-04-03 15:30:05,post,"Course Reader,Lists,JISCMail",
5113,883,2013-04-03 15:30:05,Test,David and Maren should now be owners of this list and should receive this email.
Anna Davidge Publications and Web Manager
Association for Learning Technology (ALT) Registered Charity Number 1063519 ,David and Maren should now be owners of this list and should receive this email.Anna DavidgePublications and Web ManagerAssociation for Learning Technology (ALT)Registered Charity Number 1063519 ,publish,test-2,2013-04-03 15:30:05,post,"Lists,Course Reader,JISCMail",
5609,883,2013-04-03 15:30:05,Test,David and Maren should now be owners of this list and should receive this email.
Anna Davidge Publications and Web Manager
Association for Learning Technology (ALT) Registered Charity Number 1063519 ,David and Maren should now be owners of this list and should receive this email.Anna DavidgePublications and Web ManagerAssociation for Learning Technology (ALT)Registered Charity Number 1063519 ,publish,test-3,2013-04-03 15:30:05,post,"Lists,Course Reader,JISCMail",
5960,883,2013-04-03 15:30:05,Test,David and Maren should now be owners of this list and should receive this email.
Anna Davidge Publications and Web Manager
Association for Learning Technology (ALT) Registered Charity Number 1063519 ,David and Maren should now be owners of this list and should receive this email.Anna DavidgePublications and Web ManagerAssociation for Learning Technology (ALT)Registered Charity Number 1063519 ,publish,test-4,2013-04-03 15:30:05,post,"Lists,JISCMail,Course Reader",
473,2,2013-04-03 22:25:33,Course begins: looking forward to your feedback,"ocTEL starts today. Like the English first class cricket season, which begins tomorrow, play gets under way at the civilised hour of 11.00 British Summer Time. Like cricket, it's best if you don't rush.
We've put a lot of planning and preparation into the course, but we've retained a lot of flexibility and minimal central control. So when 900 people starting using multiple discussion channels, things are going to happen that we probably haven't prepared for. Please give us your feedback, and sometimes a little of your patience as well, when this occurs.
We've deliberately stretched the first induction module to be more than a week long. Hopefully that means you can take your time. If you get stuck or confused at any point, you have time to recover without feeling pressured. The main thing in this first session is to get a feel for the different ways of communicating with each other and with the course. With that in mind, here's an introductory screencast about how to login (more help here). Thanks to Martin Hawksey for this — Martin has built pretty much all of the course infrastructure.
","",publish,course-begins,2013-06-06 11:28:47,post,"About this course,progress report",
869,1005,2013-04-04 01:16:11,"Here is another initiative which could work along with this one:
Technology Enhanced Learning
http:/...","
The ocTEL project team have now had a chance to discuss and digest the results of our survey, and to think about what implications they might have for the course design. The results are most useful in...
The ocTEL project team have now had a chance to discuss and digest the results of our survey, and to think about what implications they might have for the course design. The results are most useful in...
",publish,here-is-another-initiative-which-could-work-along-with-this-onetechnology-enhanced-learninghttp,2013-04-04 01:16:11,post,"Course Reader,Google+,Social networks",
648,117,2013-04-04 03:41:49,fieryred1: My big question for #ocTEL :How can I convince academic colleagues to look at the teaching theory behind using a technology before using it?,"
My big question for #ocTEL :How can I convince academic colleagues to look at the teaching theory behind using a technology before using it?
","My big question for #ocTEL :How can I convince academic colleagues to look at the teaching theory behind using a technology before using it?— S Huskinson (@FieryRed1) April 4, 2013",publish,fieryred1-my-big-question-for-octel-how-can-i-convince-academic-colleagues-to-look-at-the-teaching-theory-behind-using-a-technology-before-using-it,2013-04-04 03:41:49,post,"Twitter (Q&A),Social networks",#ocTEL
647,963,2013-04-04 03:46:16,marendeepwell: How does helping to run a #mooc compare to participating in one? The next 11 weeks with #ocTEL will tell.,"
How does helping to run a #mooc compare to participating in one? The next 11 weeks with #ocTEL will tell.
","How does helping to run a #mooc compare to participating in one? The next 11 weeks with #ocTEL will tell.— Maren Deepwell (@MarenDeepwell) April 4, 2013",publish,marendeepwell-how-does-helping-to-run-a-mooc-compare-to-participating-in-one-the-next-11-weeks-with-octel-will-tell,2013-04-04 03:46:16,post,"Twitter (Q&A),Social networks","#ocTEL,mooc"
708,65,2013-04-04 04:11:59,tunners78: #ocTEL Big question. How to make TEL more accessible in areas of economic (and so arguably ICT?) deprivation.,"
#ocTEL Big question. How to make TEL more accessible in areas of economic (and so arguably ICT?) deprivation.
","#ocTEL Big question. How to make TEL more accessible in areas of economic (and so arguably ICT?) deprivation.— Beth Tunstall (@tunners78) April 4, 2013",publish,tunners78-octel-big-question-how-to-make-tel-more-accessible-in-areas-of-economic-and-so-arguably-ict-deprivation,2013-04-04 04:11:59,post,"Twitter (Q&A),Social networks",#ocTEL
707,530,2013-04-04 05:07:06,lubsstudented: #octel my big question: how will TEL change learner identies? If we are all students now doesn't that change what it means to be a student?,"
#octel my big question: how will TELchange learner identies? If we are all students now doesn't that change what it means to be a student?
","#octel my big question: how will TELchange learner identies? If we are all students now doesn't that change what it means to be a student?— Julia Clarke (@LUBSStudentEd) April 4, 2013",publish,lubsstudented-octel-my-big-question-how-will-tel-change-learner-identies-if-we-are-all-students-now-doesnt-that-change-what-it-means-to-be-a-student,2013-04-04 05:07:06,post,"Twitter (Q&A),Social networks",#ocTEL
706,530,2013-04-04 05:12:39,lubsstudented: Hello @AliSheph and @m_kimo. Anyone else from @UniversityLeeds on #octel?,"
","Hello @alisheph and @m_kimo.Anyone else from @universityleeds on #octel?— Julia Clarke (@LUBSStudentEd) April 4, 2013",publish,lubsstudented-hello-alisheph-and-m_kimo-anyone-else-from-universityleeds-on-octel,2013-04-04 05:12:39,post,"Twitter (Q&A),Social networks",#ocTEL
705,978,2013-04-04 06:30:40,paulineridley: @scholastic_rat “@kshjensen: Setting up wordpress blog for #octel course starting today - join me http://t.co/q7yBNuA32A” ?tips for LD5D?,"
",publish,paulineridley-scholastic_rat-kshjensen-setting-up-wordpress-blog-for-octel-course-starting-today-join-me-httpt-coq7ybnua32a-tips-for-ld5d,2013-04-04 06:30:40,post,"Social networks,Twitter (Q&A)",#ocTEL
704,530,2013-04-04 07:06:08,"lubsstudented: @lisaa233 My main motivation for doing #octel, to experience being a student on a MOOC","
@lisaa233 My main motivation for doing #octel, to experience being a student on a MOOC
","@lisaa233 My main motivation for doing #octel, to experience being a student on a MOOC— Julia Clarke (@LUBSStudentEd) April 4, 2013",publish,lubsstudented-lisaa233-my-main-motivation-for-doing-octel-to-experience-being-a-student-on-a-mooc,2013-04-04 07:06:08,post,"Twitter (Q&A),Social networks",#ocTEL
703,55,2013-04-04 07:26:47,hopkinsdavid: RT @clairedonlan: Anyone for cricket? First day of #ocTEL http://t.co/kkLLTLtpOg Great opener,"
","RT @clairedonlan: Anyone for cricket? First day of #ocTEL bit.ly/XgcZNE Great opener— David Hopkins (@hopkinsdavid) April 4, 2013",publish,hopkinsdavid-rt-clairedonlan-anyone-for-cricket-first-day-of-octel-httpt-cokklltltpog-great-opener,2013-04-04 07:26:47,post,"Twitter (Q&A),Social networks",#ocTEL
702,963,2013-04-04 08:21:22,"marendeepwell: RT @clairedonlan: Anyone for cricket? First day of ocTEL
http://t.co/m10Yk6w3Un
#ocTEL #moocs","
","RT @clairedonlan: Anyone for cricket?First day of ocTELbit.ly/XgcZNE#ocTEL #moocs— Maren Deepwell (@MarenDeepwell) April 4, 2013",publish,marendeepwell-rt-clairedonlan-anyone-for-cricket-first-day-of-octelhttpt-com10yk6w3unoctel-moocs,2013-04-04 08:21:22,post,"Twitter (Q&A),Social networks","moocs,#ocTEL"
701,855,2013-04-04 08:27:46,"bulgenen: RT @clairedonlan: Anyone for cricket? First day of ocTEL
http://t.co/n1U5pWNUEL
#ocTEL #moocs","
","RT @clairedonlan: Anyone for cricket?First day of ocTELbit.ly/XgcZNE#ocTEL #moocs— Rich Goodman (@Bulgenen) April 4, 2013",publish,bulgenen-rt-clairedonlan-anyone-for-cricket-first-day-of-octelhttpt-con1u5pwnueloctel-moocs,2013-04-04 08:27:46,post,"Twitter (Q&A),Social networks","moocs,#ocTEL"
700,257,2013-04-04 08:46:32,reedyreedles: @hopkinsdavid how do you see #ocTEL going mate? messy day1 for me!,"
","@hopkinsdavid how do you see #ocTEL going mate? messy day1 for me!— Peter Reed (@reedyreedles) April 4, 2013",publish,reedyreedles-hopkinsdavid-how-do-you-see-octel-going-mate-messy-day1-for-me,2013-04-04 08:46:32,post,"Social networks,Twitter (Q&A)",#ocTEL
763,186,2013-04-04 10:15:04,"gemmaholtam: MOOCs, are they worth it? Reflections on #etmooc and #ocTEL http://t.co/Z9Labowhsk","
I’ve just enrolled on the ocTEL course, and am familiarising myself with the course materials before the first module commences. I will be using this blog to help me reflect on my learning over the next couple of months.
","I’ve just enrolled on the ocTEL course, and am familiarising myself with the course materials before the first module commences. I will be using this blog to help me reflect on my learning over the next couple of months.",publish,course-induction,2013-04-04 10:24:02,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
4746,1273,2013-04-04 10:24:02,Course induction,"
I’ve just enrolled on the ocTEL course, and am familiarising myself with the course materials before the first module commences. I will be using this blog to help me reflect on my learning over the next couple of months.
","I’ve just enrolled on the ocTEL course, and am familiarising myself with the course materials before the first module commences. I will be using this blog to help me reflect on my learning over the next couple of months.",publish,course-induction-2,2013-04-04 10:24:02,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
5195,1273,2013-04-04 10:24:02,Course induction,"
I’ve just enrolled on the ocTEL course, and am familiarising myself with the course materials before the first module commences. I will be using this blog to help me reflect on my learning over the next couple of months.
","I’ve just enrolled on the ocTEL course, and am familiarising myself with the course materials before the first module commences. I will be using this blog to help me reflect on my learning over the next couple of months.",publish,course-induction-3,2013-04-04 10:24:02,post,"Blog posts,Course Reader","#ocTEL,Uncategorized"
530,15,2013-04-04 11:27:00,"xMOOCs, cMOOCs and what I might get from #octel","MOOC is a popular word buzzing around universities at the moment, and some people are talking about Udacity, Coursera, FutureLearn like they are going to be the be all and end all for higher education. Much of the content for these platforms is video, and there has been some notable one-off successes in terms of class size and retention rates, mainly in the states, backed up with venture capital.
Just to stop here:
the reduction of education to video clips of content concerns me as it seems like stage 1 in justifying the status quo of further elitism in the current system. ""Let them eat cake..."" or something like that... ('watch it on catchup')
There doesn't appear to be a lot of new pedagogy, for all the fuss, and the lack of a human teacher to help us understand or curate these 'assets' places more value on the 'asset' itself, which may or may not be good, discoverable, understandable, copyrightable, formatted etc.
So, we have these 'clips/ assets' interweaved with discussion forums, which for a long time has been the mainstay of distance teaching, or informal education. So again nothing new here.
So far.
Going back a little. The video heavy/ 'traditional model' MOOC (xMOOCs) have had the first say (Khan Academy, Coursera, Udacity), made the first splash, but we must remember the story is at the beginning. I declared my concern above, not to condemn MOOCs totally as a conspiracy to increase HE elitism, but to make clear that arguments need to be made carefully, lest we drift in this direction.
What of all the discussion though? I have already declared my cynicism that 'there is something new' in the pedagogy of MOOCs, and 'normal' people have been learning skills online (autonomously driven, socially supported) through forums and communities since the 90's. The MOOC in this respect is a 'wrapper' around the informal conversations that were happening anyway, and this is where the ocTEL platform comes in. As an aggregator of hashtags across the web, uniting the monolithic communities that have supported each other for nearly a decade, and all out of a WP installation. Now that seems more like something new.
So this is what I hope to get out of ocTEL. More understanding of what the 'discussion' part of MOOC has to offer (cMOOC) and how the content and discussions are best archived and curated for my future reference.
And with some luck and a bit of magic, this will appear on the ocTEL website now!! :-)
#octel
","MOOC is a popular word buzzing around universities at the moment, and some people are talking about Udacity, Coursera, FutureLearn like they are going to be the be all and end all for higher education. Much of the content for these platforms is video, ...",publish,xmoocs-cmoocs-and-what-i-might-get-from-octel,2013-04-04 11:42:12,post,"Blog posts,Course Reader","mooc,#ocTEL,#tel"
533,401,2013-04-04 11:28:09,teflteacheruk: My big question for #ocTEL. No. 1 What are the best ways to use technology to help students learn a foreign language?,"
My big question for #ocTEL. No. 1 What are the best ways to use technology to help students learn a foreign language?
","My big question for #ocTEL. No. 1 What are the best ways to use technology to help students learn a foreign language?— Hazel McAllister (@TeflteacherUK) April 4, 2013",publish,teflteacheruk-my-big-question-for-octel-no-1-what-are-the-best-ways-to-use-technology-to-help-students-learn-a-foreign-language,2013-04-04 11:28:09,post,"Twitter (Q&A),Social networks",#ocTEL
532,401,2013-04-04 11:30:19,teflteacheruk: Big question for #ocTEL. No 2. What does it feel like to be a distant learner?How can I use my experience to make a better one for my sts?,"
Big question for #ocTEL. No 2. What does it feel like to be a distant learner?How can I use my experience to make a better one for my sts?
","Big question for #ocTEL. No 2. What does it feel like to be a distant learner?How can I use my experience to make a better one for my sts?— Hazel McAllister (@TeflteacherUK) April 4, 2013",publish,teflteacheruk-big-question-for-octel-no-2-what-does-it-feel-like-to-be-a-distant-learnerhow-can-i-use-my-experience-to-make-a-better-one-for-my-sts,2013-04-04 11:30:19,post,"Twitter (Q&A),Social networks",#ocTEL
536,884,2013-04-04 11:50:48,Activity my experiences and ambitions,"Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?
My Response: How can I help people engage, enjoy and learn effectively using TEL?","Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?My Response: How can I help people engage, enjoy and learn effectively using TEL?",publish,activity-my-experiences-and-ambitions,2013-04-04 11:50:48,post,"JISCMail,Course Reader,Lists",
3309,1432,2013-04-04 11:14:11,OCTEL | Open Course in Technology Enhanced Learning,"
An online course to help you understand better how to use technology to enhance your teaching practice. Aimed at higher education, but surely worth a try for those in other learning stages.
","
Scooped by Ricard Garcia onto 2.0 Tools... and ESL
OCTEL | Open Course in Technology Enhanced Learning
From octel.alt...",publish,octel-open-course-in-technology-enhanced-learning-5,2013-04-04 11:14:11,post,"Scoopit,Course Reader,Bookmarks",
2120,1274,2013-04-04 11:17:01,new beginnings #ocTEL,"
Hi
Just landed on the Alt ocTEL course. I am used to working online as a tutor. However, this is my forst expereince as a student. I am trying to take my own advice I offer to students whether face to face or online which is
be patient with yourself and the course,
do not panic when things don’t appear to work as fast as you would want them to
find ways to make this an enjoyable process
","Hi Just landed on the Alt ocTEL course. I am used to working online as a tutor. However, this is my forst expereince as a student. I am trying to take my own advice I offer to students whether face … Continue reading →",publish,new-beginnings-octel,2013-04-04 11:17:01,post,"Blog posts,Course Reader",Uncategorized
4694,1274,2013-04-04 11:17:01,new beginnings #ocTEL,"
Hi
Just landed on the Alt ocTEL course. I am used to working online as a tutor. However, this is my forst expereince as a student. I am trying to take my own advice I offer to students whether face to face or online which is
be patient with yourself and the course,
do not panic when things don’t appear to work as fast as you would want them to
find ways to make this an enjoyable process
","Hi Just landed on the Alt ocTEL course. I am used to working online as a tutor. However, this is my forst expereince as a student. I am trying to take my own advice I offer to students whether face … Continue reading →",publish,new-beginnings-octel-2,2013-04-04 11:17:01,post,"Blog posts,Course Reader",Uncategorized
5183,1274,2013-04-04 11:17:01,new beginnings #ocTEL,"
Hi
Just landed on the Alt ocTEL course. I am used to working online as a tutor. However, this is my forst expereince as a student. I am trying to take my own advice I offer to students whether face to face or online which is
be patient with yourself and the course,
do not panic when things don’t appear to work as fast as you would want them to
find ways to make this an enjoyable process
","Hi Just landed on the Alt ocTEL course. I am used to working online as a tutor. However, this is my forst expereince as a student. I am trying to take my own advice I offer to students whether face … Continue reading →",publish,new-beginnings-octel-3,2013-04-04 11:17:01,post,"Blog posts,Course Reader",Uncategorized
646,685,2013-04-04 12:19:56,bigbadbuckley: #ocTEL Q.How do we get from what an academic is willing to make to what a student will appreciate consuming approach to the design process?,"
#ocTEL Q.How do we get from whatan academic is willing to make to what a student will appreciate consuming approach to the design process?
","#ocTEL Q.How do we get from whatan academic is willing to make to what a student will appreciate consuming approach to the design process?— Tom Buckley (@bigbadbuckley) April 4, 2013",publish,bigbadbuckley-octel-q-how-do-we-get-from-what-an-academic-is-willing-to-make-to-what-a-student-will-appreciate-consuming-approach-to-the-design-process,2013-04-04 12:19:56,post,"Social networks,Twitter (Q&A)",#ocTEL
5318,15,2013-04-04 11:27:00,"xMOOCs, cMOOCs and what I might get from #octel","MOOC is a popular word buzzing around universities at the moment, and some people are talking about Udacity, Coursera, FutureLearn like they are going to be the be all and end all for higher education. Much of the content for these platforms is video, and there has been some notable one-off successes in terms of class size and retention rates, mainly in the states, backed up with venture capital.
Just to stop here:
the reduction of education to video clips of content concerns me as it seems like stage 1 in justifying the status quo of further elitism in the current system. ""Let them eat cake..."" or something like that... ('watch it on catchup')
There doesn't appear to be a lot of new pedagogy, for all the fuss, and the lack of a human teacher to help us understand or curate these 'assets' places more value on the 'asset' itself, which may or may not be good, discoverable, understandable, copyrightable, formatted etc.
So, we have these 'clips/ assets' interweaved with discussion forums, which for a long time has been the mainstay of distance teaching, or informal education. So again nothing new here.
So far.
Going back a little. The video heavy/ 'traditional model' MOOC (xMOOCs) have had the first say (Khan Academy, Coursera, Udacity), made the first splash, but we must remember the story is at the beginning. I declared my concern above, not to condemn MOOCs totally as a conspiracy to increase HE elitism, but to make clear that arguments need to be made carefully, lest we drift in this direction.
What of all the discussion though? I have already declared my cynicism that 'there is something new' in the pedagogy of MOOCs, and 'normal' people have been learning skills online (autonomously driven, socially supported) through forums and communities since the 90's. The MOOC in this respect is a 'wrapper' around the informal conversations that were happening anyway, and this is where the ocTEL platform comes in. As an aggregator of hashtags across the web, uniting the monolithic communities that have supported each other for nearly a decade, and all out of a WP installation. Now that seems more like something new.
So this is what I hope to get out of ocTEL. More understanding of what the 'discussion' part of MOOC has to offer (cMOOC) and how the content and discussions are best archived and curated for my future reference.
And with some luck and a bit of magic, this will appear on the ocTEL website now!! :-)
#octel
","MOOC is a popular word buzzing around universities at the moment, and some people are talking about Udacity, Coursera, FutureLearn like they are going to be the be all and end all for higher education. Much of the content for these platforms is video, ...",publish,xmoocs-cmoocs-and-what-i-might-get-from-octel-2,2013-04-04 11:42:12,post,"Course Reader,Blog posts","mooc,#ocTEL,#tel"
579,940,2013-04-04 12:34:19,Intro to my TEL experiences and BIG questions,"Hi,
My previous, present and future experiences with TEL As a student of French as part of my first degree, I made use of CALL labs for a variety of language learning activities: these were my first real experiences of using technology to assist learning. I enjoyed the quick feedback received on tasks which essentially had a right or wrong answer; it was satisfying to practise until I got something right (even if I forgot it again soon after!). I also made use of email and PowerPoint in conference presentations during these years of study: both new innovations within the [...]","Hi,My previous, present and future experiences with TELAs a student of French as part of my first degree, I made use of CALL labs for a variety of language learning activities: these were my first real experiences of using technology to assist learning...",publish,intro-to-my-tel-experiences-and-big-questions,2013-04-04 12:34:19,post,"Course Reader,JISCMail,Lists",
645,271,2013-04-04 12:37:24,"veecam: My big #ocTEL question: how can I, as an academic, help my students see TEL as a way of living and learning, rather than an imposition?","
My big #ocTEL question: how can I, as an academic, help my students see TEL as a way of living and learning, rather than an imposition?
","My big #ocTEL question: how can I, as an academic, help my students see TEL as a way of living and learning, rather than an imposition?— Vanessa Camilleri (@veecam) April 4, 2013",publish,veecam-my-big-octel-question-how-can-i-as-an-academic-help-my-students-see-tel-as-a-way-of-living-and-learning-rather-than-an-imposition,2013-04-04 12:37:24,post,"Twitter (Q&A),Social networks",#ocTEL
562,240,2013-04-04 12:39:23,I've been playing deep inside WordPress and for the forthcoming 'Open Course in Technology Enhanced Learning...,"
Wordpress (with several plugins) is being used for the #OCTEL MOOC (Open Course in Technology Enhanced Learning), which starts today: http://octel.alt.ac.uk/
I've been playing deep inside WordPress and for the forthcoming 'Open Course in Technology Enhanced Learning' #ocTEL I've hit on the idea of an 'open course reader' similar to Google Reader. What do you think?
Google Readers demise is unfortunate but before it disappears I thought it would be useful to raid some of the functionality for an open course reader (using WordPress/FeedWordPress
Wordpress (with several plugins) is being used for the #OCTEL MOOC (Open Course in Technology Enhanced Learning), which starts today: http://octel.alt.ac.uk/
I've been playing deep inside WordPress and for the forthcoming 'Open Course in Technology Enhanced Learning' #ocTEL I've hit on the idea of an 'open course reader' similar to Google Reader. What do you think?
Google Readers demise is unfortunate but before it disappears I thought it would be useful to raid some of the functionality for an open course reader (using WordPress/FeedWordPress
",publish,ive-been-playing-deep-inside-wordpress-and-for-the-forthcoming-open-course-in-technology-enhanced-learning-3,2013-04-04 22:59:38,post,"Course Reader,Social networks,Google+",
555,174,2013-04-04 12:39:50,#ocTEL introduction and ‘big question’,"
So ocTEL starts today and I already feel that I could get lost in it (in a good way). Starting as I mean to go on here is my introduction and ‘big question’ for the first of the induction activities:
Introduction
My main experience with TEL so far is as programme coordinator for an online distance learning (ODL) masters programme in Applied and Professional Ethics at the University of Leeds. The programme is delivered via our institutional Blackboard VLE, mainly through bespoke HTML documents and asynchronous discussions using the Blackboard forum tool. I teach on the programme, and developed most of the materials and exercises in partnership with academic colleagues.
Things I like about TEL and ODL in particular:
Accessibility – we have students on our programme who would not be able to study masters-level philosophy if this programme didn’t exist. They are based worldwide, are usually working full-time and/or are balancing other responsibilities.
Conversations – relatedly, because of the diverse range of students we get some great conversations happening, and we all get to hear about a more diverse range of experiences than we would on a F2F programme.
Exciting – I like playing around with the T in TEL, mainly because it’s fun!
Open – this mainly applies to the TEL community – I like working in a sphere full of people keen to share ideas. It’s much less competitive (in my experience) than academic philosophy, which is my background.
Things I like less:
Distance – the flip side of the accessibility point. It’s harder to communicate with learners at distance. Although of course technology makes communication possible where it wasn’t at all before, so this is a complicated one.
Clunkiness – I hate clunky discussion fora, too many layers of clicks, bad layout etc. Not that I’m not guilty of some of these issues in my own design. Especially frustrating is being restricted by tools that you can’t escape.
Which leads to the ‘big question’:
Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?
Initially I thought this would be something along the lines of ‘how can I make sure my online is as effective and engaging as F2F teaching?’, but this assumes that F2F teaching is the right model to start with. This doesn’t seem quite right, so I think my question really is:
How can I exploit the opportunity presented by TEL, edTech, eLearning (whichever acronym works best) to design and deliver effective and engaging online distance learning?
And in particular I’m interested in the interactive elements of ODL – the discussions. Our learners are busy, and often struggle to keep fully engaged with the course discussions. I’m keen to reflect more on how we can improve the structure or design of these to help them engage more effectively.
","So ocTEL starts today and I already feel that I could get lost in it (in a good way). Starting as I mean to go on here is my introduction and ‘big question’ for the first of the induction activities: Introduction My main experience with TEL so far is as …",publish,octel-introduction-and-big-question,2013-04-04 12:39:50,post,"Course Reader,Blog posts","Reflection,#ocTEL"
561,927,2013-04-04 12:41:59,Now pulling #ocTEL results from Google+ into our Course Reader http://octel.alt.ac.uk/category/reader...,"
","@teflteacheruk seconded #ocTEL— Megan Kime (@m_kimo) April 4, 2013",publish,m_kimo-teflteacheruk-seconded-octel,2013-04-04 12:47:32,post,"Social networks,Twitter (Q&A)",#ocTEL
5112,884,2013-04-04 11:50:48,Activity my experiences and ambitions,"Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?
My Response: How can I help people engage, enjoy and learn effectively using TEL?","Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?My Response: How can I help people engage, enjoy and learn effectively using TEL?",publish,activity-my-experiences-and-ambitions-2,2013-04-04 11:50:48,post,"Lists,Course Reader,JISCMail",
5608,884,2013-04-04 11:50:48,Activity my experiences and ambitions,"Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?
My Response: How can I help people engage, enjoy and learn effectively using TEL?","Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?My Response: How can I help people engage, enjoy and learn effectively using TEL?",publish,activity-my-experiences-and-ambitions-3,2013-04-04 11:50:48,post,"Lists,Course Reader,JISCMail",
5959,884,2013-04-04 11:50:48,Activity my experiences and ambitions,"Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?
My Response: How can I help people engage, enjoy and learn effectively using TEL?","Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?My Response: How can I help people engage, enjoy and learn effectively using TEL?",publish,activity-my-experiences-and-ambitions-4,2013-04-04 11:50:48,post,"JISCMail,Course Reader,Lists",
578,939,2013-04-04 12:51:05,Profile and big questions,"Hello, I’m Barbara Wilford; I work at Teesside University in the School of Health and Social care as the E learning Coordinator and lecturer in the research methods team. I’m also one of the University Teaching Fellows and have a learning and teaching leadership role across the University.
My profession background is in the field of Diagnostic Radiography and it was through this route I embarked on my HE career in 1999. How naïve I was then, wondering when shown into my office, what I might need a computer for! It was probably a couple of years later, following an [...]","Hello, I’m Barbara Wilford; I work at Teesside University in the School of Health and Social care as the E learning Coordinator and lecturer in the research methods team. I’m also one of the University Teaching Fellows and have a learning and teaching leadership role across the University.
My profession background is in the field of Diagnostic Radiography and it was through this route I embarked on my HE career in 1999. How naïve I was then, wondering when shown into my office, what I might need a computer for! It was probably a couple of years later, following an [...]",publish,profile-and-big-questions,2013-04-04 12:51:05,post,"JISCMail,Lists,Course Reader",
577,240,2013-04-04 12:52:07,how to switch to digest version of this email list,"Hi, I get so many emails every day, I need to switch to the digest version of this list.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC [...] ","Hi, I get so many emails every day, I need to switch to the digest version of this list.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC [...]",publish,how-to-switch-to-digest-version-of-this-email-list,2013-04-04 12:52:07,post,"Lists,Course Reader,JISCMail",
560,888,2013-04-04 12:53:06,I've been playing deep inside WordPress and for the forthcoming 'Open Course in Technology Enhanced Learning...,"
Laura Gibbs
Thu, 04 Apr 2013 12:53:06 GMT
- Reshared Post
Oh, this is intriguing. +Martin Hawksey is always doing such interesting things!
I've been playing deep inside WordPress and for the forthcoming 'Open Course in Technology Enhanced Learning' #ocTEL I've hit on the idea of an 'open course reader' similar to Google Reader. What do you think?
Google Readers demise is unfortunate but before it disappears I thought it would be useful to raid some of the functionality for an open course reader (using WordPress/FeedWordPress
","
Laura Gibbs
Thu, 04 Apr 2013 12:53:06 GMT
- Reshared Post
Oh, this is intriguing. +Martin Hawksey is always doing such interesting things!
I've been playing deep inside WordPress and for the forthcoming 'Open Course in Technology Enhanced Learning' #ocTEL I've hit on the idea of an 'open course reader' similar to Google Reader. What do you think?
Google Readers demise is unfortunate but before it disappears I thought it would be useful to raid some of the functionality for an open course reader (using WordPress/FeedWordPress
",publish,ive-been-playing-deep-inside-wordpress-and-for-the-forthcoming-open-course-in-technology-enhanced-learning-2,2013-04-04 22:59:16,post,"Course Reader,Google+,Social networks",
576,938,2013-04-04 13:08:44,Re: Activity my experiences and ambitions,"Hi! I'm responding to Wendy's post because I totally identify with her response. But I'd like to add some more: I'm wondering if we're all defining 'technology' in the same way - what do we mean when we use the term (for the purposes of education); are there any limitations and are there areas/content knowledge that may hinder learning if technology is used. [...] ","Hi! I'm responding to Wendy's post because I totally identify with her response. But I'd like to add some more: I'm wondering if we're all defining 'technology' in the same way - what do we mean when we use the term (for the purposes of education); are...",publish,re-activity-my-experiences-and-ambitions-2,2013-04-04 13:08:44,post,"JISCMail,Lists,Course Reader",
575,937,2013-04-04 13:10:44,Re: how to switch to digest version of this email list,"Thanks for sharing that, Doug - really helpful, as I was getting a little swamped, too!
Cheers, Bill :-)
On Thu, Apr 4, 2013 at 1:52 PM, Doug Holton wrote:
> Hi, I get so many emails every day, I need to switch to the digest version > of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest [...] ","Thanks for sharing that, Doug - really helpful, as I was getting a little swamped, too!
Cheers, Bill :-)
On Thu, Apr 4, 2013 at 1:52 PM, Doug Holton wrote:
> Hi, I get so many emails every day, I need to switch to the digest version > of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest [...]",publish,re-how-to-switch-to-digest-version-of-this-email-list-3,2013-04-04 13:10:44,post,"JISCMail,Lists,Course Reader",
574,936,2013-04-04 13:11:39,Re: Profile and big questions,Hi
I am Heather Dale. I work at Huddersfield University as a Senior Counsellor in Counselling ( I am also a Senior Accredited counsellor in private practice).
I have been using VLEs as a repository and as a way of accepting and marking grades for some years but this kind of mass learning is totally new to me. [...],HiI am Heather Dale. I work at Huddersfield University as a Senior Counsellor in Counselling ( I am also a Senior Accredited counsellor in private practice).I have been using VLEs as a repository and as a way of accepting and marking grades for some ye...,publish,re-profile-and-big-questions-2,2013-04-04 13:11:39,post,"Course Reader,JISCMail,Lists",
589,62,2013-04-04 13:14:00,OcTEL begins,"
After dabbling with a few MOOCs recently, I've decided to dedicate myself & time to the UK ALT ""MOOC"" called OCTEL! It began today, so still time to sign up, if you're interested in participating. Looking forward to spending some virtual time with Martin Hawksey, who appears to be the architect of this beast.","After dabbling with a few MOOCs recently, I've decided to dedicate myself & time to the UK ALT ""MOOC"" called OCTEL! It began today, so still time to sign up, if you're interested in participating. Looking forward to spending some virtual time with ...",publish,octel-begins,2013-04-04 13:14:35,post,"Course Reader,Blog posts",
573,935,2013-04-04 13:14:55,Hi,"My name is Sue Watson and I have worked in FE for 13 years now. My primary subject is ICT, being a bit of a jack of all trades, taking on the units people dont like, everything fro eCommerce through HCI to networking and programming. The last year I have been seconded to the elearning team where we have been finding our feet. we have bought in articulate and are working to create content using this. Our VLE is itslearning andIhave been adapting this to suit our needs. [...] ","My name is Sue Watson and I have worked in FE for 13 years now. My primary subject is ICT, being a bit of a jack of all trades, taking on the units people dont like, everything fro eCommerce through HCI to networking and programming.The last year I hav...",publish,hi,2013-04-04 13:14:55,post,"JISCMail,Lists,Course Reader",
572,934,2013-04-04 13:17:40,Re: how to switch to digest version of this email list,"Thanks a real lot... very useful!
On 04/04/2013 14:52, Doug Holton wrote: > Hi, I get so many emails every day, I need to switch to the digest > version of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest subscription: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC > > > The archives of the mailing list are here: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC > ","Thanks a real lot... very useful!
On 04/04/2013 14:52, Doug Holton wrote: > Hi, I get so many emails every day, I need to switch to the digest > version of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest subscription: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC > > > The archives of the mailing list are here: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC >",publish,re-how-to-switch-to-digest-version-of-this-email-list-2,2013-04-04 13:17:40,post,"Lists,Course Reader,JISCMail",
571,819,2013-04-04 13:20:36,Introduction and Big question,"My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to know more about TEL to aid learning for both groups of students. [...] ","My experience with TEL had been reasonably limited up until recently when Istarted work as a Research Tutor in 2011 at the University of Portsmouth. Inow support students both on campus and at a distance using a range ofmethods, and I am keen to know m...",publish,introduction-and-big-question-2,2013-04-04 13:20:36,post,"JISCMail,Lists,Course Reader",
570,933,2013-04-04 13:21:46,My TEL experiences,"Hello
Experiences with TEL include studying on an online module while undertaking a PGDip in Library & Information Management, which was delivered on the WebCT Virtual Learning Environment (VLE). This was a while ago and I seem to recall feeling quite anxious about posting comments, views etc that others could read in terms of a) If others disagree, comments might be quite harsh, b) Fear of getting something wrong and c) Seriously bad spelling :-) In terms of how the technology made me act, if I had to sum it up in a couple of words I'd say 'with caution [...]","Hello
Experiences with TEL include studying on an online module while undertaking a PGDip in Library & Information Management, which was delivered on the WebCT Virtual Learning Environment (VLE). This was a while ago and I seem to recall feeling quite anxious about posting comments, views etc that others could read in terms of a) If others disagree, comments might be quite harsh, b) Fear of getting something wrong and c) Seriously bad spelling :-) In terms of how the technology made me act, if I had to sum it up in a couple of words I'd say 'with caution [...]",publish,my-tel-experiences,2013-04-04 13:21:46,post,"JISCMail,Lists,Course Reader",
569,932,2013-04-04 13:23:12,Profile,"Hi, I am Laura Mcloughlin, I teach Italian at the National University of Ireland, Galway. I have been using technology in my teaching for a number of years, concentrating lately on subtitling software for second language acquisition and translation memory tools for translator training. Our VLE here is Blackboard and I use if for most of my courses. Last September we introduced a two-year diploma in Italian Online. This is a blended learning course delivered through Blackboard, which I designed and created together with a colleague from the University of Palermo. I am also the coordinator and one of the [...]","Hi,I am Laura Mcloughlin, I teach Italian at the National University of Ireland, Galway.I have been using technology in my teaching for a number of years, concentrating lately on subtitling software for second language acquisition and translation memor...",publish,profile,2013-04-04 13:23:12,post,"Course Reader,JISCMail,Lists",
568,819,2013-04-04 13:27:36,Introduction and Big question,"Full message available at: Introduction and Big question ",Full message available at: Introduction and Big question ,publish,introduction-and-big-question,2013-04-04 13:27:36,post,"JISCMail,Lists,Course Reader",
567,819,2013-04-04 13:29:34,Re: Hi,"My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to know more about TEL to aid learning for both groups of students. [...]","My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to kno...",publish,re-hi,2013-04-04 13:29:34,post,"Lists,Course Reader,JISCMail",
566,931,2013-04-04 13:31:23,Re: how to switch to digest version of this email list,"Thank you, thank you, thank you! My mail was so full that I ran out of credit on my wifi dongle!--
Maria Costantino (HPL/sessional lecturer, Kingston University and UCreative @Epsom) ","Thank you, thank you, thank you!My mail was so full that I ran out of credit on my wifi dongle!--Maria Costantino (HPL/sessional lecturer, Kingston University and UCreative @Epsom) ",publish,re-how-to-switch-to-digest-version-of-this-email-list,2013-04-04 13:31:23,post,"JISCMail,Lists,Course Reader",
5111,940,2013-04-04 12:34:19,Intro to my TEL experiences and BIG questions,"Hi,
My previous, present and future experiences with TEL As a student of French as part of my first degree, I made use of CALL labs for a variety of language learning activities: these were my first real experiences of using technology to assist learning. I enjoyed the quick feedback received on tasks which essentially had a right or wrong answer; it was satisfying to practise until I got something right (even if I forgot it again soon after!). I also made use of email and PowerPoint in conference presentations during these years of study: both new innovations within the [...]","Hi,My previous, present and future experiences with TELAs a student of French as part of my first degree, I made use of CALL labs for a variety of language learning activities: these were my first real experiences of using technology to assist learning...",publish,intro-to-my-tel-experiences-and-big-questions-2,2013-04-04 12:34:19,post,"Lists,Course Reader,JISCMail",
5607,940,2013-04-04 12:34:19,Intro to my TEL experiences and BIG questions,"Hi,
My previous, present and future experiences with TEL As a student of French as part of my first degree, I made use of CALL labs for a variety of language learning activities: these were my first real experiences of using technology to assist learning. I enjoyed the quick feedback received on tasks which essentially had a right or wrong answer; it was satisfying to practise until I got something right (even if I forgot it again soon after!). I also made use of email and PowerPoint in conference presentations during these years of study: both new innovations within the [...]","Hi,My previous, present and future experiences with TELAs a student of French as part of my first degree, I made use of CALL labs for a variety of language learning activities: these were my first real experiences of using technology to assist learning...",publish,intro-to-my-tel-experiences-and-big-questions-3,2013-04-04 12:34:19,post,"Lists,Course Reader,JISCMail",
5958,940,2013-04-04 12:34:19,Intro to my TEL experiences and BIG questions,"Hi,
My previous, present and future experiences with TEL As a student of French as part of my first degree, I made use of CALL labs for a variety of language learning activities: these were my first real experiences of using technology to assist learning. I enjoyed the quick feedback received on tasks which essentially had a right or wrong answer; it was satisfying to practise until I got something right (even if I forgot it again soon after!). I also made use of email and PowerPoint in conference presentations during these years of study: both new innovations within the [...]","Hi,My previous, present and future experiences with TELAs a student of French as part of my first degree, I made use of CALL labs for a variety of language learning activities: these were my first real experiences of using technology to assist learning...",publish,intro-to-my-tel-experiences-and-big-questions-4,2013-04-04 12:34:19,post,"Lists,JISCMail,Course Reader",
592,17,2013-04-04 13:34:46,Week 0 Day 0,"
I have been very busy this morning so have not found the time to get everything sorted in my mind. I seem to have loads of emails coming in from all sorts of places and links to all sorts of other places so it is all rather overwhelming? I have decided to set up a new blog – this is it – for this course so that is a start.
","I have been very busy this morning so have not found the time to get everything sorted in my mind. I seem to have loads of emails coming in from all sorts of places and links to all sorts of other places so it is all rather overwhelming? I have decided to set up a new [...]",publish,week-0-day-0,2013-04-04 13:34:46,post,"Blog posts,Course Reader","blog,Uncategorized,#ocTEL,Week 0"
559,926,2013-04-04 13:36:26,"hi there all, just set up this Community as a 'space' for the #Octel MOOC, Google+ occupies a useful...","
David Read
Thu, 04 Apr 2013 13:36:26 GMT
- Community
hi there all, just set up this Community as a 'space' for the #Octel MOOC, Google+ occupies a useful middle ground between the short-form posts of Twitter and the long-form expression on blogs, there are no word limits but people can write as little or as much as they want..
","
David Read
Thu, 04 Apr 2013 13:36:26 GMT
- Community
hi there all, just set up this Community as a 'space' for the #Octel MOOC, Google+ occupies a useful middle ground between the short-form posts of Twitter and the long-form expression on blogs, there are no word limits but people can write as little or as much as they want..
",publish,hi-there-all-just-set-up-this-community-as-a-space-for-the-octel-mooc-google-occupies-a-useful,2013-04-04 22:58:50,post,"Social networks,Course Reader,Google+",
565,930,2013-04-04 13:46:58,Re: Profile and big questions,"Hello All
I'm Tracey Yeadon-Lee from the University of Huddersfield, where I'm a senior lecturer in Sociology. My experience of using technology in my teaching is fairly basic and I hope that I will learn more from being on this course. At present I use a general VLE for my courses and in lectures I will often YouTube and radio podcasts. I think my big question is what else can I use and how? [...] ","Hello AllI'm Tracey Yeadon-Lee from the University of Huddersfield, where I'm a senior lecturer in Sociology. My experience of using technology in my teaching is fairly basic and I hope that I will learn more from being on this course. At present I use...",publish,re-profile-and-big-questions,2013-04-04 13:46:58,post,"JISCMail,Lists,Course Reader",
564,929,2013-04-04 13:49:03,big question,"Hello I'm Sarla Gandhi and I teach a variety of subjects to different health professions in the School of Health in the University of Central Lancashire. My professional background is critical care nursing. I love technology, and feel that we should be able to use it more effectively - unfortunately feel I don't have the appropriate experience (and skills) and that is one of the reasons I've enrolled on this course. I want to enhance learner and lecturer engagement of the subject through using available technologies. We use Blackboard as our VLE at UCLan, and I lead one particular module [...]","HelloI'm Sarla Gandhi and I teach a variety of subjects to different health professions in the School of Health in the University of Central Lancashire. My professional background is critical care nursing.I love technology, and feel that we should be a...",publish,big-question,2013-04-04 13:49:03,post,"Course Reader,JISCMail,Lists",
563,928,2013-04-04 13:49:25,Re: Activity my experiences and ambitions,"Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?
What do other practitioners find most effective in this field, why, and is there any research to back it up? I often find that research backed activity, and evidence, can be difficult to find. [...]","Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?What do other practitioners find most effective in this field, why, and is there any research to back it ...",publish,re-activity-my-experiences-and-ambitions,2013-04-04 13:49:25,post,"JISCMail,Lists,Course Reader",
5110,939,2013-04-04 12:51:05,Profile and big questions,"Hello, I’m Barbara Wilford; I work at Teesside University in the School of Health and Social care as the E learning Coordinator and lecturer in the research methods team. I’m also one of the University Teaching Fellows and have a learning and teaching leadership role across the University.
My profession background is in the field of Diagnostic Radiography and it was through this route I embarked on my HE career in 1999. How naïve I was then, wondering when shown into my office, what I might need a computer for! It was probably a couple of years later, following an [...]","Hello, I’m Barbara Wilford; I work at Teesside University in the School of Health and Social care as the E learning Coordinator and lecturer in the research methods team. I’m also one of the University Teaching Fellows and have a learning and teaching leadership role across the University.
My profession background is in the field of Diagnostic Radiography and it was through this route I embarked on my HE career in 1999. How naïve I was then, wondering when shown into my office, what I might need a computer for! It was probably a couple of years later, following an [...]",publish,profile-and-big-questions-4,2013-04-04 12:51:05,post,"JISCMail,Lists,Course Reader",
5606,939,2013-04-04 12:51:05,Profile and big questions,"Hello, I’m Barbara Wilford; I work at Teesside University in the School of Health and Social care as the E learning Coordinator and lecturer in the research methods team. I’m also one of the University Teaching Fellows and have a learning and teaching leadership role across the University.
My profession background is in the field of Diagnostic Radiography and it was through this route I embarked on my HE career in 1999. How naïve I was then, wondering when shown into my office, what I might need a computer for! It was probably a couple of years later, following an [...]","Hello, I’m Barbara Wilford; I work at Teesside University in the School of Health and Social care as the E learning Coordinator and lecturer in the research methods team. I’m also one of the University Teaching Fellows and have a learning and teaching leadership role across the University.
My profession background is in the field of Diagnostic Radiography and it was through this route I embarked on my HE career in 1999. How naïve I was then, wondering when shown into my office, what I might need a computer for! It was probably a couple of years later, following an [...]",publish,profile-and-big-questions-6,2013-04-04 12:51:05,post,"Lists,Course Reader,JISCMail",
5957,939,2013-04-04 12:51:05,Profile and big questions,"Hello, I’m Barbara Wilford; I work at Teesside University in the School of Health and Social care as the E learning Coordinator and lecturer in the research methods team. I’m also one of the University Teaching Fellows and have a learning and teaching leadership role across the University.
My profession background is in the field of Diagnostic Radiography and it was through this route I embarked on my HE career in 1999. How naïve I was then, wondering when shown into my office, what I might need a computer for! It was probably a couple of years later, following an [...]","Hello, I’m Barbara Wilford; I work at Teesside University in the School of Health and Social care as the E learning Coordinator and lecturer in the research methods team. I’m also one of the University Teaching Fellows and have a learning and teaching leadership role across the University.
My profession background is in the field of Diagnostic Radiography and it was through this route I embarked on my HE career in 1999. How naïve I was then, wondering when shown into my office, what I might need a computer for! It was probably a couple of years later, following an [...]",publish,profile-and-big-questions-8,2013-04-04 12:51:05,post,"Lists,JISCMail,Course Reader",
5109,240,2013-04-04 12:52:07,how to switch to digest version of this email list,"Hi, I get so many emails every day, I need to switch to the digest version of this list.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC [...] ","Hi, I get so many emails every day, I need to switch to the digest version of this list.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC [...]",publish,how-to-switch-to-digest-version-of-this-email-list-2,2013-04-04 12:52:07,post,"Lists,Course Reader,JISCMail",
5605,240,2013-04-04 12:52:07,how to switch to digest version of this email list,"Hi, I get so many emails every day, I need to switch to the digest version of this list.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC [...] ","Hi, I get so many emails every day, I need to switch to the digest version of this list.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC [...]",publish,how-to-switch-to-digest-version-of-this-email-list-3,2013-04-04 12:52:07,post,"Course Reader,JISCMail,Lists",
5956,240,2013-04-04 12:52:07,how to switch to digest version of this email list,"Hi, I get so many emails every day, I need to switch to the digest version of this list.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC [...] ","Hi, I get so many emails every day, I need to switch to the digest version of this list.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC [...]",publish,how-to-switch-to-digest-version-of-this-email-list-4,2013-04-04 12:52:07,post,"Course Reader,Lists,JISCMail",
623,954,2013-04-04 13:56:21,Introduction,I have been an online course developer at the University of Portsmouth since 2007. I have worked in three of the four Schools in the Faculty of Humanities and Social Sciences. For the last two years I have been working on Education and Criminal Justice projects for campus based and distance learning students. [...],I have been an online course developer at the University of Portsmouth since 2007. I have worked in three of the four Schools in the Faculty of Humanities and Social Sciences. For the last two years I have been working on Education and Criminal Justice...,publish,introduction-3,2013-04-04 13:56:21,post,"JISCMail,Course Reader,Lists",
622,953,2013-04-04 13:56:45,Octel intro,"Hi, I have worked in FE for the past 11 years with a break of 2 yrs when I taught in a school. I have taught HE at University and within the FE Context and feel that anything we learn here will be applicable to FE. I decided to get involved with ocTEL as I am also involved in a number of other projects primarily around Initial teacher training and social media, so felt that I really needed to up skill in the TEL area. MOOCS are exciting- to be able to communicate with so many different people and share [...]","Hi, I have worked in FE for the past 11 years with a break of 2 yrs when I taught in a school. I have taught HE at University and within the FE Context and feel that anything we learn here will be applicable to FE. I decided to get involved with ocTEL ...",publish,octel-intro,2013-04-04 13:56:45,post,"Lists,JISCMail,Course Reader",
621,948,2013-04-04 13:58:49,Re: My TEL experiences,"I'd agree with Sarah that students/learners can sometimes be wary of posting to online discussions through fear of public exposure, more so if you experience dyslexia or are using a second language. Some tutors here at Napier in Edinburgh use the anonymous posting feature in Moodle to encourage activity in the forum and are very pleased with the level of activity that has resulted. I worked in Bradford Libraries for several years and ran a course in Information Literacy using Moodle so I would say that some simple learning tools that work are those you can create outside of the [...]","I'd agree with Sarah that students/learners can sometimes be wary of posting to online discussions through fear of public exposure, more so if you experience dyslexia or are using a second language. Some tutors here at Napier in Edinburgh use the anony...",publish,re-my-tel-experiences,2013-04-04 13:58:49,post,"Lists,JISCMail,Course Reader",
625,116,2013-04-04 12:59:11,A bit about me and technology enhanced learning (TEL),"
Hello
I am Kathrine Jensen and I am taking part in an open course about technology enhanced learning (ocTEL) which is run by the Association for Learning Technology (ALT). The aim of the course is to help those planning and delivering teaching in HE to make the best use of technology in their work and avoid pitfalls and hiccups. Twitter hashtag for the course is #octel
As part of participating in the course I am starting a blog to record my experiences and reflections throughout the next ten weeks from April to June 2013.
I have not taken part in a MOOC before so I am looking forward to seeing what it is all about and how it might work (or not work).
My previous experiences of TEL has been working with staff to explore using Moodle to deliver courses, being part of a number of ning networks (see links below) but my most consistent use of technology to enhance my own learning is really developing a network on Twitter and fairly regular blogging about my teaching and learning activities on The Teaching and Learning Institute blog. I find Twitter incredibly useful in connecting with people in a variety of areas I am interested in and also a great way to reach an audience. And when I attend any conferences, I can no longer imagine not tweeting about it or not hearing from other delegates via twitter. It is such a great and effective way to enrich conference activities.
I should perhaps also confess that I am not planning or delivering teaching in HE, though part of my responsibilities are to support and connect colleagues to develop inspiring and innovative teaching and learning. I work as a researcher in the Teaching and Learning Institute at the University of Huddersfield.
Along with my academic development colleagues, I am also providing some support for other staff from the University of Huddersfield who are participating in this course.
","Hello I am Kathrine Jensen and I am taking part in an open course about technology enhanced learning (ocTEL) which is run by the Association for Learning Technology (ALT). The aim of the course is to help those planning and … Continue reading →",publish,a-bit-about-me-and-technology-enhanced-learning-tel,2013-04-04 12:59:11,post,"Blog posts,Course Reader","#ELESIG,Uncategorized,#ocTEL,#RAISE"
5108,938,2013-04-04 13:08:44,Re: Activity my experiences and ambitions,"Hi! I'm responding to Wendy's post because I totally identify with her response. But I'd like to add some more: I'm wondering if we're all defining 'technology' in the same way - what do we mean when we use the term (for the purposes of education); are there any limitations and are there areas/content knowledge that may hinder learning if technology is used. [...] ","Hi! I'm responding to Wendy's post because I totally identify with her response. But I'd like to add some more: I'm wondering if we're all defining 'technology' in the same way - what do we mean when we use the term (for the purposes of education); are...",publish,re-activity-my-experiences-and-ambitions-22,2013-04-04 13:08:44,post,"Lists,Course Reader,JISCMail",
5604,938,2013-04-04 13:08:44,Re: Activity my experiences and ambitions,"Hi! I'm responding to Wendy's post because I totally identify with her response. But I'd like to add some more: I'm wondering if we're all defining 'technology' in the same way - what do we mean when we use the term (for the purposes of education); are there any limitations and are there areas/content knowledge that may hinder learning if technology is used. [...] ","Hi! I'm responding to Wendy's post because I totally identify with her response. But I'd like to add some more: I'm wondering if we're all defining 'technology' in the same way - what do we mean when we use the term (for the purposes of education); are...",publish,re-activity-my-experiences-and-ambitions-33,2013-04-04 13:08:44,post,"Lists,Course Reader,JISCMail",
5955,938,2013-04-04 13:08:44,Re: Activity my experiences and ambitions,"Hi! I'm responding to Wendy's post because I totally identify with her response. But I'd like to add some more: I'm wondering if we're all defining 'technology' in the same way - what do we mean when we use the term (for the purposes of education); are there any limitations and are there areas/content knowledge that may hinder learning if technology is used. [...] ","Hi! I'm responding to Wendy's post because I totally identify with her response. But I'd like to add some more: I'm wondering if we're all defining 'technology' in the same way - what do we mean when we use the term (for the purposes of education); are...",publish,re-activity-my-experiences-and-ambitions-44,2013-04-04 13:08:44,post,"Lists,JISCMail,Course Reader",
620,952,2013-04-04 14:10:10,"please stop emailing me, my inbox is full & I can't turn it off on your website","Patrick Thornhill
BIM / CAD Learning and Research Support Officer, FET UWE Learning and Teaching Associate Fellow
Room 2R026 Tel 011732 81314 patrick.thornhill@uwe.ac.uk
[cid:image001.jpg@01CE3146.7FB197E0] Autodesk Certified Professional Autocad & Revit 2013
LinkedIn Profile ","Patrick Thornhill
BIM / CAD Learning and Research Support Officer, FET UWE Learning and Teaching Associate Fellow
Room 2R026 Tel 011732 81314 patrick.thornhill@uwe.ac.uk
[cid:image001.jpg@01CE3146.7FB197E0] Autodesk Certified Professional Autocad & Revit 2013
LinkedIn Profile",publish,please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website,2013-04-04 14:10:10,post,"Lists,JISCMail,Course Reader",
5107,937,2013-04-04 13:10:44,Re: how to switch to digest version of this email list,"Thanks for sharing that, Doug - really helpful, as I was getting a little swamped, too!
Cheers, Bill :-)
On Thu, Apr 4, 2013 at 1:52 PM, Doug Holton wrote:
> Hi, I get so many emails every day, I need to switch to the digest version > of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest [...] ","Thanks for sharing that, Doug - really helpful, as I was getting a little swamped, too!
Cheers, Bill :-)
On Thu, Apr 4, 2013 at 1:52 PM, Doug Holton wrote:
> Hi, I get so many emails every day, I need to switch to the digest version > of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest [...]",publish,re-how-to-switch-to-digest-version-of-this-email-list-10,2013-04-04 13:10:44,post,"Lists,Course Reader,JISCMail",
5603,937,2013-04-04 13:10:44,Re: how to switch to digest version of this email list,"Thanks for sharing that, Doug - really helpful, as I was getting a little swamped, too!
Cheers, Bill :-)
On Thu, Apr 4, 2013 at 1:52 PM, Doug Holton wrote:
> Hi, I get so many emails every day, I need to switch to the digest version > of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest [...] ","Thanks for sharing that, Doug - really helpful, as I was getting a little swamped, too!
Cheers, Bill :-)
On Thu, Apr 4, 2013 at 1:52 PM, Doug Holton wrote:
> Hi, I get so many emails every day, I need to switch to the digest version > of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest [...]",publish,re-how-to-switch-to-digest-version-of-this-email-list-15,2013-04-04 13:10:44,post,"Lists,Course Reader,JISCMail",
5954,937,2013-04-04 13:10:44,Re: how to switch to digest version of this email list,"Thanks for sharing that, Doug - really helpful, as I was getting a little swamped, too!
Cheers, Bill :-)
On Thu, Apr 4, 2013 at 1:52 PM, Doug Holton wrote:
> Hi, I get so many emails every day, I need to switch to the digest version > of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest [...] ","Thanks for sharing that, Doug - really helpful, as I was getting a little swamped, too!
Cheers, Bill :-)
On Thu, Apr 4, 2013 at 1:52 PM, Doug Holton wrote:
> Hi, I get so many emails every day, I need to switch to the digest version > of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest [...]",publish,re-how-to-switch-to-digest-version-of-this-email-list-20,2013-04-04 13:10:44,post,"JISCMail,Course Reader,Lists",
5106,936,2013-04-04 13:11:39,Re: Profile and big questions,Hi
I am Heather Dale. I work at Huddersfield University as a Senior Counsellor in Counselling ( I am also a Senior Accredited counsellor in private practice).
I have been using VLEs as a repository and as a way of accepting and marking grades for some years but this kind of mass learning is totally new to me. [...],HiI am Heather Dale. I work at Huddersfield University as a Senior Counsellor in Counselling ( I am also a Senior Accredited counsellor in private practice).I have been using VLEs as a repository and as a way of accepting and marking grades for some ye...,publish,re-profile-and-big-questions-16,2013-04-04 13:11:39,post,"Lists,Course Reader,JISCMail",
5602,936,2013-04-04 13:11:39,Re: Profile and big questions,Hi
I am Heather Dale. I work at Huddersfield University as a Senior Counsellor in Counselling ( I am also a Senior Accredited counsellor in private practice).
I have been using VLEs as a repository and as a way of accepting and marking grades for some years but this kind of mass learning is totally new to me. [...],HiI am Heather Dale. I work at Huddersfield University as a Senior Counsellor in Counselling ( I am also a Senior Accredited counsellor in private practice).I have been using VLEs as a repository and as a way of accepting and marking grades for some ye...,publish,re-profile-and-big-questions-24,2013-04-04 13:11:39,post,"Lists,Course Reader,JISCMail",
5953,936,2013-04-04 13:11:39,Re: Profile and big questions,Hi
I am Heather Dale. I work at Huddersfield University as a Senior Counsellor in Counselling ( I am also a Senior Accredited counsellor in private practice).
I have been using VLEs as a repository and as a way of accepting and marking grades for some years but this kind of mass learning is totally new to me. [...],HiI am Heather Dale. I work at Huddersfield University as a Senior Counsellor in Counselling ( I am also a Senior Accredited counsellor in private practice).I have been using VLEs as a repository and as a way of accepting and marking grades for some ye...,publish,re-profile-and-big-questions-32,2013-04-04 13:11:39,post,"Lists,JISCMail,Course Reader",
5163,62,2013-04-04 13:14:00,OcTEL begins,"
After dabbling with a few MOOCs recently, I've decided to dedicate myself & time to the UK ALT ""MOOC"" called OCTEL! It began today, so still time to sign up, if you're interested in participating. Looking forward to spending some virtual time with Martin Hawksey, who appears to be the architect of this beast.","After dabbling with a few MOOCs recently, I've decided to dedicate myself & time to the UK ALT ""MOOC"" called OCTEL! It began today, so still time to sign up, if you're interested in participating. Looking forward to spending some virtual time with ...",publish,octel-begins-3,2013-04-04 13:14:35,post,"Blog posts,Course Reader",
5105,935,2013-04-04 13:14:55,Hi,"My name is Sue Watson and I have worked in FE for 13 years now. My primary subject is ICT, being a bit of a jack of all trades, taking on the units people dont like, everything fro eCommerce through HCI to networking and programming. The last year I have been seconded to the elearning team where we have been finding our feet. we have bought in articulate and are working to create content using this. Our VLE is itslearning andIhave been adapting this to suit our needs. [...] ","My name is Sue Watson and I have worked in FE for 13 years now. My primary subject is ICT, being a bit of a jack of all trades, taking on the units people dont like, everything fro eCommerce through HCI to networking and programming.The last year I hav...",publish,hi-2,2013-04-04 13:14:55,post,"JISCMail,Lists,Course Reader",
5601,935,2013-04-04 13:14:55,Hi,"My name is Sue Watson and I have worked in FE for 13 years now. My primary subject is ICT, being a bit of a jack of all trades, taking on the units people dont like, everything fro eCommerce through HCI to networking and programming. The last year I have been seconded to the elearning team where we have been finding our feet. we have bought in articulate and are working to create content using this. Our VLE is itslearning andIhave been adapting this to suit our needs. [...] ","My name is Sue Watson and I have worked in FE for 13 years now. My primary subject is ICT, being a bit of a jack of all trades, taking on the units people dont like, everything fro eCommerce through HCI to networking and programming.The last year I hav...",publish,hi-3,2013-04-04 13:14:55,post,"Lists,Course Reader,JISCMail",
5952,935,2013-04-04 13:14:55,Hi,"My name is Sue Watson and I have worked in FE for 13 years now. My primary subject is ICT, being a bit of a jack of all trades, taking on the units people dont like, everything fro eCommerce through HCI to networking and programming. The last year I have been seconded to the elearning team where we have been finding our feet. we have bought in articulate and are working to create content using this. Our VLE is itslearning andIhave been adapting this to suit our needs. [...] ","My name is Sue Watson and I have worked in FE for 13 years now. My primary subject is ICT, being a bit of a jack of all trades, taking on the units people dont like, everything fro eCommerce through HCI to networking and programming.The last year I hav...",publish,hi-4,2013-04-04 13:14:55,post,"JISCMail,Course Reader,Lists",
619,951,2013-04-04 14:15:54,Hello from Somerset!,"Hi
My name is Virginia Power and I am the Resources & eLearning Manager for Bridgwater College, a Further Education College in beautiful Somerset.
I have quite an eclectic background in terms of experience and my present role brings all my experience together as a librarian, teacher/trainer and ILT specialist. Previous roles have included 3 years as an eLearning Advisor with the JISC Regional Support Centre in the South West. The beauty of my current cross-curricular role is that I can look for practical applications of TEL in lots of different ways and that is very exciting! I am responsible [...] ","Hi
My name is Virginia Power and I am the Resources & eLearning Manager for Bridgwater College, a Further Education College in beautiful Somerset.
I have quite an eclectic background in terms of experience and my present role brings all my experience together as a librarian, teacher/trainer and ILT specialist. Previous roles have included 3 years as an eLearning Advisor with the JISC Regional Support Centre in the South West. The beauty of my current cross-curricular role is that I can look for practical applications of TEL in lots of different ways and that is very exciting! I am responsible [...]",publish,hello-from-somerset,2013-04-04 14:15:54,post,"Lists,JISCMail,Course Reader",
5104,934,2013-04-04 13:17:40,Re: how to switch to digest version of this email list,"Thanks a real lot... very useful!
On 04/04/2013 14:52, Doug Holton wrote: > Hi, I get so many emails every day, I need to switch to the digest > version of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest subscription: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC > > > The archives of the mailing list are here: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC > ","Thanks a real lot... very useful!
On 04/04/2013 14:52, Doug Holton wrote: > Hi, I get so many emails every day, I need to switch to the digest > version of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest subscription: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC > > > The archives of the mailing list are here: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC >",publish,re-how-to-switch-to-digest-version-of-this-email-list-9,2013-04-04 13:17:40,post,"Lists,Course Reader,JISCMail",
5600,934,2013-04-04 13:17:40,Re: how to switch to digest version of this email list,"Thanks a real lot... very useful!
On 04/04/2013 14:52, Doug Holton wrote: > Hi, I get so many emails every day, I need to switch to the digest > version of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest subscription: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC > > > The archives of the mailing list are here: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC > ","Thanks a real lot... very useful!
On 04/04/2013 14:52, Doug Holton wrote: > Hi, I get so many emails every day, I need to switch to the digest > version of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest subscription: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC > > > The archives of the mailing list are here: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC >",publish,re-how-to-switch-to-digest-version-of-this-email-list-14,2013-04-04 13:17:40,post,"Course Reader,JISCMail,Lists",
5951,934,2013-04-04 13:17:40,Re: how to switch to digest version of this email list,"Thanks a real lot... very useful!
On 04/04/2013 14:52, Doug Holton wrote: > Hi, I get so many emails every day, I need to switch to the digest > version of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest subscription: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC > > > The archives of the mailing list are here: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC > ","Thanks a real lot... very useful!
On 04/04/2013 14:52, Doug Holton wrote: > Hi, I get so many emails every day, I need to switch to the digest > version of this list. > > Here's how I was able to do it: > > Create a mailing list password using this form: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y= > You'll receive an email with a link to click to confirm your password. > > Then login to jiscmail to change to a digest subscription: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC > > > The archives of the mailing list are here: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC >",publish,re-how-to-switch-to-digest-version-of-this-email-list-19,2013-04-04 13:17:40,post,"Course Reader,Lists,JISCMail",
618,948,2013-04-04 14:19:43,Re: Profile and big questions,"Tracey - there is the excellent 'Moodle tool guide for teachers' produced by Joyce Seitzinger available here:
http://www.cats-pyjamas.net/moodle-tool-guide
whether you are thinking in terms of instructional delivery, assessments or collaborative exercises you can find something to suit even if you're not using Moodle
John
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Tracey Yeadon-Lee Sent: 04 April 2013 14:47 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Profile and big questions [...] ","Tracey - there is the excellent 'Moodle tool guide for teachers' produced by Joyce Seitzinger available here:http://www.cats-pyjamas.net/moodle-tool-guidewhether you are thinking in terms of instructional delivery, assessments or collaborative exercise...",publish,re-profile-and-big-questions-3,2013-04-04 14:19:43,post,"JISCMail,Course Reader,Lists",
5103,819,2013-04-04 13:20:36,Introduction and Big question,"My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to know more about TEL to aid learning for both groups of students. [...] ","My experience with TEL had been reasonably limited up until recently when Istarted work as a Research Tutor in 2011 at the University of Portsmouth. Inow support students both on campus and at a distance using a range ofmethods, and I am keen to know m...",publish,introduction-and-big-question-12,2013-04-04 13:20:36,post,"Course Reader,JISCMail,Lists",
5599,819,2013-04-04 13:20:36,Introduction and Big question,"My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to know more about TEL to aid learning for both groups of students. [...] ","My experience with TEL had been reasonably limited up until recently when Istarted work as a Research Tutor in 2011 at the University of Portsmouth. Inow support students both on campus and at a distance using a range ofmethods, and I am keen to know m...",publish,introduction-and-big-question-18,2013-04-04 13:20:36,post,"Lists,Course Reader,JISCMail",
5950,819,2013-04-04 13:20:36,Introduction and Big question,"My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to know more about TEL to aid learning for both groups of students. [...] ","My experience with TEL had been reasonably limited up until recently when Istarted work as a Research Tutor in 2011 at the University of Portsmouth. Inow support students both on campus and at a distance using a range ofmethods, and I am keen to know m...",publish,introduction-and-big-question-24,2013-04-04 13:20:36,post,"Lists,JISCMail,Course Reader",
617,950,2013-04-04 14:21:08,"Re: please stop emailing me, my inbox is full & I can't turn it off on your website","Yes, and please stop mailing me! I unsubscribed, but it did not work.
Frank
Am 04.04.2013 um 16:10 schrieb Patrick Thornhill :
> > > Patrick Thornhill > > BIM / CAD Learning and Research Support Officer, FET > UWE Learning and Teaching Associate Fellow > > Room 2R026 > Tel 011732 81314 > patrick.thornhill@uwe.ac.uk > > > Autodesk Certified Professional > Autocad & Revit 2013 > > LinkedIn Profile > > ","Yes, and please stop mailing me! I unsubscribed, but it did not work.
Frank
Am 04.04.2013 um 16:10 schrieb Patrick Thornhill :
> > > Patrick Thornhill > > BIM / CAD Learning and Research Support Officer, FET > UWE Learning and Teaching Associate Fellow > > Room 2R026 > Tel 011732 81314 > patrick.thornhill@uwe.ac.uk > > > Autodesk Certified Professional > Autocad & Revit 2013 > > LinkedIn Profile > >",publish,re-please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website-2,2013-04-04 14:21:08,post,"Lists,JISCMail,Course Reader",
5102,933,2013-04-04 13:21:46,My TEL experiences,"Hello
Experiences with TEL include studying on an online module while undertaking a PGDip in Library & Information Management, which was delivered on the WebCT Virtual Learning Environment (VLE). This was a while ago and I seem to recall feeling quite anxious about posting comments, views etc that others could read in terms of a) If others disagree, comments might be quite harsh, b) Fear of getting something wrong and c) Seriously bad spelling :-) In terms of how the technology made me act, if I had to sum it up in a couple of words I'd say 'with caution [...]","Hello
Experiences with TEL include studying on an online module while undertaking a PGDip in Library & Information Management, which was delivered on the WebCT Virtual Learning Environment (VLE). This was a while ago and I seem to recall feeling quite anxious about posting comments, views etc that others could read in terms of a) If others disagree, comments might be quite harsh, b) Fear of getting something wrong and c) Seriously bad spelling :-) In terms of how the technology made me act, if I had to sum it up in a couple of words I'd say 'with caution [...]",publish,my-tel-experiences-6,2013-04-04 13:21:46,post,"Lists,Course Reader,JISCMail",
5598,933,2013-04-04 13:21:46,My TEL experiences,"Hello
Experiences with TEL include studying on an online module while undertaking a PGDip in Library & Information Management, which was delivered on the WebCT Virtual Learning Environment (VLE). This was a while ago and I seem to recall feeling quite anxious about posting comments, views etc that others could read in terms of a) If others disagree, comments might be quite harsh, b) Fear of getting something wrong and c) Seriously bad spelling :-) In terms of how the technology made me act, if I had to sum it up in a couple of words I'd say 'with caution [...]","Hello
Experiences with TEL include studying on an online module while undertaking a PGDip in Library & Information Management, which was delivered on the WebCT Virtual Learning Environment (VLE). This was a while ago and I seem to recall feeling quite anxious about posting comments, views etc that others could read in terms of a) If others disagree, comments might be quite harsh, b) Fear of getting something wrong and c) Seriously bad spelling :-) In terms of how the technology made me act, if I had to sum it up in a couple of words I'd say 'with caution [...]",publish,my-tel-experiences-9,2013-04-04 13:21:46,post,"Lists,Course Reader,JISCMail",
5949,933,2013-04-04 13:21:46,My TEL experiences,"Hello
Experiences with TEL include studying on an online module while undertaking a PGDip in Library & Information Management, which was delivered on the WebCT Virtual Learning Environment (VLE). This was a while ago and I seem to recall feeling quite anxious about posting comments, views etc that others could read in terms of a) If others disagree, comments might be quite harsh, b) Fear of getting something wrong and c) Seriously bad spelling :-) In terms of how the technology made me act, if I had to sum it up in a couple of words I'd say 'with caution [...]","Hello
Experiences with TEL include studying on an online module while undertaking a PGDip in Library & Information Management, which was delivered on the WebCT Virtual Learning Environment (VLE). This was a while ago and I seem to recall feeling quite anxious about posting comments, views etc that others could read in terms of a) If others disagree, comments might be quite harsh, b) Fear of getting something wrong and c) Seriously bad spelling :-) In terms of how the technology made me act, if I had to sum it up in a couple of words I'd say 'with caution [...]",publish,my-tel-experiences-12,2013-04-04 13:21:46,post,"Course Reader,Lists,JISCMail",
5101,932,2013-04-04 13:23:12,Profile,"Hi, I am Laura Mcloughlin, I teach Italian at the National University of Ireland, Galway. I have been using technology in my teaching for a number of years, concentrating lately on subtitling software for second language acquisition and translation memory tools for translator training. Our VLE here is Blackboard and I use if for most of my courses. Last September we introduced a two-year diploma in Italian Online. This is a blended learning course delivered through Blackboard, which I designed and created together with a colleague from the University of Palermo. I am also the coordinator and one of the [...]","Hi,I am Laura Mcloughlin, I teach Italian at the National University of Ireland, Galway.I have been using technology in my teaching for a number of years, concentrating lately on subtitling software for second language acquisition and translation memor...",publish,profile-2,2013-04-04 13:23:12,post,"Lists,Course Reader,JISCMail",
5597,932,2013-04-04 13:23:12,Profile,"Hi, I am Laura Mcloughlin, I teach Italian at the National University of Ireland, Galway. I have been using technology in my teaching for a number of years, concentrating lately on subtitling software for second language acquisition and translation memory tools for translator training. Our VLE here is Blackboard and I use if for most of my courses. Last September we introduced a two-year diploma in Italian Online. This is a blended learning course delivered through Blackboard, which I designed and created together with a colleague from the University of Palermo. I am also the coordinator and one of the [...]","Hi,I am Laura Mcloughlin, I teach Italian at the National University of Ireland, Galway.I have been using technology in my teaching for a number of years, concentrating lately on subtitling software for second language acquisition and translation memor...",publish,profile-3,2013-04-04 13:23:12,post,"Lists,Course Reader,JISCMail",
5948,932,2013-04-04 13:23:12,Profile,"Hi, I am Laura Mcloughlin, I teach Italian at the National University of Ireland, Galway. I have been using technology in my teaching for a number of years, concentrating lately on subtitling software for second language acquisition and translation memory tools for translator training. Our VLE here is Blackboard and I use if for most of my courses. Last September we introduced a two-year diploma in Italian Online. This is a blended learning course delivered through Blackboard, which I designed and created together with a colleague from the University of Palermo. I am also the coordinator and one of the [...]","Hi,I am Laura Mcloughlin, I teach Italian at the National University of Ireland, Galway.I have been using technology in my teaching for a number of years, concentrating lately on subtitling software for second language acquisition and translation memor...",publish,profile-4,2013-04-04 13:23:12,post,"Lists,JISCMail,Course Reader",
616,53,2013-04-04 14:24:17,Introduction,"Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im drowning in emails and Im not sure if Ive set up my accounts correctly. I think I'll head over to the ""Are you lost?"" forum to see if [...]","Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. al...",publish,introduction-2,2013-04-04 14:24:17,post,"Lists,JISCMail,Course Reader",
5100,819,2013-04-04 13:27:36,Introduction and Big question,"Full message available at: Introduction and Big question ",Full message available at: Introduction and Big question ,publish,introduction-and-big-question-11,2013-04-04 13:27:36,post,"JISCMail,Lists,Course Reader",
5596,819,2013-04-04 13:27:36,Introduction and Big question,"Full message available at: Introduction and Big question ",Full message available at: Introduction and Big question ,publish,introduction-and-big-question-17,2013-04-04 13:27:36,post,"Lists,Course Reader,JISCMail",
5947,819,2013-04-04 13:27:36,Introduction and Big question,"Full message available at: Introduction and Big question ",Full message available at: Introduction and Big question ,publish,introduction-and-big-question-23,2013-04-04 13:27:36,post,"JISCMail,Course Reader,Lists",
615,2,2013-04-04 14:27:57,"Activities, questions and introductions","Hello everyone,
Many thanks to those of you who have got the ball rolling with your introductions, big questions and experiences. Thanks especially to Doug Holton for the useful practical advice that seems to have gone down well - just the kind of peer help and support that makes courses like this work better. [...] ","Hello everyone,Many thanks to those of you who have got the ball rolling with your introductions, big questions and experiences. Thanks especially to Doug Holton for the useful practical advice that seems to have gone down well - just the kind of peer ...",publish,activities-questions-and-introductions,2013-04-04 14:27:57,post,"Lists,JISCMail,Course Reader",
5099,819,2013-04-04 13:29:34,Re: Hi,"My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to know more about TEL to aid learning for both groups of students. [...]","My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to kno...",publish,re-hi-8,2013-04-04 13:29:34,post,"Lists,Course Reader,JISCMail",
5595,819,2013-04-04 13:29:34,Re: Hi,"My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to know more about TEL to aid learning for both groups of students. [...]","My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to kno...",publish,re-hi-12,2013-04-04 13:29:34,post,"JISCMail,Lists,Course Reader",
5946,819,2013-04-04 13:29:34,Re: Hi,"My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to know more about TEL to aid learning for both groups of students. [...]","My experience with TEL had been reasonably limited up until recently when I started work as a Research Tutor in 2011 at the University of Portsmouth. I now support students both on campus and at a distance using a range of methods, and I am keen to kno...",publish,re-hi-16,2013-04-04 13:29:34,post,"Course Reader,Lists,JISCMail",
5098,931,2013-04-04 13:31:23,Re: how to switch to digest version of this email list,"Thank you, thank you, thank you! My mail was so full that I ran out of credit on my wifi dongle!--
Maria Costantino (HPL/sessional lecturer, Kingston University and UCreative @Epsom) ","Thank you, thank you, thank you!My mail was so full that I ran out of credit on my wifi dongle!--Maria Costantino (HPL/sessional lecturer, Kingston University and UCreative @Epsom) ",publish,re-how-to-switch-to-digest-version-of-this-email-list-8,2013-04-04 13:31:23,post,"Course Reader,JISCMail,Lists",
5594,931,2013-04-04 13:31:23,Re: how to switch to digest version of this email list,"Thank you, thank you, thank you! My mail was so full that I ran out of credit on my wifi dongle!--
Maria Costantino (HPL/sessional lecturer, Kingston University and UCreative @Epsom) ","Thank you, thank you, thank you!My mail was so full that I ran out of credit on my wifi dongle!--Maria Costantino (HPL/sessional lecturer, Kingston University and UCreative @Epsom) ",publish,re-how-to-switch-to-digest-version-of-this-email-list-13,2013-04-04 13:31:23,post,"Lists,Course Reader,JISCMail",
5945,931,2013-04-04 13:31:23,Re: how to switch to digest version of this email list,"Thank you, thank you, thank you! My mail was so full that I ran out of credit on my wifi dongle!--
Maria Costantino (HPL/sessional lecturer, Kingston University and UCreative @Epsom) ","Thank you, thank you, thank you!My mail was so full that I ran out of credit on my wifi dongle!--Maria Costantino (HPL/sessional lecturer, Kingston University and UCreative @Epsom) ",publish,re-how-to-switch-to-digest-version-of-this-email-list-18,2013-04-04 13:31:23,post,"Lists,JISCMail,Course Reader",
614,949,2013-04-04 14:32:43,Introduction,"Hello, my name is Lesly Huxley. I have two roles: Director of IT Services R&D group at the University of Bristol (formerly the Institute for Learning & Research Technology) and Director, Networks and Organisation Development for the Leadership Foundation for Higher Education.
In the latter capacity I am programme director for the Innovation and Transformation Fund (joint LFHE/Hefce) which has provided support to ALT to establish this MOOC. This is my first MOOC experience, and despite my other role, I have limited TEL experience as my work focuses particularly on technologies to support research. I have taught at Masters level [...] ","Hello, my name is Lesly Huxley. I have two roles: Director of IT Services R&D group at the University of Bristol (formerly the Institute for Learning & Research Technology) and Director, Networks and Organisation Development for the Leadership Foundation for Higher Education.
In the latter capacity I am programme director for the Innovation and Transformation Fund (joint LFHE/Hefce) which has provided support to ALT to establish this MOOC. This is my first MOOC experience, and despite my other role, I have limited TEL experience as my work focuses particularly on technologies to support research. I have taught at Masters level [...]",publish,introduction,2013-04-04 14:32:43,post,"Lists,JISCMail,Course Reader",
613,948,2013-04-04 14:33:18,Re: Hello from Somerset!,"Virginia, I think that you make a crucial point there about not having to be technical to work with technology and I know how the use of technical language can be a barrier to understanding. In my own job I try to keep technical terms to an absolute minimum in order to encourage teaching staff that they need not fear TEL. You don't after all need to be a mechanic to drive the car. [...] ","Virginia, I think that you make a crucial point there about not having to be technical to work with technology and I know how the use of technical language can be a barrier to understanding. In my own job I try to keep technical terms to an absolute mi...",publish,re-hello-from-somerset-2,2013-04-04 14:33:18,post,"JISCMail,Course Reader,Lists",
612,947,2013-04-04 14:33:34,Re: Hello from Somerset!,"Hi Everyone! Greetings from Cranford, NJ, USA.
My name is Beth Ritter-Guth, and I am the Director of Instructional Design at Union County College. We are a two-year public institution. Prior to my role here, I was a tenured professor in English at a college in Pennsylvania.
I am interested in this course because I believe you are all the best teachers in the world, and I am hungry for new ways to engage colleagues and students. [...] ","Hi Everyone! Greetings from Cranford, NJ, USA.My name is Beth Ritter-Guth, and I am the Director of Instructional Design at Union County College. We are a two-year public institution. Prior to my role here, I was a tenured professor in English at a col...",publish,re-hello-from-somerset,2013-04-04 14:33:34,post,"Lists,JISCMail,Course Reader",
611,946,2013-04-04 14:39:57,"Re: please stop emailing me, my inbox is full & I can't turn it off on your website",To just stop e-mails
If you go to the JISCMail site for this mailing list.
Create a JISCMail account with your e-mail address you will be able to subscribe or unsubscribe as needed or subscribe to digests.
Or
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email. [...]",publish,re-please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website,2013-04-04 14:39:57,post,"JISCMail,Course Reader,Lists",
5097,930,2013-04-04 13:46:58,Re: Profile and big questions,"Hello All
I'm Tracey Yeadon-Lee from the University of Huddersfield, where I'm a senior lecturer in Sociology. My experience of using technology in my teaching is fairly basic and I hope that I will learn more from being on this course. At present I use a general VLE for my courses and in lectures I will often YouTube and radio podcasts. I think my big question is what else can I use and how? [...] ","Hello AllI'm Tracey Yeadon-Lee from the University of Huddersfield, where I'm a senior lecturer in Sociology. My experience of using technology in my teaching is fairly basic and I hope that I will learn more from being on this course. At present I use...",publish,re-profile-and-big-questions-15,2013-04-04 13:46:58,post,"Lists,Course Reader,JISCMail",
5593,930,2013-04-04 13:46:58,Re: Profile and big questions,"Hello All
I'm Tracey Yeadon-Lee from the University of Huddersfield, where I'm a senior lecturer in Sociology. My experience of using technology in my teaching is fairly basic and I hope that I will learn more from being on this course. At present I use a general VLE for my courses and in lectures I will often YouTube and radio podcasts. I think my big question is what else can I use and how? [...] ","Hello AllI'm Tracey Yeadon-Lee from the University of Huddersfield, where I'm a senior lecturer in Sociology. My experience of using technology in my teaching is fairly basic and I hope that I will learn more from being on this course. At present I use...",publish,re-profile-and-big-questions-23,2013-04-04 13:46:58,post,"Course Reader,JISCMail,Lists",
5944,930,2013-04-04 13:46:58,Re: Profile and big questions,"Hello All
I'm Tracey Yeadon-Lee from the University of Huddersfield, where I'm a senior lecturer in Sociology. My experience of using technology in my teaching is fairly basic and I hope that I will learn more from being on this course. At present I use a general VLE for my courses and in lectures I will often YouTube and radio podcasts. I think my big question is what else can I use and how? [...] ","Hello AllI'm Tracey Yeadon-Lee from the University of Huddersfield, where I'm a senior lecturer in Sociology. My experience of using technology in my teaching is fairly basic and I hope that I will learn more from being on this course. At present I use...",publish,re-profile-and-big-questions-31,2013-04-04 13:46:58,post,"Course Reader,Lists,JISCMail",
5096,929,2013-04-04 13:49:03,big question,"Hello I'm Sarla Gandhi and I teach a variety of subjects to different health professions in the School of Health in the University of Central Lancashire. My professional background is critical care nursing. I love technology, and feel that we should be able to use it more effectively - unfortunately feel I don't have the appropriate experience (and skills) and that is one of the reasons I've enrolled on this course. I want to enhance learner and lecturer engagement of the subject through using available technologies. We use Blackboard as our VLE at UCLan, and I lead one particular module [...]","HelloI'm Sarla Gandhi and I teach a variety of subjects to different health professions in the School of Health in the University of Central Lancashire. My professional background is critical care nursing.I love technology, and feel that we should be a...",publish,big-question-2,2013-04-04 13:49:03,post,"Lists,Course Reader,JISCMail",
5592,929,2013-04-04 13:49:03,big question,"Hello I'm Sarla Gandhi and I teach a variety of subjects to different health professions in the School of Health in the University of Central Lancashire. My professional background is critical care nursing. I love technology, and feel that we should be able to use it more effectively - unfortunately feel I don't have the appropriate experience (and skills) and that is one of the reasons I've enrolled on this course. I want to enhance learner and lecturer engagement of the subject through using available technologies. We use Blackboard as our VLE at UCLan, and I lead one particular module [...]","HelloI'm Sarla Gandhi and I teach a variety of subjects to different health professions in the School of Health in the University of Central Lancashire. My professional background is critical care nursing.I love technology, and feel that we should be a...",publish,big-question-3,2013-04-04 13:49:03,post,"Lists,Course Reader,JISCMail",
5943,929,2013-04-04 13:49:03,big question,"Hello I'm Sarla Gandhi and I teach a variety of subjects to different health professions in the School of Health in the University of Central Lancashire. My professional background is critical care nursing. I love technology, and feel that we should be able to use it more effectively - unfortunately feel I don't have the appropriate experience (and skills) and that is one of the reasons I've enrolled on this course. I want to enhance learner and lecturer engagement of the subject through using available technologies. We use Blackboard as our VLE at UCLan, and I lead one particular module [...]","HelloI'm Sarla Gandhi and I teach a variety of subjects to different health professions in the School of Health in the University of Central Lancashire. My professional background is critical care nursing.I love technology, and feel that we should be a...",publish,big-question-4,2013-04-04 13:49:03,post,"Lists,JISCMail,Course Reader",
5095,928,2013-04-04 13:49:25,Re: Activity my experiences and ambitions,"Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?
What do other practitioners find most effective in this field, why, and is there any research to back it up? I often find that research backed activity, and evidence, can be difficult to find. [...]","Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?What do other practitioners find most effective in this field, why, and is there any research to back it ...",publish,re-activity-my-experiences-and-ambitions-21,2013-04-04 13:49:25,post,"Lists,Course Reader,JISCMail",
5591,928,2013-04-04 13:49:25,Re: Activity my experiences and ambitions,"Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?
What do other practitioners find most effective in this field, why, and is there any research to back it up? I often find that research backed activity, and evidence, can be difficult to find. [...]","Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?What do other practitioners find most effective in this field, why, and is there any research to back it ...",publish,re-activity-my-experiences-and-ambitions-32,2013-04-04 13:49:25,post,"Lists,Course Reader,JISCMail",
5942,928,2013-04-04 13:49:25,Re: Activity my experiences and ambitions,"Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?
What do other practitioners find most effective in this field, why, and is there any research to back it up? I often find that research backed activity, and evidence, can be difficult to find. [...]","Question :Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?What do other practitioners find most effective in this field, why, and is there any research to back it ...",publish,re-activity-my-experiences-and-ambitions-43,2013-04-04 13:49:25,post,"JISCMail,Course Reader,Lists",
610,2,2013-04-04 14:52:35,Questions and help with practicalities?,"Hello again,
I've unsubscribed the two people who asked to be unsubscribed, and am happy to help anyone else - please send such list-related requests to octel-public-requests@jiscmail.ac.uk Many thanks to James for the additional self-help advice!
If you're having other practical difficulties accessing the course and its facilities, please shout.
We're aware of some login problems (not unusual for a first day, but apologies all the same). We've provided some guidance and solutions at http://octel.alt.ac.uk/help/faq/ [...] ","Hello again,I've unsubscribed the two people who asked to be unsubscribed, and am happy to help anyone else - please send such list-related requests to octel-public-requests@jiscmail.ac.uk Many thanks to James for the additional self-help advice!If you...",publish,questions-and-help-with-practicalities,2013-04-04 14:52:35,post,"Lists,JISCMail,Course Reader",
609,945,2013-04-04 14:53:30,Hi from Dorset,"Hi I am Andy Worth and I work for Anglo European College of Chiropractic as a learning Technologist, before that I taught in a school and also worked for 10 years as a learning technologist at Bournemouth University. At the moment I am setting up the Colleges first VLE on a Moodle platform. [...]","Hi I am Andy Worth and I work for Anglo European College of Chiropractic as a learning Technologist, before that I taught in a school and also worked for 10 years as a learning technologist at Bournemouth University. At the moment I am setting up the C...",publish,hi-from-dorset,2013-04-04 14:53:30,post,"Lists,JISCMail,Course Reader",
605,943,2013-04-04 14:53:37,Hi all - I think I will use G+ to micro blog on #ocTEL - mainly because I hardly ever use this space...,"
Jane Challinor
Thu, 04 Apr 2013 14:53:37 GMT
- Community
Hi all - I think I will use G+ to micro blog on #ocTEL - mainly because I hardly ever use this space and know I should do so more! I don't think I am going to be able to cope with email/digests.
","
Jane Challinor
Thu, 04 Apr 2013 14:53:37 GMT
- Community
Hi all - I think I will use G+ to micro blog on #ocTEL - mainly because I hardly ever use this space and know I should do so more! I don't think I am going to be able to cope with email/digests.
",publish,hi-all-i-think-i-will-use-g-to-micro-blog-on-octel-mainly-because-i-hardly-ever-use-this-space,2013-04-04 22:58:39,post,"Course Reader,Social networks,Google+",
5094,954,2013-04-04 13:56:21,Introduction,I have been an online course developer at the University of Portsmouth since 2007. I have worked in three of the four Schools in the Faculty of Humanities and Social Sciences. For the last two years I have been working on Education and Criminal Justice projects for campus based and distance learning students. [...],I have been an online course developer at the University of Portsmouth since 2007. I have worked in three of the four Schools in the Faculty of Humanities and Social Sciences. For the last two years I have been working on Education and Criminal Justice...,publish,introduction-42,2013-04-04 13:56:21,post,"Lists,Course Reader,JISCMail",
5590,954,2013-04-04 13:56:21,Introduction,I have been an online course developer at the University of Portsmouth since 2007. I have worked in three of the four Schools in the Faculty of Humanities and Social Sciences. For the last two years I have been working on Education and Criminal Justice projects for campus based and distance learning students. [...],I have been an online course developer at the University of Portsmouth since 2007. I have worked in three of the four Schools in the Faculty of Humanities and Social Sciences. For the last two years I have been working on Education and Criminal Justice...,publish,introduction-63,2013-04-04 13:56:21,post,"Lists,Course Reader,JISCMail",
5941,954,2013-04-04 13:56:21,Introduction,I have been an online course developer at the University of Portsmouth since 2007. I have worked in three of the four Schools in the Faculty of Humanities and Social Sciences. For the last two years I have been working on Education and Criminal Justice projects for campus based and distance learning students. [...],I have been an online course developer at the University of Portsmouth since 2007. I have worked in three of the four Schools in the Faculty of Humanities and Social Sciences. For the last two years I have been working on Education and Criminal Justice...,publish,introduction-83,2013-04-04 13:56:21,post,"Course Reader,Lists,JISCMail",
5093,953,2013-04-04 13:56:45,Octel intro,"Hi, I have worked in FE for the past 11 years with a break of 2 yrs when I taught in a school. I have taught HE at University and within the FE Context and feel that anything we learn here will be applicable to FE. I decided to get involved with ocTEL as I am also involved in a number of other projects primarily around Initial teacher training and social media, so felt that I really needed to up skill in the TEL area. MOOCS are exciting- to be able to communicate with so many different people and share [...]","Hi, I have worked in FE for the past 11 years with a break of 2 yrs when I taught in a school. I have taught HE at University and within the FE Context and feel that anything we learn here will be applicable to FE. I decided to get involved with ocTEL ...",publish,octel-intro-2,2013-04-04 13:56:45,post,"Course Reader,JISCMail,Lists",
5589,953,2013-04-04 13:56:45,Octel intro,"Hi, I have worked in FE for the past 11 years with a break of 2 yrs when I taught in a school. I have taught HE at University and within the FE Context and feel that anything we learn here will be applicable to FE. I decided to get involved with ocTEL as I am also involved in a number of other projects primarily around Initial teacher training and social media, so felt that I really needed to up skill in the TEL area. MOOCS are exciting- to be able to communicate with so many different people and share [...]","Hi, I have worked in FE for the past 11 years with a break of 2 yrs when I taught in a school. I have taught HE at University and within the FE Context and feel that anything we learn here will be applicable to FE. I decided to get involved with ocTEL ...",publish,octel-intro-3,2013-04-04 13:56:45,post,"Lists,Course Reader,JISCMail",
5940,953,2013-04-04 13:56:45,Octel intro,"Hi, I have worked in FE for the past 11 years with a break of 2 yrs when I taught in a school. I have taught HE at University and within the FE Context and feel that anything we learn here will be applicable to FE. I decided to get involved with ocTEL as I am also involved in a number of other projects primarily around Initial teacher training and social media, so felt that I really needed to up skill in the TEL area. MOOCS are exciting- to be able to communicate with so many different people and share [...]","Hi, I have worked in FE for the past 11 years with a break of 2 yrs when I taught in a school. I have taught HE at University and within the FE Context and feel that anything we learn here will be applicable to FE. I decided to get involved with ocTEL ...",publish,octel-intro-4,2013-04-04 13:56:45,post,"Lists,JISCMail,Course Reader",
5092,948,2013-04-04 13:58:49,Re: My TEL experiences,"I'd agree with Sarah that students/learners can sometimes be wary of posting to online discussions through fear of public exposure, more so if you experience dyslexia or are using a second language. Some tutors here at Napier in Edinburgh use the anonymous posting feature in Moodle to encourage activity in the forum and are very pleased with the level of activity that has resulted. I worked in Bradford Libraries for several years and ran a course in Information Literacy using Moodle so I would say that some simple learning tools that work are those you can create outside of the [...]","I'd agree with Sarah that students/learners can sometimes be wary of posting to online discussions through fear of public exposure, more so if you experience dyslexia or are using a second language. Some tutors here at Napier in Edinburgh use the anony...",publish,re-my-tel-experiences-2,2013-04-04 13:58:49,post,"Lists,Course Reader,JISCMail",
5588,948,2013-04-04 13:58:49,Re: My TEL experiences,"I'd agree with Sarah that students/learners can sometimes be wary of posting to online discussions through fear of public exposure, more so if you experience dyslexia or are using a second language. Some tutors here at Napier in Edinburgh use the anonymous posting feature in Moodle to encourage activity in the forum and are very pleased with the level of activity that has resulted. I worked in Bradford Libraries for several years and ran a course in Information Literacy using Moodle so I would say that some simple learning tools that work are those you can create outside of the [...]","I'd agree with Sarah that students/learners can sometimes be wary of posting to online discussions through fear of public exposure, more so if you experience dyslexia or are using a second language. Some tutors here at Napier in Edinburgh use the anony...",publish,re-my-tel-experiences-3,2013-04-04 13:58:49,post,"Course Reader,JISCMail,Lists",
5939,948,2013-04-04 13:58:49,Re: My TEL experiences,"I'd agree with Sarah that students/learners can sometimes be wary of posting to online discussions through fear of public exposure, more so if you experience dyslexia or are using a second language. Some tutors here at Napier in Edinburgh use the anonymous posting feature in Moodle to encourage activity in the forum and are very pleased with the level of activity that has resulted. I worked in Bradford Libraries for several years and ran a course in Information Literacy using Moodle so I would say that some simple learning tools that work are those you can create outside of the [...]","I'd agree with Sarah that students/learners can sometimes be wary of posting to online discussions through fear of public exposure, more so if you experience dyslexia or are using a second language. Some tutors here at Napier in Edinburgh use the anony...",publish,re-my-tel-experiences-4,2013-04-04 13:58:49,post,"Course Reader,Lists,JISCMail",
608,944,2013-04-04 15:01:37,My TEL experiences,"Hi, I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for six years, and spent many years in the NHS. [...]","Hi,I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for...",publish,my-tel-experiences-2,2013-04-04 15:01:37,post,"Course Reader,Lists,JISCMail",
607,926,2013-04-04 15:04:26,hi from Sheffield,"hi, my name’s David Read and I work as a learning technologies coordinator and ESL tutor at the English Language Teaching Centre (ELTC) at the University of Sheffield. My job title suggests an intimate knowledge of technology, but the reality is that I’m first and foremost a teacher (have been for 20 years!) and my technology role largely involves helping teachers get to grips with the devices and online services we have at our Centre, such as Interactive Whiteboards, VLEs (Blackboard), Chromebooks and various audio/video recording devices. [...]","hi, my name’s David Read and I work as a learning technologies coordinator and ESL tutor at the English Language Teaching Centre (ELTC) at the University of Sheffield. My job title suggests an intimate knowledge of technology, but the reality is that I’m first and foremost a teacher (have been for 20 years!) and my technology role largely involves helping teachers get to grips with the devices and online services we have at our Centre, such as Interactive Whiteboards, VLEs (Blackboard), Chromebooks and various audio/video recording devices. [...]",publish,hi-from-sheffield,2013-04-04 15:04:26,post,"Lists,JISCMail,Course Reader",
1876,1199,2013-04-04 14:06:45,Here we MOOC again,"
Over the coming weeks I’ll be participating in #ocTEL and I plan to keep my contibutions here. This is the second MOOC I’ve dipped into; I participated in Coursera’s HCI course for a while last year & created a similar notes blog. I’ll probably only be dipping in to ocTEL as I’m outside of the primary target cohort:
This is an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges
But as a Learning Technologist & ALT Trustee I’m keen to see what’s going on and contribute to the ocTEL community.
","Over the coming weeks I’ll be participating in #ocTEL and I plan to keep my contibutions here. This is the second MOOC I’ve dipped into; I participated in Coursera’s HCI course for a while last year & created a similar notes blog. I’ll probably only be dipping in to ocTEL as I’m outside of the [...]",publish,here-we-mooc-again,2013-04-04 14:06:45,post,"Blog posts,Course Reader","mooc,#ocTEL,hci12,Coursera,wk0"
833,1000,2013-04-04 15:10:04,Hello and Introduction,"Hello everyone!
I’m Steve Rutherford and I am currently at the School of Biosciences, Cardiff University. I currently teach a variety of Bioscience undergraduate courses as well as pre-clinical Medical and Dental students.
My previous experience of TEL has been either in providing podcast and video cast materials to support lectures, pre-recording lecture material to present to students prior to lecture sessions; using communication technologies to facilitate collaborative learning between students and using multi-media technologies for students to produce learning resources as part of an assessment. I have also experienced TEL as a student of the Open University. [...]","Hello everyone!
I’m Steve Rutherford and I am currently at the School of Biosciences, Cardiff University. I currently teach a variety of Bioscience undergraduate courses as well as pre-clinical Medical and Dental students.
My previous experience of TEL has been either in providing podcast and video cast materials to support lectures, pre-recording lecture material to present to students prior to lecture sessions; using communication technologies to facilitate collaborative learning between students and using multi-media technologies for students to produce learning resources as part of an assessment. I have also experienced TEL as a student of the Open University. [...]",publish,hello-and-introduction,2013-04-04 15:10:04,post,"JISCMail,Lists,Course Reader",
5091,952,2013-04-04 14:10:10,"please stop emailing me, my inbox is full & I can't turn it off on your website","Patrick Thornhill
BIM / CAD Learning and Research Support Officer, FET UWE Learning and Teaching Associate Fellow
Room 2R026 Tel 011732 81314 patrick.thornhill@uwe.ac.uk
[cid:image001.jpg@01CE3146.7FB197E0] Autodesk Certified Professional Autocad & Revit 2013
LinkedIn Profile ","Patrick Thornhill
BIM / CAD Learning and Research Support Officer, FET UWE Learning and Teaching Associate Fellow
Room 2R026 Tel 011732 81314 patrick.thornhill@uwe.ac.uk
[cid:image001.jpg@01CE3146.7FB197E0] Autodesk Certified Professional Autocad & Revit 2013
LinkedIn Profile",publish,please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website-2,2013-04-04 14:10:10,post,"Lists,Course Reader,JISCMail",
5587,952,2013-04-04 14:10:10,"please stop emailing me, my inbox is full & I can't turn it off on your website","Patrick Thornhill
BIM / CAD Learning and Research Support Officer, FET UWE Learning and Teaching Associate Fellow
Room 2R026 Tel 011732 81314 patrick.thornhill@uwe.ac.uk
[cid:image001.jpg@01CE3146.7FB197E0] Autodesk Certified Professional Autocad & Revit 2013
LinkedIn Profile ","Patrick Thornhill
BIM / CAD Learning and Research Support Officer, FET UWE Learning and Teaching Associate Fellow
Room 2R026 Tel 011732 81314 patrick.thornhill@uwe.ac.uk
[cid:image001.jpg@01CE3146.7FB197E0] Autodesk Certified Professional Autocad & Revit 2013
LinkedIn Profile",publish,please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website-3,2013-04-04 14:10:10,post,"Lists,Course Reader,JISCMail",
5938,952,2013-04-04 14:10:10,"please stop emailing me, my inbox is full & I can't turn it off on your website","Patrick Thornhill
BIM / CAD Learning and Research Support Officer, FET UWE Learning and Teaching Associate Fellow
Room 2R026 Tel 011732 81314 patrick.thornhill@uwe.ac.uk
[cid:image001.jpg@01CE3146.7FB197E0] Autodesk Certified Professional Autocad & Revit 2013
LinkedIn Profile ","Patrick Thornhill
BIM / CAD Learning and Research Support Officer, FET UWE Learning and Teaching Associate Fellow
Room 2R026 Tel 011732 81314 patrick.thornhill@uwe.ac.uk
[cid:image001.jpg@01CE3146.7FB197E0] Autodesk Certified Professional Autocad & Revit 2013
LinkedIn Profile",publish,please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website-4,2013-04-04 14:10:10,post,"Lists,JISCMail,Course Reader",
604,943,2013-04-04 15:10:39,#ocTEL profile - me and TEL - Principal Lecturer in Health and Social Care at Nottingham Trent University...,"
#ocTEL profile - me and TEL - Principal Lecturer in Health and Social Care at Nottingham Trent University. I have been using tech of various kinds since I began teaching in 2007 as my first experience was on a distance learning course. I have a love hate thing going on with the VLE (any sort of VLE really). I am a VLE "champion" in my institution and think we need to promote good practice in its use, but I like also to be unchained and free to roam the interweb with my students. Recent highlights include a group project where students produced an online resource using wikis, blogs, Facebook, Twitter or anything else they could lay their hands on. My big question about TEL is how to promote safe, ethical, creative use of such platforms for learning and collaboration.....
#ocTEL profile - me and TEL - Principal Lecturer in Health and Social Care at Nottingham Trent University. I have been using tech of various kinds since I began teaching in 2007 as my first experience was on a distance learning course. I have a love hate thing going on with the VLE (any sort of VLE really). I am a VLE ""champion"" in my institution and think we need to promote good practice in its use, but I like also to be unchained and free to roam the interweb with my students. Recent highlights include a group project where students produced an online resource using wikis, blogs, Facebook, Twitter or anything else they could lay their hands on. My big question about TEL is how to promote safe, ethical, creative use of such platforms for learning and collaboration.....
",publish,octel-profile-me-and-tel-senior-lecturer-in-health-and-social-care-at-nottingham-trent-university,2013-04-04 22:58:28,post,"Social networks,Google+,Course Reader",
5090,951,2013-04-04 14:15:54,Hello from Somerset!,"Hi
My name is Virginia Power and I am the Resources & eLearning Manager for Bridgwater College, a Further Education College in beautiful Somerset.
I have quite an eclectic background in terms of experience and my present role brings all my experience together as a librarian, teacher/trainer and ILT specialist. Previous roles have included 3 years as an eLearning Advisor with the JISC Regional Support Centre in the South West. The beauty of my current cross-curricular role is that I can look for practical applications of TEL in lots of different ways and that is very exciting! I am responsible [...] ","Hi
My name is Virginia Power and I am the Resources & eLearning Manager for Bridgwater College, a Further Education College in beautiful Somerset.
I have quite an eclectic background in terms of experience and my present role brings all my experience together as a librarian, teacher/trainer and ILT specialist. Previous roles have included 3 years as an eLearning Advisor with the JISC Regional Support Centre in the South West. The beauty of my current cross-curricular role is that I can look for practical applications of TEL in lots of different ways and that is very exciting! I am responsible [...]",publish,hello-from-somerset-2,2013-04-04 14:15:54,post,"Lists,Course Reader,JISCMail",
5586,951,2013-04-04 14:15:54,Hello from Somerset!,"Hi
My name is Virginia Power and I am the Resources & eLearning Manager for Bridgwater College, a Further Education College in beautiful Somerset.
I have quite an eclectic background in terms of experience and my present role brings all my experience together as a librarian, teacher/trainer and ILT specialist. Previous roles have included 3 years as an eLearning Advisor with the JISC Regional Support Centre in the South West. The beauty of my current cross-curricular role is that I can look for practical applications of TEL in lots of different ways and that is very exciting! I am responsible [...] ","Hi
My name is Virginia Power and I am the Resources & eLearning Manager for Bridgwater College, a Further Education College in beautiful Somerset.
I have quite an eclectic background in terms of experience and my present role brings all my experience together as a librarian, teacher/trainer and ILT specialist. Previous roles have included 3 years as an eLearning Advisor with the JISC Regional Support Centre in the South West. The beauty of my current cross-curricular role is that I can look for practical applications of TEL in lots of different ways and that is very exciting! I am responsible [...]",publish,hello-from-somerset-3,2013-04-04 14:15:54,post,"Lists,Course Reader,JISCMail",
5937,951,2013-04-04 14:15:54,Hello from Somerset!,"Hi
My name is Virginia Power and I am the Resources & eLearning Manager for Bridgwater College, a Further Education College in beautiful Somerset.
I have quite an eclectic background in terms of experience and my present role brings all my experience together as a librarian, teacher/trainer and ILT specialist. Previous roles have included 3 years as an eLearning Advisor with the JISC Regional Support Centre in the South West. The beauty of my current cross-curricular role is that I can look for practical applications of TEL in lots of different ways and that is very exciting! I am responsible [...] ","Hi
My name is Virginia Power and I am the Resources & eLearning Manager for Bridgwater College, a Further Education College in beautiful Somerset.
I have quite an eclectic background in terms of experience and my present role brings all my experience together as a librarian, teacher/trainer and ILT specialist. Previous roles have included 3 years as an eLearning Advisor with the JISC Regional Support Centre in the South West. The beauty of my current cross-curricular role is that I can look for practical applications of TEL in lots of different ways and that is very exciting! I am responsible [...]",publish,hello-from-somerset-4,2013-04-04 14:15:54,post,"JISCMail,Course Reader,Lists",
643,961,2013-04-04 15:17:17,Re: Introduction,"Hi Stephen, I didn't think that one day we would be in the same class all the best Nicolas
Le 04/04/2013 16:24, Stephen Brown a écrit : > Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im [...]","Hi Stephen, I didn't think that one day we would be in the same class all the best Nicolas
Le 04/04/2013 16:24, Stephen Brown a écrit : > Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im [...]",publish,re-introduction,2013-04-04 15:17:17,post,"Course Reader,JISCMail,Lists",
5089,948,2013-04-04 14:19:43,Re: Profile and big questions,"Tracey - there is the excellent 'Moodle tool guide for teachers' produced by Joyce Seitzinger available here:
http://www.cats-pyjamas.net/moodle-tool-guide
whether you are thinking in terms of instructional delivery, assessments or collaborative exercises you can find something to suit even if you're not using Moodle
John
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Tracey Yeadon-Lee Sent: 04 April 2013 14:47 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Profile and big questions [...] ","Tracey - there is the excellent 'Moodle tool guide for teachers' produced by Joyce Seitzinger available here:http://www.cats-pyjamas.net/moodle-tool-guidewhether you are thinking in terms of instructional delivery, assessments or collaborative exercise...",publish,re-profile-and-big-questions-14,2013-04-04 14:19:43,post,"Lists,Course Reader,JISCMail",
5585,948,2013-04-04 14:19:43,Re: Profile and big questions,"Tracey - there is the excellent 'Moodle tool guide for teachers' produced by Joyce Seitzinger available here:
http://www.cats-pyjamas.net/moodle-tool-guide
whether you are thinking in terms of instructional delivery, assessments or collaborative exercises you can find something to suit even if you're not using Moodle
John
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Tracey Yeadon-Lee Sent: 04 April 2013 14:47 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Profile and big questions [...] ","Tracey - there is the excellent 'Moodle tool guide for teachers' produced by Joyce Seitzinger available here:http://www.cats-pyjamas.net/moodle-tool-guidewhether you are thinking in terms of instructional delivery, assessments or collaborative exercise...",publish,re-profile-and-big-questions-22,2013-04-04 14:19:43,post,"Lists,Course Reader,JISCMail",
5936,948,2013-04-04 14:19:43,Re: Profile and big questions,"Tracey - there is the excellent 'Moodle tool guide for teachers' produced by Joyce Seitzinger available here:
http://www.cats-pyjamas.net/moodle-tool-guide
whether you are thinking in terms of instructional delivery, assessments or collaborative exercises you can find something to suit even if you're not using Moodle
John
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Tracey Yeadon-Lee Sent: 04 April 2013 14:47 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Profile and big questions [...] ","Tracey - there is the excellent 'Moodle tool guide for teachers' produced by Joyce Seitzinger available here:http://www.cats-pyjamas.net/moodle-tool-guidewhether you are thinking in terms of instructional delivery, assessments or collaborative exercise...",publish,re-profile-and-big-questions-30,2013-04-04 14:19:43,post,"Lists,JISCMail,Course Reader",
5088,950,2013-04-04 14:21:08,"Re: please stop emailing me, my inbox is full & I can't turn it off on your website","Yes, and please stop mailing me! I unsubscribed, but it did not work.
Frank
Am 04.04.2013 um 16:10 schrieb Patrick Thornhill :
> > > Patrick Thornhill > > BIM / CAD Learning and Research Support Officer, FET > UWE Learning and Teaching Associate Fellow > > Room 2R026 > Tel 011732 81314 > patrick.thornhill@uwe.ac.uk > > > Autodesk Certified Professional > Autocad & Revit 2013 > > LinkedIn Profile > > ","Yes, and please stop mailing me! I unsubscribed, but it did not work.
Frank
Am 04.04.2013 um 16:10 schrieb Patrick Thornhill :
> > > Patrick Thornhill > > BIM / CAD Learning and Research Support Officer, FET > UWE Learning and Teaching Associate Fellow > > Room 2R026 > Tel 011732 81314 > patrick.thornhill@uwe.ac.uk > > > Autodesk Certified Professional > Autocad & Revit 2013 > > LinkedIn Profile > >",publish,re-please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website-4,2013-04-04 14:21:08,post,"Course Reader,JISCMail,Lists",
5584,950,2013-04-04 14:21:08,"Re: please stop emailing me, my inbox is full & I can't turn it off on your website","Yes, and please stop mailing me! I unsubscribed, but it did not work.
Frank
Am 04.04.2013 um 16:10 schrieb Patrick Thornhill :
> > > Patrick Thornhill > > BIM / CAD Learning and Research Support Officer, FET > UWE Learning and Teaching Associate Fellow > > Room 2R026 > Tel 011732 81314 > patrick.thornhill@uwe.ac.uk > > > Autodesk Certified Professional > Autocad & Revit 2013 > > LinkedIn Profile > > ","Yes, and please stop mailing me! I unsubscribed, but it did not work.
Frank
Am 04.04.2013 um 16:10 schrieb Patrick Thornhill :
> > > Patrick Thornhill > > BIM / CAD Learning and Research Support Officer, FET > UWE Learning and Teaching Associate Fellow > > Room 2R026 > Tel 011732 81314 > patrick.thornhill@uwe.ac.uk > > > Autodesk Certified Professional > Autocad & Revit 2013 > > LinkedIn Profile > >",publish,re-please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website-6,2013-04-04 14:21:08,post,"Lists,Course Reader,JISCMail",
5935,950,2013-04-04 14:21:08,"Re: please stop emailing me, my inbox is full & I can't turn it off on your website","Yes, and please stop mailing me! I unsubscribed, but it did not work.
Frank
Am 04.04.2013 um 16:10 schrieb Patrick Thornhill :
> > > Patrick Thornhill > > BIM / CAD Learning and Research Support Officer, FET > UWE Learning and Teaching Associate Fellow > > Room 2R026 > Tel 011732 81314 > patrick.thornhill@uwe.ac.uk > > > Autodesk Certified Professional > Autocad & Revit 2013 > > LinkedIn Profile > > ","Yes, and please stop mailing me! I unsubscribed, but it did not work.
Frank
Am 04.04.2013 um 16:10 schrieb Patrick Thornhill :
> > > Patrick Thornhill > > BIM / CAD Learning and Research Support Officer, FET > UWE Learning and Teaching Associate Fellow > > Room 2R026 > Tel 011732 81314 > patrick.thornhill@uwe.ac.uk > > > Autodesk Certified Professional > Autocad & Revit 2013 > > LinkedIn Profile > >",publish,re-please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website-8,2013-04-04 14:21:08,post,"Lists,JISCMail,Course Reader",
642,944,2013-04-04 15:21:43,My TEL experiences,"Hi, Sorry for previous typos, I am short sighted and hate the predictive text system on my smart phone.
I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for six years, and spent many years in the NHS. [...]","Hi,Sorry for previous typos, I am short sighted and hate the predictive text system on my smart phone.I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling an...",publish,my-tel-experiences-3,2013-04-04 15:21:43,post,"JISCMail,Lists,Course Reader",
5087,53,2013-04-04 14:24:17,Introduction,"Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im drowning in emails and Im not sure if Ive set up my accounts correctly. I think I'll head over to the ""Are you lost?"" forum to see if [...]","Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. al...",publish,introduction-41,2013-04-04 14:24:17,post,"Lists,Course Reader,JISCMail",
5583,53,2013-04-04 14:24:17,Introduction,"Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im drowning in emails and Im not sure if Ive set up my accounts correctly. I think I'll head over to the ""Are you lost?"" forum to see if [...]","Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. al...",publish,introduction-62,2013-04-04 14:24:17,post,"Course Reader,JISCMail,Lists",
5934,53,2013-04-04 14:24:17,Introduction,"Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im drowning in emails and Im not sure if Ive set up my accounts correctly. I think I'll head over to the ""Are you lost?"" forum to see if [...]","Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. al...",publish,introduction-82,2013-04-04 14:24:17,post,"Course Reader,Lists,JISCMail",
5086,2,2013-04-04 14:27:57,"Activities, questions and introductions","Hello everyone,
Many thanks to those of you who have got the ball rolling with your introductions, big questions and experiences. Thanks especially to Doug Holton for the useful practical advice that seems to have gone down well - just the kind of peer help and support that makes courses like this work better. [...] ","Hello everyone,Many thanks to those of you who have got the ball rolling with your introductions, big questions and experiences. Thanks especially to Doug Holton for the useful practical advice that seems to have gone down well - just the kind of peer ...",publish,activities-questions-and-introductions-2,2013-04-04 14:27:57,post,"Lists,Course Reader,JISCMail",
5582,2,2013-04-04 14:27:57,"Activities, questions and introductions","Hello everyone,
Many thanks to those of you who have got the ball rolling with your introductions, big questions and experiences. Thanks especially to Doug Holton for the useful practical advice that seems to have gone down well - just the kind of peer help and support that makes courses like this work better. [...] ","Hello everyone,Many thanks to those of you who have got the ball rolling with your introductions, big questions and experiences. Thanks especially to Doug Holton for the useful practical advice that seems to have gone down well - just the kind of peer ...",publish,activities-questions-and-introductions-3,2013-04-04 14:27:57,post,"Lists,Course Reader,JISCMail",
5933,2,2013-04-04 14:27:57,"Activities, questions and introductions","Hello everyone,
Many thanks to those of you who have got the ball rolling with your introductions, big questions and experiences. Thanks especially to Doug Holton for the useful practical advice that seems to have gone down well - just the kind of peer help and support that makes courses like this work better. [...] ","Hello everyone,Many thanks to those of you who have got the ball rolling with your introductions, big questions and experiences. Thanks especially to Doug Holton for the useful practical advice that seems to have gone down well - just the kind of peer ...",publish,activities-questions-and-introductions-4,2013-04-04 14:27:57,post,"Lists,JISCMail,Course Reader",
641,937,2013-04-04 15:30:23,Re: Profile and big questions,"Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is inclusive of, and broadly synonymous with *technology-enhanced learning* (TEL), *computer-based training* (CBT), *computer-assisted instruction* (CAI), *internet-based training* (IBT), *web-based training* (WBT), *online education*, *virtual education*, virtual learning environments (VLE), and digital educational collaboration."" [...] ","Following on from Barbara's Big Question, I'm Bill Miller, I do eLearningat University of Birmingham and there's the thing. I heartily agree withBarbara's questions and have my own ideas about them, but I had to go andlook up 'TEL' just to make sure I'...",publish,re-profile-and-big-questions-4,2013-04-04 15:30:23,post,"Lists,Course Reader,JISCMail",
1875,1199,2013-04-04 14:32:24,Week 0 Activities,"
Week 0 is Induction for ocTEL. It runs for a little over a week: from 4th to 14th April. There is a checklist of things to do:
Make sure you can login and edit your profile if you wish
Check out the webinar/recording
Make some contact with other participants
but really this is just the ‘minimum’ and to fully participate there are Week 0 Activities estimated at upto 5-hours work.
","Week 0 is Induction for ocTEL. It runs for a little over a week: from 4th to 14th April. There is a checklist of things to do: Post a short summary about yourself #ocTEL Explore the ocTEL site and course discussions http://octel.alt.ac.uk Make sure you can login and edit your profile if you wish Check [...]",publish,week-0-activities,2013-04-04 14:32:24,post,"Blog posts,Course Reader","activities,wk0,#ocTEL"
5085,949,2013-04-04 14:32:43,Introduction,"Hello, my name is Lesly Huxley. I have two roles: Director of IT Services R&D group at the University of Bristol (formerly the Institute for Learning & Research Technology) and Director, Networks and Organisation Development for the Leadership Foundation for Higher Education.
In the latter capacity I am programme director for the Innovation and Transformation Fund (joint LFHE/Hefce) which has provided support to ALT to establish this MOOC. This is my first MOOC experience, and despite my other role, I have limited TEL experience as my work focuses particularly on technologies to support research. I have taught at Masters level [...] ","Hello, my name is Lesly Huxley. I have two roles: Director of IT Services R&D group at the University of Bristol (formerly the Institute for Learning & Research Technology) and Director, Networks and Organisation Development for the Leadership Foundation for Higher Education.
In the latter capacity I am programme director for the Innovation and Transformation Fund (joint LFHE/Hefce) which has provided support to ALT to establish this MOOC. This is my first MOOC experience, and despite my other role, I have limited TEL experience as my work focuses particularly on technologies to support research. I have taught at Masters level [...]",publish,introduction-40,2013-04-04 14:32:43,post,"Lists,Course Reader,JISCMail",
5581,949,2013-04-04 14:32:43,Introduction,"Hello, my name is Lesly Huxley. I have two roles: Director of IT Services R&D group at the University of Bristol (formerly the Institute for Learning & Research Technology) and Director, Networks and Organisation Development for the Leadership Foundation for Higher Education.
In the latter capacity I am programme director for the Innovation and Transformation Fund (joint LFHE/Hefce) which has provided support to ALT to establish this MOOC. This is my first MOOC experience, and despite my other role, I have limited TEL experience as my work focuses particularly on technologies to support research. I have taught at Masters level [...] ","Hello, my name is Lesly Huxley. I have two roles: Director of IT Services R&D group at the University of Bristol (formerly the Institute for Learning & Research Technology) and Director, Networks and Organisation Development for the Leadership Foundation for Higher Education.
In the latter capacity I am programme director for the Innovation and Transformation Fund (joint LFHE/Hefce) which has provided support to ALT to establish this MOOC. This is my first MOOC experience, and despite my other role, I have limited TEL experience as my work focuses particularly on technologies to support research. I have taught at Masters level [...]",publish,introduction-61,2013-04-04 14:32:43,post,"Lists,Course Reader,JISCMail",
5932,949,2013-04-04 14:32:43,Introduction,"Hello, my name is Lesly Huxley. I have two roles: Director of IT Services R&D group at the University of Bristol (formerly the Institute for Learning & Research Technology) and Director, Networks and Organisation Development for the Leadership Foundation for Higher Education.
In the latter capacity I am programme director for the Innovation and Transformation Fund (joint LFHE/Hefce) which has provided support to ALT to establish this MOOC. This is my first MOOC experience, and despite my other role, I have limited TEL experience as my work focuses particularly on technologies to support research. I have taught at Masters level [...] ","Hello, my name is Lesly Huxley. I have two roles: Director of IT Services R&D group at the University of Bristol (formerly the Institute for Learning & Research Technology) and Director, Networks and Organisation Development for the Leadership Foundation for Higher Education.
In the latter capacity I am programme director for the Innovation and Transformation Fund (joint LFHE/Hefce) which has provided support to ALT to establish this MOOC. This is my first MOOC experience, and despite my other role, I have limited TEL experience as my work focuses particularly on technologies to support research. I have taught at Masters level [...]",publish,introduction-81,2013-04-04 14:32:43,post,"JISCMail,Course Reader,Lists",
5084,948,2013-04-04 14:33:18,Re: Hello from Somerset!,"Virginia, I think that you make a crucial point there about not having to be technical to work with technology and I know how the use of technical language can be a barrier to understanding. In my own job I try to keep technical terms to an absolute minimum in order to encourage teaching staff that they need not fear TEL. You don't after all need to be a mechanic to drive the car. [...] ","Virginia, I think that you make a crucial point there about not having to be technical to work with technology and I know how the use of technical language can be a barrier to understanding. In my own job I try to keep technical terms to an absolute mi...",publish,re-hello-from-somerset-6,2013-04-04 14:33:18,post,"Lists,Course Reader,JISCMail",
5580,948,2013-04-04 14:33:18,Re: Hello from Somerset!,"Virginia, I think that you make a crucial point there about not having to be technical to work with technology and I know how the use of technical language can be a barrier to understanding. In my own job I try to keep technical terms to an absolute minimum in order to encourage teaching staff that they need not fear TEL. You don't after all need to be a mechanic to drive the car. [...] ","Virginia, I think that you make a crucial point there about not having to be technical to work with technology and I know how the use of technical language can be a barrier to understanding. In my own job I try to keep technical terms to an absolute mi...",publish,re-hello-from-somerset-9,2013-04-04 14:33:18,post,"Lists,Course Reader,JISCMail",
5931,948,2013-04-04 14:33:18,Re: Hello from Somerset!,"Virginia, I think that you make a crucial point there about not having to be technical to work with technology and I know how the use of technical language can be a barrier to understanding. In my own job I try to keep technical terms to an absolute minimum in order to encourage teaching staff that they need not fear TEL. You don't after all need to be a mechanic to drive the car. [...] ","Virginia, I think that you make a crucial point there about not having to be technical to work with technology and I know how the use of technical language can be a barrier to understanding. In my own job I try to keep technical terms to an absolute mi...",publish,re-hello-from-somerset-12,2013-04-04 14:33:18,post,"Lists,JISCMail,Course Reader",
5083,947,2013-04-04 14:33:34,Re: Hello from Somerset!,"Hi Everyone! Greetings from Cranford, NJ, USA.
My name is Beth Ritter-Guth, and I am the Director of Instructional Design at Union County College. We are a two-year public institution. Prior to my role here, I was a tenured professor in English at a college in Pennsylvania.
I am interested in this course because I believe you are all the best teachers in the world, and I am hungry for new ways to engage colleagues and students. [...] ","Hi Everyone! Greetings from Cranford, NJ, USA.My name is Beth Ritter-Guth, and I am the Director of Instructional Design at Union County College. We are a two-year public institution. Prior to my role here, I was a tenured professor in English at a col...",publish,re-hello-from-somerset-5,2013-04-04 14:33:34,post,"Course Reader,JISCMail,Lists",
5579,947,2013-04-04 14:33:34,Re: Hello from Somerset!,"Hi Everyone! Greetings from Cranford, NJ, USA.
My name is Beth Ritter-Guth, and I am the Director of Instructional Design at Union County College. We are a two-year public institution. Prior to my role here, I was a tenured professor in English at a college in Pennsylvania.
I am interested in this course because I believe you are all the best teachers in the world, and I am hungry for new ways to engage colleagues and students. [...] ","Hi Everyone! Greetings from Cranford, NJ, USA.My name is Beth Ritter-Guth, and I am the Director of Instructional Design at Union County College. We are a two-year public institution. Prior to my role here, I was a tenured professor in English at a col...",publish,re-hello-from-somerset-8,2013-04-04 14:33:34,post,"Lists,Course Reader,JISCMail",
5930,947,2013-04-04 14:33:34,Re: Hello from Somerset!,"Hi Everyone! Greetings from Cranford, NJ, USA.
My name is Beth Ritter-Guth, and I am the Director of Instructional Design at Union County College. We are a two-year public institution. Prior to my role here, I was a tenured professor in English at a college in Pennsylvania.
I am interested in this course because I believe you are all the best teachers in the world, and I am hungry for new ways to engage colleagues and students. [...] ","Hi Everyone! Greetings from Cranford, NJ, USA.My name is Beth Ritter-Guth, and I am the Director of Instructional Design at Union County College. We are a two-year public institution. Prior to my role here, I was a tenured professor in English at a col...",publish,re-hello-from-somerset-11,2013-04-04 14:33:34,post,"Lists,JISCMail,Course Reader",
628,1,2013-04-04 15:33:41,"I'm participating in #ocTEL , ALT's first online course over the next 11 weeks http://octel.alt.ac.uk...","
",publish,im-participating-in-octel-alts-first-online-course-over-the-next-11-weeks-httpoctel-alt-ac-uk,2013-04-04 22:58:17,post,"Google+,Course Reader,Social networks",
1474,961,2013-04-04 14:39:00,#ocTEL: my first MOOC experience (week 0 A01),"
This first week, interestingly numbered ""0"", the ocTEL MOOC has five activities which add up to about 4 hours of work. It is designed in a way which first invite you to think why you are here, and second to stimulate socialization.
My first impression, before starting effective working, is that there really a lot of informations to go through. So, I understand the importance of the advice: ""keeping calm in the face of abundance"" (I may already join Patrick plea: ""please stop emailing me, my inbox is full & I can't turn it off on your website"" -- may be an idea: create a dedicated mailbox when joining a MOOC...). Any way, I have to dive into real activities, for the time being it is A-0.1.
My big question:
How to reliably make sense and assess learners' learning outcomes which result from their use of a TEL environment?
This question may seem close to a question like ""do they learn?"", actually my point here is ""what do they learn?"" (I may add ""precisely""). Being able to respond to this question will allow us to better respond to many other questions which come from teachers, parents, decision makers and advisers, as well as designers and indeed learners themselves (what do I know now and better, that I didn't know before?)
","This first week, interestingly numbered ""0"", the ocTEL MOOC has five activities which add up to about 4 hours of work. It is designed in a way which first invite you to think why you are here, and second to stimulate socialization.My first impression, ...",publish,octel-my-first-mooc-experience-week-0-a01,2013-04-04 14:39:00,post,"Course Reader,Blog posts","mooc,#ocTEL"
5082,946,2013-04-04 14:39:57,"Re: please stop emailing me, my inbox is full & I can't turn it off on your website",To just stop e-mails
If you go to the JISCMail site for this mailing list.
Create a JISCMail account with your e-mail address you will be able to subscribe or unsubscribe as needed or subscribe to digests.
Or
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email. [...]",publish,re-please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website-3,2013-04-04 14:39:57,post,"Lists,Course Reader,JISCMail",
5578,946,2013-04-04 14:39:57,"Re: please stop emailing me, my inbox is full & I can't turn it off on your website",To just stop e-mails
If you go to the JISCMail site for this mailing list.
Create a JISCMail account with your e-mail address you will be able to subscribe or unsubscribe as needed or subscribe to digests.
Or
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email. [...]",publish,re-please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website-5,2013-04-04 14:39:57,post,"Course Reader,JISCMail,Lists",
5929,946,2013-04-04 14:39:57,"Re: please stop emailing me, my inbox is full & I can't turn it off on your website",To just stop e-mails
If you go to the JISCMail site for this mailing list.
Create a JISCMail account with your e-mail address you will be able to subscribe or unsubscribe as needed or subscribe to digests.
Or
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email. [...]",publish,re-please-stop-emailing-me-my-inbox-is-full-i-cant-turn-it-off-on-your-website-7,2013-04-04 14:39:57,post,"Course Reader,Lists,JISCMail",
640,960,2013-04-04 15:43:50,Introduction and most important question for me,"I have been working as an educational technologist since 2007 and I currently work in University College Dublin School of Nursing, Midwifery and Health Systems (SNMHS). My role involves working with academic staff and students on the provision and development of blended learning programmes offered by the School. As no staff have had experience of teaching online (and only a very few learning online) there has been a very significant learning curve involved in terms of adapting and changing existing practices to meet the requirements of blended programmes and the over-arching aim is that all TEL initiatives are led by [...]","I have been working as an educational technologist since 2007 and I currently work in University College Dublin School of Nursing, Midwifery and Health Systems (SNMHS). My role involves working with academic staff and students on the provision and deve...",publish,introduction-and-most-important-question-for-me,2013-04-04 15:43:50,post,"JISCMail,Lists,Course Reader",
639,955,2013-04-04 15:44:02,Gilly Salmo article and reply to Stephen and Bill,"Hi That's exactly what I felt Stephen? Am in the right place? Do I use Twitter? Do I use the 'Are you lost forum?' (in fact I did!). I'm still not sure, but have been reassured that this is one of the conversational spaces open to us within this course. And like you I'm also a complete newbie with MOOCs (and several other areas too!). [...]","HiThat's exactly what I felt Stephen? Am in the right place? Do I use Twitter? Do I use the 'Are you lost forum?' (in fact I did!). I'm still not sure, but have been reassured that this is one of the conversational spaces open to us within this course....",publish,gilly-salmo-article-and-reply-to-stephen-and-bill,2013-04-04 15:44:02,post,"JISCMail,Lists,Course Reader",
638,959,2013-04-04 15:47:51,Re: Questions and help with practicalities?,"Hi David
I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice [...] ","Hi DavidI have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have be...",publish,re-questions-and-help-with-practicalities-5,2013-04-04 15:47:51,post,"JISCMail,Lists,Course Reader",
5081,2,2013-04-04 14:52:35,Questions and help with practicalities?,"Hello again,
I've unsubscribed the two people who asked to be unsubscribed, and am happy to help anyone else - please send such list-related requests to octel-public-requests@jiscmail.ac.uk Many thanks to James for the additional self-help advice!
If you're having other practical difficulties accessing the course and its facilities, please shout.
We're aware of some login problems (not unusual for a first day, but apologies all the same). We've provided some guidance and solutions at http://octel.alt.ac.uk/help/faq/ [...] ","Hello again,I've unsubscribed the two people who asked to be unsubscribed, and am happy to help anyone else - please send such list-related requests to octel-public-requests@jiscmail.ac.uk Many thanks to James for the additional self-help advice!If you...",publish,questions-and-help-with-practicalities-2,2013-04-04 14:52:35,post,"Lists,Course Reader,JISCMail",
5577,2,2013-04-04 14:52:35,Questions and help with practicalities?,"Hello again,
I've unsubscribed the two people who asked to be unsubscribed, and am happy to help anyone else - please send such list-related requests to octel-public-requests@jiscmail.ac.uk Many thanks to James for the additional self-help advice!
If you're having other practical difficulties accessing the course and its facilities, please shout.
We're aware of some login problems (not unusual for a first day, but apologies all the same). We've provided some guidance and solutions at http://octel.alt.ac.uk/help/faq/ [...] ","Hello again,I've unsubscribed the two people who asked to be unsubscribed, and am happy to help anyone else - please send such list-related requests to octel-public-requests@jiscmail.ac.uk Many thanks to James for the additional self-help advice!If you...",publish,questions-and-help-with-practicalities-3,2013-04-04 14:52:35,post,"Lists,Course Reader,JISCMail",
5928,2,2013-04-04 14:52:35,Questions and help with practicalities?,"Hello again,
I've unsubscribed the two people who asked to be unsubscribed, and am happy to help anyone else - please send such list-related requests to octel-public-requests@jiscmail.ac.uk Many thanks to James for the additional self-help advice!
If you're having other practical difficulties accessing the course and its facilities, please shout.
We're aware of some login problems (not unusual for a first day, but apologies all the same). We've provided some guidance and solutions at http://octel.alt.ac.uk/help/faq/ [...] ","Hello again,I've unsubscribed the two people who asked to be unsubscribed, and am happy to help anyone else - please send such list-related requests to octel-public-requests@jiscmail.ac.uk Many thanks to James for the additional self-help advice!If you...",publish,questions-and-help-with-practicalities-4,2013-04-04 14:52:35,post,"Lists,JISCMail,Course Reader",
5080,945,2013-04-04 14:53:30,Hi from Dorset,"Hi I am Andy Worth and I work for Anglo European College of Chiropractic as a learning Technologist, before that I taught in a school and also worked for 10 years as a learning technologist at Bournemouth University. At the moment I am setting up the Colleges first VLE on a Moodle platform. [...]","Hi I am Andy Worth and I work for Anglo European College of Chiropractic as a learning Technologist, before that I taught in a school and also worked for 10 years as a learning technologist at Bournemouth University. At the moment I am setting up the C...",publish,hi-from-dorset-2,2013-04-04 14:53:30,post,"Lists,Course Reader,JISCMail",
5576,945,2013-04-04 14:53:30,Hi from Dorset,"Hi I am Andy Worth and I work for Anglo European College of Chiropractic as a learning Technologist, before that I taught in a school and also worked for 10 years as a learning technologist at Bournemouth University. At the moment I am setting up the Colleges first VLE on a Moodle platform. [...]","Hi I am Andy Worth and I work for Anglo European College of Chiropractic as a learning Technologist, before that I taught in a school and also worked for 10 years as a learning technologist at Bournemouth University. At the moment I am setting up the C...",publish,hi-from-dorset-3,2013-04-04 14:53:30,post,"Lists,Course Reader,JISCMail",
5927,945,2013-04-04 14:53:30,Hi from Dorset,"Hi I am Andy Worth and I work for Anglo European College of Chiropractic as a learning Technologist, before that I taught in a school and also worked for 10 years as a learning technologist at Bournemouth University. At the moment I am setting up the Colleges first VLE on a Moodle platform. [...]","Hi I am Andy Worth and I work for Anglo European College of Chiropractic as a learning Technologist, before that I taught in a school and also worked for 10 years as a learning technologist at Bournemouth University. At the moment I am setting up the C...",publish,hi-from-dorset-4,2013-04-04 14:53:30,post,"JISCMail,Course Reader,Lists",
5079,944,2013-04-04 15:01:37,My TEL experiences,"Hi, I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for six years, and spent many years in the NHS. [...]","Hi,I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for...",publish,my-tel-experiences-5,2013-04-04 15:01:37,post,"Lists,Course Reader,JISCMail",
5575,944,2013-04-04 15:01:37,My TEL experiences,"Hi, I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for six years, and spent many years in the NHS. [...]","Hi,I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for...",publish,my-tel-experiences-8,2013-04-04 15:01:37,post,"Lists,Course Reader,JISCMail",
5926,944,2013-04-04 15:01:37,My TEL experiences,"Hi, I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for six years, and spent many years in the NHS. [...]","Hi,I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for...",publish,my-tel-experiences-11,2013-04-04 15:01:37,post,"Lists,JISCMail,Course Reader",
637,958,2013-04-04 16:03:00,Re: Questions and help with practicalities?,"Hi David,
This flow of emails took me by surprise and did not receive the two introductory emails with infer about the course, nor the notification hat I had been added on the list, but a good 20 emails related to the course and TEL issues. Would it be possible to rewind and get the initial emails sent to me? I must admit I am a bit lost right now. Kind regards, [...] ","Hi David,This flow of emails took me by surprise and did not receive the twointroductory emails with infer about the course, nor the notification hatI had been added on the list, but a good 20 emails related to the courseand TEL issues. Would it be pos...",publish,re-questions-and-help-with-practicalities-4,2013-04-04 16:03:00,post,"JISCMail,Lists,Course Reader",
5078,926,2013-04-04 15:04:26,hi from Sheffield,"hi, my name’s David Read and I work as a learning technologies coordinator and ESL tutor at the English Language Teaching Centre (ELTC) at the University of Sheffield. My job title suggests an intimate knowledge of technology, but the reality is that I’m first and foremost a teacher (have been for 20 years!) and my technology role largely involves helping teachers get to grips with the devices and online services we have at our Centre, such as Interactive Whiteboards, VLEs (Blackboard), Chromebooks and various audio/video recording devices. [...]","hi, my name’s David Read and I work as a learning technologies coordinator and ESL tutor at the English Language Teaching Centre (ELTC) at the University of Sheffield. My job title suggests an intimate knowledge of technology, but the reality is that I’m first and foremost a teacher (have been for 20 years!) and my technology role largely involves helping teachers get to grips with the devices and online services we have at our Centre, such as Interactive Whiteboards, VLEs (Blackboard), Chromebooks and various audio/video recording devices. [...]",publish,hi-from-sheffield-2,2013-04-04 15:04:26,post,"JISCMail,Lists,Course Reader",
5574,926,2013-04-04 15:04:26,hi from Sheffield,"hi, my name’s David Read and I work as a learning technologies coordinator and ESL tutor at the English Language Teaching Centre (ELTC) at the University of Sheffield. My job title suggests an intimate knowledge of technology, but the reality is that I’m first and foremost a teacher (have been for 20 years!) and my technology role largely involves helping teachers get to grips with the devices and online services we have at our Centre, such as Interactive Whiteboards, VLEs (Blackboard), Chromebooks and various audio/video recording devices. [...]","hi, my name’s David Read and I work as a learning technologies coordinator and ESL tutor at the English Language Teaching Centre (ELTC) at the University of Sheffield. My job title suggests an intimate knowledge of technology, but the reality is that I’m first and foremost a teacher (have been for 20 years!) and my technology role largely involves helping teachers get to grips with the devices and online services we have at our Centre, such as Interactive Whiteboards, VLEs (Blackboard), Chromebooks and various audio/video recording devices. [...]",publish,hi-from-sheffield-3,2013-04-04 15:04:26,post,"Lists,Course Reader,JISCMail",
5925,926,2013-04-04 15:04:26,hi from Sheffield,"hi, my name’s David Read and I work as a learning technologies coordinator and ESL tutor at the English Language Teaching Centre (ELTC) at the University of Sheffield. My job title suggests an intimate knowledge of technology, but the reality is that I’m first and foremost a teacher (have been for 20 years!) and my technology role largely involves helping teachers get to grips with the devices and online services we have at our Centre, such as Interactive Whiteboards, VLEs (Blackboard), Chromebooks and various audio/video recording devices. [...]","hi, my name’s David Read and I work as a learning technologies coordinator and ESL tutor at the English Language Teaching Centre (ELTC) at the University of Sheffield. My job title suggests an intimate knowledge of technology, but the reality is that I’m first and foremost a teacher (have been for 20 years!) and my technology role largely involves helping teachers get to grips with the devices and online services we have at our Centre, such as Interactive Whiteboards, VLEs (Blackboard), Chromebooks and various audio/video recording devices. [...]",publish,hi-from-sheffield-4,2013-04-04 15:04:26,post,"Lists,JISCMail,Course Reader",
636,958,2013-04-04 16:05:35,Re: Questions and help with practicalities?,"Sharing basically the same experience. Help would be appreciated! Best , Jean Perois
On 4/4/13 6:47 PM, ""Matt Gower"" wrote:
>Hi David > >I have asked to be unsubscribed from whatever element meant receiving >emails from all the other participants (as received about 40 over this >afternoon) but would still like to participate in the course, is this >possible? I don't seem to have been send a log in or password? any advice > >thanks in advance > >Matt Gower >________________________________________ >From: ocTEL public mailing list [OCTEL-PUBLIC@JISCMAIL.AC.UK] on behalf >of David Jennings [david@ALCHEMI.CO.UK] >Sent: 04 April 2013 15:52 >To: [...] ","Sharing basically the same experience. Help would be appreciated! Best , Jean Perois
On 4/4/13 6:47 PM, ""Matt Gower"" wrote:
>Hi David > >I have asked to be unsubscribed from whatever element meant receiving >emails from all the other participants (as received about 40 over this >afternoon) but would still like to participate in the course, is this >possible? I don't seem to have been send a log in or password? any advice > >thanks in advance > >Matt Gower >________________________________________ >From: ocTEL public mailing list [OCTEL-PUBLIC@JISCMAIL.AC.UK] on behalf >of David Jennings [david@ALCHEMI.CO.UK] >Sent: 04 April 2013 15:52 >To: [...]",publish,re-questions-and-help-with-practicalities-3,2013-04-04 16:05:35,post,"Lists,Course Reader,JISCMail",
635,957,2013-04-04 16:06:57,Intro,"Hi All, My name is Bob Harrison and I am Vice Chair of Governors at Northern College and Education Adviser at Toshiba Information Systems. I have been involved in TEL for several years but not as an Academic or researcher.
I am feeling a little out of my depth in this group and wonder if I should have enrolled on ""TEL for Dummies"" instead? [...]","Hi All, My name is Bob Harrison and I am Vice Chair of Governors at Northern College and Education Adviser at Toshiba Information Systems. I have been involved in TEL for several years but not as an Academic or researcher.I am feeling a little out of m...",publish,intro,2013-04-04 16:06:57,post,"JISCMail,Lists,Course Reader",
634,53,2013-04-04 16:07:50,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed. Regards Stephen
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Francis, Lynne Sent: 04 April 2013 16:44 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Gilly Salmo article and reply to Stephen and Bill [...]","Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed.Regards Stephen-----Origin...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-2,2013-04-04 16:07:50,post,"JISCMail,Lists,Course Reader",
5077,1000,2013-04-04 15:10:04,Hello and Introduction,"Hello everyone!
I’m Steve Rutherford and I am currently at the School of Biosciences, Cardiff University. I currently teach a variety of Bioscience undergraduate courses as well as pre-clinical Medical and Dental students.
My previous experience of TEL has been either in providing podcast and video cast materials to support lectures, pre-recording lecture material to present to students prior to lecture sessions; using communication technologies to facilitate collaborative learning between students and using multi-media technologies for students to produce learning resources as part of an assessment. I have also experienced TEL as a student of the Open University. [...]","Hello everyone!
I’m Steve Rutherford and I am currently at the School of Biosciences, Cardiff University. I currently teach a variety of Bioscience undergraduate courses as well as pre-clinical Medical and Dental students.
My previous experience of TEL has been either in providing podcast and video cast materials to support lectures, pre-recording lecture material to present to students prior to lecture sessions; using communication technologies to facilitate collaborative learning between students and using multi-media technologies for students to produce learning resources as part of an assessment. I have also experienced TEL as a student of the Open University. [...]",publish,hello-and-introduction-2,2013-04-04 15:10:04,post,"Lists,Course Reader,JISCMail",
5573,1000,2013-04-04 15:10:04,Hello and Introduction,"Hello everyone!
I’m Steve Rutherford and I am currently at the School of Biosciences, Cardiff University. I currently teach a variety of Bioscience undergraduate courses as well as pre-clinical Medical and Dental students.
My previous experience of TEL has been either in providing podcast and video cast materials to support lectures, pre-recording lecture material to present to students prior to lecture sessions; using communication technologies to facilitate collaborative learning between students and using multi-media technologies for students to produce learning resources as part of an assessment. I have also experienced TEL as a student of the Open University. [...]","Hello everyone!
I’m Steve Rutherford and I am currently at the School of Biosciences, Cardiff University. I currently teach a variety of Bioscience undergraduate courses as well as pre-clinical Medical and Dental students.
My previous experience of TEL has been either in providing podcast and video cast materials to support lectures, pre-recording lecture material to present to students prior to lecture sessions; using communication technologies to facilitate collaborative learning between students and using multi-media technologies for students to produce learning resources as part of an assessment. I have also experienced TEL as a student of the Open University. [...]",publish,hello-and-introduction-3,2013-04-04 15:10:04,post,"Course Reader,JISCMail,Lists",
5924,1000,2013-04-04 15:10:04,Hello and Introduction,"Hello everyone!
I’m Steve Rutherford and I am currently at the School of Biosciences, Cardiff University. I currently teach a variety of Bioscience undergraduate courses as well as pre-clinical Medical and Dental students.
My previous experience of TEL has been either in providing podcast and video cast materials to support lectures, pre-recording lecture material to present to students prior to lecture sessions; using communication technologies to facilitate collaborative learning between students and using multi-media technologies for students to produce learning resources as part of an assessment. I have also experienced TEL as a student of the Open University. [...]","Hello everyone!
I’m Steve Rutherford and I am currently at the School of Biosciences, Cardiff University. I currently teach a variety of Bioscience undergraduate courses as well as pre-clinical Medical and Dental students.
My previous experience of TEL has been either in providing podcast and video cast materials to support lectures, pre-recording lecture material to present to students prior to lecture sessions; using communication technologies to facilitate collaborative learning between students and using multi-media technologies for students to produce learning resources as part of an assessment. I have also experienced TEL as a student of the Open University. [...]",publish,hello-and-introduction-4,2013-04-04 15:10:04,post,"Course Reader,Lists,JISCMail",
633,931,2013-04-04 16:16:00,Re: Questions and help with practicalities?,"GET ME OUT OF HERE!
I'm sorry but this really defeats the whole object- my in box is overwhelmed with mail that I have NO TIME to read or deal with: I""m an HPL/sessional and I'm not beingpaid to do this and have to pay for my own internet connection- and I""m trying to assess work. [...] ","GET ME OUT OF HERE!I'm sorry but this really defeats the whole object- my in box is overwhelmed with mail that I have NO TIME to read or deal with: I""m an HPL/sessional and I'm not beingpaid to do this and have to pay for my own internet connection- an...",publish,re-questions-and-help-with-practicalities-2,2013-04-04 16:16:00,post,"JISCMail,Lists,Course Reader",
5076,961,2013-04-04 15:17:17,Re: Introduction,"Hi Stephen, I didn't think that one day we would be in the same class all the best Nicolas
Le 04/04/2013 16:24, Stephen Brown a écrit : > Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im [...]","Hi Stephen, I didn't think that one day we would be in the same class all the best Nicolas
Le 04/04/2013 16:24, Stephen Brown a écrit : > Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im [...]",publish,re-introduction-28,2013-04-04 15:17:17,post,"Lists,Course Reader,JISCMail",
5572,961,2013-04-04 15:17:17,Re: Introduction,"Hi Stephen, I didn't think that one day we would be in the same class all the best Nicolas
Le 04/04/2013 16:24, Stephen Brown a écrit : > Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im [...]","Hi Stephen, I didn't think that one day we would be in the same class all the best Nicolas
Le 04/04/2013 16:24, Stephen Brown a écrit : > Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im [...]",publish,re-introduction-42,2013-04-04 15:17:17,post,"Lists,Course Reader,JISCMail",
5923,961,2013-04-04 15:17:17,Re: Introduction,"Hi Stephen, I didn't think that one day we would be in the same class all the best Nicolas
Le 04/04/2013 16:24, Stephen Brown a écrit : > Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im [...]","Hi Stephen, I didn't think that one day we would be in the same class all the best Nicolas
Le 04/04/2013 16:24, Stephen Brown a écrit : > Hi, Im Stephen Brown, Professor of Learning Technologies at De Montfort University, Visiting Fellow at the Centre for Distance Education at the University of London, former president of ALT, ex-Head of Distance Learning in BT, ex-OU tutor, etc. etc. all of which might sound terribly grand but when it comes to MOOCs Im a newbie and Im expecting to learn a lot more than I feel qualified to contribute. Right now Im [...]",publish,re-introduction-56,2013-04-04 15:17:17,post,"Lists,JISCMail,Course Reader",
632,956,2013-04-04 16:18:34,Re: how to switch to digest version of this email list,Thank you very much. Quick and easy.
Carme.,Thank you very much. Quick and easy.Carme.,publish,re-how-to-switch-to-digest-version-of-this-email-list-4,2013-04-04 16:18:34,post,"JISCMail,Lists,Course Reader",
631,955,2013-04-04 16:19:40,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi Stephen, I'm under Littlelilly52 - I think it's because that's my Twitter 'thingy' - username ?? something like that.
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Stephen Brown Sent: 04 April 2013 17:08 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Gilly Salmo article and reply to Stephen and Bill
Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed. Regards Stephen [...]","Hi Stephen,I'm under Littlelilly52 - I think it's because that's my Twitter 'thingy' - username ?? something like that.-----Original Message-----From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Stephen BrownSent: 04 Apr...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill,2013-04-04 16:19:40,post,"Lists,Course Reader,JISCMail",
630,944,2013-04-04 16:19:43,Re: Questions and help with practicalities?,"Jean, are you able to login to the main site..http://octel.alt.ac.uk/course-materials/induction-activities/ ?
By click on the Jiscmail list in activity 0.1 you can then view all the messages by clicking on April 2013 under ocTel Public mailing.
Nigel","Jean,are you able to login to the main site..http://octel.alt.ac.uk/course-materials/induction-activities/ ?By click on the Jiscmail list in activity 0.1 you can then view all the messages by clicking on April 2013 under ocTel Public mailing.Nigel",publish,re-questions-and-help-with-practicalities,2013-04-04 16:19:43,post,"JISCMail,Lists,Course Reader",
5075,944,2013-04-04 15:21:43,My TEL experiences,"Hi, Sorry for previous typos, I am short sighted and hate the predictive text system on my smart phone.
I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for six years, and spent many years in the NHS. [...]","Hi,Sorry for previous typos, I am short sighted and hate the predictive text system on my smart phone.I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling an...",publish,my-tel-experiences-4,2013-04-04 15:21:43,post,"Lists,Course Reader,JISCMail",
5571,944,2013-04-04 15:21:43,My TEL experiences,"Hi, Sorry for previous typos, I am short sighted and hate the predictive text system on my smart phone.
I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for six years, and spent many years in the NHS. [...]","Hi,Sorry for previous typos, I am short sighted and hate the predictive text system on my smart phone.I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling an...",publish,my-tel-experiences-7,2013-04-04 15:21:43,post,"Lists,Course Reader,JISCMail",
5922,944,2013-04-04 15:21:43,My TEL experiences,"Hi, Sorry for previous typos, I am short sighted and hate the predictive text system on my smart phone.
I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling and web programming in Cardiff Metropolitan University for over 12 years, before that I was in FE for six years, and spent many years in the NHS. [...]","Hi,Sorry for previous typos, I am short sighted and hate the predictive text system on my smart phone.I have been involved with information systems and computing since my first degree back in 1980s. I have been teaching Information systems modelling an...",publish,my-tel-experiences-10,2013-04-04 15:21:43,post,"JISCMail,Course Reader,Lists",
668,968,2013-04-04 16:29:06,Introduction and important question,"Hello, my name's Keith Tellum and I'm the TEL Manager at Leeds City College. We're predominantly FE, but have quite a large HE provision as we also include Leeds College of Music.
My introduction to TEL (ILT in those days) was creating courses and learning materials on the newly introduced Blackboard VLE back in 2000/2001. We spent quite a bit of time on what the differences might be between reading on paper and on screen, and tried to add interactivity and short quizzes/questions to stop people skipping content. At the time, TEL seemed to be about increasing staff IT skills [...]","Hello, my name's Keith Tellum and I'm the TEL Manager at Leeds City College. We're predominantly FE, but have quite a large HE provision as we also include Leeds College of Music.My introduction to TEL (ILT in those days) was creating courses and learn...",publish,introduction-and-important-question,2013-04-04 16:29:06,post,"JISCMail,Lists,Course Reader",
5074,937,2013-04-04 15:30:23,Re: Profile and big questions,"Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is inclusive of, and broadly synonymous with *technology-enhanced learning* (TEL), *computer-based training* (CBT), *computer-assisted instruction* (CAI), *internet-based training* (IBT), *web-based training* (WBT), *online education*, *virtual education*, virtual learning environments (VLE), and digital educational collaboration."" [...] ","Following on from Barbara's Big Question, I'm Bill Miller, I do eLearningat University of Birmingham and there's the thing. I heartily agree withBarbara's questions and have my own ideas about them, but I had to go andlook up 'TEL' just to make sure I'...",publish,re-profile-and-big-questions-13,2013-04-04 15:30:23,post,"Lists,Course Reader,JISCMail",
5570,937,2013-04-04 15:30:23,Re: Profile and big questions,"Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is inclusive of, and broadly synonymous with *technology-enhanced learning* (TEL), *computer-based training* (CBT), *computer-assisted instruction* (CAI), *internet-based training* (IBT), *web-based training* (WBT), *online education*, *virtual education*, virtual learning environments (VLE), and digital educational collaboration."" [...] ","Following on from Barbara's Big Question, I'm Bill Miller, I do eLearningat University of Birmingham and there's the thing. I heartily agree withBarbara's questions and have my own ideas about them, but I had to go andlook up 'TEL' just to make sure I'...",publish,re-profile-and-big-questions-21,2013-04-04 15:30:23,post,"Lists,Course Reader,JISCMail",
5921,937,2013-04-04 15:30:23,Re: Profile and big questions,"Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is inclusive of, and broadly synonymous with *technology-enhanced learning* (TEL), *computer-based training* (CBT), *computer-assisted instruction* (CAI), *internet-based training* (IBT), *web-based training* (WBT), *online education*, *virtual education*, virtual learning environments (VLE), and digital educational collaboration."" [...] ","Following on from Barbara's Big Question, I'm Bill Miller, I do eLearningat University of Birmingham and there's the thing. I heartily agree withBarbara's questions and have my own ideas about them, but I had to go andlook up 'TEL' just to make sure I'...",publish,re-profile-and-big-questions-29,2013-04-04 15:30:23,post,"Lists,JISCMail,Course Reader",
667,947,2013-04-04 16:36:43,Introduction,My very first experience of technology enhanced learning was when I was at school. My very enlighten English teacher decided to give us feedback on our work using a tape recorder. He asked us to each bring a cassette tape and he recorded himself talking about our work and asked us to listen to it after school. I still have the tape somewhere. The tape helped me with my work as I could play it over and over again whilst looking at the written work I had produced. It was very useful as it was memorable and meant I got [...],My very first experience of technology enhanced learning was when I was at school. My very enlighten English teacher decided to give us feedback on our work using a tape recorder. He asked us to each bring a cassette tape and he recorded himself talkin...,publish,introduction-7,2013-04-04 16:36:43,post,"Lists,Course Reader,JISCMail",
5073,960,2013-04-04 15:43:50,Introduction and most important question for me,"I have been working as an educational technologist since 2007 and I currently work in University College Dublin School of Nursing, Midwifery and Health Systems (SNMHS). My role involves working with academic staff and students on the provision and development of blended learning programmes offered by the School. As no staff have had experience of teaching online (and only a very few learning online) there has been a very significant learning curve involved in terms of adapting and changing existing practices to meet the requirements of blended programmes and the over-arching aim is that all TEL initiatives are led by [...]","I have been working as an educational technologist since 2007 and I currently work in University College Dublin School of Nursing, Midwifery and Health Systems (SNMHS). My role involves working with academic staff and students on the provision and deve...",publish,introduction-and-most-important-question-for-me-2,2013-04-04 15:43:50,post,"JISCMail,Lists,Course Reader",
5569,960,2013-04-04 15:43:50,Introduction and most important question for me,"I have been working as an educational technologist since 2007 and I currently work in University College Dublin School of Nursing, Midwifery and Health Systems (SNMHS). My role involves working with academic staff and students on the provision and development of blended learning programmes offered by the School. As no staff have had experience of teaching online (and only a very few learning online) there has been a very significant learning curve involved in terms of adapting and changing existing practices to meet the requirements of blended programmes and the over-arching aim is that all TEL initiatives are led by [...]","I have been working as an educational technologist since 2007 and I currently work in University College Dublin School of Nursing, Midwifery and Health Systems (SNMHS). My role involves working with academic staff and students on the provision and deve...",publish,introduction-and-most-important-question-for-me-3,2013-04-04 15:43:50,post,"Lists,Course Reader,JISCMail",
5920,960,2013-04-04 15:43:50,Introduction and most important question for me,"I have been working as an educational technologist since 2007 and I currently work in University College Dublin School of Nursing, Midwifery and Health Systems (SNMHS). My role involves working with academic staff and students on the provision and development of blended learning programmes offered by the School. As no staff have had experience of teaching online (and only a very few learning online) there has been a very significant learning curve involved in terms of adapting and changing existing practices to meet the requirements of blended programmes and the over-arching aim is that all TEL initiatives are led by [...]","I have been working as an educational technologist since 2007 and I currently work in University College Dublin School of Nursing, Midwifery and Health Systems (SNMHS). My role involves working with academic staff and students on the provision and deve...",publish,introduction-and-most-important-question-for-me-4,2013-04-04 15:43:50,post,"JISCMail,Course Reader,Lists",
5072,955,2013-04-04 15:44:02,Gilly Salmo article and reply to Stephen and Bill,"Hi That's exactly what I felt Stephen? Am in the right place? Do I use Twitter? Do I use the 'Are you lost forum?' (in fact I did!). I'm still not sure, but have been reassured that this is one of the conversational spaces open to us within this course. And like you I'm also a complete newbie with MOOCs (and several other areas too!). [...]","HiThat's exactly what I felt Stephen? Am in the right place? Do I use Twitter? Do I use the 'Are you lost forum?' (in fact I did!). I'm still not sure, but have been reassured that this is one of the conversational spaces open to us within this course....",publish,gilly-salmo-article-and-reply-to-stephen-and-bill-2,2013-04-04 15:44:02,post,"Lists,Course Reader,JISCMail",
5568,955,2013-04-04 15:44:02,Gilly Salmo article and reply to Stephen and Bill,"Hi That's exactly what I felt Stephen? Am in the right place? Do I use Twitter? Do I use the 'Are you lost forum?' (in fact I did!). I'm still not sure, but have been reassured that this is one of the conversational spaces open to us within this course. And like you I'm also a complete newbie with MOOCs (and several other areas too!). [...]","HiThat's exactly what I felt Stephen? Am in the right place? Do I use Twitter? Do I use the 'Are you lost forum?' (in fact I did!). I'm still not sure, but have been reassured that this is one of the conversational spaces open to us within this course....",publish,gilly-salmo-article-and-reply-to-stephen-and-bill-3,2013-04-04 15:44:02,post,"Course Reader,JISCMail,Lists",
5919,955,2013-04-04 15:44:02,Gilly Salmo article and reply to Stephen and Bill,"Hi That's exactly what I felt Stephen? Am in the right place? Do I use Twitter? Do I use the 'Are you lost forum?' (in fact I did!). I'm still not sure, but have been reassured that this is one of the conversational spaces open to us within this course. And like you I'm also a complete newbie with MOOCs (and several other areas too!). [...]","HiThat's exactly what I felt Stephen? Am in the right place? Do I use Twitter? Do I use the 'Are you lost forum?' (in fact I did!). I'm still not sure, but have been reassured that this is one of the conversational spaces open to us within this course....",publish,gilly-salmo-article-and-reply-to-stephen-and-bill-4,2013-04-04 15:44:02,post,"Course Reader,Lists,JISCMail",
5071,959,2013-04-04 15:47:51,Re: Questions and help with practicalities?,"Hi David
I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice [...] ","Hi DavidI have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have be...",publish,re-questions-and-help-with-practicalities-22,2013-04-04 15:47:51,post,"Course Reader,JISCMail,Lists",
5567,959,2013-04-04 15:47:51,Re: Questions and help with practicalities?,"Hi David
I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice [...] ","Hi DavidI have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have be...",publish,re-questions-and-help-with-practicalities-33,2013-04-04 15:47:51,post,"Lists,Course Reader,JISCMail",
5918,959,2013-04-04 15:47:51,Re: Questions and help with practicalities?,"Hi David
I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice [...] ","Hi DavidI have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have be...",publish,re-questions-and-help-with-practicalities-44,2013-04-04 15:47:51,post,"Lists,JISCMail,Course Reader",
1874,1199,2013-04-04 16:00:29,Adding some G+ to ocTEL,"
As I was setting up this blog earlier this afternoon I hesitated at using WordPress; considered Tumblr but remembered that tags don’t work well there and considered G+ but remebered I’ve never really got it. So here we are on WordPress.
BUT I’m going to do some chatting over on G+ in the ocTEL G+ Community. G+ feels very much like Facebook to me – too much going on, not sure what everything is, not sure who is seeing what etc etc – which is why I use neither.
But will give G+ a go for #ocTEL
","As I was setting up this blog earlier this afternoon I hesitated at using WordPress; considered Tumblr but remembered that tags don’t work well there and considered G+ but remebered I’ve never really got it. So here we are on WordPress. BUT I’m going to do some chatting over on G+ in the ocTEL G+ [...]",publish,adding-some-g-to-octel,2013-04-04 16:00:29,post,"Blog posts,Course Reader","wk0,G+,#ocTEL"
5070,958,2013-04-04 16:03:00,Re: Questions and help with practicalities?,"Hi David,
This flow of emails took me by surprise and did not receive the two introductory emails with infer about the course, nor the notification hat I had been added on the list, but a good 20 emails related to the course and TEL issues. Would it be possible to rewind and get the initial emails sent to me? I must admit I am a bit lost right now. Kind regards, [...] ","Hi David,This flow of emails took me by surprise and did not receive the twointroductory emails with infer about the course, nor the notification hatI had been added on the list, but a good 20 emails related to the courseand TEL issues. Would it be pos...",publish,re-questions-and-help-with-practicalities-21,2013-04-04 16:03:00,post,"Lists,Course Reader,JISCMail",
5566,958,2013-04-04 16:03:00,Re: Questions and help with practicalities?,"Hi David,
This flow of emails took me by surprise and did not receive the two introductory emails with infer about the course, nor the notification hat I had been added on the list, but a good 20 emails related to the course and TEL issues. Would it be possible to rewind and get the initial emails sent to me? I must admit I am a bit lost right now. Kind regards, [...] ","Hi David,This flow of emails took me by surprise and did not receive the twointroductory emails with infer about the course, nor the notification hatI had been added on the list, but a good 20 emails related to the courseand TEL issues. Would it be pos...",publish,re-questions-and-help-with-practicalities-32,2013-04-04 16:03:00,post,"Lists,Course Reader,JISCMail",
5917,958,2013-04-04 16:03:00,Re: Questions and help with practicalities?,"Hi David,
This flow of emails took me by surprise and did not receive the two introductory emails with infer about the course, nor the notification hat I had been added on the list, but a good 20 emails related to the course and TEL issues. Would it be possible to rewind and get the initial emails sent to me? I must admit I am a bit lost right now. Kind regards, [...] ","Hi David,This flow of emails took me by surprise and did not receive the twointroductory emails with infer about the course, nor the notification hatI had been added on the list, but a good 20 emails related to the courseand TEL issues. Would it be pos...",publish,re-questions-and-help-with-practicalities-43,2013-04-04 16:03:00,post,"Course Reader,Lists,JISCMail",
5069,958,2013-04-04 16:05:35,Re: Questions and help with practicalities?,"Sharing basically the same experience. Help would be appreciated! Best , Jean Perois
On 4/4/13 6:47 PM, ""Matt Gower"" wrote:
>Hi David > >I have asked to be unsubscribed from whatever element meant receiving >emails from all the other participants (as received about 40 over this >afternoon) but would still like to participate in the course, is this >possible? I don't seem to have been send a log in or password? any advice > >thanks in advance > >Matt Gower >________________________________________ >From: ocTEL public mailing list [OCTEL-PUBLIC@JISCMAIL.AC.UK] on behalf >of David Jennings [david@ALCHEMI.CO.UK] >Sent: 04 April 2013 15:52 >To: [...] ","Sharing basically the same experience. Help would be appreciated! Best , Jean Perois
On 4/4/13 6:47 PM, ""Matt Gower"" wrote:
>Hi David > >I have asked to be unsubscribed from whatever element meant receiving >emails from all the other participants (as received about 40 over this >afternoon) but would still like to participate in the course, is this >possible? I don't seem to have been send a log in or password? any advice > >thanks in advance > >Matt Gower >________________________________________ >From: ocTEL public mailing list [OCTEL-PUBLIC@JISCMAIL.AC.UK] on behalf >of David Jennings [david@ALCHEMI.CO.UK] >Sent: 04 April 2013 15:52 >To: [...]",publish,re-questions-and-help-with-practicalities-20,2013-04-04 16:05:35,post,"Lists,Course Reader,JISCMail",
5565,958,2013-04-04 16:05:35,Re: Questions and help with practicalities?,"Sharing basically the same experience. Help would be appreciated! Best , Jean Perois
On 4/4/13 6:47 PM, ""Matt Gower"" wrote:
>Hi David > >I have asked to be unsubscribed from whatever element meant receiving >emails from all the other participants (as received about 40 over this >afternoon) but would still like to participate in the course, is this >possible? I don't seem to have been send a log in or password? any advice > >thanks in advance > >Matt Gower >________________________________________ >From: ocTEL public mailing list [OCTEL-PUBLIC@JISCMAIL.AC.UK] on behalf >of David Jennings [david@ALCHEMI.CO.UK] >Sent: 04 April 2013 15:52 >To: [...] ","Sharing basically the same experience. Help would be appreciated! Best , Jean Perois
On 4/4/13 6:47 PM, ""Matt Gower"" wrote:
>Hi David > >I have asked to be unsubscribed from whatever element meant receiving >emails from all the other participants (as received about 40 over this >afternoon) but would still like to participate in the course, is this >possible? I don't seem to have been send a log in or password? any advice > >thanks in advance > >Matt Gower >________________________________________ >From: ocTEL public mailing list [OCTEL-PUBLIC@JISCMAIL.AC.UK] on behalf >of David Jennings [david@ALCHEMI.CO.UK] >Sent: 04 April 2013 15:52 >To: [...]",publish,re-questions-and-help-with-practicalities-31,2013-04-04 16:05:35,post,"Lists,Course Reader,JISCMail",
5916,958,2013-04-04 16:05:35,Re: Questions and help with practicalities?,"Sharing basically the same experience. Help would be appreciated! Best , Jean Perois
On 4/4/13 6:47 PM, ""Matt Gower"" wrote:
>Hi David > >I have asked to be unsubscribed from whatever element meant receiving >emails from all the other participants (as received about 40 over this >afternoon) but would still like to participate in the course, is this >possible? I don't seem to have been send a log in or password? any advice > >thanks in advance > >Matt Gower >________________________________________ >From: ocTEL public mailing list [OCTEL-PUBLIC@JISCMAIL.AC.UK] on behalf >of David Jennings [david@ALCHEMI.CO.UK] >Sent: 04 April 2013 15:52 >To: [...] ","Sharing basically the same experience. Help would be appreciated! Best , Jean Perois
On 4/4/13 6:47 PM, ""Matt Gower"" wrote:
>Hi David > >I have asked to be unsubscribed from whatever element meant receiving >emails from all the other participants (as received about 40 over this >afternoon) but would still like to participate in the course, is this >possible? I don't seem to have been send a log in or password? any advice > >thanks in advance > >Matt Gower >________________________________________ >From: ocTEL public mailing list [OCTEL-PUBLIC@JISCMAIL.AC.UK] on behalf >of David Jennings [david@ALCHEMI.CO.UK] >Sent: 04 April 2013 15:52 >To: [...]",publish,re-questions-and-help-with-practicalities-42,2013-04-04 16:05:35,post,"Lists,JISCMail,Course Reader",
666,967,2013-04-04 17:06:26,Hello,"Hi everyone,
I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our online DBA (professional doctorate) which has been running for two and a half years and has over 400 students worldwide - small fry for MOOC's such as this one :-) We run our programmes in Liverpool in partnership with Laureate Online Learning and have done so for 11 years. [...]","Hi everyone,I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA pr...",publish,hello,2013-04-04 17:06:26,post,"JISCMail,Lists,Course Reader",
5068,957,2013-04-04 16:06:57,Intro,"Hi All, My name is Bob Harrison and I am Vice Chair of Governors at Northern College and Education Adviser at Toshiba Information Systems. I have been involved in TEL for several years but not as an Academic or researcher.
I am feeling a little out of my depth in this group and wonder if I should have enrolled on ""TEL for Dummies"" instead? [...]","Hi All, My name is Bob Harrison and I am Vice Chair of Governors at Northern College and Education Adviser at Toshiba Information Systems. I have been involved in TEL for several years but not as an Academic or researcher.I am feeling a little out of m...",publish,intro-6,2013-04-04 16:06:57,post,"JISCMail,Lists,Course Reader",
5564,957,2013-04-04 16:06:57,Intro,"Hi All, My name is Bob Harrison and I am Vice Chair of Governors at Northern College and Education Adviser at Toshiba Information Systems. I have been involved in TEL for several years but not as an Academic or researcher.
I am feeling a little out of my depth in this group and wonder if I should have enrolled on ""TEL for Dummies"" instead? [...]","Hi All, My name is Bob Harrison and I am Vice Chair of Governors at Northern College and Education Adviser at Toshiba Information Systems. I have been involved in TEL for several years but not as an Academic or researcher.I am feeling a little out of m...",publish,intro-9,2013-04-04 16:06:57,post,"Lists,Course Reader,JISCMail",
5915,957,2013-04-04 16:06:57,Intro,"Hi All, My name is Bob Harrison and I am Vice Chair of Governors at Northern College and Education Adviser at Toshiba Information Systems. I have been involved in TEL for several years but not as an Academic or researcher.
I am feeling a little out of my depth in this group and wonder if I should have enrolled on ""TEL for Dummies"" instead? [...]","Hi All, My name is Bob Harrison and I am Vice Chair of Governors at Northern College and Education Adviser at Toshiba Information Systems. I have been involved in TEL for several years but not as an Academic or researcher.I am feeling a little out of m...",publish,intro-12,2013-04-04 16:06:57,post,"JISCMail,Course Reader,Lists",
5067,53,2013-04-04 16:07:50,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed. Regards Stephen
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Francis, Lynne Sent: 04 April 2013 16:44 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Gilly Salmo article and reply to Stephen and Bill [...]","Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed.Regards Stephen-----Origin...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-10,2013-04-04 16:07:50,post,"Lists,Course Reader,JISCMail",
5563,53,2013-04-04 16:07:50,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed. Regards Stephen
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Francis, Lynne Sent: 04 April 2013 16:44 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Gilly Salmo article and reply to Stephen and Bill [...]","Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed.Regards Stephen-----Origin...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-15,2013-04-04 16:07:50,post,"JISCMail,Lists,Course Reader",
5914,53,2013-04-04 16:07:50,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed. Regards Stephen
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Francis, Lynne Sent: 04 April 2013 16:44 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Gilly Salmo article and reply to Stephen and Bill [...]","Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed.Regards Stephen-----Origin...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-20,2013-04-04 16:07:50,post,"Course Reader,Lists,JISCMail",
2022,543,2013-04-04 16:08:46,First thoughts on ocTEL,"
I’ve just been setting up my ocTEL stuff – this blog, digging out my previously unused Twitter account and logging onto the UniLearn space we’ve got at UoH. Also started to do a bit of reading and thinking about TEL on the Technology Enhanced Learning website (http://tel.ioe.ac.uk). I’m now suffering from acute information overload and all I know about my aims for this course is that I need to know a lot more about TEL! There are not only known unknows, but there are probably lots of unknown unknowns too. I’m talking like Donald Rumsfeld now so it’s time to stop. More to follow when I can think straight…
","I’ve just been setting up my ocTEL stuff – this blog, digging out my previously unused Twitter account and logging onto the UniLearn space we’ve got at UoH. Also started to do a bit of reading and thinking about TEL on the Technology Enhanced Learning website (http://tel.ioe.ac.uk). I’m now suffering from acute information overload and […]",publish,first-thoughts-on-octel,2013-04-04 16:08:46,post,"Blog posts,Course Reader",Uncategorized
4827,543,2013-04-04 16:08:46,First thoughts on ocTEL,"
I’ve just been setting up my ocTEL stuff – this blog, digging out my previously unused Twitter account and logging onto the UniLearn space we’ve got at UoH. Also started to do a bit of reading and thinking about TEL on the Technology Enhanced Learning website (http://tel.ioe.ac.uk). I’m now suffering from acute information overload and all I know about my aims for this course is that I need to know a lot more about TEL! There are not only known unknows, but there are probably lots of unknown unknowns too. I’m talking like Donald Rumsfeld now so it’s time to stop. More to follow when I can think straight…
","I’ve just been setting up my ocTEL stuff – this blog, digging out my previously unused Twitter account and logging onto the UniLearn space we’ve got at UoH. Also started to do a bit of reading and thinking about TEL on the Technology Enhanced Learning website (http://tel.ioe.ac.uk). I’m now suffering from acute information overload and […]",publish,first-thoughts-on-octel-2,2013-04-04 16:08:46,post,"Blog posts,Course Reader",Uncategorized
665,944,2013-04-04 17:10:16,Re: Intro,"Bob, You are quite right there is lot of expertise expressed in the emails. But the expertise is in different areas, or if common they will have had different experiences. I expect there will be some gaps in their understanding and knowledge of the technologies’ potential use.
I hope the early emails from those who are better versed in the area will not put off real newcomers. The opportunity to discuss, or, collaborate with those who have some experience in the use of a technology you might want to use, will be a great advantage to individual just starting out. [...]","Bob, You are quite right there is lot of expertise expressed in the emails. But the expertise is in different areas, or if common they will have had different experiences. I expect there will be some gaps in their understanding and knowledge of the technologies’ potential use.
I hope the early emails from those who are better versed in the area will not put off real newcomers. The opportunity to discuss, or, collaborate with those who have some experience in the use of a technology you might want to use, will be a great advantage to individual just starting out. [...]",publish,re-intro,2013-04-04 17:10:16,post,"JISCMail,Lists,Course Reader",
664,966,2013-04-04 17:13:48,Re: Questions and help with practicalities?,"Hi David,
I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Many thanks,
Emma Sent from my BlackBerry® wireless device
-----Original Message----- From: JEAN PEROIS Date: Thu, 4 Apr 2013 16:03:00 To: Subject: Re: Questions and help with practicalities? [...] ","Hi David,
I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Many thanks,
Emma Sent from my BlackBerry® wireless device
-----Original Message----- From: JEAN PEROIS Date: Thu, 4 Apr 2013 16:03:00 To: Subject: Re: Questions and help with practicalities? [...]",publish,re-questions-and-help-with-practicalities-6,2013-04-04 17:13:48,post,"JISCMail,Lists,Course Reader",
663,965,2013-04-04 17:14:05,"Profile & the BIG question... greetings from sunny Galway!","Hi Everyone, hopefully this is not gluing anyones email shut.. thanks Doug I'm on Digest too!!!! OK.. me.. Trish O'Connell.. a MOOC virgin and am hoping this will not hurt too much....[?] My background is Engineering but I somehow got into teaching and discovered my passion! I completed an online Masters (2 years) here in NUI Galway in Software Engineering & Database Technologies and found that I really enjoyed the TEL experience .. so much so that I am now working as an online facilitator & course developer for ITOnline I started developing my module last week & am interested [...] ","Hi Everyone, hopefully this is not gluing anyones email shut.. thanks Doug I'm on Digest too!!!! OK.. me.. Trish O'Connell.. a MOOC virgin and am hoping this will not hurt too much....[?] My background is Engineering but I somehow got into teaching and discovered my passion! I completed an online Masters (2 years) here in NUI Galway in Software Engineering & Database Technologies and found that I really enjoyed the TEL experience .. so much so that I am now working as an online facilitator & course developer for ITOnline I started developing my module last week & am interested [...]",publish,profile-the-big-question-greetings-from-sunny-galway,2013-04-04 17:14:05,post,"JISCMail,Lists,Course Reader",
5066,931,2013-04-04 16:16:00,Re: Questions and help with practicalities?,"GET ME OUT OF HERE!
I'm sorry but this really defeats the whole object- my in box is overwhelmed with mail that I have NO TIME to read or deal with: I""m an HPL/sessional and I'm not beingpaid to do this and have to pay for my own internet connection- and I""m trying to assess work. [...] ","GET ME OUT OF HERE!I'm sorry but this really defeats the whole object- my in box is overwhelmed with mail that I have NO TIME to read or deal with: I""m an HPL/sessional and I'm not beingpaid to do this and have to pay for my own internet connection- an...",publish,re-questions-and-help-with-practicalities-19,2013-04-04 16:16:00,post,"Course Reader,JISCMail,Lists",
5562,931,2013-04-04 16:16:00,Re: Questions and help with practicalities?,"GET ME OUT OF HERE!
I'm sorry but this really defeats the whole object- my in box is overwhelmed with mail that I have NO TIME to read or deal with: I""m an HPL/sessional and I'm not beingpaid to do this and have to pay for my own internet connection- and I""m trying to assess work. [...] ","GET ME OUT OF HERE!I'm sorry but this really defeats the whole object- my in box is overwhelmed with mail that I have NO TIME to read or deal with: I""m an HPL/sessional and I'm not beingpaid to do this and have to pay for my own internet connection- an...",publish,re-questions-and-help-with-practicalities-30,2013-04-04 16:16:00,post,"Lists,Course Reader,JISCMail",
5913,931,2013-04-04 16:16:00,Re: Questions and help with practicalities?,"GET ME OUT OF HERE!
I'm sorry but this really defeats the whole object- my in box is overwhelmed with mail that I have NO TIME to read or deal with: I""m an HPL/sessional and I'm not beingpaid to do this and have to pay for my own internet connection- and I""m trying to assess work. [...] ","GET ME OUT OF HERE!I'm sorry but this really defeats the whole object- my in box is overwhelmed with mail that I have NO TIME to read or deal with: I""m an HPL/sessional and I'm not beingpaid to do this and have to pay for my own internet connection- an...",publish,re-questions-and-help-with-practicalities-41,2013-04-04 16:16:00,post,"Lists,JISCMail,Course Reader",
5065,956,2013-04-04 16:18:34,Re: how to switch to digest version of this email list,Thank you very much. Quick and easy.
Carme.,Thank you very much. Quick and easy.Carme.,publish,re-how-to-switch-to-digest-version-of-this-email-list-7,2013-04-04 16:18:34,post,"Lists,Course Reader,JISCMail",
5561,956,2013-04-04 16:18:34,Re: how to switch to digest version of this email list,Thank you very much. Quick and easy.
Carme.,Thank you very much. Quick and easy.Carme.,publish,re-how-to-switch-to-digest-version-of-this-email-list-12,2013-04-04 16:18:34,post,"Course Reader,JISCMail,Lists",
5912,956,2013-04-04 16:18:34,Re: how to switch to digest version of this email list,Thank you very much. Quick and easy.
Carme.,Thank you very much. Quick and easy.Carme.,publish,re-how-to-switch-to-digest-version-of-this-email-list-17,2013-04-04 16:18:34,post,"Course Reader,Lists,JISCMail",
5064,955,2013-04-04 16:19:40,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi Stephen, I'm under Littlelilly52 - I think it's because that's my Twitter 'thingy' - username ?? something like that.
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Stephen Brown Sent: 04 April 2013 17:08 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Gilly Salmo article and reply to Stephen and Bill
Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed. Regards Stephen [...]","Hi Stephen,I'm under Littlelilly52 - I think it's because that's my Twitter 'thingy' - username ?? something like that.-----Original Message-----From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Stephen BrownSent: 04 Apr...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-9,2013-04-04 16:19:40,post,"Lists,Course Reader,JISCMail",
5560,955,2013-04-04 16:19:40,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi Stephen, I'm under Littlelilly52 - I think it's because that's my Twitter 'thingy' - username ?? something like that.
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Stephen Brown Sent: 04 April 2013 17:08 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Gilly Salmo article and reply to Stephen and Bill
Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed. Regards Stephen [...]","Hi Stephen,I'm under Littlelilly52 - I think it's because that's my Twitter 'thingy' - username ?? something like that.-----Original Message-----From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Stephen BrownSent: 04 Apr...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-14,2013-04-04 16:19:40,post,"Lists,Course Reader,JISCMail",
5911,955,2013-04-04 16:19:40,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi Stephen, I'm under Littlelilly52 - I think it's because that's my Twitter 'thingy' - username ?? something like that.
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Stephen Brown Sent: 04 April 2013 17:08 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Gilly Salmo article and reply to Stephen and Bill
Hi Lynne, thanks for your encouragement. Im sure it will all become clearer in time. :-) BTW I looked you up on the participants list here http://octel.alt.ac.uk/course-discussions/participants-list/ but I cant see you listed. Regards Stephen [...]","Hi Stephen,I'm under Littlelilly52 - I think it's because that's my Twitter 'thingy' - username ?? something like that.-----Original Message-----From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Stephen BrownSent: 04 Apr...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-19,2013-04-04 16:19:40,post,"Lists,JISCMail,Course Reader",
5063,944,2013-04-04 16:19:43,Re: Questions and help with practicalities?,"Jean, are you able to login to the main site..http://octel.alt.ac.uk/course-materials/induction-activities/ ?
By click on the Jiscmail list in activity 0.1 you can then view all the messages by clicking on April 2013 under ocTel Public mailing.
Nigel","Jean,are you able to login to the main site..http://octel.alt.ac.uk/course-materials/induction-activities/ ?By click on the Jiscmail list in activity 0.1 you can then view all the messages by clicking on April 2013 under ocTel Public mailing.Nigel",publish,re-questions-and-help-with-practicalities-18,2013-04-04 16:19:43,post,"Lists,Course Reader,JISCMail",
5559,944,2013-04-04 16:19:43,Re: Questions and help with practicalities?,"Jean, are you able to login to the main site..http://octel.alt.ac.uk/course-materials/induction-activities/ ?
By click on the Jiscmail list in activity 0.1 you can then view all the messages by clicking on April 2013 under ocTel Public mailing.
Nigel","Jean,are you able to login to the main site..http://octel.alt.ac.uk/course-materials/induction-activities/ ?By click on the Jiscmail list in activity 0.1 you can then view all the messages by clicking on April 2013 under ocTel Public mailing.Nigel",publish,re-questions-and-help-with-practicalities-29,2013-04-04 16:19:43,post,"Lists,Course Reader,JISCMail",
5910,944,2013-04-04 16:19:43,Re: Questions and help with practicalities?,"Jean, are you able to login to the main site..http://octel.alt.ac.uk/course-materials/induction-activities/ ?
By click on the Jiscmail list in activity 0.1 you can then view all the messages by clicking on April 2013 under ocTel Public mailing.
Nigel","Jean,are you able to login to the main site..http://octel.alt.ac.uk/course-materials/induction-activities/ ?By click on the Jiscmail list in activity 0.1 you can then view all the messages by clicking on April 2013 under ocTel Public mailing.Nigel",publish,re-questions-and-help-with-practicalities-40,2013-04-04 16:19:43,post,"JISCMail,Course Reader,Lists",
662,2,2013-04-04 17:21:45,Re: Gilly Salmo article and reply to Stephen and Bill,"Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the participants list?"" Anyone who answered Yes to that question will not appear on the list. [...] ","Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the part...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-3,2013-04-04 17:21:45,post,"Course Reader,JISCMail,Lists",
661,410,2013-04-04 17:27:07,Introduction,"Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of the duck pond, mobile & etc) and the idea of a Learning Society. [...]","Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of the duck pond, mobile & etc) and the idea of a Learning Society. [...]",publish,introduction-6,2013-04-04 17:27:07,post,"JISCMail,Lists,Course Reader",
5062,968,2013-04-04 16:29:06,Introduction and important question,"Hello, my name's Keith Tellum and I'm the TEL Manager at Leeds City College. We're predominantly FE, but have quite a large HE provision as we also include Leeds College of Music.
My introduction to TEL (ILT in those days) was creating courses and learning materials on the newly introduced Blackboard VLE back in 2000/2001. We spent quite a bit of time on what the differences might be between reading on paper and on screen, and tried to add interactivity and short quizzes/questions to stop people skipping content. At the time, TEL seemed to be about increasing staff IT skills [...]","Hello, my name's Keith Tellum and I'm the TEL Manager at Leeds City College. We're predominantly FE, but have quite a large HE provision as we also include Leeds College of Music.My introduction to TEL (ILT in those days) was creating courses and learn...",publish,introduction-and-important-question-2,2013-04-04 16:29:06,post,"Lists,Course Reader,JISCMail",
5558,968,2013-04-04 16:29:06,Introduction and important question,"Hello, my name's Keith Tellum and I'm the TEL Manager at Leeds City College. We're predominantly FE, but have quite a large HE provision as we also include Leeds College of Music.
My introduction to TEL (ILT in those days) was creating courses and learning materials on the newly introduced Blackboard VLE back in 2000/2001. We spent quite a bit of time on what the differences might be between reading on paper and on screen, and tried to add interactivity and short quizzes/questions to stop people skipping content. At the time, TEL seemed to be about increasing staff IT skills [...]","Hello, my name's Keith Tellum and I'm the TEL Manager at Leeds City College. We're predominantly FE, but have quite a large HE provision as we also include Leeds College of Music.My introduction to TEL (ILT in those days) was creating courses and learn...",publish,introduction-and-important-question-3,2013-04-04 16:29:06,post,"Lists,Course Reader,JISCMail",
5909,968,2013-04-04 16:29:06,Introduction and important question,"Hello, my name's Keith Tellum and I'm the TEL Manager at Leeds City College. We're predominantly FE, but have quite a large HE provision as we also include Leeds College of Music.
My introduction to TEL (ILT in those days) was creating courses and learning materials on the newly introduced Blackboard VLE back in 2000/2001. We spent quite a bit of time on what the differences might be between reading on paper and on screen, and tried to add interactivity and short quizzes/questions to stop people skipping content. At the time, TEL seemed to be about increasing staff IT skills [...]","Hello, my name's Keith Tellum and I'm the TEL Manager at Leeds City College. We're predominantly FE, but have quite a large HE provision as we also include Leeds College of Music.My introduction to TEL (ILT in those days) was creating courses and learn...",publish,introduction-and-important-question-4,2013-04-04 16:29:06,post,"Lists,JISCMail,Course Reader",
5061,947,2013-04-04 16:36:43,Introduction,My very first experience of technology enhanced learning was when I was at school. My very enlighten English teacher decided to give us feedback on our work using a tape recorder. He asked us to each bring a cassette tape and he recorded himself talking about our work and asked us to listen to it after school. I still have the tape somewhere. The tape helped me with my work as I could play it over and over again whilst looking at the written work I had produced. It was very useful as it was memorable and meant I got [...],My very first experience of technology enhanced learning was when I was at school. My very enlighten English teacher decided to give us feedback on our work using a tape recorder. He asked us to each bring a cassette tape and he recorded himself talkin...,publish,introduction-39,2013-04-04 16:36:43,post,"Course Reader,JISCMail,Lists",
5557,947,2013-04-04 16:36:43,Introduction,My very first experience of technology enhanced learning was when I was at school. My very enlighten English teacher decided to give us feedback on our work using a tape recorder. He asked us to each bring a cassette tape and he recorded himself talking about our work and asked us to listen to it after school. I still have the tape somewhere. The tape helped me with my work as I could play it over and over again whilst looking at the written work I had produced. It was very useful as it was memorable and meant I got [...],My very first experience of technology enhanced learning was when I was at school. My very enlighten English teacher decided to give us feedback on our work using a tape recorder. He asked us to each bring a cassette tape and he recorded himself talkin...,publish,introduction-60,2013-04-04 16:36:43,post,"Lists,Course Reader,JISCMail",
5908,947,2013-04-04 16:36:43,Introduction,My very first experience of technology enhanced learning was when I was at school. My very enlighten English teacher decided to give us feedback on our work using a tape recorder. He asked us to each bring a cassette tape and he recorded himself talking about our work and asked us to listen to it after school. I still have the tape somewhere. The tape helped me with my work as I could play it over and over again whilst looking at the written work I had produced. It was very useful as it was memorable and meant I got [...],My very first experience of technology enhanced learning was when I was at school. My very enlighten English teacher decided to give us feedback on our work using a tape recorder. He asked us to each bring a cassette tape and he recorded himself talkin...,publish,introduction-80,2013-04-04 16:36:43,post,"Lists,JISCMail,Course Reader",
660,964,2013-04-04 17:49:08,Introduction,"Hello,
I think I am lost in the sea. I am not sure what I am supposed to be writing. I just have to emulate the cohort.
My name is Elizabeth Sylvanus-Ley from London. My background is criminology, however, I work for Library and Student Support (LSS) as an IT & Enrolment Adviser at the Archway Campus; Middlesex University. [...]","Hello,
I think I am lost in the sea. I am not sure what I am supposed to be writing. I just have to emulate the cohort.
My name is Elizabeth Sylvanus-Ley from London. My background is criminology, however, I work for Library and Student Support (LSS) as an IT & Enrolment Adviser at the Archway Campus; Middlesex University. [...]",publish,introduction-5,2013-04-04 17:49:08,post,"Lists,Course Reader,JISCMail",
659,394,2013-04-04 17:50:02,Re: Introduction,"How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of [...]","How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small...",publish,re-introduction-2,2013-04-04 17:50:02,post,"JISCMail,Lists,Course Reader",
658,198,2013-04-04 17:50:11,Introduction,"#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.
I am a doctoral student in Adult and Online Learning. I am also a Director of IT, Distance Learning, and Educational Technology for a regional campus of a large state university in Ohio. I have been an instructor in higher education, adult education, and human resource development for nearly 15 years, with experiences in traditional classrooms, blended settings, online learning, mentoring, and instructional design. [...]","#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.I am a doctoral stude...",publish,introduction-4,2013-04-04 17:50:11,post,"JISCMail,Lists,Course Reader",
687,973,2013-04-04 18:01:59,Introduction,"I’m currently the VLE Champion at New College, Swindon and have been in education for just over 24 years. Moodle has played a big part in my working life for over 11 years, in my teaching and as a member of e-Learning teams.
For many Lecturers TEL is daunting with many students knowing more about the latest technology than they do. I would very much like to explore the technologies available and how they can best be used for student engagement. This knowledge I hope to pass onto my colleagues as guidance in the best use of technology within their [...] ","I’m currently the VLE Champion at New College, Swindon and have been in education for just over 24 years. Moodle has played a big part in my working life for over 11 years, in my teaching and as a member of e-Learning teams.
For many Lecturers TEL is daunting with many students knowing more about the latest technology than they do. I would very much like to explore the technologies available and how they can best be used for student engagement. This knowledge I hope to pass onto my colleagues as guidance in the best use of technology within their [...]",publish,introduction-10,2013-04-04 18:01:59,post,"JISCMail,Lists,Course Reader",
686,972,2013-04-04 18:03:22,Re: Introduction,"Please, I too would like to un-enrol from the emails…”Help!” Esther Gold
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of scratchingshed@hotmail.com Sent: April-04-13 1:50 PM To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction
Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at [...]","Please, I too would like to un-enrol from the emails…”Help!” Esther Gold
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of scratchingshed@hotmail.com Sent: April-04-13 1:50 PM To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction
Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at [...]",publish,re-introduction-6,2013-04-04 18:03:22,post,"JISCMail,Lists,Course Reader",
5060,967,2013-04-04 17:06:26,Hello,"Hi everyone,
I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our online DBA (professional doctorate) which has been running for two and a half years and has over 400 students worldwide - small fry for MOOC's such as this one :-) We run our programmes in Liverpool in partnership with Laureate Online Learning and have done so for 11 years. [...]","Hi everyone,I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA pr...",publish,hello-7,2013-04-04 17:06:26,post,"Lists,Course Reader,JISCMail",
5556,967,2013-04-04 17:06:26,Hello,"Hi everyone,
I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our online DBA (professional doctorate) which has been running for two and a half years and has over 400 students worldwide - small fry for MOOC's such as this one :-) We run our programmes in Liverpool in partnership with Laureate Online Learning and have done so for 11 years. [...]","Hi everyone,I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA pr...",publish,hello-9,2013-04-04 17:06:26,post,"Course Reader,JISCMail,Lists",
5907,967,2013-04-04 17:06:26,Hello,"Hi everyone,
I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our online DBA (professional doctorate) which has been running for two and a half years and has over 400 students worldwide - small fry for MOOC's such as this one :-) We run our programmes in Liverpool in partnership with Laureate Online Learning and have done so for 11 years. [...]","Hi everyone,I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA pr...",publish,hello-11,2013-04-04 17:06:26,post,"Course Reader,Lists,JISCMail",
685,53,2013-04-04 18:06:41,Re: Introduction,"Nicolas, great to hear from you. It is indeed strange, but thus far Im finding the whole experience quite strange. PS there is a wickedly delicious ambiguity in your observation. The trouble with typed sentences is that one loses the nuances. Best wishes Stephen ","Nicolas, great to hear from you. It is indeed strange, but thus far Im finding the whole experience quite strange.PS there is a wickedly delicious ambiguity in your observation. The trouble with typed sentences is that one loses the nuances.Best wishes...",publish,re-introduction-5,2013-04-04 18:06:41,post,"Lists,Course Reader,JISCMail",
684,944,2013-04-04 18:07:10,Re: Questions and help with practicalities?,"Hi, The email you are looking for has the subject ""ocTEL Important information for participants""
You may find it in your spam/junk e-mail.
Hopefully someone will resend the email to you once they have read your email. Alternatively to re-register is often a way round these barriers.
Nigel","Hi,The email you are looking for has the subject ""ocTEL Important information for participants""You may find it in your spam/junk e-mail.Hopefully someone will resend the email to you once they have read your email. Alternatively to re-register is often...",publish,re-questions-and-help-with-practicalities-7,2013-04-04 18:07:10,post,"JISCMail,Lists,Course Reader",
5059,944,2013-04-04 17:10:16,Re: Intro,"Bob, You are quite right there is lot of expertise expressed in the emails. But the expertise is in different areas, or if common they will have had different experiences. I expect there will be some gaps in their understanding and knowledge of the technologies’ potential use.
I hope the early emails from those who are better versed in the area will not put off real newcomers. The opportunity to discuss, or, collaborate with those who have some experience in the use of a technology you might want to use, will be a great advantage to individual just starting out. [...]","Bob, You are quite right there is lot of expertise expressed in the emails. But the expertise is in different areas, or if common they will have had different experiences. I expect there will be some gaps in their understanding and knowledge of the technologies’ potential use.
I hope the early emails from those who are better versed in the area will not put off real newcomers. The opportunity to discuss, or, collaborate with those who have some experience in the use of a technology you might want to use, will be a great advantage to individual just starting out. [...]",publish,re-intro-4,2013-04-04 17:10:16,post,"Lists,Course Reader,JISCMail",
5555,944,2013-04-04 17:10:16,Re: Intro,"Bob, You are quite right there is lot of expertise expressed in the emails. But the expertise is in different areas, or if common they will have had different experiences. I expect there will be some gaps in their understanding and knowledge of the technologies’ potential use.
I hope the early emails from those who are better versed in the area will not put off real newcomers. The opportunity to discuss, or, collaborate with those who have some experience in the use of a technology you might want to use, will be a great advantage to individual just starting out. [...]","Bob, You are quite right there is lot of expertise expressed in the emails. But the expertise is in different areas, or if common they will have had different experiences. I expect there will be some gaps in their understanding and knowledge of the technologies’ potential use.
I hope the early emails from those who are better versed in the area will not put off real newcomers. The opportunity to discuss, or, collaborate with those who have some experience in the use of a technology you might want to use, will be a great advantage to individual just starting out. [...]",publish,re-intro-6,2013-04-04 17:10:16,post,"Lists,Course Reader,JISCMail",
5906,944,2013-04-04 17:10:16,Re: Intro,"Bob, You are quite right there is lot of expertise expressed in the emails. But the expertise is in different areas, or if common they will have had different experiences. I expect there will be some gaps in their understanding and knowledge of the technologies’ potential use.
I hope the early emails from those who are better versed in the area will not put off real newcomers. The opportunity to discuss, or, collaborate with those who have some experience in the use of a technology you might want to use, will be a great advantage to individual just starting out. [...]","Bob, You are quite right there is lot of expertise expressed in the emails. But the expertise is in different areas, or if common they will have had different experiences. I expect there will be some gaps in their understanding and knowledge of the technologies’ potential use.
I hope the early emails from those who are better versed in the area will not put off real newcomers. The opportunity to discuss, or, collaborate with those who have some experience in the use of a technology you might want to use, will be a great advantage to individual just starting out. [...]",publish,re-intro-8,2013-04-04 17:10:16,post,"Lists,JISCMail,Course Reader",
5058,966,2013-04-04 17:13:48,Re: Questions and help with practicalities?,"Hi David,
I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Many thanks,
Emma Sent from my BlackBerry® wireless device
-----Original Message----- From: JEAN PEROIS Date: Thu, 4 Apr 2013 16:03:00 To: Subject: Re: Questions and help with practicalities? [...] ","Hi David,
I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Many thanks,
Emma Sent from my BlackBerry® wireless device
-----Original Message----- From: JEAN PEROIS Date: Thu, 4 Apr 2013 16:03:00 To: Subject: Re: Questions and help with practicalities? [...]",publish,re-questions-and-help-with-practicalities-17,2013-04-04 17:13:48,post,"Lists,Course Reader,JISCMail",
5554,966,2013-04-04 17:13:48,Re: Questions and help with practicalities?,"Hi David,
I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Many thanks,
Emma Sent from my BlackBerry® wireless device
-----Original Message----- From: JEAN PEROIS Date: Thu, 4 Apr 2013 16:03:00 To: Subject: Re: Questions and help with practicalities? [...] ","Hi David,
I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Many thanks,
Emma Sent from my BlackBerry® wireless device
-----Original Message----- From: JEAN PEROIS Date: Thu, 4 Apr 2013 16:03:00 To: Subject: Re: Questions and help with practicalities? [...]",publish,re-questions-and-help-with-practicalities-28,2013-04-04 17:13:48,post,"Lists,Course Reader,JISCMail",
5905,966,2013-04-04 17:13:48,Re: Questions and help with practicalities?,"Hi David,
I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Many thanks,
Emma Sent from my BlackBerry® wireless device
-----Original Message----- From: JEAN PEROIS Date: Thu, 4 Apr 2013 16:03:00 To: Subject: Re: Questions and help with practicalities? [...] ","Hi David,
I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Many thanks,
Emma Sent from my BlackBerry® wireless device
-----Original Message----- From: JEAN PEROIS Date: Thu, 4 Apr 2013 16:03:00 To: Subject: Re: Questions and help with practicalities? [...]",publish,re-questions-and-help-with-practicalities-39,2013-04-04 17:13:48,post,"JISCMail,Course Reader,Lists",
1461,898,2013-04-04 17:14:00,"Another day, another MOOC - this time it's OCTEL","
Hi - my name's Jim Pettiward. I first developed my interest in learning technology as an English Teacher (of the TEFL variety) working for the British Council. One of their projects around the turn of the millennium was called 'Global Village', an ambitious plan to link classrooms of language learners across the globe in real time. It never really took off, but it's staggering to think how new and forward-thinking that idea sounded back then. I held several posts involving varying degrees of teaching and TEL development until I moved into the Higher Education sector around 5 years ago.
The real change in how I viewed the role of technology in learning probably came when I first started blogging. The ease with which I could create content and activities to share with students using a free blogging platform really spurred my interest in Web 2.0 technologies and their incredible potential.
I've been what's called a 'Blended Learning Facilitator' at London Metropolitan University for the past couple of years, which means trying to encourage and develop the ability of lecturers and other teaching staff to use technology more effectively to support the teaching and learning process. We've recently changed to Blackboard 9.1, so I've been doing a lot of support and resource development work for that. I'm also working on various projects to do with digital literacy and digital identity.
The big questions for me are:
How can teaching staff be encouraged to want to engage with technology in their teaching, rather than see it as some kind of irrelevant burden imposed on them from above?
How can we address the gaping chasm in the digital literacies of many teaching staff in the limited time available and effectively link their development to a CPD framework?
Looking forward to starting this course, although I'm already halfway through another MOOC (OU Open Education) so might well struggle to devote too much time to it...
","Hi - my name's Jim Pettiward. I first developed my interest in learning technology as an English Teacher (of the TEFL variety) working for the British Council. One of their projects around the turn of the millennium was called 'Global Village', an ambi...",publish,another-day-another-mooc-this-time-its-octel,2013-04-04 17:14:00,post,"Course Reader,Blog posts",#ocTEL
5057,965,2013-04-04 17:14:05,"Profile & the BIG question... greetings from sunny Galway!","Hi Everyone, hopefully this is not gluing anyones email shut.. thanks Doug I'm on Digest too!!!! OK.. me.. Trish O'Connell.. a MOOC virgin and am hoping this will not hurt too much....[?] My background is Engineering but I somehow got into teaching and discovered my passion! I completed an online Masters (2 years) here in NUI Galway in Software Engineering & Database Technologies and found that I really enjoyed the TEL experience .. so much so that I am now working as an online facilitator & course developer for ITOnline I started developing my module last week & am interested [...] ","Hi Everyone, hopefully this is not gluing anyones email shut.. thanks Doug I'm on Digest too!!!! OK.. me.. Trish O'Connell.. a MOOC virgin and am hoping this will not hurt too much....[?] My background is Engineering but I somehow got into teaching and discovered my passion! I completed an online Masters (2 years) here in NUI Galway in Software Engineering & Database Technologies and found that I really enjoyed the TEL experience .. so much so that I am now working as an online facilitator & course developer for ITOnline I started developing my module last week & am interested [...]",publish,profile-the-big-question-greetings-from-sunny-galway-2,2013-04-04 17:14:05,post,"Lists,Course Reader,JISCMail",
5553,965,2013-04-04 17:14:05,"Profile & the BIG question... greetings from sunny Galway!","Hi Everyone, hopefully this is not gluing anyones email shut.. thanks Doug I'm on Digest too!!!! OK.. me.. Trish O'Connell.. a MOOC virgin and am hoping this will not hurt too much....[?] My background is Engineering but I somehow got into teaching and discovered my passion! I completed an online Masters (2 years) here in NUI Galway in Software Engineering & Database Technologies and found that I really enjoyed the TEL experience .. so much so that I am now working as an online facilitator & course developer for ITOnline I started developing my module last week & am interested [...] ","Hi Everyone, hopefully this is not gluing anyones email shut.. thanks Doug I'm on Digest too!!!! OK.. me.. Trish O'Connell.. a MOOC virgin and am hoping this will not hurt too much....[?] My background is Engineering but I somehow got into teaching and discovered my passion! I completed an online Masters (2 years) here in NUI Galway in Software Engineering & Database Technologies and found that I really enjoyed the TEL experience .. so much so that I am now working as an online facilitator & course developer for ITOnline I started developing my module last week & am interested [...]",publish,profile-the-big-question-greetings-from-sunny-galway-3,2013-04-04 17:14:05,post,"Lists,Course Reader,JISCMail",
5904,965,2013-04-04 17:14:05,"Profile & the BIG question... greetings from sunny Galway!","Hi Everyone, hopefully this is not gluing anyones email shut.. thanks Doug I'm on Digest too!!!! OK.. me.. Trish O'Connell.. a MOOC virgin and am hoping this will not hurt too much....[?] My background is Engineering but I somehow got into teaching and discovered my passion! I completed an online Masters (2 years) here in NUI Galway in Software Engineering & Database Technologies and found that I really enjoyed the TEL experience .. so much so that I am now working as an online facilitator & course developer for ITOnline I started developing my module last week & am interested [...] ","Hi Everyone, hopefully this is not gluing anyones email shut.. thanks Doug I'm on Digest too!!!! OK.. me.. Trish O'Connell.. a MOOC virgin and am hoping this will not hurt too much....[?] My background is Engineering but I somehow got into teaching and discovered my passion! I completed an online Masters (2 years) here in NUI Galway in Software Engineering & Database Technologies and found that I really enjoyed the TEL experience .. so much so that I am now working as an online facilitator & course developer for ITOnline I started developing my module last week & am interested [...]",publish,profile-the-big-question-greetings-from-sunny-galway-4,2013-04-04 17:14:05,post,"Lists,JISCMail,Course Reader",
683,944,2013-04-04 18:19:35,Re: Introduction,"Esther, This advice from Bill works. Copy and paste the https urls as instructed.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y=
You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC
The archives of the mailing list are here: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC [...]","Esther, This advice from Bill works. Copy and paste the https urls as instructed.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y=
You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC
The archives of the mailing list are here: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC [...]",publish,re-introduction-4,2013-04-04 18:19:35,post,"JISCMail,Lists,Course Reader",
5056,2,2013-04-04 17:21:45,Re: Gilly Salmo article and reply to Stephen and Bill,"Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the participants list?"" Anyone who answered Yes to that question will not appear on the list. [...] ","Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the part...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-8,2013-04-04 17:21:45,post,"Course Reader,JISCMail,Lists",
5552,2,2013-04-04 17:21:45,Re: Gilly Salmo article and reply to Stephen and Bill,"Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the participants list?"" Anyone who answered Yes to that question will not appear on the list. [...] ","Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the part...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-13,2013-04-04 17:21:45,post,"Lists,Course Reader,JISCMail",
5903,2,2013-04-04 17:21:45,Re: Gilly Salmo article and reply to Stephen and Bill,"Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the participants list?"" Anyone who answered Yes to that question will not appear on the list. [...] ","Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the part...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-18,2013-04-04 17:21:45,post,"Lists,JISCMail,Course Reader",
1685,198,2013-04-04 17:22:00,ocTEL Begins!,"#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.
I am a doctoral student in Adult and Online Learning. I am also a Director of IT, Distance Learning, and Educational Technology for a regional campus of a large state university in Ohio. I have been an instructor in higher education, adult education, and human resource development for nearly 15 years, with experiences in traditional classrooms, blended settings, online learning, mentoring, and instructional design.
#ocTEL #tel #edtech #adult_learning #learning ","#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.I am a do...",publish,octel-begins-2,2013-04-04 17:22:00,post,"Blog posts,Course Reader","edtech,#tel,#ocTEL,mooc"
5284,198,2013-04-04 17:22:00,ocTEL Begins!,"#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.
I am a doctoral student in Adult and Online Learning. I am also a Director of IT, Distance Learning, and Educational Technology for a regional campus of a large state university in Ohio. I have been an instructor in higher education, adult education, and human resource development for nearly 15 years, with experiences in traditional classrooms, blended settings, online learning, mentoring, and instructional design.
#ocTEL #tel #edtech #adult_learning #learning ","#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.I am a do...",publish,octel-begins-4,2013-04-04 17:22:00,post,"Course Reader,Blog posts","#ocTEL,mooc,edtech,#tel"
5657,198,2013-04-04 17:22:00,ocTEL Begins!,"#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.
I am a doctoral student in Adult and Online Learning. I am also a Director of IT, Distance Learning, and Educational Technology for a regional campus of a large state university in Ohio. I have been an instructor in higher education, adult education, and human resource development for nearly 15 years, with experiences in traditional classrooms, blended settings, online learning, mentoring, and instructional design.
#ocTEL #tel #edtech #adult_learning #learning ","#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.I am a do...",publish,octel-begins-5,2013-04-04 17:22:00,post,"Course Reader,Blog posts","#ocTEL,mooc,#tel,edtech"
682,971,2013-04-04 18:22:53,introduction,"Hello, everyone. I've got up at 4am to do this, so apologies in advance if it is a bit sleepy.
I teach academic skills at the Australian National University in Canberra.
I've had the usual experiences with TEL i.e. I've had to pick it up with minimal training, on the run, being expected to contribute something with a tight deadline. As someone with a strong interest in pedagogy and in people, and having taught in the so-called ""third world,"" I'm often skeptical of the learning benefits of TEL. More often than not, the effort and time in developing the skills [...] ","Hello, everyone. I've got up at 4am to do this, so apologies in advance if it is a bit sleepy.I teach academic skills at the Australian National University in Canberra.I've had the usual experiences with TEL i.e. I've had to pick it up with minimal tra...",publish,introduction-9,2013-04-04 18:22:53,post,"JISCMail,Lists,Course Reader",
681,971,2013-04-04 18:27:04,Re: Profile and big questions,"As I mentioned in my introduction, I've found the use of acronyms quite alienating here, so this was great - many thanks, Bill. Jack Bowers
Sent from my iPad
On 05/04/2013, at 2:31 AM, ""Bill Miller"" > wrote:
Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is [...] ","As I mentioned in my introduction, I've found the use of acronyms quite alienating here, so this was great - many thanks, Bill. Jack Bowers
Sent from my iPad
On 05/04/2013, at 2:31 AM, ""Bill Miller"" > wrote:
Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is [...]",publish,re-profile-and-big-questions-5,2013-04-04 18:27:04,post,"JISCMail,Lists,Course Reader",
5055,410,2013-04-04 17:27:07,Introduction,"Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of the duck pond, mobile & etc) and the idea of a Learning Society. [...]","Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of the duck pond, mobile & etc) and the idea of a Learning Society. [...]",publish,introduction-38,2013-04-04 17:27:07,post,"Lists,Course Reader,JISCMail",
5551,410,2013-04-04 17:27:07,Introduction,"Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of the duck pond, mobile & etc) and the idea of a Learning Society. [...]","Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of the duck pond, mobile & etc) and the idea of a Learning Society. [...]",publish,introduction-59,2013-04-04 17:27:07,post,"Course Reader,JISCMail,Lists",
5902,410,2013-04-04 17:27:07,Introduction,"Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of the duck pond, mobile & etc) and the idea of a Learning Society. [...]","Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of the duck pond, mobile & etc) and the idea of a Learning Society. [...]",publish,introduction-79,2013-04-04 17:27:07,post,"Course Reader,Lists,JISCMail",
680,519,2013-04-04 18:43:54,Introduction,"Hello everyone,
I am looking forward to this experience. I am the Coordinator, Online Learning & Resource Development at Grant MacEwan University in Edmonton, Alberta, Canada as well as a PhD student at Lancaster University in TEL and eResearch.
My experience begins in IT, then moving towards being a post-secondary instructor in computer system technology for close to a decade. I then moved to online and distance learning and started working as an instructional designer in online course design and development, moving onto consulting then a management position and finally I am now coordinating the design and development of courses [...]","Hello everyone,
I am looking forward to this experience. I am the Coordinator, Online Learning & Resource Development at Grant MacEwan University in Edmonton, Alberta, Canada as well as a PhD student at Lancaster University in TEL and eResearch.
My experience begins in IT, then moving towards being a post-secondary instructor in computer system technology for close to a decade. I then moved to online and distance learning and started working as an instructional designer in online course design and development, moving onto consulting then a management position and finally I am now coordinating the design and development of courses [...]",publish,introduction-8,2013-04-04 18:43:54,post,"Lists,Course Reader,JISCMail",
5054,964,2013-04-04 17:49:08,Introduction,"Hello,
I think I am lost in the sea. I am not sure what I am supposed to be writing. I just have to emulate the cohort.
My name is Elizabeth Sylvanus-Ley from London. My background is criminology, however, I work for Library and Student Support (LSS) as an IT & Enrolment Adviser at the Archway Campus; Middlesex University. [...]","Hello,
I think I am lost in the sea. I am not sure what I am supposed to be writing. I just have to emulate the cohort.
My name is Elizabeth Sylvanus-Ley from London. My background is criminology, however, I work for Library and Student Support (LSS) as an IT & Enrolment Adviser at the Archway Campus; Middlesex University. [...]",publish,introduction-37,2013-04-04 17:49:08,post,"Lists,Course Reader,JISCMail",
5550,964,2013-04-04 17:49:08,Introduction,"Hello,
I think I am lost in the sea. I am not sure what I am supposed to be writing. I just have to emulate the cohort.
My name is Elizabeth Sylvanus-Ley from London. My background is criminology, however, I work for Library and Student Support (LSS) as an IT & Enrolment Adviser at the Archway Campus; Middlesex University. [...]","Hello,
I think I am lost in the sea. I am not sure what I am supposed to be writing. I just have to emulate the cohort.
My name is Elizabeth Sylvanus-Ley from London. My background is criminology, however, I work for Library and Student Support (LSS) as an IT & Enrolment Adviser at the Archway Campus; Middlesex University. [...]",publish,introduction-58,2013-04-04 17:49:08,post,"Lists,Course Reader,JISCMail",
5901,964,2013-04-04 17:49:08,Introduction,"Hello,
I think I am lost in the sea. I am not sure what I am supposed to be writing. I just have to emulate the cohort.
My name is Elizabeth Sylvanus-Ley from London. My background is criminology, however, I work for Library and Student Support (LSS) as an IT & Enrolment Adviser at the Archway Campus; Middlesex University. [...]","Hello,
I think I am lost in the sea. I am not sure what I am supposed to be writing. I just have to emulate the cohort.
My name is Elizabeth Sylvanus-Ley from London. My background is criminology, however, I work for Library and Student Support (LSS) as an IT & Enrolment Adviser at the Archway Campus; Middlesex University. [...]",publish,introduction-78,2013-04-04 17:49:08,post,"Lists,JISCMail,Course Reader",
5053,394,2013-04-04 17:50:02,Re: Introduction,"How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of [...]","How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small...",publish,re-introduction-27,2013-04-04 17:50:02,post,"Lists,Course Reader,JISCMail",
5549,394,2013-04-04 17:50:02,Re: Introduction,"How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of [...]","How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small...",publish,re-introduction-41,2013-04-04 17:50:02,post,"Lists,Course Reader,JISCMail",
5900,394,2013-04-04 17:50:02,Re: Introduction,"How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will end soon though I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of [...]","How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small...",publish,re-introduction-55,2013-04-04 17:50:02,post,"JISCMail,Course Reader,Lists",
5052,198,2013-04-04 17:50:11,Introduction,"#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.
I am a doctoral student in Adult and Online Learning. I am also a Director of IT, Distance Learning, and Educational Technology for a regional campus of a large state university in Ohio. I have been an instructor in higher education, adult education, and human resource development for nearly 15 years, with experiences in traditional classrooms, blended settings, online learning, mentoring, and instructional design. [...]","#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.I am a doctoral stude...",publish,introduction-36,2013-04-04 17:50:11,post,"Lists,Course Reader,JISCMail",
5548,198,2013-04-04 17:50:11,Introduction,"#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.
I am a doctoral student in Adult and Online Learning. I am also a Director of IT, Distance Learning, and Educational Technology for a regional campus of a large state university in Ohio. I have been an instructor in higher education, adult education, and human resource development for nearly 15 years, with experiences in traditional classrooms, blended settings, online learning, mentoring, and instructional design. [...]","#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.I am a doctoral stude...",publish,introduction-57,2013-04-04 17:50:11,post,"Lists,Course Reader,JISCMail",
5899,198,2013-04-04 17:50:11,Introduction,"#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.
I am a doctoral student in Adult and Online Learning. I am also a Director of IT, Distance Learning, and Educational Technology for a regional campus of a large state university in Ohio. I have been an instructor in higher education, adult education, and human resource development for nearly 15 years, with experiences in traditional classrooms, blended settings, online learning, mentoring, and instructional design. [...]","#ocTEL begins today! I am looking forward to parallels and differences between it and BlendKit2012. Eager to meet new people, swap stories and ideas, and explore Technology Enhanced Learning and open coursework in this MOOC format.I am a doctoral stude...",publish,introduction-77,2013-04-04 17:50:11,post,"Lists,JISCMail,Course Reader",
679,970,2013-04-04 18:52:22,Greetings and Intro from Canada,"Hi all,
I consider myself an educational technologist and am currently employed as the Director of Technology and Instructional Innovation at a small private school just outside Toronto.
I am originally from the UK and trained as a secondary school teacher there. In my final position in the UK before I moved to Canada I was a Learning Development Manager at a City Learning Centre in North West England. In that post it was my job to help schools implement technology effectively in to their curriculum, in all subject areas, and to enhance the experience in the classroom. [...]","Hi all,I consider myself an educational technologist and am currently employed as the Director of Technology and Instructional Innovation at a small private school just outside Toronto.I am originally from the UK and trained as a secondary school teach...",publish,greetings-and-intro-from-canada,2013-04-04 18:52:22,post,"JISCMail,Lists,Course Reader",
678,970,2013-04-04 18:56:37,Re: Activity my experiences and ambitions,"The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort zone. However, these will not go away so I am looking for ways to engage these reluctant professionals without alienating them.","The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort zone. However, these will not go away...",publish,re-activity-my-experiences-and-ambitions-3,2013-04-04 18:56:37,post,"JISCMail,Lists,Course Reader",
5051,973,2013-04-04 18:01:59,Introduction,"I’m currently the VLE Champion at New College, Swindon and have been in education for just over 24 years. Moodle has played a big part in my working life for over 11 years, in my teaching and as a member of e-Learning teams.
For many Lecturers TEL is daunting with many students knowing more about the latest technology than they do. I would very much like to explore the technologies available and how they can best be used for student engagement. This knowledge I hope to pass onto my colleagues as guidance in the best use of technology within their [...] ","I’m currently the VLE Champion at New College, Swindon and have been in education for just over 24 years. Moodle has played a big part in my working life for over 11 years, in my teaching and as a member of e-Learning teams.
For many Lecturers TEL is daunting with many students knowing more about the latest technology than they do. I would very much like to explore the technologies available and how they can best be used for student engagement. This knowledge I hope to pass onto my colleagues as guidance in the best use of technology within their [...]",publish,introduction-35,2013-04-04 18:01:59,post,"Course Reader,JISCMail,Lists",
5547,973,2013-04-04 18:01:59,Introduction,"I’m currently the VLE Champion at New College, Swindon and have been in education for just over 24 years. Moodle has played a big part in my working life for over 11 years, in my teaching and as a member of e-Learning teams.
For many Lecturers TEL is daunting with many students knowing more about the latest technology than they do. I would very much like to explore the technologies available and how they can best be used for student engagement. This knowledge I hope to pass onto my colleagues as guidance in the best use of technology within their [...] ","I’m currently the VLE Champion at New College, Swindon and have been in education for just over 24 years. Moodle has played a big part in my working life for over 11 years, in my teaching and as a member of e-Learning teams.
For many Lecturers TEL is daunting with many students knowing more about the latest technology than they do. I would very much like to explore the technologies available and how they can best be used for student engagement. This knowledge I hope to pass onto my colleagues as guidance in the best use of technology within their [...]",publish,introduction-56,2013-04-04 18:01:59,post,"Lists,Course Reader,JISCMail",
5898,973,2013-04-04 18:01:59,Introduction,"I’m currently the VLE Champion at New College, Swindon and have been in education for just over 24 years. Moodle has played a big part in my working life for over 11 years, in my teaching and as a member of e-Learning teams.
For many Lecturers TEL is daunting with many students knowing more about the latest technology than they do. I would very much like to explore the technologies available and how they can best be used for student engagement. This knowledge I hope to pass onto my colleagues as guidance in the best use of technology within their [...] ","I’m currently the VLE Champion at New College, Swindon and have been in education for just over 24 years. Moodle has played a big part in my working life for over 11 years, in my teaching and as a member of e-Learning teams.
For many Lecturers TEL is daunting with many students knowing more about the latest technology than they do. I would very much like to explore the technologies available and how they can best be used for student engagement. This knowledge I hope to pass onto my colleagues as guidance in the best use of technology within their [...]",publish,introduction-76,2013-04-04 18:01:59,post,"Lists,JISCMail,Course Reader",
5050,972,2013-04-04 18:03:22,Re: Introduction,"Please, I too would like to un-enrol from the emails…”Help!” Esther Gold
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of scratchingshed@hotmail.com Sent: April-04-13 1:50 PM To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction
Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at [...]","Please, I too would like to un-enrol from the emails…”Help!” Esther Gold
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of scratchingshed@hotmail.com Sent: April-04-13 1:50 PM To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction
Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at [...]",publish,re-introduction-26,2013-04-04 18:03:22,post,"Lists,Course Reader,JISCMail",
5546,972,2013-04-04 18:03:22,Re: Introduction,"Please, I too would like to un-enrol from the emails…”Help!” Esther Gold
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of scratchingshed@hotmail.com Sent: April-04-13 1:50 PM To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction
Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at [...]","Please, I too would like to un-enrol from the emails…”Help!” Esther Gold
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of scratchingshed@hotmail.com Sent: April-04-13 1:50 PM To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction
Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at [...]",publish,re-introduction-40,2013-04-04 18:03:22,post,"Course Reader,JISCMail,Lists",
5897,972,2013-04-04 18:03:22,Re: Introduction,"Please, I too would like to un-enrol from the emails…”Help!” Esther Gold
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of scratchingshed@hotmail.com Sent: April-04-13 1:50 PM To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction
Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at [...]","Please, I too would like to un-enrol from the emails…”Help!” Esther Gold
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of scratchingshed@hotmail.com Sent: April-04-13 1:50 PM To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction
Hi Everyone, I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at [...]",publish,re-introduction-54,2013-04-04 18:03:22,post,"Course Reader,Lists,JISCMail",
677,969,2013-04-04 19:04:43,Re: Introduction,"Please I enroll me too!
On Apr 4, 2013, at 10:50 AM, scratchingshed@hotmail.com wrote:
> How can I unenrol from all these emails? > > Sent from my HTC > > ----- Reply message ----- > From: ""ScottJohnson"" > To: > Subject: Introduction > Date: Thu, Apr 4, 2013 18:27 > > > Hi Everyone, > I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will [...] ","Please I enroll me too!
On Apr 4, 2013, at 10:50 AM, scratchingshed@hotmail.com wrote:
> How can I unenrol from all these emails? > > Sent from my HTC > > ----- Reply message ----- > From: ""ScottJohnson"" > To: > Subject: Introduction > Date: Thu, Apr 4, 2013 18:27 > > > Hi Everyone, > I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will [...]",publish,re-introduction-3,2013-04-04 19:04:43,post,"JISCMail,Lists,Course Reader",
5049,53,2013-04-04 18:06:41,Re: Introduction,"Nicolas, great to hear from you. It is indeed strange, but thus far Im finding the whole experience quite strange. PS there is a wickedly delicious ambiguity in your observation. The trouble with typed sentences is that one loses the nuances. Best wishes Stephen ","Nicolas, great to hear from you. It is indeed strange, but thus far Im finding the whole experience quite strange.PS there is a wickedly delicious ambiguity in your observation. The trouble with typed sentences is that one loses the nuances.Best wishes...",publish,re-introduction-25,2013-04-04 18:06:41,post,"Lists,Course Reader,JISCMail",
5545,53,2013-04-04 18:06:41,Re: Introduction,"Nicolas, great to hear from you. It is indeed strange, but thus far Im finding the whole experience quite strange. PS there is a wickedly delicious ambiguity in your observation. The trouble with typed sentences is that one loses the nuances. Best wishes Stephen ","Nicolas, great to hear from you. It is indeed strange, but thus far Im finding the whole experience quite strange.PS there is a wickedly delicious ambiguity in your observation. The trouble with typed sentences is that one loses the nuances.Best wishes...",publish,re-introduction-39,2013-04-04 18:06:41,post,"Lists,Course Reader,JISCMail",
5896,53,2013-04-04 18:06:41,Re: Introduction,"Nicolas, great to hear from you. It is indeed strange, but thus far Im finding the whole experience quite strange. PS there is a wickedly delicious ambiguity in your observation. The trouble with typed sentences is that one loses the nuances. Best wishes Stephen ","Nicolas, great to hear from you. It is indeed strange, but thus far Im finding the whole experience quite strange.PS there is a wickedly delicious ambiguity in your observation. The trouble with typed sentences is that one loses the nuances.Best wishes...",publish,re-introduction-53,2013-04-04 18:06:41,post,"Lists,JISCMail,Course Reader",
5048,944,2013-04-04 18:07:10,Re: Questions and help with practicalities?,"Hi, The email you are looking for has the subject ""ocTEL Important information for participants""
You may find it in your spam/junk e-mail.
Hopefully someone will resend the email to you once they have read your email. Alternatively to re-register is often a way round these barriers.
Nigel","Hi,The email you are looking for has the subject ""ocTEL Important information for participants""You may find it in your spam/junk e-mail.Hopefully someone will resend the email to you once they have read your email. Alternatively to re-register is often...",publish,re-questions-and-help-with-practicalities-16,2013-04-04 18:07:10,post,"Lists,Course Reader,JISCMail",
5544,944,2013-04-04 18:07:10,Re: Questions and help with practicalities?,"Hi, The email you are looking for has the subject ""ocTEL Important information for participants""
You may find it in your spam/junk e-mail.
Hopefully someone will resend the email to you once they have read your email. Alternatively to re-register is often a way round these barriers.
Nigel","Hi,The email you are looking for has the subject ""ocTEL Important information for participants""You may find it in your spam/junk e-mail.Hopefully someone will resend the email to you once they have read your email. Alternatively to re-register is often...",publish,re-questions-and-help-with-practicalities-27,2013-04-04 18:07:10,post,"Lists,Course Reader,JISCMail",
5895,944,2013-04-04 18:07:10,Re: Questions and help with practicalities?,"Hi, The email you are looking for has the subject ""ocTEL Important information for participants""
You may find it in your spam/junk e-mail.
Hopefully someone will resend the email to you once they have read your email. Alternatively to re-register is often a way round these barriers.
Nigel","Hi,The email you are looking for has the subject ""ocTEL Important information for participants""You may find it in your spam/junk e-mail.Hopefully someone will resend the email to you once they have read your email. Alternatively to re-register is often...",publish,re-questions-and-help-with-practicalities-38,2013-04-04 18:07:10,post,"JISCMail,Course Reader,Lists",
713,970,2013-04-04 19:07:51,#octel Looking forward to many discussion points with colleagues around the world. I am working as a ...,"
#octel Looking forward to many discussion points with colleagues around the world. I am working as a Director of Technology and Instructional Innovation in Canada, but used to work with many schools in the UK implementing technology in the classroom and enhancing the curriculum.
Biggest single challenge for me is engaging reluctant teachers...
#octel Looking forward to many discussion points with colleagues around the world. I am working as a Director of Technology and Instructional Innovation in Canada, but used to work with many schools in the UK implementing technology in the classroom and enhancing the curriculum.
Biggest single challenge for me is engaging reluctant teachers...
",publish,octel-looking-forward-to-many-discussion-points-with-colleagues-around-the-world-i-am-working-as-a,2013-04-04 22:58:08,post,"Google+,Course Reader,Social networks",
696,977,2013-04-04 19:18:34,Introduction,"Hello, Hopefully this will message will end up in the right place. My name is Tim Bones. I lead two BA (Hons) Graphic Design courses. One of these is for the University of Kent (K College) and the second is a fully online degree for the Interactive Design Institute based near Edinburgh. My online role focuses mostly on the ongoing development of instructional materials—both text based and screencasts, along with the moderation of assessment. [...] ","Hello, Hopefully this will message will end up in the right place. My name is Tim Bones. I lead two BA (Hons) Graphic Design courses. One of these is for the University of Kent (K College) and the second is a fully online degree for the Interactive Design Institute based near Edinburgh. My online role focuses mostly on the ongoing development of instructional materials—both text based and screencasts, along with the moderation of assessment. [...]",publish,introduction-11,2013-04-04 19:18:34,post,"Lists,Course Reader,JISCMail",
5047,944,2013-04-04 18:19:35,Re: Introduction,"Esther, This advice from Bill works. Copy and paste the https urls as instructed.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y=
You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC
The archives of the mailing list are here: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC [...]","Esther, This advice from Bill works. Copy and paste the https urls as instructed.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y=
You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC
The archives of the mailing list are here: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC [...]",publish,re-introduction-24,2013-04-04 18:19:35,post,"Lists,Course Reader,JISCMail",
5543,944,2013-04-04 18:19:35,Re: Introduction,"Esther, This advice from Bill works. Copy and paste the https urls as instructed.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y=
You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC
The archives of the mailing list are here: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC [...]","Esther, This advice from Bill works. Copy and paste the https urls as instructed.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y=
You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC
The archives of the mailing list are here: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC [...]",publish,re-introduction-38,2013-04-04 18:19:35,post,"Lists,Course Reader,JISCMail",
5894,944,2013-04-04 18:19:35,Re: Introduction,"Esther, This advice from Bill works. Copy and paste the https urls as instructed.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y=
You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC
The archives of the mailing list are here: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC [...]","Esther, This advice from Bill works. Copy and paste the https urls as instructed.
Here's how I was able to do it:
Create a mailing list password using this form: https://www.jiscmail.ac.uk/cgi-bin/webadmin?GETPW1=SUBED1%3DOCTEL-PUBLIC&X=&Y=
You'll receive an email with a link to click to confirm your password.
Then login to jiscmail to change to a digest subscription: https://www.jiscmail.ac.uk/cgi-bin/webadmin?LOGON=SUBED1=OCTEL-PUBLIC
The archives of the mailing list are here: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=OCTEL-PUBLIC [...]",publish,re-introduction-52,2013-04-04 18:19:35,post,"Lists,JISCMail,Course Reader",
5046,971,2013-04-04 18:22:53,introduction,"Hello, everyone. I've got up at 4am to do this, so apologies in advance if it is a bit sleepy.
I teach academic skills at the Australian National University in Canberra.
I've had the usual experiences with TEL i.e. I've had to pick it up with minimal training, on the run, being expected to contribute something with a tight deadline. As someone with a strong interest in pedagogy and in people, and having taught in the so-called ""third world,"" I'm often skeptical of the learning benefits of TEL. More often than not, the effort and time in developing the skills [...] ","Hello, everyone. I've got up at 4am to do this, so apologies in advance if it is a bit sleepy.I teach academic skills at the Australian National University in Canberra.I've had the usual experiences with TEL i.e. I've had to pick it up with minimal tra...",publish,introduction-34,2013-04-04 18:22:53,post,"JISCMail,Lists,Course Reader",
5542,971,2013-04-04 18:22:53,introduction,"Hello, everyone. I've got up at 4am to do this, so apologies in advance if it is a bit sleepy.
I teach academic skills at the Australian National University in Canberra.
I've had the usual experiences with TEL i.e. I've had to pick it up with minimal training, on the run, being expected to contribute something with a tight deadline. As someone with a strong interest in pedagogy and in people, and having taught in the so-called ""third world,"" I'm often skeptical of the learning benefits of TEL. More often than not, the effort and time in developing the skills [...] ","Hello, everyone. I've got up at 4am to do this, so apologies in advance if it is a bit sleepy.I teach academic skills at the Australian National University in Canberra.I've had the usual experiences with TEL i.e. I've had to pick it up with minimal tra...",publish,introduction-55,2013-04-04 18:22:53,post,"Lists,Course Reader,JISCMail",
5893,971,2013-04-04 18:22:53,introduction,"Hello, everyone. I've got up at 4am to do this, so apologies in advance if it is a bit sleepy.
I teach academic skills at the Australian National University in Canberra.
I've had the usual experiences with TEL i.e. I've had to pick it up with minimal training, on the run, being expected to contribute something with a tight deadline. As someone with a strong interest in pedagogy and in people, and having taught in the so-called ""third world,"" I'm often skeptical of the learning benefits of TEL. More often than not, the effort and time in developing the skills [...] ","Hello, everyone. I've got up at 4am to do this, so apologies in advance if it is a bit sleepy.I teach academic skills at the Australian National University in Canberra.I've had the usual experiences with TEL i.e. I've had to pick it up with minimal tra...",publish,introduction-75,2013-04-04 18:22:53,post,"Lists,JISCMail,Course Reader",
5045,971,2013-04-04 18:27:04,Re: Profile and big questions,"As I mentioned in my introduction, I've found the use of acronyms quite alienating here, so this was great - many thanks, Bill. Jack Bowers
Sent from my iPad
On 05/04/2013, at 2:31 AM, ""Bill Miller"" > wrote:
Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is [...] ","As I mentioned in my introduction, I've found the use of acronyms quite alienating here, so this was great - many thanks, Bill. Jack Bowers
Sent from my iPad
On 05/04/2013, at 2:31 AM, ""Bill Miller"" > wrote:
Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is [...]",publish,re-profile-and-big-questions-12,2013-04-04 18:27:04,post,"Lists,Course Reader,JISCMail",
5541,971,2013-04-04 18:27:04,Re: Profile and big questions,"As I mentioned in my introduction, I've found the use of acronyms quite alienating here, so this was great - many thanks, Bill. Jack Bowers
Sent from my iPad
On 05/04/2013, at 2:31 AM, ""Bill Miller"" > wrote:
Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is [...] ","As I mentioned in my introduction, I've found the use of acronyms quite alienating here, so this was great - many thanks, Bill. Jack Bowers
Sent from my iPad
On 05/04/2013, at 2:31 AM, ""Bill Miller"" > wrote:
Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is [...]",publish,re-profile-and-big-questions-20,2013-04-04 18:27:04,post,"Course Reader,JISCMail,Lists",
5892,971,2013-04-04 18:27:04,Re: Profile and big questions,"As I mentioned in my introduction, I've found the use of acronyms quite alienating here, so this was great - many thanks, Bill. Jack Bowers
Sent from my iPad
On 05/04/2013, at 2:31 AM, ""Bill Miller"" > wrote:
Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is [...] ","As I mentioned in my introduction, I've found the use of acronyms quite alienating here, so this was great - many thanks, Bill. Jack Bowers
Sent from my iPad
On 05/04/2013, at 2:31 AM, ""Bill Miller"" > wrote:
Following on from Barbara's Big Question, I'm Bill Miller, I do eLearning at University of Birmingham and there's the thing. I heartily agree with Barbara's questions and have my own ideas about them, but I had to go and look up 'TEL' just to make sure I'm on the same page (and the great cloud oracle, wikipedia, tells me that ""E-learning is [...]",publish,re-profile-and-big-questions-28,2013-04-04 18:27:04,post,"Course Reader,Lists,JISCMail",
693,975,2013-04-04 19:28:31,Ha ha that was meant to say #ocTEL,"
","
Caroline Corley
Thu, 04 Apr 2013 19:28:31 GMT
- Mobile
Ha ha that was meant to say #ocTEL
...",publish,ha-ha-that-was-meant-to-say-octel,2013-04-04 22:57:53,post,"Course Reader,Social networks,Google+",
5044,519,2013-04-04 18:43:54,Introduction,"Hello everyone,
I am looking forward to this experience. I am the Coordinator, Online Learning & Resource Development at Grant MacEwan University in Edmonton, Alberta, Canada as well as a PhD student at Lancaster University in TEL and eResearch.
My experience begins in IT, then moving towards being a post-secondary instructor in computer system technology for close to a decade. I then moved to online and distance learning and started working as an instructional designer in online course design and development, moving onto consulting then a management position and finally I am now coordinating the design and development of courses [...]","Hello everyone,
I am looking forward to this experience. I am the Coordinator, Online Learning & Resource Development at Grant MacEwan University in Edmonton, Alberta, Canada as well as a PhD student at Lancaster University in TEL and eResearch.
My experience begins in IT, then moving towards being a post-secondary instructor in computer system technology for close to a decade. I then moved to online and distance learning and started working as an instructional designer in online course design and development, moving onto consulting then a management position and finally I am now coordinating the design and development of courses [...]",publish,introduction-33,2013-04-04 18:43:54,post,"Lists,Course Reader,JISCMail",
5540,519,2013-04-04 18:43:54,Introduction,"Hello everyone,
I am looking forward to this experience. I am the Coordinator, Online Learning & Resource Development at Grant MacEwan University in Edmonton, Alberta, Canada as well as a PhD student at Lancaster University in TEL and eResearch.
My experience begins in IT, then moving towards being a post-secondary instructor in computer system technology for close to a decade. I then moved to online and distance learning and started working as an instructional designer in online course design and development, moving onto consulting then a management position and finally I am now coordinating the design and development of courses [...]","Hello everyone,
I am looking forward to this experience. I am the Coordinator, Online Learning & Resource Development at Grant MacEwan University in Edmonton, Alberta, Canada as well as a PhD student at Lancaster University in TEL and eResearch.
My experience begins in IT, then moving towards being a post-secondary instructor in computer system technology for close to a decade. I then moved to online and distance learning and started working as an instructional designer in online course design and development, moving onto consulting then a management position and finally I am now coordinating the design and development of courses [...]",publish,introduction-54,2013-04-04 18:43:54,post,"Lists,Course Reader,JISCMail",
5891,519,2013-04-04 18:43:54,Introduction,"Hello everyone,
I am looking forward to this experience. I am the Coordinator, Online Learning & Resource Development at Grant MacEwan University in Edmonton, Alberta, Canada as well as a PhD student at Lancaster University in TEL and eResearch.
My experience begins in IT, then moving towards being a post-secondary instructor in computer system technology for close to a decade. I then moved to online and distance learning and started working as an instructional designer in online course design and development, moving onto consulting then a management position and finally I am now coordinating the design and development of courses [...]","Hello everyone,
I am looking forward to this experience. I am the Coordinator, Online Learning & Resource Development at Grant MacEwan University in Edmonton, Alberta, Canada as well as a PhD student at Lancaster University in TEL and eResearch.
My experience begins in IT, then moving towards being a post-secondary instructor in computer system technology for close to a decade. I then moved to online and distance learning and started working as an instructional designer in online course design and development, moving onto consulting then a management position and finally I am now coordinating the design and development of courses [...]",publish,introduction-74,2013-04-04 18:43:54,post,"Lists,JISCMail,Course Reader",
5043,970,2013-04-04 18:52:22,Greetings and Intro from Canada,"Hi all,
I consider myself an educational technologist and am currently employed as the Director of Technology and Instructional Innovation at a small private school just outside Toronto.
I am originally from the UK and trained as a secondary school teacher there. In my final position in the UK before I moved to Canada I was a Learning Development Manager at a City Learning Centre in North West England. In that post it was my job to help schools implement technology effectively in to their curriculum, in all subject areas, and to enhance the experience in the classroom. [...]","Hi all,I consider myself an educational technologist and am currently employed as the Director of Technology and Instructional Innovation at a small private school just outside Toronto.I am originally from the UK and trained as a secondary school teach...",publish,greetings-and-intro-from-canada-2,2013-04-04 18:52:22,post,"Lists,Course Reader,JISCMail",
5539,970,2013-04-04 18:52:22,Greetings and Intro from Canada,"Hi all,
I consider myself an educational technologist and am currently employed as the Director of Technology and Instructional Innovation at a small private school just outside Toronto.
I am originally from the UK and trained as a secondary school teacher there. In my final position in the UK before I moved to Canada I was a Learning Development Manager at a City Learning Centre in North West England. In that post it was my job to help schools implement technology effectively in to their curriculum, in all subject areas, and to enhance the experience in the classroom. [...]","Hi all,I consider myself an educational technologist and am currently employed as the Director of Technology and Instructional Innovation at a small private school just outside Toronto.I am originally from the UK and trained as a secondary school teach...",publish,greetings-and-intro-from-canada-3,2013-04-04 18:52:22,post,"Lists,Course Reader,JISCMail",
5890,970,2013-04-04 18:52:22,Greetings and Intro from Canada,"Hi all,
I consider myself an educational technologist and am currently employed as the Director of Technology and Instructional Innovation at a small private school just outside Toronto.
I am originally from the UK and trained as a secondary school teacher there. In my final position in the UK before I moved to Canada I was a Learning Development Manager at a City Learning Centre in North West England. In that post it was my job to help schools implement technology effectively in to their curriculum, in all subject areas, and to enhance the experience in the classroom. [...]","Hi all,I consider myself an educational technologist and am currently employed as the Director of Technology and Instructional Innovation at a small private school just outside Toronto.I am originally from the UK and trained as a secondary school teach...",publish,greetings-and-intro-from-canada-4,2013-04-04 18:52:22,post,"JISCMail,Course Reader,Lists",
5042,970,2013-04-04 18:56:37,Re: Activity my experiences and ambitions,"The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort zone. However, these will not go away so I am looking for ways to engage these reluctant professionals without alienating them.","The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort zone. However, these will not go away...",publish,re-activity-my-experiences-and-ambitions-20,2013-04-04 18:56:37,post,"Lists,Course Reader,JISCMail",
5538,970,2013-04-04 18:56:37,Re: Activity my experiences and ambitions,"The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort zone. However, these will not go away so I am looking for ways to engage these reluctant professionals without alienating them.","The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort zone. However, these will not go away...",publish,re-activity-my-experiences-and-ambitions-31,2013-04-04 18:56:37,post,"Lists,Course Reader,JISCMail",
5889,970,2013-04-04 18:56:37,Re: Activity my experiences and ambitions,"The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort zone. However, these will not go away so I am looking for ways to engage these reluctant professionals without alienating them.","The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort zone. However, these will not go away...",publish,re-activity-my-experiences-and-ambitions-42,2013-04-04 18:56:37,post,"Lists,JISCMail,Course Reader",
5041,969,2013-04-04 19:04:43,Re: Introduction,"Please I enroll me too!
On Apr 4, 2013, at 10:50 AM, scratchingshed@hotmail.com wrote:
> How can I unenrol from all these emails? > > Sent from my HTC > > ----- Reply message ----- > From: ""ScottJohnson"" > To: > Subject: Introduction > Date: Thu, Apr 4, 2013 18:27 > > > Hi Everyone, > I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will [...] ","Please I enroll me too!
On Apr 4, 2013, at 10:50 AM, scratchingshed@hotmail.com wrote:
> How can I unenrol from all these emails? > > Sent from my HTC > > ----- Reply message ----- > From: ""ScottJohnson"" > To: > Subject: Introduction > Date: Thu, Apr 4, 2013 18:27 > > > Hi Everyone, > I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will [...]",publish,re-introduction-23,2013-04-04 19:04:43,post,"JISCMail,Lists,Course Reader",
5537,969,2013-04-04 19:04:43,Re: Introduction,"Please I enroll me too!
On Apr 4, 2013, at 10:50 AM, scratchingshed@hotmail.com wrote:
> How can I unenrol from all these emails? > > Sent from my HTC > > ----- Reply message ----- > From: ""ScottJohnson"" > To: > Subject: Introduction > Date: Thu, Apr 4, 2013 18:27 > > > Hi Everyone, > I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will [...] ","Please I enroll me too!
On Apr 4, 2013, at 10:50 AM, scratchingshed@hotmail.com wrote:
> How can I unenrol from all these emails? > > Sent from my HTC > > ----- Reply message ----- > From: ""ScottJohnson"" > To: > Subject: Introduction > Date: Thu, Apr 4, 2013 18:27 > > > Hi Everyone, > I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will [...]",publish,re-introduction-37,2013-04-04 19:04:43,post,"Lists,Course Reader,JISCMail",
5888,969,2013-04-04 19:04:43,Re: Introduction,"Please I enroll me too!
On Apr 4, 2013, at 10:50 AM, scratchingshed@hotmail.com wrote:
> How can I unenrol from all these emails? > > Sent from my HTC > > ----- Reply message ----- > From: ""ScottJohnson"" > To: > Subject: Introduction > Date: Thu, Apr 4, 2013 18:27 > > > Hi Everyone, > I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will [...] ","Please I enroll me too!
On Apr 4, 2013, at 10:50 AM, scratchingshed@hotmail.com wrote:
> How can I unenrol from all these emails? > > Sent from my HTC > > ----- Reply message ----- > From: ""ScottJohnson"" > To: > Subject: Introduction > Date: Thu, Apr 4, 2013 18:27 > > > Hi Everyone, > I'm Scott currently working as an assistant instructional designer at a small community college in N.E. Alberta Canada (very close to the Athabasca University home base). Our department is under restructure and my job as it exists at the moment will [...]",publish,re-introduction-51,2013-04-04 19:04:43,post,"JISCMail,Course Reader,Lists",
695,976,2013-04-04 20:09:23,"<No subject>","Hi All
I am Jamila Osman, an ICT lecturer in the U.A.E. I have recently moved to the U.A.E front the UK. I am currently undertaking a PhD in Educational Technology Research, where I am investigating ICT policies. In my previous roles I have been interested in investigating how various technologies have been implemented in the education sector, more specifically the FE and HE sector. In my current organisation we are using iPads to deliver courses. I am involved in investigating and monitoring the use of the tool for teaching and learning. I am very interested in learning abouth other [...] ","Hi AllI am Jamila Osman, an ICT lecturer in the U.A.E. I have recently moved to the U.A.E front the UK. I am currently undertaking a PhD in Educational Technology Research, where I am investigating ICT policies. In my previous roles I have been interes...",publish,no-subject,2013-04-04 20:09:23,post,"Lists,Course Reader,JISCMail",
694,2,2013-04-04 20:11:55,Re: Questions and help with practicalities?,"Hi Emma,
On 4 Apr 02013, at 18:13, Emma Procter-Legg wrote:
> I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Just to paste from the FAQ at http://octel.alt.ac.uk/help/faq/ [...] ","Hi Emma,
On 4 Apr 02013, at 18:13, Emma Procter-Legg wrote:
> I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Just to paste from the FAQ at http://octel.alt.ac.uk/help/faq/ [...]",publish,re-questions-and-help-with-practicalities-8,2013-04-04 20:11:55,post,"JISCMail,Lists,Course Reader",
3124,1424,2013-04-04 19:13:00,Anyone for cricket? First day of ocTEL #ocTEL,"
Today is the first day of ocTEL the Open Course in Technology Enhanced Learning which is being organised by the Association for Learning Technology (ALT). I've been looking forward to it because of my involvement with ALT and also I'm keen to participate in another MOOC. I've taken part in three MOOCs so far with varying degrees of success and engagement and have learnt a lot. I've learnt what works for me as far as approaching an online course with masses of information and participants. The most important thing that I've learnt is to put my filtering strategy in place straight away - there is too much information and I have too little time. Next start selecting - select activities and people to find out about and to engage with. It's quite liberating to dip in and drop out and to view success as a constantly changing variable. As I've been working all day I hadn't intended to look at the course guidance and materials until now but suddenly around lunchtime I started to receive a lot of emails to my gmail account. The first three were from ocTEL - a newsletter, welcome and week 0. Ok that's fine, a quick glance then back to work. I quite liked the reference to cricket 'play gets under way at the civilised hour of 11.00.....Like cricket, it's best if you don't rush.' Then there was a bit of introductory blurb to reassure people. In the week 0 email were the week's aims and if you only do one thing.... This appeals to me as I'm always looking for the quick win first then the detail or maybe to make that sound better, looking for the essentials then the options. However then lots of emails started flooding into my email box. Another quick look - the emails are coming from the OCTEL-PUBLIC jisc mail list. OK that's fine, I'll just leave them there but I don't remember signing up to a jisc mail list for this course because my jisc mail login is connected to my work email not my gmail. What are people emailing to the list about? It seems to be the introduction contribution - obviously as I haven't read the activities at this stage I've no idea what the tasks are. Then come the inevitable emails to the list which are unfortunately going out as emails with the subjects along the lines of unsubscribe me or I don't want these emails. Luckily a couple of people posted useful advice as to how to unsubscribe or change the settings to receive a digest etc. I suspect that most people didn't remember that they must have opted in during the registration process to the jiscmail email list - I don't remember doing this. But it's easily remedied and worse case scenario, you have a lot of emails. But i decided that i didn't want a constant stream of emails coming to me - I want to go and get them when needed. I first tried through the ocTEL website in the profile section as I thought that might stop the notifications but it didn't work.
But that didn't work so I went to the jiscmail website which i was sort of trying to avoid as I had to set up a new account with my gmail so now I've got two accounts. It doesn't really matter. I chose to stay on the list but read the emails on the jiscmail website.
So now just time for a very quick glance through of the background information and guidance for activities. It's useful that there is a week 0 and it is a long week. There is lots of useful advice and help but I'm not sure why the introductions etc. weren't on the forum to start with rather than on the jiscmail list as now there are some on both.
Tomorrow I'll go back and read a selection of other peoples posts. For me I find it easiest to post a summary every few days on my own blog and link via twitter with a hashtag.
","Today is the first day of ocTEL the Open Course in Technology Enhanced Learning which is being organised by the Association for Learning Technology (ALT). I've been looking forward to it because of my involvement with ALT and also I'm keen t...",publish,anyone-for-cricket-first-day-of-octel-octel,2013-04-04 19:13:00,post,"Blog posts,Course Reader","#ocTEL,#MoocsAndMe,moocs,#nele #elearning"
4640,1424,2013-04-04 19:13:00,Anyone for cricket? First day of ocTEL #ocTEL,"
Today is the first day of ocTEL the Open Course in Technology Enhanced Learning which is being organised by the Association for Learning Technology (ALT). I've been looking forward to it because of my involvement with ALT and also I'm keen to participate in another MOOC. I've taken part in three MOOCs so far with varying degrees of success and engagement and have learnt a lot. I've learnt what works for me as far as approaching an online course with masses of information and participants. The most important thing that I've learnt is to put my filtering strategy in place straight away - there is too much information and I have too little time. Next start selecting - select activities and people to find out about and to engage with. It's quite liberating to dip in and drop out and to view success as a constantly changing variable. As I've been working all day I hadn't intended to look at the course guidance and materials until now but suddenly around lunchtime I started to receive a lot of emails to my gmail account. The first three were from ocTEL - a newsletter, welcome and week 0. Ok that's fine, a quick glance then back to work. I quite liked the reference to cricket 'play gets under way at the civilised hour of 11.00.....Like cricket, it's best if you don't rush.' Then there was a bit of introductory blurb to reassure people. In the week 0 email were the week's aims and if you only do one thing.... This appeals to me as I'm always looking for the quick win first then the detail or maybe to make that sound better, looking for the essentials then the options. However then lots of emails started flooding into my email box. Another quick look - the emails are coming from the OCTEL-PUBLIC jisc mail list. OK that's fine, I'll just leave them there but I don't remember signing up to a jisc mail list for this course because my jisc mail login is connected to my work email not my gmail. What are people emailing to the list about? It seems to be the introduction contribution - obviously as I haven't read the activities at this stage I've no idea what the tasks are. Then come the inevitable emails to the list which are unfortunately going out as emails with the subjects along the lines of unsubscribe me or I don't want these emails. Luckily a couple of people posted useful advice as to how to unsubscribe or change the settings to receive a digest etc. I suspect that most people didn't remember that they must have opted in during the registration process to the jiscmail email list - I don't remember doing this. But it's easily remedied and worse case scenario, you have a lot of emails. But i decided that i didn't want a constant stream of emails coming to me - I want to go and get them when needed. I first tried through the ocTEL website in the profile section as I thought that might stop the notifications but it didn't work.
But that didn't work so I went to the jiscmail website which i was sort of trying to avoid as I had to set up a new account with my gmail so now I've got two accounts. It doesn't really matter. I chose to stay on the list but read the emails on the jiscmail website.
So now just time for a very quick glance through of the background information and guidance for activities. It's useful that there is a week 0 and it is a long week. There is lots of useful advice and help but I'm not sure why the introductions etc. weren't on the forum to start with rather than on the jiscmail list as now there are some on both.
Tomorrow I'll go back and read a selection of other peoples posts. For me I find it easiest to post a summary every few days on my own blog and link via twitter with a hashtag.
","Today is the first day of ocTEL the Open Course in Technology Enhanced Learning which is being organised by the Association for Learning Technology (ALT). I've been looking forward to it because of my involvement with ALT and also I'm keen t...",publish,anyone-for-cricket-first-day-of-octel-octel-2,2013-04-04 19:13:00,post,"Course Reader,Blog posts","#MoocsAndMe,#ocTEL,#nele #elearning,moocs"
5172,1424,2013-04-04 19:13:00,Anyone for cricket? First day of ocTEL #ocTEL,"
Today is the first day of ocTEL the Open Course in Technology Enhanced Learning which is being organised by the Association for Learning Technology (ALT). I've been looking forward to it because of my involvement with ALT and also I'm keen to participate in another MOOC. I've taken part in three MOOCs so far with varying degrees of success and engagement and have learnt a lot. I've learnt what works for me as far as approaching an online course with masses of information and participants. The most important thing that I've learnt is to put my filtering strategy in place straight away - there is too much information and I have too little time. Next start selecting - select activities and people to find out about and to engage with. It's quite liberating to dip in and drop out and to view success as a constantly changing variable. As I've been working all day I hadn't intended to look at the course guidance and materials until now but suddenly around lunchtime I started to receive a lot of emails to my gmail account. The first three were from ocTEL - a newsletter, welcome and week 0. Ok that's fine, a quick glance then back to work. I quite liked the reference to cricket 'play gets under way at the civilised hour of 11.00.....Like cricket, it's best if you don't rush.' Then there was a bit of introductory blurb to reassure people. In the week 0 email were the week's aims and if you only do one thing.... This appeals to me as I'm always looking for the quick win first then the detail or maybe to make that sound better, looking for the essentials then the options. However then lots of emails started flooding into my email box. Another quick look - the emails are coming from the OCTEL-PUBLIC jisc mail list. OK that's fine, I'll just leave them there but I don't remember signing up to a jisc mail list for this course because my jisc mail login is connected to my work email not my gmail. What are people emailing to the list about? It seems to be the introduction contribution - obviously as I haven't read the activities at this stage I've no idea what the tasks are. Then come the inevitable emails to the list which are unfortunately going out as emails with the subjects along the lines of unsubscribe me or I don't want these emails. Luckily a couple of people posted useful advice as to how to unsubscribe or change the settings to receive a digest etc. I suspect that most people didn't remember that they must have opted in during the registration process to the jiscmail email list - I don't remember doing this. But it's easily remedied and worse case scenario, you have a lot of emails. But i decided that i didn't want a constant stream of emails coming to me - I want to go and get them when needed. I first tried through the ocTEL website in the profile section as I thought that might stop the notifications but it didn't work.
But that didn't work so I went to the jiscmail website which i was sort of trying to avoid as I had to set up a new account with my gmail so now I've got two accounts. It doesn't really matter. I chose to stay on the list but read the emails on the jiscmail website.
So now just time for a very quick glance through of the background information and guidance for activities. It's useful that there is a week 0 and it is a long week. There is lots of useful advice and help but I'm not sure why the introductions etc. weren't on the forum to start with rather than on the jiscmail list as now there are some on both.
Tomorrow I'll go back and read a selection of other peoples posts. For me I find it easiest to post a summary every few days on my own blog and link via twitter with a hashtag.
","Today is the first day of ocTEL the Open Course in Technology Enhanced Learning which is being organised by the Association for Learning Technology (ALT). I've been looking forward to it because of my involvement with ALT and also I'm keen t...",publish,anyone-for-cricket-first-day-of-octel-octel-3,2013-04-04 19:13:00,post,"Blog posts,Course Reader","moocs,#ocTEL,#MoocsAndMe,#nele #elearning"
5040,977,2013-04-04 19:18:34,Introduction,"Hello, Hopefully this will message will end up in the right place. My name is Tim Bones. I lead two BA (Hons) Graphic Design courses. One of these is for the University of Kent (K College) and the second is a fully online degree for the Interactive Design Institute based near Edinburgh. My online role focuses mostly on the ongoing development of instructional materials—both text based and screencasts, along with the moderation of assessment. [...] ","Hello, Hopefully this will message will end up in the right place. My name is Tim Bones. I lead two BA (Hons) Graphic Design courses. One of these is for the University of Kent (K College) and the second is a fully online degree for the Interactive Design Institute based near Edinburgh. My online role focuses mostly on the ongoing development of instructional materials—both text based and screencasts, along with the moderation of assessment. [...]",publish,introduction-32,2013-04-04 19:18:34,post,"Lists,Course Reader,JISCMail",
5536,977,2013-04-04 19:18:34,Introduction,"Hello, Hopefully this will message will end up in the right place. My name is Tim Bones. I lead two BA (Hons) Graphic Design courses. One of these is for the University of Kent (K College) and the second is a fully online degree for the Interactive Design Institute based near Edinburgh. My online role focuses mostly on the ongoing development of instructional materials—both text based and screencasts, along with the moderation of assessment. [...] ","Hello, Hopefully this will message will end up in the right place. My name is Tim Bones. I lead two BA (Hons) Graphic Design courses. One of these is for the University of Kent (K College) and the second is a fully online degree for the Interactive Design Institute based near Edinburgh. My online role focuses mostly on the ongoing development of instructional materials—both text based and screencasts, along with the moderation of assessment. [...]",publish,introduction-53,2013-04-04 19:18:34,post,"Course Reader,JISCMail,Lists",
5887,977,2013-04-04 19:18:34,Introduction,"Hello, Hopefully this will message will end up in the right place. My name is Tim Bones. I lead two BA (Hons) Graphic Design courses. One of these is for the University of Kent (K College) and the second is a fully online degree for the Interactive Design Institute based near Edinburgh. My online role focuses mostly on the ongoing development of instructional materials—both text based and screencasts, along with the moderation of assessment. [...] ","Hello, Hopefully this will message will end up in the right place. My name is Tim Bones. I lead two BA (Hons) Graphic Design courses. One of these is for the University of Kent (K College) and the second is a fully online degree for the Interactive Design Institute based near Edinburgh. My online role focuses mostly on the ongoing development of instructional materials—both text based and screencasts, along with the moderation of assessment. [...]",publish,introduction-73,2013-04-04 19:18:34,post,"Course Reader,Lists,JISCMail",
692,974,2013-04-04 20:22:14,"Hey, look where I just landed, Google+ and a brand new MOOC!! Looking forward to meeting new folks and...","
Helen Crump
Thu, 04 Apr 2013 20:22:14 GMT
- Community
Hey, look where I just landed, Google+ and a brand new MOOC!! Looking forward to meeting new folks and learning 'all about' technology #ocTEL
I'm generally, interested in Web 2.0 technologies and the digital literacies that they require, but I'm also curious about social collaboration platforms for supporting communities and their social learning - as opposed to the learning management systems that generally manage learning on courses.
","
Helen Crump
Thu, 04 Apr 2013 20:22:14 GMT
- Community
Hey, look where I just landed, Google+ and a brand new MOOC!! Looking forward to meeting new folks and learning 'all about' technology #ocTEL
I'm generally, interested in Web 2.0 technologies and the digital literacies that they require, but I'm also curious about social collaboration platforms for supporting communities and their social learning - as opposed to the learning management systems that generally manage learning on courses.
",publish,hey-look-where-i-just-landed-google-and-a-brand-new-mooc-looking-forward-to-meeting-new-folks-and,2013-04-04 22:57:42,post,"Social networks,Google+,Course Reader",
712,980,2013-04-04 20:55:44,Re: Questions and help with practicalities?,"Please can I be unsubscribed from these emails? How do I remove my subscription from this course?
Sent from my iPad
On 4 Apr 2013, at 18:56, ""Matt Gower"" wrote:
> Hi David > > I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice > > thanks in advance > > Matt Gower > ________________________________________ > From: ocTEL [...] ","Please can I be unsubscribed from these emails? How do I remove my subscription from this course?
Sent from my iPad
On 4 Apr 2013, at 18:56, ""Matt Gower"" wrote:
> Hi David > > I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice > > thanks in advance > > Matt Gower > ________________________________________ > From: ocTEL [...]",publish,re-questions-and-help-with-practicalities-11,2013-04-04 20:55:44,post,"Course Reader,Lists,JISCMail",
5039,976,2013-04-04 20:09:23,"<No subject>","Hi All
I am Jamila Osman, an ICT lecturer in the U.A.E. I have recently moved to the U.A.E front the UK. I am currently undertaking a PhD in Educational Technology Research, where I am investigating ICT policies. In my previous roles I have been interested in investigating how various technologies have been implemented in the education sector, more specifically the FE and HE sector. In my current organisation we are using iPads to deliver courses. I am involved in investigating and monitoring the use of the tool for teaching and learning. I am very interested in learning abouth other [...] ","Hi AllI am Jamila Osman, an ICT lecturer in the U.A.E. I have recently moved to the U.A.E front the UK. I am currently undertaking a PhD in Educational Technology Research, where I am investigating ICT policies. In my previous roles I have been interes...",publish,no-subject-34,2013-04-04 20:09:23,post,"Course Reader,JISCMail,Lists",
5535,976,2013-04-04 20:09:23,"<No subject>","Hi All
I am Jamila Osman, an ICT lecturer in the U.A.E. I have recently moved to the U.A.E front the UK. I am currently undertaking a PhD in Educational Technology Research, where I am investigating ICT policies. In my previous roles I have been interested in investigating how various technologies have been implemented in the education sector, more specifically the FE and HE sector. In my current organisation we are using iPads to deliver courses. I am involved in investigating and monitoring the use of the tool for teaching and learning. I am very interested in learning abouth other [...] ","Hi AllI am Jamila Osman, an ICT lecturer in the U.A.E. I have recently moved to the U.A.E front the UK. I am currently undertaking a PhD in Educational Technology Research, where I am investigating ICT policies. In my previous roles I have been interes...",publish,no-subject-51,2013-04-04 20:09:23,post,"Lists,Course Reader,JISCMail",
5886,976,2013-04-04 20:09:23,"<No subject>","Hi All
I am Jamila Osman, an ICT lecturer in the U.A.E. I have recently moved to the U.A.E front the UK. I am currently undertaking a PhD in Educational Technology Research, where I am investigating ICT policies. In my previous roles I have been interested in investigating how various technologies have been implemented in the education sector, more specifically the FE and HE sector. In my current organisation we are using iPads to deliver courses. I am involved in investigating and monitoring the use of the tool for teaching and learning. I am very interested in learning abouth other [...] ","Hi AllI am Jamila Osman, an ICT lecturer in the U.A.E. I have recently moved to the U.A.E front the UK. I am currently undertaking a PhD in Educational Technology Research, where I am investigating ICT policies. In my previous roles I have been interes...",publish,no-subject-68,2013-04-04 20:09:23,post,"Lists,JISCMail,Course Reader",
5038,2,2013-04-04 20:11:55,Re: Questions and help with practicalities?,"Hi Emma,
On 4 Apr 02013, at 18:13, Emma Procter-Legg wrote:
> I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Just to paste from the FAQ at http://octel.alt.ac.uk/help/faq/ [...] ","Hi Emma,
On 4 Apr 02013, at 18:13, Emma Procter-Legg wrote:
> I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Just to paste from the FAQ at http://octel.alt.ac.uk/help/faq/ [...]",publish,re-questions-and-help-with-practicalities-15,2013-04-04 20:11:55,post,"Lists,Course Reader,JISCMail",
5534,2,2013-04-04 20:11:55,Re: Questions and help with practicalities?,"Hi Emma,
On 4 Apr 02013, at 18:13, Emma Procter-Legg wrote:
> I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Just to paste from the FAQ at http://octel.alt.ac.uk/help/faq/ [...] ","Hi Emma,
On 4 Apr 02013, at 18:13, Emma Procter-Legg wrote:
> I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Just to paste from the FAQ at http://octel.alt.ac.uk/help/faq/ [...]",publish,re-questions-and-help-with-practicalities-26,2013-04-04 20:11:55,post,"Lists,Course Reader,JISCMail",
5885,2,2013-04-04 20:11:55,Re: Questions and help with practicalities?,"Hi Emma,
On 4 Apr 02013, at 18:13, Emma Procter-Legg wrote:
> I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Just to paste from the FAQ at http://octel.alt.ac.uk/help/faq/ [...] ","Hi Emma,
On 4 Apr 02013, at 18:13, Emma Procter-Legg wrote:
> I am in the same position as Jean, I did not receive the introductory email or details of how to log in etc. Would you be able to send me this info?
Just to paste from the FAQ at http://octel.alt.ac.uk/help/faq/ [...]",publish,re-questions-and-help-with-practicalities-37,2013-04-04 20:11:55,post,"Course Reader,Lists,JISCMail",
710,966,2013-04-04 21:20:53,Re: Questions and help with practicalities?,"Hi David,
Many thanks, I have located the introductory emails - they were in my junk folder, so no need to resend the details and your email did include the footer instructions on how to manage subscriptions to the email list.
I'm really looking forward to making a start with this course! [...] ","Hi David,Many thanks, I have located the introductory emails - they were in my junk folder, so no need to resend the details and your email did include the footer instructions on how to manage subscriptions to the email list.I'm really looking forward ...",publish,re-questions-and-help-with-practicalities-9,2013-04-04 21:20:53,post,"Course Reader,JISCMail,Lists",
2090,194,2013-04-04 20:30:45,My big TEL question,"
Just how important is technology to teaching and learning?
As I look at this question, two things strike me. Firstly, it’s a very big question! I hope the ocTEL course might help me to establish where I stand on the issue. This leads to my second observation: it might appear from this question that I dislike, or doubt the value of learning technology.
This is not the case. I love new technologies: I love finding out how new tools work, what others believe they can offer and what I feel I can do with them. But exciting new tools are nothing without effective teaching practice and this, at times, is forgotten in the techno-joy which drives us TEL-enthusiasts. It’s easy to be excited about the ‘power’ or capacity of a new technology, but are we sometimes guilty of going straight into questions about how to get academics and students to engage with it, before we properly consider its actual pedagogical value? Earlier today I read this article on the ‘power’ of Twitter to reach people all over the globe: this is something I love about all forms of social networking, but if ‘power’ implies the capacity to effect change I fail to see how this aspect of Twitter is intrinsically empowering, particularly in an educational context.
So my question should perhaps be this: what do learning technologies allow us to achieve in teaching and learning that could not be achieved without?
For me, the debate on the value of TEL ties in with broader social narratives about the importance of technology in our everyday lives. In education, the discourse goes that we must use new technologies that our students increasingly expect: yet at the same time we discuss ways to improve staff and students’ information literacy, so this cannot be the whole story. It seems we are simply living in an age where, for a multitude of complementary reasons, technology is being increasingly integrated into all aspects of human life, including education. The fact that we do not fully understand this process is, I believe, justification for returning regularly to my big question.
","Just how important is technology to teaching and learning? As I look at this question, two things strike me. Firstly, it’s a very big question! I hope the ocTEL course might help me to establish where I stand on the issue. This leads to my second observation: it might appear from this question that [...]",publish,my-big-tel-question,2013-04-04 20:30:45,post,"Course Reader,Blog posts",Uncategorized
4791,194,2013-04-04 20:30:45,My big TEL question,"
Just how important is technology to teaching and learning?
As I look at this question, two things strike me. Firstly, it’s a very big question! I hope the ocTEL course might help me to establish where I stand on the issue. This leads to my second observation: it might appear from this question that I dislike, or doubt the value of learning technology.
This is not the case. I love new technologies: I love finding out how new tools work, what others believe they can offer and what I feel I can do with them. But exciting new tools are nothing without effective teaching practice and this, at times, is forgotten in the techno-joy which drives us TEL-enthusiasts. It’s easy to be excited about the ‘power’ or capacity of a new technology, but are we sometimes guilty of going straight into questions about how to get academics and students to engage with it, before we properly consider its actual pedagogical value? Earlier today I read this article on the ‘power’ of Twitter to reach people all over the globe: this is something I love about all forms of social networking, but if ‘power’ implies the capacity to effect change I fail to see how this aspect of Twitter is intrinsically empowering, particularly in an educational context.
So my question should perhaps be this: what do learning technologies allow us to achieve in teaching and learning that could not be achieved without?
For me, the debate on the value of TEL ties in with broader social narratives about the importance of technology in our everyday lives. In education, the discourse goes that we must use new technologies that our students increasingly expect: yet at the same time we discuss ways to improve staff and students’ information literacy, so this cannot be the whole story. It seems we are simply living in an age where, for a multitude of complementary reasons, technology is being increasingly integrated into all aspects of human life, including education. The fact that we do not fully understand this process is, I believe, justification for returning regularly to my big question.
","Just how important is technology to teaching and learning? As I look at this question, two things strike me. Firstly, it’s a very big question! I hope the ocTEL course might help me to establish where I stand on the issue. This leads to my second observation: it might appear from this question that [...]",publish,my-big-tel-question-2,2013-04-04 20:30:45,post,"Course Reader,Blog posts",Uncategorized
5334,194,2013-04-04 20:30:45,My big TEL question,"
Just how important is technology to teaching and learning?
As I look at this question, two things strike me. Firstly, it’s a very big question! I hope the ocTEL course might help me to establish where I stand on the issue. This leads to my second observation: it might appear from this question that I dislike, or doubt the value of learning technology.
This is not the case. I love new technologies: I love finding out how new tools work, what others believe they can offer and what I feel I can do with them. But exciting new tools are nothing without effective teaching practice and this, at times, is forgotten in the techno-joy which drives us TEL-enthusiasts. It’s easy to be excited about the ‘power’ or capacity of a new technology, but are we sometimes guilty of going straight into questions about how to get academics and students to engage with it, before we properly consider its actual pedagogical value? Earlier today I read this article on the ‘power’ of Twitter to reach people all over the globe: this is something I love about all forms of social networking, but if ‘power’ implies the capacity to effect change I fail to see how this aspect of Twitter is intrinsically empowering, particularly in an educational context.
So my question should perhaps be this: what do learning technologies allow us to achieve in teaching and learning that could not be achieved without?
For me, the debate on the value of TEL ties in with broader social narratives about the importance of technology in our everyday lives. In education, the discourse goes that we must use new technologies that our students increasingly expect: yet at the same time we discuss ways to improve staff and students’ information literacy, so this cannot be the whole story. It seems we are simply living in an age where, for a multitude of complementary reasons, technology is being increasingly integrated into all aspects of human life, including education. The fact that we do not fully understand this process is, I believe, justification for returning regularly to my big question.
","Just how important is technology to teaching and learning? As I look at this question, two things strike me. Firstly, it’s a very big question! I hope the ocTEL course might help me to establish where I stand on the issue. This leads to my second observation: it might appear from this question that [...]",publish,my-big-tel-question-3,2013-04-04 20:30:45,post,"Blog posts,Course Reader",Uncategorized
750,981,2013-04-04 21:43:48,Anne Nortcliffe Introduction and Questions,"Hi,
I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the Department of Computing and Department of Engineering and Maths, with responsibility to develop employability in all technical computing (100+) and engineering 2nd year students (350+) in readiness for placement employment, as well teaching project based learning on computing related courses, and course leader for Computer and Network Engineering. [...] ","Hi,I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the Department of Computing and Department of Engineering and Maths, with responsibility to develop employability in all technical computing (100+) and engineering 2nd year students (3...",publish,anne-nortcliffe-introduction-and-questions,2013-04-04 21:43:48,post,"JISCMail,Lists,Course Reader",
5037,980,2013-04-04 20:55:44,Re: Questions and help with practicalities?,"Please can I be unsubscribed from these emails? How do I remove my subscription from this course?
Sent from my iPad
On 4 Apr 2013, at 18:56, ""Matt Gower"" wrote:
> Hi David > > I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice > > thanks in advance > > Matt Gower > ________________________________________ > From: ocTEL [...] ","Please can I be unsubscribed from these emails? How do I remove my subscription from this course?
Sent from my iPad
On 4 Apr 2013, at 18:56, ""Matt Gower"" wrote:
> Hi David > > I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice > > thanks in advance > > Matt Gower > ________________________________________ > From: ocTEL [...]",publish,re-questions-and-help-with-practicalities-14,2013-04-04 20:55:44,post,"Lists,Course Reader,JISCMail",
5533,980,2013-04-04 20:55:44,Re: Questions and help with practicalities?,"Please can I be unsubscribed from these emails? How do I remove my subscription from this course?
Sent from my iPad
On 4 Apr 2013, at 18:56, ""Matt Gower"" wrote:
> Hi David > > I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice > > thanks in advance > > Matt Gower > ________________________________________ > From: ocTEL [...] ","Please can I be unsubscribed from these emails? How do I remove my subscription from this course?
Sent from my iPad
On 4 Apr 2013, at 18:56, ""Matt Gower"" wrote:
> Hi David > > I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice > > thanks in advance > > Matt Gower > ________________________________________ > From: ocTEL [...]",publish,re-questions-and-help-with-practicalities-25,2013-04-04 20:55:44,post,"Lists,Course Reader,JISCMail",
5884,980,2013-04-04 20:55:44,Re: Questions and help with practicalities?,"Please can I be unsubscribed from these emails? How do I remove my subscription from this course?
Sent from my iPad
On 4 Apr 2013, at 18:56, ""Matt Gower"" wrote:
> Hi David > > I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice > > thanks in advance > > Matt Gower > ________________________________________ > From: ocTEL [...] ","Please can I be unsubscribed from these emails? How do I remove my subscription from this course?
Sent from my iPad
On 4 Apr 2013, at 18:56, ""Matt Gower"" wrote:
> Hi David > > I have asked to be unsubscribed from whatever element meant receiving emails from all the other participants (as received about 40 over this afternoon) but would still like to participate in the course, is this possible? I don't seem to have been send a log in or password? any advice > > thanks in advance > > Matt Gower > ________________________________________ > From: ocTEL [...]",publish,re-questions-and-help-with-practicalities-36,2013-04-04 20:55:44,post,"Lists,JISCMail,Course Reader",
3782,1463,2013-04-04 21:04:06,Re: Questions and help with practicalities?,"Dear David, please unsubscribe me and remove me from this activity, thank you, Robyn Hill
*Dr Robyn Hill, EdD*
*email: robynhill6@gmail.com*
*mobile: 0413249939*
Associate Professor (Adj.) Faculty of Medicine, Nursing & Health Sciences Monash University
On 5 April 2013 01:52, David Jennings wrote:
> Hello again, > > I've unsubscribed the two people who asked to be unsubscribed, and am > happy to help anyone else - please send such list-related requests to > octel-public-requests@jiscmail.ac.uk Many thanks to James for the > additional self-help advice! > > If you're having other practical difficulties accessing the course and its > [...] ","Dear David, please unsubscribe me and remove me from this activity, thank you, Robyn Hill
*Dr Robyn Hill, EdD*
*email: robynhill6@gmail.com*
*mobile: 0413249939*
Associate Professor (Adj.) Faculty of Medicine, Nursing & Health Sciences Monash University
On 5 April 2013 01:52, David Jennings wrote:
> Hello again, > > I've unsubscribed the two people who asked to be unsubscribed, and am > happy to help anyone else - please send such list-related requests to > octel-public-requests@jiscmail.ac.uk Many thanks to James for the > additional self-help advice! > > If you're having other practical difficulties accessing the course and its > [...]",publish,re-questions-and-help-with-practicalities-10,2013-04-04 21:04:06,post,"Lists,Course Reader,JISCMail",
5036,1463,2013-04-04 21:04:06,Re: Questions and help with practicalities?,"Dear David, please unsubscribe me and remove me from this activity, thank you, Robyn Hill
*Dr Robyn Hill, EdD*
*email: robynhill6@gmail.com*
*mobile: 0413249939*
Associate Professor (Adj.) Faculty of Medicine, Nursing & Health Sciences Monash University
On 5 April 2013 01:52, David Jennings wrote:
> Hello again, > > I've unsubscribed the two people who asked to be unsubscribed, and am > happy to help anyone else - please send such list-related requests to > octel-public-requests@jiscmail.ac.uk Many thanks to James for the > additional self-help advice! > > If you're having other practical difficulties accessing the course and its > [...] ","Dear David, please unsubscribe me and remove me from this activity, thank you, Robyn Hill
*Dr Robyn Hill, EdD*
*email: robynhill6@gmail.com*
*mobile: 0413249939*
Associate Professor (Adj.) Faculty of Medicine, Nursing & Health Sciences Monash University
On 5 April 2013 01:52, David Jennings wrote:
> Hello again, > > I've unsubscribed the two people who asked to be unsubscribed, and am > happy to help anyone else - please send such list-related requests to > octel-public-requests@jiscmail.ac.uk Many thanks to James for the > additional self-help advice! > > If you're having other practical difficulties accessing the course and its > [...]",publish,re-questions-and-help-with-practicalities-13,2013-04-04 21:04:06,post,"Lists,Course Reader,JISCMail",
5532,1463,2013-04-04 21:04:06,Re: Questions and help with practicalities?,"Dear David, please unsubscribe me and remove me from this activity, thank you, Robyn Hill
*Dr Robyn Hill, EdD*
*email: robynhill6@gmail.com*
*mobile: 0413249939*
Associate Professor (Adj.) Faculty of Medicine, Nursing & Health Sciences Monash University
On 5 April 2013 01:52, David Jennings wrote:
> Hello again, > > I've unsubscribed the two people who asked to be unsubscribed, and am > happy to help anyone else - please send such list-related requests to > octel-public-requests@jiscmail.ac.uk Many thanks to James for the > additional self-help advice! > > If you're having other practical difficulties accessing the course and its > [...] ","Dear David, please unsubscribe me and remove me from this activity, thank you, Robyn Hill
*Dr Robyn Hill, EdD*
*email: robynhill6@gmail.com*
*mobile: 0413249939*
Associate Professor (Adj.) Faculty of Medicine, Nursing & Health Sciences Monash University
On 5 April 2013 01:52, David Jennings wrote:
> Hello again, > > I've unsubscribed the two people who asked to be unsubscribed, and am > happy to help anyone else - please send such list-related requests to > octel-public-requests@jiscmail.ac.uk Many thanks to James for the > additional self-help advice! > > If you're having other practical difficulties accessing the course and its > [...]",publish,re-questions-and-help-with-practicalities-24,2013-04-04 21:04:06,post,"Lists,Course Reader,JISCMail",
5883,1463,2013-04-04 21:04:06,Re: Questions and help with practicalities?,"Dear David, please unsubscribe me and remove me from this activity, thank you, Robyn Hill
*Dr Robyn Hill, EdD*
*email: robynhill6@gmail.com*
*mobile: 0413249939*
Associate Professor (Adj.) Faculty of Medicine, Nursing & Health Sciences Monash University
On 5 April 2013 01:52, David Jennings wrote:
> Hello again, > > I've unsubscribed the two people who asked to be unsubscribed, and am > happy to help anyone else - please send such list-related requests to > octel-public-requests@jiscmail.ac.uk Many thanks to James for the > additional self-help advice! > > If you're having other practical difficulties accessing the course and its > [...] ","Dear David, please unsubscribe me and remove me from this activity, thank you, Robyn Hill
*Dr Robyn Hill, EdD*
*email: robynhill6@gmail.com*
*mobile: 0413249939*
Associate Professor (Adj.) Faculty of Medicine, Nursing & Health Sciences Monash University
On 5 April 2013 01:52, David Jennings wrote:
> Hello again, > > I've unsubscribed the two people who asked to be unsubscribed, and am > happy to help anyone else - please send such list-related requests to > octel-public-requests@jiscmail.ac.uk Many thanks to James for the > additional self-help advice! > > If you're having other practical difficulties accessing the course and its > [...]",publish,re-questions-and-help-with-practicalities-35,2013-04-04 21:04:06,post,"JISCMail,Course Reader,Lists",
749,984,2013-04-04 22:15:47,ocTEL: Activity 0,"Hi there My name is Brendan, and I am an instructional designer.
This is a job I fell into really, but love dearly. I left college with a degree in English and Philosophy, and sought work that could see me writing for money (while I wrote a magnum opus in the evenings). Job number 2 or 3 after college (when the magnum opus turned into a Magnum ice cream on the way home) was an instructional design role, and something I very much enjoyed and developed into my career. [...] ","Hi thereMy name is Brendan, and I am an instructional designer.This is a job I fell into really, but love dearly. I left college with adegree in English and Philosophy, and sought work that could see mewriting for money (while I wrote a magnum opus in ...",publish,octel-activity-0,2013-04-04 22:15:47,post,"Lists,Course Reader,JISCMail",
748,983,2013-04-04 22:20:17,Introduction and big question,"Hello All,
I have more than 15 years experience in the academic sector providing information support for staff and students at Birkbeck facilitating information literacy on a wide range of resources and subjects from foundation degree to PhD level. In the last year or so I have been involved in the migration to MOODLE VLE, training academics to use it and in the Library providing content for lectures. I recently participated in the #edcmooc which was enthralling and overwhelming. [...] ","Hello All,I have more than 15 years experience in the academic sector providing information support for staff and students at Birkbeck facilitating information literacy on a wide range of resources and subjects from foundation degree to PhD level. In t...",publish,introduction-and-big-question-3,2013-04-04 22:20:17,post,"Lists,JISCMail,Course Reader",
5035,966,2013-04-04 21:20:53,Re: Questions and help with practicalities?,"Hi David,
Many thanks, I have located the introductory emails - they were in my junk folder, so no need to resend the details and your email did include the footer instructions on how to manage subscriptions to the email list.
I'm really looking forward to making a start with this course! [...] ","Hi David,Many thanks, I have located the introductory emails - they were in my junk folder, so no need to resend the details and your email did include the footer instructions on how to manage subscriptions to the email list.I'm really looking forward ...",publish,re-questions-and-help-with-practicalities-12,2013-04-04 21:20:53,post,"Lists,Course Reader,JISCMail",
5531,966,2013-04-04 21:20:53,Re: Questions and help with practicalities?,"Hi David,
Many thanks, I have located the introductory emails - they were in my junk folder, so no need to resend the details and your email did include the footer instructions on how to manage subscriptions to the email list.
I'm really looking forward to making a start with this course! [...] ","Hi David,Many thanks, I have located the introductory emails - they were in my junk folder, so no need to resend the details and your email did include the footer instructions on how to manage subscriptions to the email list.I'm really looking forward ...",publish,re-questions-and-help-with-practicalities-23,2013-04-04 21:20:53,post,"JISCMail,Lists,Course Reader",
5882,966,2013-04-04 21:20:53,Re: Questions and help with practicalities?,"Hi David,
Many thanks, I have located the introductory emails - they were in my junk folder, so no need to resend the details and your email did include the footer instructions on how to manage subscriptions to the email list.
I'm really looking forward to making a start with this course! [...] ","Hi David,Many thanks, I have located the introductory emails - they were in my junk folder, so no need to resend the details and your email did include the footer instructions on how to manage subscriptions to the email list.I'm really looking forward ...",publish,re-questions-and-help-with-practicalities-34,2013-04-04 21:20:53,post,"Course Reader,Lists,JISCMail",
747,524,2013-04-04 22:39:44,Re: how to switch to digest version of this email list,"Hi all, I am getting a DNS error when trying to go to the jiscmail server. I would also like to set to digest but can't...
Andrew Chambers BA, CBC, GCOLL, MEd
Educational Development Manager (eLearning/Distance Education)| AGSM Master of Business & Technology (MBT) Program
Australian Graduate School of Management| Australian School of Business | Level 1 AGSM Building | University of New South Wales | NSW 2052 T: (02) 9385 6774 | W: www.asb.unsw.edu.au/mbt | Skype: atscatsc | Twitter: https://twitter.com/#!/atsc | [...] ","Hi all, I am getting a DNS error when trying to go to the jiscmail server. I would also like to set to digest but can't...
Andrew Chambers BA, CBC, GCOLL, MEd
Educational Development Manager (eLearning/Distance Education)| AGSM Master of Business & Technology (MBT) Program
Australian Graduate School of Management| Australian School of Business | Level 1 AGSM Building | University of New South Wales | NSW 2052 T: (02) 9385 6774 | W: www.asb.unsw.edu.au/mbt | Skype: atscatsc | Twitter: https://twitter.com/#!/atsc | [...]",publish,re-how-to-switch-to-digest-version-of-this-email-list-5,2013-04-04 22:39:44,post,"JISCMail,Lists,Course Reader",
5034,981,2013-04-04 21:43:48,Anne Nortcliffe Introduction and Questions,"Hi,
I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the Department of Computing and Department of Engineering and Maths, with responsibility to develop employability in all technical computing (100+) and engineering 2nd year students (350+) in readiness for placement employment, as well teaching project based learning on computing related courses, and course leader for Computer and Network Engineering. [...] ","Hi,I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the Department of Computing and Department of Engineering and Maths, with responsibility to develop employability in all technical computing (100+) and engineering 2nd year students (3...",publish,anne-nortcliffe-introduction-and-questions-2,2013-04-04 21:43:48,post,"Course Reader,JISCMail,Lists",
5530,981,2013-04-04 21:43:48,Anne Nortcliffe Introduction and Questions,"Hi,
I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the Department of Computing and Department of Engineering and Maths, with responsibility to develop employability in all technical computing (100+) and engineering 2nd year students (350+) in readiness for placement employment, as well teaching project based learning on computing related courses, and course leader for Computer and Network Engineering. [...] ","Hi,I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the Department of Computing and Department of Engineering and Maths, with responsibility to develop employability in all technical computing (100+) and engineering 2nd year students (3...",publish,anne-nortcliffe-introduction-and-questions-3,2013-04-04 21:43:48,post,"Lists,Course Reader,JISCMail",
5881,981,2013-04-04 21:43:48,Anne Nortcliffe Introduction and Questions,"Hi,
I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the Department of Computing and Department of Engineering and Maths, with responsibility to develop employability in all technical computing (100+) and engineering 2nd year students (350+) in readiness for placement employment, as well teaching project based learning on computing related courses, and course leader for Computer and Network Engineering. [...] ","Hi,I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the Department of Computing and Department of Engineering and Maths, with responsibility to develop employability in all technical computing (100+) and engineering 2nd year students (3...",publish,anne-nortcliffe-introduction-and-questions-4,2013-04-04 21:43:48,post,"Lists,JISCMail,Course Reader",
746,982,2013-04-04 22:45:19,Rampe profile,"ok.... a short summary about myself:
I have held many roles in the field of education over the past 20 odd years in several different Australian institutions. Roughly chronologically: Tutor, Video Facilities support, Junior Academic, Lecturer, Head Lecturer, Digital Media Producer and developer, Educational Developer - Educational Media Specialist, Educational Designer (current)
My main interest, if it is not obvious from the list above, is in educational media. My point of view in this regard is multifaceted: How is ed media produced, How is ed media delivered, How ed media integrated into curriculum and course design.... I am also attempting [...] ","ok.... a short summary about myself:I have held many roles in the field of education over the past 20 odd yearsin several different Australian institutions.Roughly chronologically:Tutor, Video Facilities support, Junior Academic, Lecturer, Head Lecture...",publish,rampe-profile,2013-04-04 22:45:19,post,"JISCMail,Course Reader,Lists",
745,981,2013-04-04 22:55:43,Re: ocTEL: Activity 0,"Brendan,
One article I came across a couple years ago maybe worth a read is the impact of smart device usage in the medical profession why the profession is adopting the technology, food or thought when developing e-technology for medical professional learning.
Chen, J., Park, Y., and Putzer, G. J., 2010 ‘An examination of the components that increase acceptance of Smartphones among Healthcare Professionals’, electronic Journal of Health Informatics, 5(2), 2010, e16 [...] ","Brendan,
One article I came across a couple years ago maybe worth a read is the impact of smart device usage in the medical profession why the profession is adopting the technology, food or thought when developing e-technology for medical professional learning.
Chen, J., Park, Y., and Putzer, G. J., 2010 ‘An examination of the components that increase acceptance of Smartphones among Healthcare Professionals’, electronic Journal of Health Informatics, 5(2), 2010, e16 [...]",publish,re-octel-activity-0,2013-04-04 22:55:43,post,"Lists,Course Reader,JISCMail",
719,65,2013-04-04 22:00:25,First task: respond to the questions.,"
Well, here goes on my very first blog on a few days after my first tweet and it’s all thanks to #ocTEL There follows answers to the questions posed in the induction activities 0.1. Neat way to get started!
your previous experiences with TEL and what technology was involved
My previous experience with technology enhanced learning has been mainly to do with VLEs such as Blackboard and Moodle. Within these frameworks I have developed online quizzes and live exams (under controlled conditions) and, perhaps shamefully, used them as a repository for course materials. As an ex-researcher, I used to program my own analysis software using Matlab, and am keen to find a way to get back into a deeper interaction with things like learning objects in order to emulate the fantastic examples I see elsewhere.
what about the technology made the way you absorb, reflect, discuss, act different
I have always been into computing (thanks to my Dad for those BBC basic programming books ) and enjoy the problem solving skills and observational skills that you develop looking for that &**(&**(&£ missing semi colon in the code. The concentration required to master technology, especially those things that don’t come naturally (for me, blogging and tweets) lead to a real feeling of self actualisation. I am more at ease when learning can take place in the comfort of your own home, yet you still have the vague feeling of competitive discomfort that motivates you to try. I am also more likely to reflect on the work I do using technology as there are always back ups, previous versions and others available to comment on the work (whether you want them to or not).
your experiences as a student, a teacher or a learning technologist or indeed some other role.
This is my first experience of any online learning course, and it is prompting me to take up methods of communication with which I am not comfortable, but realise that as a 30 something, I am falling behind with what is normal in the next generation. I am unfamiliar with updating people about the state of my feet every five minutes, and with the thought that anyone would actually be interested.
As a teacher, I am very much engaged with ILT, and occupy the post of the ‘ILT champion’ for the Access department at The Manchester College. Though there is no cape with this position, I am enjoying it immensely. Part of the reason that I am taking part in this course is to hone my skills, and calmly reflect on the possibilities available to our department in terms of TEL. This is especially important as my BIG question is based on the accessibility of ILT in areas where not everyone owns a computer, or a smart phone, or an iPad; I want to know what kinds of platforms/TEL resources would be best suited to those who have limited time and resources.
My experience of training with staff is to come from the approach that, like with anything, there is a ‘time to learn: usefulness’ ratio. All of my training is based around the format inspired by Phil Race (http://phil-race.co.uk/) in his talks, where we establish parameters for the needs of the group and then sections can be chosen as and when necessary. This format has received a positive response from tutors who appreciate not having to be taken away from departmental duties for information that is perhaps completely irrelevant to their work at that particular time. It was especially well received by staff for whom it was established had no need for this particular piece of software (Turnitin)- she still had tea and biscuits in the evaluation session though .
if this is your first experience of TEL, the expectations you have of it.
I want to learn all I can about best practice, how to engage learners, and if there is anyone who is particularly good at Xerte and other learning object types, I would love to make contact. I would also like to make links other like minded individuals who feel like they are starting out in this particular area of technological wizardry. I’d also like to learn how to program apps, but that’s a different course…
I hope that’s enough and now I am off back to my comfort zone of tinkering with new fangled learning objects and uploading links and resources. I hope I grow out of the latter soon…
","Well, here goes on my very first blog on a few days after my first tweet and it’s all thanks to #ocTEL There follows answers to the questions posed in the induction activities 0.1. Neat way to get started! your previous experiences with TEL and what technology was involved My previous experience with technology enhanced […]",publish,first-task-respond-to-the-questions,2013-04-04 22:00:25,post,"Blog posts,Course Reader","#tel,ALT,#ocTEL,Uncategorized"
4664,65,2013-04-04 22:00:25,First task: respond to the questions.,"
Well, here goes on my very first blog on a few days after my first tweet and it’s all thanks to #ocTEL There follows answers to the questions posed in the induction activities 0.1. Neat way to get started!
your previous experiences with TEL and what technology was involved
My previous experience with technology enhanced learning has been mainly to do with VLEs such as Blackboard and Moodle. Within these frameworks I have developed online quizzes and live exams (under controlled conditions) and, perhaps shamefully, used them as a repository for course materials. As an ex-researcher, I used to program my own analysis software using Matlab, and am keen to find a way to get back into a deeper interaction with things like learning objects in order to emulate the fantastic examples I see elsewhere.
what about the technology made the way you absorb, reflect, discuss, act different
I have always been into computing (thanks to my Dad for those BBC basic programming books ) and enjoy the problem solving skills and observational skills that you develop looking for that &**(&**(&£ missing semi colon in the code. The concentration required to master technology, especially those things that don’t come naturally (for me, blogging and tweets) lead to a real feeling of self actualisation. I am more at ease when learning can take place in the comfort of your own home, yet you still have the vague feeling of competitive discomfort that motivates you to try. I am also more likely to reflect on the work I do using technology as there are always back ups, previous versions and others available to comment on the work (whether you want them to or not).
your experiences as a student, a teacher or a learning technologist or indeed some other role.
This is my first experience of any online learning course, and it is prompting me to take up methods of communication with which I am not comfortable, but realise that as a 30 something, I am falling behind with what is normal in the next generation. I am unfamiliar with updating people about the state of my feet every five minutes, and with the thought that anyone would actually be interested.
As a teacher, I am very much engaged with ILT, and occupy the post of the ‘ILT champion’ for the Access department at The Manchester College. Though there is no cape with this position, I am enjoying it immensely. Part of the reason that I am taking part in this course is to hone my skills, and calmly reflect on the possibilities available to our department in terms of TEL. This is especially important as my BIG question is based on the accessibility of ILT in areas where not everyone owns a computer, or a smart phone, or an iPad; I want to know what kinds of platforms/TEL resources would be best suited to those who have limited time and resources.
My experience of training with staff is to come from the approach that, like with anything, there is a ‘time to learn: usefulness’ ratio. All of my training is based around the format inspired by Phil Race (http://phil-race.co.uk/) in his talks, where we establish parameters for the needs of the group and then sections can be chosen as and when necessary. This format has received a positive response from tutors who appreciate not having to be taken away from departmental duties for information that is perhaps completely irrelevant to their work at that particular time. It was especially well received by staff for whom it was established had no need for this particular piece of software (Turnitin)- she still had tea and biscuits in the evaluation session though .
if this is your first experience of TEL, the expectations you have of it.
I want to learn all I can about best practice, how to engage learners, and if there is anyone who is particularly good at Xerte and other learning object types, I would love to make contact. I would also like to make links other like minded individuals who feel like they are starting out in this particular area of technological wizardry. I’d also like to learn how to program apps, but that’s a different course…
I hope that’s enough and now I am off back to my comfort zone of tinkering with new fangled learning objects and uploading links and resources. I hope I grow out of the latter soon…
","Well, here goes on my very first blog on a few days after my first tweet and it’s all thanks to #ocTEL There follows answers to the questions posed in the induction activities 0.1. Neat way to get started! your previous experiences with TEL and what technology was involved My previous experience with technology enhanced […]",publish,first-task-respond-to-the-questions-2,2013-04-04 22:00:25,post,"Course Reader,Blog posts","#ocTEL,ALT,#tel,Uncategorized"
744,524,2013-04-04 23:01:33,Re: Introduction and Big question,"Dear all (and apologies for inundating you – I would have thought we should have used forums over email but no matter),
My name is Andrew Chambers and I work at the University of New South Wales in Sydney as an Educational Developer. Presently I work in the school of business but have been working in elearning since the mid 90’s before LMS/VLE systems. [...]","Dear all (and apologies for inundating you – I would have thought we should have used forums over email but no matter),
My name is Andrew Chambers and I work at the University of New South Wales in Sydney as an Educational Developer. Presently I work in the school of business but have been working in elearning since the mid 90’s before LMS/VLE systems. [...]",publish,re-introduction-and-big-question,2013-04-04 23:01:33,post,"Lists,Course Reader,JISCMail",
5033,984,2013-04-04 22:15:47,ocTEL: Activity 0,"Hi there My name is Brendan, and I am an instructional designer.
This is a job I fell into really, but love dearly. I left college with a degree in English and Philosophy, and sought work that could see me writing for money (while I wrote a magnum opus in the evenings). Job number 2 or 3 after college (when the magnum opus turned into a Magnum ice cream on the way home) was an instructional design role, and something I very much enjoyed and developed into my career. [...] ","Hi thereMy name is Brendan, and I am an instructional designer.This is a job I fell into really, but love dearly. I left college with adegree in English and Philosophy, and sought work that could see mewriting for money (while I wrote a magnum opus in ...",publish,octel-activity-0-2,2013-04-04 22:15:47,post,"Lists,Course Reader,JISCMail",
5529,984,2013-04-04 22:15:47,ocTEL: Activity 0,"Hi there My name is Brendan, and I am an instructional designer.
This is a job I fell into really, but love dearly. I left college with a degree in English and Philosophy, and sought work that could see me writing for money (while I wrote a magnum opus in the evenings). Job number 2 or 3 after college (when the magnum opus turned into a Magnum ice cream on the way home) was an instructional design role, and something I very much enjoyed and developed into my career. [...] ","Hi thereMy name is Brendan, and I am an instructional designer.This is a job I fell into really, but love dearly. I left college with adegree in English and Philosophy, and sought work that could see mewriting for money (while I wrote a magnum opus in ...",publish,octel-activity-0-3,2013-04-04 22:15:47,post,"Course Reader,JISCMail,Lists",
5880,984,2013-04-04 22:15:47,ocTEL: Activity 0,"Hi there My name is Brendan, and I am an instructional designer.
This is a job I fell into really, but love dearly. I left college with a degree in English and Philosophy, and sought work that could see me writing for money (while I wrote a magnum opus in the evenings). Job number 2 or 3 after college (when the magnum opus turned into a Magnum ice cream on the way home) was an instructional design role, and something I very much enjoyed and developed into my career. [...] ","Hi thereMy name is Brendan, and I am an instructional designer.This is a job I fell into really, but love dearly. I left college with adegree in English and Philosophy, and sought work that could see mewriting for money (while I wrote a magnum opus in ...",publish,octel-activity-0-4,2013-04-04 22:15:47,post,"Course Reader,Lists,JISCMail",
5032,983,2013-04-04 22:20:17,Introduction and big question,"Hello All,
I have more than 15 years experience in the academic sector providing information support for staff and students at Birkbeck facilitating information literacy on a wide range of resources and subjects from foundation degree to PhD level. In the last year or so I have been involved in the migration to MOODLE VLE, training academics to use it and in the Library providing content for lectures. I recently participated in the #edcmooc which was enthralling and overwhelming. [...] ","Hello All,I have more than 15 years experience in the academic sector providing information support for staff and students at Birkbeck facilitating information literacy on a wide range of resources and subjects from foundation degree to PhD level. In t...",publish,introduction-and-big-question-10,2013-04-04 22:20:17,post,"Lists,Course Reader,JISCMail",
5528,983,2013-04-04 22:20:17,Introduction and big question,"Hello All,
I have more than 15 years experience in the academic sector providing information support for staff and students at Birkbeck facilitating information literacy on a wide range of resources and subjects from foundation degree to PhD level. In the last year or so I have been involved in the migration to MOODLE VLE, training academics to use it and in the Library providing content for lectures. I recently participated in the #edcmooc which was enthralling and overwhelming. [...] ","Hello All,I have more than 15 years experience in the academic sector providing information support for staff and students at Birkbeck facilitating information literacy on a wide range of resources and subjects from foundation degree to PhD level. In t...",publish,introduction-and-big-question-16,2013-04-04 22:20:17,post,"Lists,Course Reader,JISCMail",
5879,983,2013-04-04 22:20:17,Introduction and big question,"Hello All,
I have more than 15 years experience in the academic sector providing information support for staff and students at Birkbeck facilitating information literacy on a wide range of resources and subjects from foundation degree to PhD level. In the last year or so I have been involved in the migration to MOODLE VLE, training academics to use it and in the Library providing content for lectures. I recently participated in the #edcmooc which was enthralling and overwhelming. [...] ","Hello All,I have more than 15 years experience in the academic sector providing information support for staff and students at Birkbeck facilitating information literacy on a wide range of resources and subjects from foundation degree to PhD level. In t...",publish,introduction-and-big-question-22,2013-04-04 22:20:17,post,"Lists,JISCMail,Course Reader",
5031,524,2013-04-04 22:39:44,Re: how to switch to digest version of this email list,"Hi all, I am getting a DNS error when trying to go to the jiscmail server. I would also like to set to digest but can't...
Andrew Chambers BA, CBC, GCOLL, MEd
Educational Development Manager (eLearning/Distance Education)| AGSM Master of Business & Technology (MBT) Program
Australian Graduate School of Management| Australian School of Business | Level 1 AGSM Building | University of New South Wales | NSW 2052 T: (02) 9385 6774 | W: www.asb.unsw.edu.au/mbt | Skype: atscatsc | Twitter: https://twitter.com/#!/atsc | [...] ","Hi all, I am getting a DNS error when trying to go to the jiscmail server. I would also like to set to digest but can't...
Andrew Chambers BA, CBC, GCOLL, MEd
Educational Development Manager (eLearning/Distance Education)| AGSM Master of Business & Technology (MBT) Program
Australian Graduate School of Management| Australian School of Business | Level 1 AGSM Building | University of New South Wales | NSW 2052 T: (02) 9385 6774 | W: www.asb.unsw.edu.au/mbt | Skype: atscatsc | Twitter: https://twitter.com/#!/atsc | [...]",publish,re-how-to-switch-to-digest-version-of-this-email-list-6,2013-04-04 22:39:44,post,"Lists,Course Reader,JISCMail",
5527,524,2013-04-04 22:39:44,Re: how to switch to digest version of this email list,"Hi all, I am getting a DNS error when trying to go to the jiscmail server. I would also like to set to digest but can't...
Andrew Chambers BA, CBC, GCOLL, MEd
Educational Development Manager (eLearning/Distance Education)| AGSM Master of Business & Technology (MBT) Program
Australian Graduate School of Management| Australian School of Business | Level 1 AGSM Building | University of New South Wales | NSW 2052 T: (02) 9385 6774 | W: www.asb.unsw.edu.au/mbt | Skype: atscatsc | Twitter: https://twitter.com/#!/atsc | [...] ","Hi all, I am getting a DNS error when trying to go to the jiscmail server. I would also like to set to digest but can't...
Andrew Chambers BA, CBC, GCOLL, MEd
Educational Development Manager (eLearning/Distance Education)| AGSM Master of Business & Technology (MBT) Program
Australian Graduate School of Management| Australian School of Business | Level 1 AGSM Building | University of New South Wales | NSW 2052 T: (02) 9385 6774 | W: www.asb.unsw.edu.au/mbt | Skype: atscatsc | Twitter: https://twitter.com/#!/atsc | [...]",publish,re-how-to-switch-to-digest-version-of-this-email-list-11,2013-04-04 22:39:44,post,"Lists,Course Reader,JISCMail",
5878,524,2013-04-04 22:39:44,Re: how to switch to digest version of this email list,"Hi all, I am getting a DNS error when trying to go to the jiscmail server. I would also like to set to digest but can't...
Andrew Chambers BA, CBC, GCOLL, MEd
Educational Development Manager (eLearning/Distance Education)| AGSM Master of Business & Technology (MBT) Program
Australian Graduate School of Management| Australian School of Business | Level 1 AGSM Building | University of New South Wales | NSW 2052 T: (02) 9385 6774 | W: www.asb.unsw.edu.au/mbt | Skype: atscatsc | Twitter: https://twitter.com/#!/atsc | [...] ","Hi all, I am getting a DNS error when trying to go to the jiscmail server. I would also like to set to digest but can't...
Andrew Chambers BA, CBC, GCOLL, MEd
Educational Development Manager (eLearning/Distance Education)| AGSM Master of Business & Technology (MBT) Program
Australian Graduate School of Management| Australian School of Business | Level 1 AGSM Building | University of New South Wales | NSW 2052 T: (02) 9385 6774 | W: www.asb.unsw.edu.au/mbt | Skype: atscatsc | Twitter: https://twitter.com/#!/atsc | [...]",publish,re-how-to-switch-to-digest-version-of-this-email-list-16,2013-04-04 22:39:44,post,"JISCMail,Course Reader,Lists",
5030,982,2013-04-04 22:45:19,Rampe profile,"ok.... a short summary about myself:
I have held many roles in the field of education over the past 20 odd years in several different Australian institutions. Roughly chronologically: Tutor, Video Facilities support, Junior Academic, Lecturer, Head Lecturer, Digital Media Producer and developer, Educational Developer - Educational Media Specialist, Educational Designer (current)
My main interest, if it is not obvious from the list above, is in educational media. My point of view in this regard is multifaceted: How is ed media produced, How is ed media delivered, How ed media integrated into curriculum and course design.... I am also attempting [...] ","ok.... a short summary about myself:I have held many roles in the field of education over the past 20 odd yearsin several different Australian institutions.Roughly chronologically:Tutor, Video Facilities support, Junior Academic, Lecturer, Head Lecture...",publish,rampe-profile-2,2013-04-04 22:45:19,post,"Lists,Course Reader,JISCMail",
5526,982,2013-04-04 22:45:19,Rampe profile,"ok.... a short summary about myself:
I have held many roles in the field of education over the past 20 odd years in several different Australian institutions. Roughly chronologically: Tutor, Video Facilities support, Junior Academic, Lecturer, Head Lecturer, Digital Media Producer and developer, Educational Developer - Educational Media Specialist, Educational Designer (current)
My main interest, if it is not obvious from the list above, is in educational media. My point of view in this regard is multifaceted: How is ed media produced, How is ed media delivered, How ed media integrated into curriculum and course design.... I am also attempting [...] ","ok.... a short summary about myself:I have held many roles in the field of education over the past 20 odd yearsin several different Australian institutions.Roughly chronologically:Tutor, Video Facilities support, Junior Academic, Lecturer, Head Lecture...",publish,rampe-profile-3,2013-04-04 22:45:19,post,"Lists,Course Reader,JISCMail",
5877,982,2013-04-04 22:45:19,Rampe profile,"ok.... a short summary about myself:
I have held many roles in the field of education over the past 20 odd years in several different Australian institutions. Roughly chronologically: Tutor, Video Facilities support, Junior Academic, Lecturer, Head Lecturer, Digital Media Producer and developer, Educational Developer - Educational Media Specialist, Educational Designer (current)
My main interest, if it is not obvious from the list above, is in educational media. My point of view in this regard is multifaceted: How is ed media produced, How is ed media delivered, How ed media integrated into curriculum and course design.... I am also attempting [...] ","ok.... a short summary about myself:I have held many roles in the field of education over the past 20 odd yearsin several different Australian institutions.Roughly chronologically:Tutor, Video Facilities support, Junior Academic, Lecturer, Head Lecture...",publish,rampe-profile-4,2013-04-04 22:45:19,post,"Lists,JISCMail,Course Reader",
5029,981,2013-04-04 22:55:43,Re: ocTEL: Activity 0,"Brendan,
One article I came across a couple years ago maybe worth a read is the impact of smart device usage in the medical profession why the profession is adopting the technology, food or thought when developing e-technology for medical professional learning.
Chen, J., Park, Y., and Putzer, G. J., 2010 ‘An examination of the components that increase acceptance of Smartphones among Healthcare Professionals’, electronic Journal of Health Informatics, 5(2), 2010, e16 [...] ","Brendan,
One article I came across a couple years ago maybe worth a read is the impact of smart device usage in the medical profession why the profession is adopting the technology, food or thought when developing e-technology for medical professional learning.
Chen, J., Park, Y., and Putzer, G. J., 2010 ‘An examination of the components that increase acceptance of Smartphones among Healthcare Professionals’, electronic Journal of Health Informatics, 5(2), 2010, e16 [...]",publish,re-octel-activity-0-2,2013-04-04 22:55:43,post,"Course Reader,JISCMail,Lists",
5525,981,2013-04-04 22:55:43,Re: ocTEL: Activity 0,"Brendan,
One article I came across a couple years ago maybe worth a read is the impact of smart device usage in the medical profession why the profession is adopting the technology, food or thought when developing e-technology for medical professional learning.
Chen, J., Park, Y., and Putzer, G. J., 2010 ‘An examination of the components that increase acceptance of Smartphones among Healthcare Professionals’, electronic Journal of Health Informatics, 5(2), 2010, e16 [...] ","Brendan,
One article I came across a couple years ago maybe worth a read is the impact of smart device usage in the medical profession why the profession is adopting the technology, food or thought when developing e-technology for medical professional learning.
Chen, J., Park, Y., and Putzer, G. J., 2010 ‘An examination of the components that increase acceptance of Smartphones among Healthcare Professionals’, electronic Journal of Health Informatics, 5(2), 2010, e16 [...]",publish,re-octel-activity-0-3,2013-04-04 22:55:43,post,"Lists,Course Reader,JISCMail",
5876,981,2013-04-04 22:55:43,Re: ocTEL: Activity 0,"Brendan,
One article I came across a couple years ago maybe worth a read is the impact of smart device usage in the medical profession why the profession is adopting the technology, food or thought when developing e-technology for medical professional learning.
Chen, J., Park, Y., and Putzer, G. J., 2010 ‘An examination of the components that increase acceptance of Smartphones among Healthcare Professionals’, electronic Journal of Health Informatics, 5(2), 2010, e16 [...] ","Brendan,
One article I came across a couple years ago maybe worth a read is the impact of smart device usage in the medical profession why the profession is adopting the technology, food or thought when developing e-technology for medical professional learning.
Chen, J., Park, Y., and Putzer, G. J., 2010 ‘An examination of the components that increase acceptance of Smartphones among Healthcare Professionals’, electronic Journal of Health Informatics, 5(2), 2010, e16 [...]",publish,re-octel-activity-0-4,2013-04-04 22:55:43,post,"Lists,JISCMail,Course Reader",
5028,524,2013-04-04 23:01:33,Re: Introduction and Big question,"Dear all (and apologies for inundating you – I would have thought we should have used forums over email but no matter),
My name is Andrew Chambers and I work at the University of New South Wales in Sydney as an Educational Developer. Presently I work in the school of business but have been working in elearning since the mid 90’s before LMS/VLE systems. [...]","Dear all (and apologies for inundating you – I would have thought we should have used forums over email but no matter),
My name is Andrew Chambers and I work at the University of New South Wales in Sydney as an Educational Developer. Presently I work in the school of business but have been working in elearning since the mid 90’s before LMS/VLE systems. [...]",publish,re-introduction-and-big-question-8,2013-04-04 23:01:33,post,"Lists,Course Reader,JISCMail",
5524,524,2013-04-04 23:01:33,Re: Introduction and Big question,"Dear all (and apologies for inundating you – I would have thought we should have used forums over email but no matter),
My name is Andrew Chambers and I work at the University of New South Wales in Sydney as an Educational Developer. Presently I work in the school of business but have been working in elearning since the mid 90’s before LMS/VLE systems. [...]","Dear all (and apologies for inundating you – I would have thought we should have used forums over email but no matter),
My name is Andrew Chambers and I work at the University of New South Wales in Sydney as an Educational Developer. Presently I work in the school of business but have been working in elearning since the mid 90’s before LMS/VLE systems. [...]",publish,re-introduction-and-big-question-12,2013-04-04 23:01:33,post,"Course Reader,JISCMail,Lists",
5875,524,2013-04-04 23:01:33,Re: Introduction and Big question,"Dear all (and apologies for inundating you – I would have thought we should have used forums over email but no matter),
My name is Andrew Chambers and I work at the University of New South Wales in Sydney as an Educational Developer. Presently I work in the school of business but have been working in elearning since the mid 90’s before LMS/VLE systems. [...]","Dear all (and apologies for inundating you – I would have thought we should have used forums over email but no matter),
My name is Andrew Chambers and I work at the University of New South Wales in Sydney as an Educational Developer. Presently I work in the school of business but have been working in elearning since the mid 90’s before LMS/VLE systems. [...]",publish,re-introduction-and-big-question-16,2013-04-04 23:01:33,post,"Course Reader,Lists,JISCMail",
759,985,2013-04-05 00:32:16,Re: Introduction,"I have the same problem. I had no idea that was going to happen. I wanted to learn something not to be part of chatroom on my email. I wish to unenroll from the email list. If that doesn't happen, evrything will be reported as spam ... and possibly more. Thank you. ________________________________ From: ""scratchingshed@hotmail.com"" To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, April 5, 2013 4:50 AM Subject: Re: Introduction How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, [...] ","I have the same problem. I had no idea that was going to happen. I wanted to learn something not to be part of chatroom on my email. I wish to unenroll from the email list. If that doesn't happen, evrything will be reported as spam ... and possibly more. Thank you. ________________________________ From: ""scratchingshed@hotmail.com"" To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, April 5, 2013 4:50 AM Subject: Re: Introduction How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, [...]",publish,re-introduction-7,2013-04-05 00:32:16,post,"Course Reader,JISCMail,Lists",
5027,985,2013-04-05 00:32:16,Re: Introduction,"I have the same problem. I had no idea that was going to happen. I wanted to learn something not to be part of chatroom on my email. I wish to unenroll from the email list. If that doesn't happen, evrything will be reported as spam ... and possibly more. Thank you. ________________________________ From: ""scratchingshed@hotmail.com"" To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, April 5, 2013 4:50 AM Subject: Re: Introduction How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, [...] ","I have the same problem. I had no idea that was going to happen. I wanted to learn something not to be part of chatroom on my email. I wish to unenroll from the email list. If that doesn't happen, evrything will be reported as spam ... and possibly more. Thank you. ________________________________ From: ""scratchingshed@hotmail.com"" To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, April 5, 2013 4:50 AM Subject: Re: Introduction How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, [...]",publish,re-introduction-22,2013-04-05 00:32:16,post,"Lists,Course Reader,JISCMail",
5523,985,2013-04-05 00:32:16,Re: Introduction,"I have the same problem. I had no idea that was going to happen. I wanted to learn something not to be part of chatroom on my email. I wish to unenroll from the email list. If that doesn't happen, evrything will be reported as spam ... and possibly more. Thank you. ________________________________ From: ""scratchingshed@hotmail.com"" To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, April 5, 2013 4:50 AM Subject: Re: Introduction How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, [...] ","I have the same problem. I had no idea that was going to happen. I wanted to learn something not to be part of chatroom on my email. I wish to unenroll from the email list. If that doesn't happen, evrything will be reported as spam ... and possibly more. Thank you. ________________________________ From: ""scratchingshed@hotmail.com"" To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, April 5, 2013 4:50 AM Subject: Re: Introduction How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, [...]",publish,re-introduction-36,2013-04-05 00:32:16,post,"Lists,Course Reader,JISCMail",
5874,985,2013-04-05 00:32:16,Re: Introduction,"I have the same problem. I had no idea that was going to happen. I wanted to learn something not to be part of chatroom on my email. I wish to unenroll from the email list. If that doesn't happen, evrything will be reported as spam ... and possibly more. Thank you. ________________________________ From: ""scratchingshed@hotmail.com"" To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, April 5, 2013 4:50 AM Subject: Re: Introduction How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, [...] ","I have the same problem. I had no idea that was going to happen. I wanted to learn something not to be part of chatroom on my email. I wish to unenroll from the email list. If that doesn't happen, evrything will be reported as spam ... and possibly more. Thank you. ________________________________ From: ""scratchingshed@hotmail.com"" To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, April 5, 2013 4:50 AM Subject: Re: Introduction How can I unenrol from all these emails? Sent from my HTC ----- Reply message ----- From: ""ScottJohnson"" To: Subject: Introduction Date: Thu, Apr 4, 2013 18:27 Hi Everyone, [...]",publish,re-introduction-50,2013-04-05 00:32:16,post,"Lists,JISCMail,Course Reader",
911,398,2013-04-05 01:44:59,minkymonkeymoo: My big question about MOOCs and TEL - who is it for? https://t.co/4NyVfU2vzu #ocTEL,"
",publish,minkymonkeymoo-my-big-question-about-moocs-and-tel-who-is-it-for-httpst-co4nyvfu2vzu-octel,2013-04-05 01:44:59,post,"Twitter (Q&A),Social networks",#ocTEL
762,611,2013-04-05 02:49:39,Introduction: ELT instructor in Japan,"Hi All,
$B$O$8$a$^$7$F!* (B
Nice to meet you all, or whichever small fraction of the list will read this message.
I've been teaching English in Japan for going on about 16 years-mainly in universities and mainly in first-year programs. A lot of four skills EFL courses, some English for Academic Purposes, and a literature or digital media elective when I get the chance. [...]","Hi All,$B$O$8$a$^$7$F!* (BNice to meet you all, or whichever small fraction of the list will readthis message.I've been teaching English in Japan for going on about 16 years-mainly inuniversities and mainly in first-year programs. A lot of four skills ...",publish,introduction-elt-instructor-in-japan,2013-04-05 02:49:39,post,"JISCMail,Lists,Course Reader",
764,770,2013-04-05 03:23:00,Why this blog?,"Hi everyone. (Waves to anonymous cyberfolk).
My name is Jo-ann Larkins and I teach at the beautiful Gippsland Campus of Monash University in Victoria, Australia.
I have a teaching position that I don't think a lot of academics would be envious of. I mainly teach compulsory first year statistics pretty much right across our campus. So whilst my students might be studying Business or Science or in a few cases Education, they all have one thing in common at the start of a semester. They are generally reluctant to be taking my class. They tend to be scared of the content and indeed of very concept of doing Stats. They're worried. And a lot of them are trying to do this in a totally distance education mode with no face to face contact or class time!
At that's where the fun part of my job comes in. Finding a way to break down those preconceptions, challenge their attitude, facilitate uptake of necessary content, assess progress and prepare them with a skill set sufficient to pass an exam in the short term and statistical literacy skills for the long term. And yes, I do think this is fun, but then I am a Statistician / mathematician by choice and this means my brain is possible mis-wired.
For some light relief and possibly to preserve my sanity, I also teach second year science students reading, writing and research skills. We explore those generic job skills they need to round them out as future scientists: Scientific literacy, communication skills, ethical considerations and the ability to be work as part of a multidisciplinary team. It's the coolest lecture program to deliver with references to Mythbusters, TED talks and Big Bang theory just as an example.
So I see Technology as a Tool to deliver the best learning experience for my students. From the University's compulsory LMS (Learning Management System - we have recently migrated over to Moodle) and recording lecture audio and video, to Google hangouts to facilitate student contact and collaboration and Wikis for online group work with remote students, I'll try it if it can enhance the learning environment or engage reluctant learners.
I'm lucky in that in a previous career life, I worked with control technology in the power industry and so am not shy about trying something new.
And that's why when an email came around at work advertising ocTEL - The Open Course in Technology Enhanced Learning a MOOC (Massive Online Open Course) being run by the ALT (Association for Learning Technology) - I thought Why Not? I might learn something useful.
There's always more to learn. (I may need my head read though).
I think I'd like to finish with a video I found when making sure I have defined MOOC correctly. This is by Dave Cormier, one of the originators of the term MOOC. I think is is what ocTEL could be like.
","Hi everyone. (Waves to anonymous cyberfolk).My name is Jo-ann Larkins and I teach at the beautiful Gippsland Campus of Monash University in Victoria, Australia.Image source: Monash UniversityI have a teaching position that I don't think a lot of academ...",publish,why-this-blog,2013-04-05 03:23:00,post,"Course Reader,Blog posts","#ocTEL,Introduction"
909,94,2013-04-05 02:24:54,jamesclay: #ocTEL What is the most important question about TEL for you? http://t.co/a1FWX37gBR,"
",publish,jamesclay-octel-what-is-the-most-important-question-about-tel-for-you-httpt-coa1fwx37gbr,2013-04-05 02:24:54,post,"Twitter (Q&A),Social networks",#ocTEL
908,57,2013-04-05 02:27:49,"rgardner: #octel Big question -How best to develop staff digital literacies,especially awareness,practices & attributes,as opposed to access & skills?","
#octel Big question -How best to develop staff digital literacies,especially awareness,practices & attributes,as opposed to access & skills?
","#octel Big question -How best to develop staff digital literacies,especially awareness,practices & attributes,as opposed to access & skills?— Roger Gardner (@rgardner) April 5, 2013",publish,rgardner-octel-big-question-how-best-to-develop-staff-digital-literaciesespecially-awarenesspractices-amp-attributesas-opposed-to-access-amp-skills,2013-04-05 02:27:49,post,"Twitter (Q&A),Social networks",#ocTEL
772,987,2013-04-05 03:29:28,Hi There from Down Under :),"Hi All, I'm Rika Mason and I am Head of School of Education in a small private higher education provider called Tabor Victoria situated (physically) in Melbourne, Australia. My colleagues and I are experimenting with different forms of blended learning and are working together to enable our students access to courses and learning experiences through augmenting learning technologies with face to face class-time. Naturally, this type of change has big impacts on the expectations of academics and students alike, but we are finding the journey challenging and purposeful. I have two colleagues from different schools in our College (Hi Les [...]","Hi All, I'm Rika Mason and I am Head of School of Education in a small private higher education provider called Tabor Victoria situated (physically) in Melbourne, Australia. My colleagues and I are experimenting with different forms of blended learning...",publish,hi-there-from-down-under,2013-04-05 03:29:28,post,"Course Reader,JISCMail,Lists",
771,986,2013-04-05 03:42:53,Re: Hello from Somerset!,"John and Virginia, wonder if it helps to be technically limited in order to see the potential uses of technology? When I call IT about something there's always a list of specifications that my needs don't meet and that ends the conversation. If everything was only used for what it was made for we'd all die of thirst after losing our first bottle opener. [...] ","John and Virginia, wonder if it helps to be technically limited in order tosee the potential uses of technology? When I call IT about something there'salways a list of specifications that my needs don't meet and that ends theconversation. If everything...",publish,re-hello-from-somerset-3,2013-04-05 03:42:53,post,"JISCMail,Lists,Course Reader",
907,873,2013-04-05 02:48:10,mcrkayla: My big #ocTEL question: How can TEL support personalised learning in a way that works for both teachers and students?,"
My big #ocTEL question: How can TEL support personalised learning in a way that works for both teachers and students?
","My big #ocTEL question: How can TEL support personalised learning in a way that works for both teachers and students?— Kayla Barlow (@McrKayla) April 5, 2013",publish,mcrkayla-my-big-octel-question-how-can-tel-support-personalised-learning-in-a-way-that-works-for-both-teachers-and-students,2013-04-05 02:48:10,post,"Twitter (Q&A),Social networks",#ocTEL
5026,611,2013-04-05 02:49:39,Introduction: ELT instructor in Japan,"Hi All,
$B$O$8$a$^$7$F!* (B
Nice to meet you all, or whichever small fraction of the list will read this message.
I've been teaching English in Japan for going on about 16 years-mainly in universities and mainly in first-year programs. A lot of four skills EFL courses, some English for Academic Purposes, and a literature or digital media elective when I get the chance. [...]","Hi All,$B$O$8$a$^$7$F!* (BNice to meet you all, or whichever small fraction of the list will readthis message.I've been teaching English in Japan for going on about 16 years-mainly inuniversities and mainly in first-year programs. A lot of four skills ...",publish,introduction-elt-instructor-in-japan-2,2013-04-05 02:49:39,post,"Lists,Course Reader,JISCMail",
5522,611,2013-04-05 02:49:39,Introduction: ELT instructor in Japan,"Hi All,
$B$O$8$a$^$7$F!* (B
Nice to meet you all, or whichever small fraction of the list will read this message.
I've been teaching English in Japan for going on about 16 years-mainly in universities and mainly in first-year programs. A lot of four skills EFL courses, some English for Academic Purposes, and a literature or digital media elective when I get the chance. [...]","Hi All,$B$O$8$a$^$7$F!* (BNice to meet you all, or whichever small fraction of the list will readthis message.I've been teaching English in Japan for going on about 16 years-mainly inuniversities and mainly in first-year programs. A lot of four skills ...",publish,introduction-elt-instructor-in-japan-3,2013-04-05 02:49:39,post,"Lists,Course Reader,JISCMail",
5873,611,2013-04-05 02:49:39,Introduction: ELT instructor in Japan,"Hi All,
$B$O$8$a$^$7$F!* (B
Nice to meet you all, or whichever small fraction of the list will read this message.
I've been teaching English in Japan for going on about 16 years-mainly in universities and mainly in first-year programs. A lot of four skills EFL courses, some English for Academic Purposes, and a literature or digital media elective when I get the chance. [...]","Hi All,$B$O$8$a$^$7$F!* (BNice to meet you all, or whichever small fraction of the list will readthis message.I've been teaching English in Japan for going on about 16 years-mainly inuniversities and mainly in first-year programs. A lot of four skills ...",publish,introduction-elt-instructor-in-japan-4,2013-04-05 02:49:39,post,"JISCMail,Course Reader,Lists",
770,770,2013-04-05 04:03:25,Re: introduction,"Hi Jack,
I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To out UK colleagues out there are these [...] ","Hi Jack,I think you are right about acronyms. It can be extremely alienating. I'mploughing my way through the email deluge today, I have been GooglingDefine:XXX (Vague Acronym) lots.The two that get me most today are HE (Higher education? I think what ...",publish,re-introduction-8,2013-04-05 04:03:25,post,"Course Reader,JISCMail,Lists",
938,1051,2013-04-05 03:06:28,graphdesproject: My big question about TEL - in what ways do employers recognise skills and achievements? Is it just educators? Where does it go? #ocTEL,"
My big question about TEL - in what ways do employers recognise skills and achievements? Is it just educators? Where does it go? #ocTEL
— GraphicDesignProject (@GraphDesProject) April 5, 2013
","My big question about TEL - in what ways do employers recognise skills and achievements? Is it just educators? Where does it go? #ocTEL— GraphicDesignProject (@GraphDesProject) April 5, 2013",publish,graphdesproject-my-big-question-about-tel-in-what-ways-do-employers-recognise-skills-and-achievements-is-it-just-educators-where-does-it-go-octel,2013-04-05 03:06:28,post,"Twitter (Q&A),Social networks",#ocTEL
937,55,2013-04-05 03:10:44,hopkinsdavid: What is the most important question about TEL for you? #ocTEL http://t.co/DcY0GEsaiA via @jamesclay,"
I have a teaching position that I don't think a lot of academics would be envious of. I mainly teach compulsory first year statistics pretty much right across our campus. So whilst my students might be studying Business or Science or in a few cases Education, they all have one thing in common at the start of a semester. They are generally reluctant to be taking my class. They tend to be scared of the content and indeed of very concept of doing Stats. They're worried. And a lot of them are trying to do this in a totally distance education mode with no face to face contact or class time!
At that's where the fun part of my job comes in. Finding a way to break down those preconceptions, challenge their attitude, facilitate uptake of necessary content, assess progress and prepare them with a skill set sufficient to pass an exam in the short term and statistical literacy skills for the long term. And yes, I do think this is fun, but then I am a Statistician / mathematician by choice and this means my brain is possible mis-wired.
For some light relief and possibly to preserve my sanity, I also teach second year science students reading, writing and research skills. We explore those generic job skills they need to round them out as future scientists: Scientific literacy, communication skills, ethical considerations and the ability to be work as part of a multidisciplinary team. It's the coolest lecture program to deliver with references to Mythbusters, TED talks and Big Bang theory just as an example.
So I see Technology as a Tool to deliver the best learning experience for my students. From the University's compulsory LMS (Learning Management System - we have recently migrated over to Moodle) and recording lecture audio and video, to Google hangouts to facilitate student contact and collaboration and Wikis for online group work with remote students, I'll try it if it can enhance the learning environment or engage reluctant learners.
I'm lucky in that in a previous career life, I worked with control technology in the power industry and so am not shy about trying something new.
And that's why when an email came around at work advertising ocTEL - The Open Course in Technology Enhanced Learning a MOOC (Massive Online Open Course) being run by the ALT (Association for Learning Technology) - I thought Why Not? I might learn something useful.
There's always more to learn. (I may need my head read though).
I think I'd like to finish with a video I found when making sure I have defined MOOC correctly. This is by Dave Cormier, one of the originators of the term MOOC. I think is is what ocTEL could be like.
","Hi everyone. (Waves to anonymous cyberfolk).My name is Jo-ann Larkins and I teach at the beautiful Gippsland Campus of Monash University in Victoria, Australia.Image source: Monash UniversityI have a teaching position that I don't think a lot of academ...",publish,why-this-blog-2,2013-04-05 03:23:00,post,"Blog posts,Course Reader","#ocTEL,Introduction"
868,770,2013-04-05 03:24:38,I'm playing along in ocTEL. Here's my new Blog,"
Hi everyone. (Waves to anonymous cyberfolk). My name is Jo-ann Larkins and I teach at the beautiful Gippsland Campus of Monash University in Victoria, Australia. Image source: Monash University I have...
Hi everyone. (Waves to anonymous cyberfolk). My name is Jo-ann Larkins and I teach at the beautiful Gippsland Campus of Monash University in Victoria, Australia. Image source: Monash University I have...
",publish,im-playing-along-in-octel-heres-my-new-blog,2013-04-05 03:24:38,post,"Google+,Social networks,Course Reader",
5025,987,2013-04-05 03:29:28,Hi There from Down Under :),"Hi All, I'm Rika Mason and I am Head of School of Education in a small private higher education provider called Tabor Victoria situated (physically) in Melbourne, Australia. My colleagues and I are experimenting with different forms of blended learning and are working together to enable our students access to courses and learning experiences through augmenting learning technologies with face to face class-time. Naturally, this type of change has big impacts on the expectations of academics and students alike, but we are finding the journey challenging and purposeful. I have two colleagues from different schools in our College (Hi Les [...]","Hi All, I'm Rika Mason and I am Head of School of Education in a small private higher education provider called Tabor Victoria situated (physically) in Melbourne, Australia. My colleagues and I are experimenting with different forms of blended learning...",publish,hi-there-from-down-under-2,2013-04-05 03:29:28,post,"Lists,Course Reader,JISCMail",
5521,987,2013-04-05 03:29:28,Hi There from Down Under :),"Hi All, I'm Rika Mason and I am Head of School of Education in a small private higher education provider called Tabor Victoria situated (physically) in Melbourne, Australia. My colleagues and I are experimenting with different forms of blended learning and are working together to enable our students access to courses and learning experiences through augmenting learning technologies with face to face class-time. Naturally, this type of change has big impacts on the expectations of academics and students alike, but we are finding the journey challenging and purposeful. I have two colleagues from different schools in our College (Hi Les [...]","Hi All, I'm Rika Mason and I am Head of School of Education in a small private higher education provider called Tabor Victoria situated (physically) in Melbourne, Australia. My colleagues and I are experimenting with different forms of blended learning...",publish,hi-there-from-down-under-3,2013-04-05 03:29:28,post,"Lists,Course Reader,JISCMail",
5872,987,2013-04-05 03:29:28,Hi There from Down Under :),"Hi All, I'm Rika Mason and I am Head of School of Education in a small private higher education provider called Tabor Victoria situated (physically) in Melbourne, Australia. My colleagues and I are experimenting with different forms of blended learning and are working together to enable our students access to courses and learning experiences through augmenting learning technologies with face to face class-time. Naturally, this type of change has big impacts on the expectations of academics and students alike, but we are finding the journey challenging and purposeful. I have two colleagues from different schools in our College (Hi Les [...]","Hi All, I'm Rika Mason and I am Head of School of Education in a small private higher education provider called Tabor Victoria situated (physically) in Melbourne, Australia. My colleagues and I are experimenting with different forms of blended learning...",publish,hi-there-from-down-under-4,2013-04-05 03:29:28,post,"Lists,JISCMail,Course Reader",
936,873,2013-04-05 03:30:11,"mcrkayla: Belated new year resolution: ""Keep calm in the face of abundance"" as I start #ocTEL - So many messages - wonder which will stay with me?","
Belated new year resolution: ""Keep calm in the face of abundance"" as I start #ocTEL - So many messages - wonder which will stay with me?
","Belated new year resolution: ""Keep calm in the face of abundance"" as I start #ocTEL - So many messages - wonder which will stay with me?— Kayla Barlow (@McrKayla) April 5, 2013",publish,mcrkayla-belated-new-year-resolution-keep-calm-in-the-face-of-abundance-as-i-start-octel-so-many-messages-wonder-which-will-stay-with-me,2013-04-05 03:30:11,post,"Twitter (Q&A),Social networks",#ocTEL
5024,986,2013-04-05 03:42:53,Re: Hello from Somerset!,"John and Virginia, wonder if it helps to be technically limited in order to see the potential uses of technology? When I call IT about something there's always a list of specifications that my needs don't meet and that ends the conversation. If everything was only used for what it was made for we'd all die of thirst after losing our first bottle opener. [...] ","John and Virginia, wonder if it helps to be technically limited in order tosee the potential uses of technology? When I call IT about something there'salways a list of specifications that my needs don't meet and that ends theconversation. If everything...",publish,re-hello-from-somerset-4,2013-04-05 03:42:53,post,"Course Reader,JISCMail,Lists",
5520,986,2013-04-05 03:42:53,Re: Hello from Somerset!,"John and Virginia, wonder if it helps to be technically limited in order to see the potential uses of technology? When I call IT about something there's always a list of specifications that my needs don't meet and that ends the conversation. If everything was only used for what it was made for we'd all die of thirst after losing our first bottle opener. [...] ","John and Virginia, wonder if it helps to be technically limited in order tosee the potential uses of technology? When I call IT about something there'salways a list of specifications that my needs don't meet and that ends theconversation. If everything...",publish,re-hello-from-somerset-7,2013-04-05 03:42:53,post,"Lists,Course Reader,JISCMail",
5871,986,2013-04-05 03:42:53,Re: Hello from Somerset!,"John and Virginia, wonder if it helps to be technically limited in order to see the potential uses of technology? When I call IT about something there's always a list of specifications that my needs don't meet and that ends the conversation. If everything was only used for what it was made for we'd all die of thirst after losing our first bottle opener. [...] ","John and Virginia, wonder if it helps to be technically limited in order tosee the potential uses of technology? When I call IT about something there'salways a list of specifications that my needs don't meet and that ends theconversation. If everything...",publish,re-hello-from-somerset-10,2013-04-05 03:42:53,post,"Lists,JISCMail,Course Reader",
935,1060,2013-04-05 03:53:55,alejandroa: #ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'? http://t.co/A8b0tMQ7ZI,"
#ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'?wp.me/p3mEHo-15
","#ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'?wp.me/p3mEHo-15— Alejandro Armellini (@alejandroa) April 5, 2013",publish,alejandroa-octel-week-0-big-questions-how-can-we-get-rid-of-the-t-in-tel-httpt-coa8b0tmq7zi,2013-04-05 03:53:55,post,"Social networks,Twitter (Q&A)",#ocTEL
774,988,2013-04-05 04:56:28,#ocTEL – Where MOOCs and MOOCs differ,"
I have gone through a variety of online learning experiences. I have been part of a focused and tightly designed learning module delivered entirely online, and I have enrolled into several Coursera offerings. On one hand, the closed unit was not a MOOC insofar as it was closed and was made up of a limited cohort. However, there were characteristics I would consider MOOC-eshk. For example, the entire course was underpinned by connectivism. Learning was generated through a diversity of opinions. Valuing other people’s ideas underpinned part of the critical reflective component. Finally, the outside world was encouraged to participate using integrated services such as Twitter and Flickr. What I had gained from such an experience could not be reproduced inside the traditional four walled classroom. However, Coursera MOOCs I have experienced are quite different.
I have enrolled into many Coursera MOOCs, and although they are accredited, they do not hit the mark in terms of engagement. They are rich in media, but do not offer opportunities for media to be manipulated. They encourage personal learning networks to thrive, but they do not provide space, and instead suggest other avenues for engagement (which is ok, but it is difficult to engage with a Facebook group of 1000+ people talking all at one; like a child in a large audience, your voice isn’t lost, it doesn’t exist – not really a ‘Personal’ learning network approach). This is not bad, but it can be delivered in a classroom just as easily than online. To plan rich and meaningful learning experiences for learners, a more structured, yet open approach is required. Structured learning experiences, followed by open interactivity from learners. I began to distinguish differences in the design of MOOCs after reading Siemens’ theory of MOOCs. For one thing;
We don’t online align ourselves to the course content and the instructor; we align ourselves to other learners and their knowledge - Siemens
This suggests learning online is not receptive, but reactive. Learning about the content is not as important as than learning about how other people responded to the content. From there people are able discuss and decide what knowledge is reasonable and sound, and what is irrational. However, I would like to discover how we can channel such knowledge development to an assessable outcome. Otherwise, learning, although fun, may risk being poorly constructed ,especially if a discussion concludes on ideas which are not supported by authoritative research. This begins the dreaded balancing act of letting the learner learn through well developed educational design, without too much dependence from the instructor, after all,
When an instructor does for learners what learners should do for themselves, the learning experience is incomplete – Siemens
I guess the idea of the MOOC, does not guarantee viable learning. But the right pedagogy combined with design will allow people to engage with one another in a more cohesive way. I would like to hear your thoughts. Leave a comment on whether you think a closed learning environments underpinned by pedagogy are more effective than global participation.
","I have gone through a variety of online learning experiences. I have been part of a focused and tightly designed learning module delivered entirely online, and I have enrolled into several Coursera offerings. On one hand, the closed unit was not a MOOC insofar as it was closed and was made up of a limited … Read more →",publish,octel-where-moocs-and-moocs-differ,2013-04-05 04:56:28,post,"Blog posts,Course Reader","education design,Education,social media,collaboration,connectivism,mooc,Online Services"
776,986,2013-04-05 04:58:48,Re: Intro,"Hi Bob, not sure how to break through to the people we need to be engaging without knowing who they might be. Where I live the voters elect governments that hack away at education and my experience with changing this situation is to build communities with those who can see further down the road. Should we all hang around with those who see no reason to change and waste our energies in frustration or start building alternatives with those who want change? Persuasion sticks best if there is something to show that works and it might as well be us [...]","Hi Bob, not sure how to break through to the people we need to be engaging without knowing who they might be. Where I live the voters elect governments that hack away at education and my experience with changing this situation is to build communities w...",publish,re-intro-2,2013-04-05 04:58:48,post,"JISCMail,Course Reader,Lists",
5023,770,2013-04-05 04:03:25,Re: introduction,"Hi Jack,
I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To out UK colleagues out there are these [...] ","Hi Jack,I think you are right about acronyms. It can be extremely alienating. I'mploughing my way through the email deluge today, I have been GooglingDefine:XXX (Vague Acronym) lots.The two that get me most today are HE (Higher education? I think what ...",publish,re-introduction-21,2013-04-05 04:03:25,post,"Lists,Course Reader,JISCMail",
5519,770,2013-04-05 04:03:25,Re: introduction,"Hi Jack,
I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To out UK colleagues out there are these [...] ","Hi Jack,I think you are right about acronyms. It can be extremely alienating. I'mploughing my way through the email deluge today, I have been GooglingDefine:XXX (Vague Acronym) lots.The two that get me most today are HE (Higher education? I think what ...",publish,re-introduction-35,2013-04-05 04:03:25,post,"Course Reader,JISCMail,Lists",
5870,770,2013-04-05 04:03:25,Re: introduction,"Hi Jack,
I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To out UK colleagues out there are these [...] ","Hi Jack,I think you are right about acronyms. It can be extremely alienating. I'mploughing my way through the email deluge today, I have been GooglingDefine:XXX (Vague Acronym) lots.The two that get me most today are HE (Higher education? I think what ...",publish,re-introduction-49,2013-04-05 04:03:25,post,"Course Reader,Lists,JISCMail",
5022,986,2013-04-05 04:58:48,Re: Intro,"Hi Bob, not sure how to break through to the people we need to be engaging without knowing who they might be. Where I live the voters elect governments that hack away at education and my experience with changing this situation is to build communities with those who can see further down the road. Should we all hang around with those who see no reason to change and waste our energies in frustration or start building alternatives with those who want change? Persuasion sticks best if there is something to show that works and it might as well be us [...]","Hi Bob, not sure how to break through to the people we need to be engaging without knowing who they might be. Where I live the voters elect governments that hack away at education and my experience with changing this situation is to build communities w...",publish,re-intro-3,2013-04-05 04:58:48,post,"Lists,Course Reader,JISCMail",
5518,986,2013-04-05 04:58:48,Re: Intro,"Hi Bob, not sure how to break through to the people we need to be engaging without knowing who they might be. Where I live the voters elect governments that hack away at education and my experience with changing this situation is to build communities with those who can see further down the road. Should we all hang around with those who see no reason to change and waste our energies in frustration or start building alternatives with those who want change? Persuasion sticks best if there is something to show that works and it might as well be us [...]","Hi Bob, not sure how to break through to the people we need to be engaging without knowing who they might be. Where I live the voters elect governments that hack away at education and my experience with changing this situation is to build communities w...",publish,re-intro-5,2013-04-05 04:58:48,post,"Lists,Course Reader,JISCMail",
5869,986,2013-04-05 04:58:48,Re: Intro,"Hi Bob, not sure how to break through to the people we need to be engaging without knowing who they might be. Where I live the voters elect governments that hack away at education and my experience with changing this situation is to build communities with those who can see further down the road. Should we all hang around with those who see no reason to change and waste our energies in frustration or start building alternatives with those who want change? Persuasion sticks best if there is something to show that works and it might as well be us [...]","Hi Bob, not sure how to break through to the people we need to be engaging without knowing who they might be. Where I live the voters elect governments that hack away at education and my experience with changing this situation is to build communities w...",publish,re-intro-7,2013-04-05 04:58:48,post,"Lists,JISCMail,Course Reader",
817,998,2013-04-05 06:13:32,"sisqitman: MT @gemmaholtam: ""MOOCs, are they worth it? Reflections on #etmooc and #ocTEL"" http://t.co/mt7Dtrbdmx - Gemma offers some great takeaways.","
",publish,sisqitman-mt-gemmaholtam-moocs-are-they-worth-it-reflections-on-etmooc-and-octel-httpt-comt7dtrbdmx-gemma-offers-some-great-takeaways,2013-04-05 06:13:32,post,"Twitter (Q&A),Social networks","#ocTEL,etmooc"
816,997,2013-04-05 06:20:53,ladyculottes: Overwhelmed by #ocTEL JISCmail alerts? Follow these instructions to receive the digest http://t.co/mwrWIRDR4b,"
Overwhelmed by #ocTEL JISCmail alerts? Follow these instructions to receive the digest bit.ly/16v7LhR
","Overwhelmed by #ocTEL JISCmail alerts? Follow these instructions to receive the digest bit.ly/16v7LhR— Hayley Atkinson (@ladyculottes) April 5, 2013",publish,ladyculottes-overwhelmed-by-octel-jiscmail-alerts-follow-these-instructions-to-receive-the-digest-httpt-comwrwirdr4b,2013-04-05 06:20:53,post,"Twitter (Q&A),Social networks",#ocTEL
934,116,2013-04-05 05:30:17,kshjensen: RT @alejandroa: #ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'? http://t.co/A8b0tMQ7ZI,"
","RT @alejandroa: #ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'?wp.me/p3mEHo-15— Kathrine Jensen (@kshjensen) April 5, 2013",publish,kshjensen-rt-alejandroa-octel-week-0-big-questions-how-can-we-get-rid-of-the-t-in-tel-httpt-coa8b0tmq7zi,2013-04-05 05:30:17,post,"Twitter (Q&A),Social networks",#ocTEL
815,855,2013-04-05 06:43:38,bulgenen: RT @gemmaholtam: MOOCs are they worth it? Reflections on #etmooc and #ocTEL http://t.co/kdT8nO5vKf,"
",publish,bulgenen-rt-gemmaholtam-moocs-are-they-worth-it-reflections-on-etmooc-and-octel-httpt-cokdt8no5vkf,2013-04-05 06:43:38,post,"Social networks,Twitter (Q&A)","etmooc,#ocTEL"
960,1051,2013-04-05 06:03:01,"graphdesproject: @mrtimbones Wasnt totally convinced. Poss our graphics learners more keen to use tech as designers do?? Also, start of course habits. #ocTEL","
@mrtimbones Wasnt totally convinced. Poss our graphics learners more keen to use tech as designers do?? Also, start of course habits. #ocTEL
— GraphicDesignProject (@GraphDesProject) April 5, 2013
","@mrtimbones Wasnt totally convinced. Poss our graphics learners more keen to use tech as designers do?? Also, start of course habits. #ocTEL— GraphicDesignProject (@GraphDesProject) April 5, 2013",publish,graphdesproject-mrtimbones-wasnt-totally-convinced-poss-our-graphics-learners-more-keen-to-use-tech-as-designers-do-also-start-of-course-habits-octel,2013-04-05 06:03:01,post,"Twitter (Q&A),Social networks",#ocTEL
959,271,2013-04-05 06:23:53,veecam: RT @alejandroa: #ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'? http://t.co/A8b0tMQ7ZI,"
","RT @alejandroa: #ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'?wp.me/p3mEHo-15— Vanessa Camilleri (@veecam) April 5, 2013",publish,veecam-rt-alejandroa-octel-week-0-big-questions-how-can-we-get-rid-of-the-t-in-tel-httpt-coa8b0tmq7zi,2013-04-05 06:23:53,post,"Social networks,Twitter (Q&A)",#ocTEL
814,996,2013-04-05 07:34:22,imogenbertin: #ocTEL - a sea of unwanted emails and impossible to follow instructions. Please simplify radically?,"
#ocTEL - a sea of unwanted emails and impossible to follow instructions. Please simplify radically?
","#ocTEL - a sea of unwanted emails and impossible to follow instructions. Please simplify radically?— imogenbertin (@imogenbertin) April 5, 2013",publish,imogenbertin-octel-a-sea-of-unwanted-emails-and-impossible-to-follow-instructions-please-simplify-radically,2013-04-05 07:34:22,post,"Twitter (Q&A),Social networks",#ocTEL
787,990,2013-04-05 07:42:28,Re: Hello,"These discussions are now becoming quite annoying. Would you kindly disengage me from receiving further mails?
Regards,
Basilius M. Kasera Namibia Evangelical Theological Seminary PO Box 158 Windhoek, Namibia Phone: +264 61 222885 Website: www.nets.edu.na Blog: http://savouringthegospel.wordpress.com
On Apr 4, 2013, at 19:06, Lisa Anderson wrote:
> Hi everyone, > > I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our [...] ","These discussions are now becoming quite annoying. Would you kindly disengage me from receiving further mails?
Regards,
Basilius M. Kasera Namibia Evangelical Theological Seminary PO Box 158 Windhoek, Namibia Phone: +264 61 222885 Website: www.nets.edu.na Blog: http://savouringthegospel.wordpress.com
On Apr 4, 2013, at 19:06, Lisa Anderson wrote:
> Hi everyone, > > I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our [...]",publish,re-hello,2013-04-05 07:42:28,post,"JISCMail,Course Reader,Lists",
958,1066,2013-04-05 06:52:32,"nigele1: #octel the new BIS/DfE document on skills policy, including HE, mentions technology a lot! what does TEL contribute in this framework? Ideas","
#octel the new BIS/DfE document on skills policy, including HE, mentions technology a lot! what does TEL contribute in this framework? Ideas
","#octel the new BIS/DfE document on skills policy, including HE, mentions technology a lot! what does TEL contribute in this framework? Ideas— Nigel Ecclesfield (@nigele1) April 5, 2013",publish,nigele1-octel-the-new-bisdfe-document-on-skills-policy-including-he-mentions-technology-a-lot-what-does-tel-contribute-in-this-framework-ideas,2013-04-05 06:52:32,post,"Twitter (Q&A),Social networks",#ocTEL
786,989,2013-04-05 08:02:40,Would you kindly disengage me from receiving further mails?,"I do not wish to receive any more emails, this is stopping me working effectively!! thanks Bron Roberts ","I do not wish to receive any more emails, this is stopping me working effectively!!thanks Bron Roberts ",publish,would-you-kindly-disengage-me-from-receiving-further-mails,2013-04-05 08:02:40,post,"JISCMail,Course Reader,Lists",
813,1326,2013-04-05 07:03:24,strictlykaren: RT @ladyculottes: Overwhelmed by #ocTEL JISCmail alerts? Follow these instructions to receive the digest http://t.co/mwrWIRDR4b,"
","RT @ladyculottes: Overwhelmed by #ocTEL JISCmail alerts? Follow these instructions to receive the digest bit.ly/16v7LhR— Karen Strickland (@strictlykaren) April 5, 2013",publish,strictlykaren-rt-ladyculottes-overwhelmed-by-octel-jiscmail-alerts-follow-these-instructions-to-receive-the-digest-httpt-comwrwirdr4b,2013-04-23 12:10:15,post,"Twitter (Q&A),Social networks",#ocTEL
785,981,2013-04-05 08:10:38,Re: Profile and big questions,"Heather,
At Huddersfield is there anyway of getting hold of iPad, iPhone, or iPad mini. Tablet is where technology is going, it does not have the steep learning curve of desktop technology. As fellow dyslexic it is technology that supports me than rather undermines me.
I am planning run workshop here in Sheffield for staff on apps I use on my iPhone and iPad to support myself, and my student learning and experience. You would be most welcome. [...]","Heather,At Huddersfield is there anyway of getting hold of iPad, iPhone, or iPad mini. Tablet is where technology is going, it does not have the steep learning curve of desktop technology. As fellow dyslexic it is technology that supports me than rathe...",publish,re-profile-and-big-questions-6,2013-04-05 08:10:38,post,"JISCMail,Course Reader,Lists",
957,997,2013-04-05 07:16:30,ladyculottes: How can we get rid of the ‘T’ in ‘TEL’? http://t.co/0hieiu33wc #ocTEL,"
",publish,ladyculottes-how-can-we-get-rid-of-the-t-in-tel-httpt-co0hieiu33wc-octel,2013-04-05 07:16:30,post,"Social networks,Twitter (Q&A)",#ocTEL
797,993,2013-04-05 08:30:51,Re: Gilly Salmo article and reply to Stephen and Bill,"This video is brilliant, thanks for sharing! Regards Helen ________________________________ From: David Jennings To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, 5 April 2013 4:21 AM Subject: Re: Gilly Salmo article and reply to Stephen and Bill Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the participants list?"" Anyone who answered Yes to that question will not appear on the list. You can update your preferences in terms of appearing [...] ","This video is brilliant, thanks for sharing! Regards Helen ________________________________ From: David Jennings To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, 5 April 2013 4:21 AM Subject: Re: Gilly Salmo article and reply to Stephen and Bill Just to ...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-4,2013-04-05 08:30:51,post,"Course Reader,JISCMail,Lists",
812,743,2013-04-05 08:32:17,activatelearn: RT @ladyculottes: Overwhelmed by #ocTEL JISCmail alerts? Follow these instructions to receive the digest http://t.co/mwrWIRDR4b,"
","RT @ladyculottes: Overwhelmed by #ocTEL JISCmail alerts? Follow these instructions to receive the digest bit.ly/16v7LhR— Helen Blunden (@ActivateLearn) April 5, 2013",publish,activatelearn-rt-ladyculottes-overwhelmed-by-octel-jiscmail-alerts-follow-these-instructions-to-receive-the-digest-httpt-comwrwirdr4b,2013-04-05 08:32:17,post,"Twitter (Q&A),Social networks",#ocTEL
796,992,2013-04-05 08:35:30,Profile and big questions,"Hi, I am Judith Jurowska and I work for the Learning Technologies Team at Durham University in the United Kingdom supporting the Faculty of Arts and Humanities in their use of our virtual learning environment (VLE) which is based on Blackboard with some customised building block additions created in house.
I have teaching qualifications in both Further and Higher Education and am a certified Member of the Association of Learning Technologist. [...]","Hi,I am Judith Jurowska and I work for the Learning Technologies Team at Durham University in the United Kingdom supporting the Faculty of Arts and Humanities in their use of our virtual learning environment (VLE) which is based on Blackboard with some...",publish,profile-and-big-questions-2,2013-04-05 08:35:30,post,"JISCMail,Lists,Course Reader",
5021,990,2013-04-05 07:42:28,Re: Hello,"These discussions are now becoming quite annoying. Would you kindly disengage me from receiving further mails?
Regards,
Basilius M. Kasera Namibia Evangelical Theological Seminary PO Box 158 Windhoek, Namibia Phone: +264 61 222885 Website: www.nets.edu.na Blog: http://savouringthegospel.wordpress.com
On Apr 4, 2013, at 19:06, Lisa Anderson wrote:
> Hi everyone, > > I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our [...] ","These discussions are now becoming quite annoying. Would you kindly disengage me from receiving further mails?
Regards,
Basilius M. Kasera Namibia Evangelical Theological Seminary PO Box 158 Windhoek, Namibia Phone: +264 61 222885 Website: www.nets.edu.na Blog: http://savouringthegospel.wordpress.com
On Apr 4, 2013, at 19:06, Lisa Anderson wrote:
> Hi everyone, > > I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our [...]",publish,re-hello-2,2013-04-05 07:42:28,post,"Lists,Course Reader,JISCMail",
5517,990,2013-04-05 07:42:28,Re: Hello,"These discussions are now becoming quite annoying. Would you kindly disengage me from receiving further mails?
Regards,
Basilius M. Kasera Namibia Evangelical Theological Seminary PO Box 158 Windhoek, Namibia Phone: +264 61 222885 Website: www.nets.edu.na Blog: http://savouringthegospel.wordpress.com
On Apr 4, 2013, at 19:06, Lisa Anderson wrote:
> Hi everyone, > > I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our [...] ","These discussions are now becoming quite annoying. Would you kindly disengage me from receiving further mails?
Regards,
Basilius M. Kasera Namibia Evangelical Theological Seminary PO Box 158 Windhoek, Namibia Phone: +264 61 222885 Website: www.nets.edu.na Blog: http://savouringthegospel.wordpress.com
On Apr 4, 2013, at 19:06, Lisa Anderson wrote:
> Hi everyone, > > I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our [...]",publish,re-hello-3,2013-04-05 07:42:28,post,"Lists,Course Reader,JISCMail",
5868,990,2013-04-05 07:42:28,Re: Hello,"These discussions are now becoming quite annoying. Would you kindly disengage me from receiving further mails?
Regards,
Basilius M. Kasera Namibia Evangelical Theological Seminary PO Box 158 Windhoek, Namibia Phone: +264 61 222885 Website: www.nets.edu.na Blog: http://savouringthegospel.wordpress.com
On Apr 4, 2013, at 19:06, Lisa Anderson wrote:
> Hi everyone, > > I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our [...] ","These discussions are now becoming quite annoying. Would you kindly disengage me from receiving further mails?
Regards,
Basilius M. Kasera Namibia Evangelical Theological Seminary PO Box 158 Windhoek, Namibia Phone: +264 61 222885 Website: www.nets.edu.na Blog: http://savouringthegospel.wordpress.com
On Apr 4, 2013, at 19:06, Lisa Anderson wrote:
> Hi everyone, > > I'm Lisa Anderson and I'm a Senior Lecturer in Management Education at the University of Liverpool Management School. I've worked on our online programme provision for the past 5 years and was heavily involved in the re-design of our MBA programme and the design and launch of our [...]",publish,re-hello-4,2013-04-05 07:42:28,post,"JISCMail,Course Reader,Lists",
795,591,2013-04-05 08:42:50,Re: Activity my experiences and ambitions,"Resistance to change is common in education. Resistance may be exacerbated by a focus on technology and tools rather than on activities, processes, and solutions to shared problems. Social media, MOOCs, and Personal Learning Networks are all conceptually remote and, even withing the literature on these topics, there is little agreement over what they really are. This means that dialogue about these topics is highly theoretical. It is very clear from the Blogosphere and from teacher led discussion fora that most teachers are not interested in theory: they are interested in what they can do in class tomorrow and how [...]","Resistance to change is common in education. Resistance may be exacerbatedby a focus on technology and tools rather than on activities, processes,and solutions to shared problems. Social media, MOOCs, and PersonalLearning Networks are all conceptually ...",publish,re-activity-my-experiences-and-ambitions-4,2013-04-05 08:42:50,post,"Lists,Course Reader,JISCMail",
5020,989,2013-04-05 08:02:40,Would you kindly disengage me from receiving further mails?,"I do not wish to receive any more emails, this is stopping me working effectively!! thanks Bron Roberts ","I do not wish to receive any more emails, this is stopping me working effectively!!thanks Bron Roberts ",publish,would-you-kindly-disengage-me-from-receiving-further-mails-2,2013-04-05 08:02:40,post,"Lists,Course Reader,JISCMail",
5516,989,2013-04-05 08:02:40,Would you kindly disengage me from receiving further mails?,"I do not wish to receive any more emails, this is stopping me working effectively!! thanks Bron Roberts ","I do not wish to receive any more emails, this is stopping me working effectively!!thanks Bron Roberts ",publish,would-you-kindly-disengage-me-from-receiving-further-mails-3,2013-04-05 08:02:40,post,"Lists,Course Reader,JISCMail",
5867,989,2013-04-05 08:02:40,Would you kindly disengage me from receiving further mails?,"I do not wish to receive any more emails, this is stopping me working effectively!! thanks Bron Roberts ","I do not wish to receive any more emails, this is stopping me working effectively!!thanks Bron Roberts ",publish,would-you-kindly-disengage-me-from-receiving-further-mails-4,2013-04-05 08:02:40,post,"Lists,JISCMail,Course Reader",
5019,981,2013-04-05 08:10:38,Re: Profile and big questions,"Heather,
At Huddersfield is there anyway of getting hold of iPad, iPhone, or iPad mini. Tablet is where technology is going, it does not have the steep learning curve of desktop technology. As fellow dyslexic it is technology that supports me than rather undermines me.
I am planning run workshop here in Sheffield for staff on apps I use on my iPhone and iPad to support myself, and my student learning and experience. You would be most welcome. [...]","Heather,At Huddersfield is there anyway of getting hold of iPad, iPhone, or iPad mini. Tablet is where technology is going, it does not have the steep learning curve of desktop technology. As fellow dyslexic it is technology that supports me than rathe...",publish,re-profile-and-big-questions-11,2013-04-05 08:10:38,post,"Course Reader,JISCMail,Lists",
5515,981,2013-04-05 08:10:38,Re: Profile and big questions,"Heather,
At Huddersfield is there anyway of getting hold of iPad, iPhone, or iPad mini. Tablet is where technology is going, it does not have the steep learning curve of desktop technology. As fellow dyslexic it is technology that supports me than rather undermines me.
I am planning run workshop here in Sheffield for staff on apps I use on my iPhone and iPad to support myself, and my student learning and experience. You would be most welcome. [...]","Heather,At Huddersfield is there anyway of getting hold of iPad, iPhone, or iPad mini. Tablet is where technology is going, it does not have the steep learning curve of desktop technology. As fellow dyslexic it is technology that supports me than rathe...",publish,re-profile-and-big-questions-19,2013-04-05 08:10:38,post,"Lists,Course Reader,JISCMail",
5866,981,2013-04-05 08:10:38,Re: Profile and big questions,"Heather,
At Huddersfield is there anyway of getting hold of iPad, iPhone, or iPad mini. Tablet is where technology is going, it does not have the steep learning curve of desktop technology. As fellow dyslexic it is technology that supports me than rather undermines me.
I am planning run workshop here in Sheffield for staff on apps I use on my iPhone and iPad to support myself, and my student learning and experience. You would be most welcome. [...]","Heather,At Huddersfield is there anyway of getting hold of iPad, iPhone, or iPad mini. Tablet is where technology is going, it does not have the steep learning curve of desktop technology. As fellow dyslexic it is technology that supports me than rathe...",publish,re-profile-and-big-questions-27,2013-04-05 08:10:38,post,"Lists,JISCMail,Course Reader",
805,926,2013-04-05 09:17:57,"#octel
*Activity 0.1: What’s my big question about TEL?*
I’m involved in training teachers to use technology...","
David Read
Fri, 05 Apr 2013 09:17:57 GMT
- Community
#octel *Activity 0.1: What’s my big question about TEL?*
I’m involved in training teachers to use technology and so my question really relates to that, and it’s very much a social/political one: will teachers who will not or cannot get on board with educational technology find themselves increasingly marginalized in their work?
I ask this question because where I work there are teachers who steadfastly refuse to engage with the technology available to them, who avoid using the interactive whiteboards in the classroom or the VLE that’s set up for them to use with their classes. And there are others who clearly want to use technology with their students - and to a certain degree feel pressured into doing so by the students and by the institution - but who struggle with some of the most basic skills needed to use it effectively.
Until recently I think this was fine, technology was in its infancy in education and there was little external pressure for teachers to integrate technology in their lessons. But that’s changing now, the students own and bring a lot of technology to the classroom and they expect a modern university/school to integrate it seamlessly into their studies. I see it in the feedback students give about teachers, they often raise questions about teachers who fail to integrate it into the classroom.
And it’s tough for a lot of teachers, some of them have come to technology very late in their careers and they struggle with basic computing concepts (file systems, saving documents, bookmarks, shared drives etc) and you can see them drowning in this need to keep up with the latest innovations. It’s my job to help them with this, but it’s a slow process, they have so many other things they have to do in their job and life that keeping up with technology is just another additional burden.
I really love technology and that spurs me to learn more about it, join courses such as this, but I’m also acutely aware that I’m trying to future-proof myself a little bit. I need to support my family, keep my job, improve my prospects for promotion and staying up to date with educational technology is likely to help me do this. But for those teachers who see technology as a threat I wonder how easy it’s going to be for them to adjust to this new way of doing things.
I’d love to hear your thoughts on this, how you perceive your role as a teacher changing as technology becomes more and more integrated and expected in the classroom. Do you find technology intrinsically interesting as a tool for enhancing learning or do you feel obliged to keep up with it because of external pressure? Or a bit of both?
","
David Read
Fri, 05 Apr 2013 09:17:57 GMT
- Community
#octel *Activity 0.1: What’s my big question about TEL?*
I’m involved in training teachers to use technology and so my question really relates to that, and it’s very much a social/political one: will teachers who will not or cannot get on board with educational technology find themselves increasingly marginalized in their work?
I ask this question because where I work there are teachers who steadfastly refuse to engage with the technology available to them, who avoid using the interactive whiteboards in the classroom or the VLE that’s set up for them to use with their classes. And there are others who clearly want to use technology with their students - and to a certain degree feel pressured into doing so by the students and by the institution - but who struggle with some of the most basic skills needed to use it effectively.
Until recently I think this was fine, technology was in its infancy in education and there was little external pressure for teachers to integrate technology in their lessons. But that’s changing now, the students own and bring a lot of technology to the classroom and they expect a modern university/school to integrate it seamlessly into their studies. I see it in the feedback students give about teachers, they often raise questions about teachers who fail to integrate it into the classroom.
And it’s tough for a lot of teachers, some of them have come to technology very late in their careers and they struggle with basic computing concepts (file systems, saving documents, bookmarks, shared drives etc) and you can see them drowning in this need to keep up with the latest innovations. It’s my job to help them with this, but it’s a slow process, they have so many other things they have to do in their job and life that keeping up with technology is just another additional burden.
I really love technology and that spurs me to learn more about it, join courses such as this, but I’m also acutely aware that I’m trying to future-proof myself a little bit. I need to support my family, keep my job, improve my prospects for promotion and staying up to date with educational technology is likely to help me do this. But for those teachers who see technology as a threat I wonder how easy it’s going to be for them to adjust to this new way of doing things.
I’d love to hear your thoughts on this, how you perceive your role as a teacher changing as technology becomes more and more integrated and expected in the classroom. Do you find technology intrinsically interesting as a tool for enhancing learning or do you feel obliged to keep up with it because of external pressure? Or a bit of both?
",publish,octel-activity-0-1-whats-my-big-question-about-telim-involved-in-training-teachers-to-use-technology,2013-04-05 09:17:57,post,"Social networks,Google+,Course Reader",
794,2,2013-04-05 09:30:44,Re: 'Death by email' and my intro,"Hi Ben, all,
Just to come back on the 'death by email' point. We provide a number of channels for you to communicate with each other (http://octel.alt.ac.uk/course-discussions/). We let you choose which one you prefer.
One of the main purposes of this induction part of the course is precisely to give people time to explore the possibilities of different features and benefits of the different channels. We give you time to 'settle' before the course gets under way in earnest. [...] ","Hi Ben, all,Just to come back on the 'death by email' point. We provide a number of channels for you to communicate with each other (http://octel.alt.ac.uk/course-discussions/). We let you choose which one you prefer.One of the main purposes of this in...",publish,re-death-by-email-and-my-intro,2013-04-05 09:30:44,post,"JISCMail,Lists,Course Reader",
5018,993,2013-04-05 08:30:51,Re: Gilly Salmo article and reply to Stephen and Bill,"This video is brilliant, thanks for sharing! Regards Helen ________________________________ From: David Jennings To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, 5 April 2013 4:21 AM Subject: Re: Gilly Salmo article and reply to Stephen and Bill Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the participants list?"" Anyone who answered Yes to that question will not appear on the list. You can update your preferences in terms of appearing [...] ","This video is brilliant, thanks for sharing! Regards Helen ________________________________ From: David Jennings To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, 5 April 2013 4:21 AM Subject: Re: Gilly Salmo article and reply to Stephen and Bill Just to ...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-7,2013-04-05 08:30:51,post,"Lists,Course Reader,JISCMail",
5514,993,2013-04-05 08:30:51,Re: Gilly Salmo article and reply to Stephen and Bill,"This video is brilliant, thanks for sharing! Regards Helen ________________________________ From: David Jennings To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, 5 April 2013 4:21 AM Subject: Re: Gilly Salmo article and reply to Stephen and Bill Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the participants list?"" Anyone who answered Yes to that question will not appear on the list. You can update your preferences in terms of appearing [...] ","This video is brilliant, thanks for sharing! Regards Helen ________________________________ From: David Jennings To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, 5 April 2013 4:21 AM Subject: Re: Gilly Salmo article and reply to Stephen and Bill Just to ...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-12,2013-04-05 08:30:51,post,"Course Reader,JISCMail,Lists",
5865,993,2013-04-05 08:30:51,Re: Gilly Salmo article and reply to Stephen and Bill,"This video is brilliant, thanks for sharing! Regards Helen ________________________________ From: David Jennings To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, 5 April 2013 4:21 AM Subject: Re: Gilly Salmo article and reply to Stephen and Bill Just to let everyone know, the participants list does not include everyone registered on the course. When you registered there was a question ""Do you want to opt out of ALT sharing your name, country and affiliation with other participants via the participants list?"" Anyone who answered Yes to that question will not appear on the list. You can update your preferences in terms of appearing [...] ","This video is brilliant, thanks for sharing! Regards Helen ________________________________ From: David Jennings To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Friday, 5 April 2013 4:21 AM Subject: Re: Gilly Salmo article and reply to Stephen and Bill Just to ...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-17,2013-04-05 08:30:51,post,"Course Reader,Lists,JISCMail",
811,898,2013-04-05 09:31:34,jimpettiward: Big Q: How to address the gaping chasm in digital literacies of many teaching staff in HE? http://t.co/nD0k42DBPc #ocTEL,"
Big Q: How to address the gaping chasm in digital literacies of many teaching staff in HE? dllearner.blogspot.co.uk#ocTEL
","Big Q: How to address the gaping chasm in digital literacies of many teaching staff in HE? dllearner.blogspot.co.uk #ocTEL— Jim Pettiward (@jimpettiward) April 5, 2013",publish,jimpettiward-big-q-how-to-address-the-gaping-chasm-in-digital-literacies-of-many-teaching-staff-in-he-httpt-cond0k42dbpc-octel,2013-04-05 09:31:34,post,"Twitter (Q&A),Social networks",#ocTEL
791,977,2013-04-05 08:33:41,"Open online courses, a MOOC point?","
Yesterday, along with some 900 other people, I jumped in and began exploring The Association of Learning Technology’sMOOC. Named ocTELOpen Course in Technology and Learning, ALT describe the course as being “…an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges.”
I’m hoping to experience first hand how a MOOC functions and to determine whether some of the hype is justified. I understand that retention rates for MOOCs are not good, and I’d like to see the course through to completion. I have engaged with Computer-Mediated Communication (CMC) learning before and both the asynchronous nature of it along with the dreadful design aesthetics simply put me off using it. I am finding ocTEL relatively easy to navigate so far and all seems well structured and already it’s thriving.
The schedule which can be seen below runs through to June. Today we are just a the stage of introductions and engaging in the first activity in which we are asked to consider any ‘big’ questions that we might have regarding technology and learning. There’s some interesting looking groups forming already, but I’ve not committed to joining any as yet.
For now we’ve been asked to consider a ‘big question’. I have lots questions, but I would most like to know how, as an educator/participant, will I benefit from engaging in MOOCs? In the process of answering that question I might identify some of the overall advantages and disadvantages of MOOCs in comparison to other learning environments.
I’ll be blogging about this largely as a form of reflective activity. As I work my way though this I’ll be recording my thoughts and actions here.
","Yesterday, along with some 900 other people, I jumped in and began exploring The Association of Learning Technology’s MOOC. Named ocTEL Open Course in Technology and Learning, ALT describe the course as being “…an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at [...]",publish,open-online-courses-a-mooc-point,2013-04-05 08:33:41,post,"Course Reader,Blog posts","#ocTEL,Learning Technology,mooc,Education,online learning,e-learning,Higher Education,ALT"
4618,977,2013-04-05 08:33:41,"Open online courses, a MOOC point?","
Yesterday, along with some 900 other people, I jumped in and began exploring The Association of Learning Technology’sMOOC. Named ocTELOpen Course in Technology and Learning, ALT describe the course as being “…an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges.”
I’m hoping to experience first hand how a MOOC functions and to determine whether some of the hype is justified. I understand that retention rates for MOOCs are not good, and I’d like to see the course through to completion. I have engaged with Computer-Mediated Communication (CMC) learning before and both the asynchronous nature of it along with the dreadful design aesthetics simply put me off using it. I am finding ocTEL relatively easy to navigate so far and all seems well structured and already it’s thriving.
The schedule which can be seen below runs through to June. Today we are just a the stage of introductions and engaging in the first activity in which we are asked to consider any ‘big’ questions that we might have regarding technology and learning. There’s some interesting looking groups forming already, but I’ve not committed to joining any as yet.
For now we’ve been asked to consider a ‘big question’. I have lots questions, but I would most like to know how, as an educator/participant, will I benefit from engaging in MOOCs? In the process of answering that question I might identify some of the overall advantages and disadvantages of MOOCs in comparison to other learning environments.
I’ll be blogging about this largely as a form of reflective activity. As I work my way though this I’ll be recording my thoughts and actions here.
","Yesterday, along with some 900 other people, I jumped in and began exploring The Association of Learning Technology’s MOOC. Named ocTEL Open Course in Technology and Learning, ALT describe the course as being “…an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at [...]",publish,open-online-courses-a-mooc-point-2,2013-04-05 08:33:41,post,"Course Reader,Blog posts","#ocTEL,mooc,Learning Technology,online learning,ALT,Education,e-learning,Higher Education"
810,52,2013-04-05 09:33:43,"suebecks: @hopkinsdavid making the most of my last day on holiday! Off for a walk now, then back for #HElivechat and writing my first #ocTEL post.","
@hopkinsdavid making the most of my last day on holiday! Off for a walk now, then back for #HElivechat and writing my first #ocTEL post.
","@hopkinsdavid making the most of my last day on holiday! Off for a walk now, then back for #HElivechat and writing my first #ocTEL post.— Sue Beckingham (@suebecks) April 5, 2013",publish,suebecks-hopkinsdavid-making-the-most-of-my-last-day-on-holiday-off-for-a-walk-now-then-back-for-helivechat-and-writing-my-first-octel-post,2013-04-05 09:33:43,post,"Twitter (Q&A),Social networks","helivechat,#ocTEL"
803,17,2013-04-05 09:35:20,Day 0 Week 0,"
I have been very busy this morning so have not found the time to get everything sorted in my mind. I seem to have loads of emails coming in from all sorts of places and links to all sorts of other places so it is all rather overwhelming? I have decided to set up a new blog – this is it – for this course so that is a start.
","I have been very busy this morning so have not found the time to get everything sorted in my mind. I seem to have loads of emails coming in from all sorts of places and links to all sorts of other places so it is all rather overwhelming? I have decided to set up a new [...]",publish,day-0-week-0,2013-04-05 09:35:20,post,"Blog posts,Course Reader",Uncategorized
5017,992,2013-04-05 08:35:30,Profile and big questions,"Hi, I am Judith Jurowska and I work for the Learning Technologies Team at Durham University in the United Kingdom supporting the Faculty of Arts and Humanities in their use of our virtual learning environment (VLE) which is based on Blackboard with some customised building block additions created in house.
I have teaching qualifications in both Further and Higher Education and am a certified Member of the Association of Learning Technologist. [...]","Hi,I am Judith Jurowska and I work for the Learning Technologies Team at Durham University in the United Kingdom supporting the Faculty of Arts and Humanities in their use of our virtual learning environment (VLE) which is based on Blackboard with some...",publish,profile-and-big-questions-3,2013-04-05 08:35:30,post,"Lists,Course Reader,JISCMail",
5513,992,2013-04-05 08:35:30,Profile and big questions,"Hi, I am Judith Jurowska and I work for the Learning Technologies Team at Durham University in the United Kingdom supporting the Faculty of Arts and Humanities in their use of our virtual learning environment (VLE) which is based on Blackboard with some customised building block additions created in house.
I have teaching qualifications in both Further and Higher Education and am a certified Member of the Association of Learning Technologist. [...]","Hi,I am Judith Jurowska and I work for the Learning Technologies Team at Durham University in the United Kingdom supporting the Faculty of Arts and Humanities in their use of our virtual learning environment (VLE) which is based on Blackboard with some...",publish,profile-and-big-questions-5,2013-04-05 08:35:30,post,"Lists,Course Reader,JISCMail",
5864,992,2013-04-05 08:35:30,Profile and big questions,"Hi, I am Judith Jurowska and I work for the Learning Technologies Team at Durham University in the United Kingdom supporting the Faculty of Arts and Humanities in their use of our virtual learning environment (VLE) which is based on Blackboard with some customised building block additions created in house.
I have teaching qualifications in both Further and Higher Education and am a certified Member of the Association of Learning Technologist. [...]","Hi,I am Judith Jurowska and I work for the Learning Technologies Team at Durham University in the United Kingdom supporting the Faculty of Arts and Humanities in their use of our virtual learning environment (VLE) which is based on Blackboard with some...",publish,profile-and-big-questions-7,2013-04-05 08:35:30,post,"Lists,JISCMail,Course Reader",
5016,591,2013-04-05 08:42:50,Re: Activity my experiences and ambitions,"Resistance to change is common in education. Resistance may be exacerbated by a focus on technology and tools rather than on activities, processes, and solutions to shared problems. Social media, MOOCs, and Personal Learning Networks are all conceptually remote and, even withing the literature on these topics, there is little agreement over what they really are. This means that dialogue about these topics is highly theoretical. It is very clear from the Blogosphere and from teacher led discussion fora that most teachers are not interested in theory: they are interested in what they can do in class tomorrow and how [...]","Resistance to change is common in education. Resistance may be exacerbatedby a focus on technology and tools rather than on activities, processes,and solutions to shared problems. Social media, MOOCs, and PersonalLearning Networks are all conceptually ...",publish,re-activity-my-experiences-and-ambitions-19,2013-04-05 08:42:50,post,"Lists,Course Reader,JISCMail",
5512,591,2013-04-05 08:42:50,Re: Activity my experiences and ambitions,"Resistance to change is common in education. Resistance may be exacerbated by a focus on technology and tools rather than on activities, processes, and solutions to shared problems. Social media, MOOCs, and Personal Learning Networks are all conceptually remote and, even withing the literature on these topics, there is little agreement over what they really are. This means that dialogue about these topics is highly theoretical. It is very clear from the Blogosphere and from teacher led discussion fora that most teachers are not interested in theory: they are interested in what they can do in class tomorrow and how [...]","Resistance to change is common in education. Resistance may be exacerbatedby a focus on technology and tools rather than on activities, processes,and solutions to shared problems. Social media, MOOCs, and PersonalLearning Networks are all conceptually ...",publish,re-activity-my-experiences-and-ambitions-30,2013-04-05 08:42:50,post,"Lists,Course Reader,JISCMail",
5863,591,2013-04-05 08:42:50,Re: Activity my experiences and ambitions,"Resistance to change is common in education. Resistance may be exacerbated by a focus on technology and tools rather than on activities, processes, and solutions to shared problems. Social media, MOOCs, and Personal Learning Networks are all conceptually remote and, even withing the literature on these topics, there is little agreement over what they really are. This means that dialogue about these topics is highly theoretical. It is very clear from the Blogosphere and from teacher led discussion fora that most teachers are not interested in theory: they are interested in what they can do in class tomorrow and how [...]","Resistance to change is common in education. Resistance may be exacerbatedby a focus on technology and tools rather than on activities, processes,and solutions to shared problems. Social media, MOOCs, and PersonalLearning Networks are all conceptually ...",publish,re-activity-my-experiences-and-ambitions-41,2013-04-05 08:42:50,post,"JISCMail,Course Reader,Lists",
832,591,2013-04-05 09:56:17,"<No subject>","Hi Jamila,
It appears that we have similar backgrounds. I'm working in Saudi Arabia in an organization that professes a commitment to technology and also involved in a PhD course in technology enhanced education. I read quite a lot about tech adoption in the UAE last September, particularly in relation to adoption of the iPad. [...]","Hi Jamila,It appears that we have similar backgrounds. I'm working in Saudi Arabia inan organization that professes a commitment to technology and also involvedin a PhD course in technology enhanced education. I read quite a lot abouttech adoption in t...",publish,no-subject-2,2013-04-05 09:56:17,post,"Course Reader,JISCMail,Lists",
831,591,2013-04-05 10:05:36,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne,
Thanks for this detailed description on lecture recording and audio feedback. This is very interesting. Are you using Moodle? I've found great resources on your blog so will post any further questions I have there.
Mark
On Fri, Apr 5, 2013 at 12:43 AM, Nortcliffe, Anne wrote:
> Hi, > > I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the > Department of Computing and Department of Engineering and Maths, with > responsibility to develop employability in all technical computing (100+) > and engineering 2nd year students (350+) in readiness for placement > employment, as [...]","Hi Anne,
Thanks for this detailed description on lecture recording and audio feedback. This is very interesting. Are you using Moodle? I've found great resources on your blog so will post any further questions I have there.
Mark
On Fri, Apr 5, 2013 at 12:43 AM, Nortcliffe, Anne wrote:
Just to come back on the 'death by email' point. We provide a number of channels for you to communicate with each other (http://octel.alt.ac.uk/course-discussions/). We let you choose which one you prefer.
One of the main purposes of this induction part of the course is precisely to give people time to explore the possibilities of different features and benefits of the different channels. We give you time to 'settle' before the course gets under way in earnest. [...] ","Hi Ben, all,Just to come back on the 'death by email' point. We provide a number of channels for you to communicate with each other (http://octel.alt.ac.uk/course-discussions/). We let you choose which one you prefer.One of the main purposes of this in...",publish,re-death-by-email-and-my-intro-10,2013-04-05 09:30:44,post,"Lists,Course Reader,JISCMail",
5511,2,2013-04-05 09:30:44,Re: 'Death by email' and my intro,"Hi Ben, all,
Just to come back on the 'death by email' point. We provide a number of channels for you to communicate with each other (http://octel.alt.ac.uk/course-discussions/). We let you choose which one you prefer.
One of the main purposes of this induction part of the course is precisely to give people time to explore the possibilities of different features and benefits of the different channels. We give you time to 'settle' before the course gets under way in earnest. [...] ","Hi Ben, all,Just to come back on the 'death by email' point. We provide a number of channels for you to communicate with each other (http://octel.alt.ac.uk/course-discussions/). We let you choose which one you prefer.One of the main purposes of this in...",publish,re-death-by-email-and-my-intro-15,2013-04-05 09:30:44,post,"Lists,Course Reader,JISCMail",
5862,2,2013-04-05 09:30:44,Re: 'Death by email' and my intro,"Hi Ben, all,
Just to come back on the 'death by email' point. We provide a number of channels for you to communicate with each other (http://octel.alt.ac.uk/course-discussions/). We let you choose which one you prefer.
One of the main purposes of this induction part of the course is precisely to give people time to explore the possibilities of different features and benefits of the different channels. We give you time to 'settle' before the course gets under way in earnest. [...] ","Hi Ben, all,Just to come back on the 'death by email' point. We provide a number of channels for you to communicate with each other (http://octel.alt.ac.uk/course-discussions/). We let you choose which one you prefer.One of the main purposes of this in...",publish,re-death-by-email-and-my-intro-20,2013-04-05 09:30:44,post,"Lists,JISCMail,Course Reader",
830,999,2013-04-05 10:41:20,My Profile...,"Hi All
I am attending this course mainly from the perspective of someone who has dipped in and out of teaching but kept up a technical skillset throughout.
Having done a PGCE and a PgDip in E-learning and hoping my career turns in this direction, I am very much interested in how these things will progress in our institutions. Having seen Apple lead the charge to QUALITY portable devices and the flexibility these afford the consumers of TEL products, I am excited as to how this field develops. For TEL I have worked with Video conferencing, synchronous comms products, mobile [...] ","Hi AllI am attending this course mainly from the perspective of someone who has dipped in and out of teaching but kept up a technical skillset throughout.Having done a PGCE and a PgDip in E-learning and hoping my career turns in this direction, I am ve...",publish,my-profile,2013-04-05 10:41:20,post,"Lists,Course Reader,JISCMail",
802,17,2013-04-05 09:44:37,Getting my blog sorted + This weeks aims,"
It has taken me a while to get my blog sorted. We have various blogs on wordpress account shared by myself and my husband and the usernames, passwords and email addresses have sent me round in circles. The up shot is that I am now using a different blog from yesterday with a slightly different name. Thanks to all of you who had liked my post yesterday on the old blog.
Enough faffing around – I am ready to go.
Adding the weeks aims here so I can look back and comment on whether they have been met:
This week’s aims
This course lets you define your own aims and follow your own paths, but we set out core learning outcomes for every week. By the end of this week, you should aim to
have a sense of different Technology Enhanced Learning (TEL) contexts and some of their strengths and weaknesses
understand the range of prior experiences and expectations of the course participants, including those from different cultures, and the implications of these for this form of TEL
achieve basic confidence in navigating, discussing and otherwise participating in the ocTEL course.
","It has taken me a while to get my blog sorted. We have various blogs on wordpress account shared by myself and my husband and the usernames, passwords and email addresses have sent me round in circles. The up shot is that I am now using a different blog from yesterday with a slightly different [...]",publish,getting-my-blog-sorted,2013-04-05 09:44:37,post,"Blog posts,Course Reader","Uncategorized,blogs"
829,591,2013-04-05 10:49:09,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi David,
Thanks for the video.
I used a mechanical teaching machine in my first undergraduate English course at a Texas community college in 1972. It was a little more sophisticated than the one in the video, but not much.
Using the machine meant that I did not have to go to class or have a teacher, but I had to check the machine out of the library for a couple of hours and return it when I'd finished. I used to take it outside and sit next to a stock pond on campus (a former cattle ranch). That was [...]","Hi David,Thanks for the video.I used a mechanical teaching machine in my first undergraduate Englishcourse at a Texas community college in 1972. It was a little moresophisticated than the one in the video, but not much.Using the machine meant that I di...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-5,2013-04-05 10:49:09,post,"JISCMail,Lists,Course Reader",
847,365,2013-04-05 10:53:04,Welcome to my professional blog!,"
Well, I never expected to be doing this! I can see already how joining the ocTEL course is going to help me develop my knowledge and skills in using technology for the enhancement of learning – starting with my own! I hope to be able to share what little I do know with others and I am looking forward to learning a lot myself along the way so I can then draw on new knowledge and experience to inspire teaching staff I work with.
Best place to work. Amazing!
","Well, I never expected to be doing this! I can see already how joining the ocTEL course is going to help me develop my knowledge and skills in using technology for the enhancement of learning – starting with my own! I hope to be able to share what little I do know with others and [...]",publish,welcome-to-my-professional-blog,2013-04-05 10:53:04,post,"Blog posts,Course Reader",Uncategorized
827,270,2013-04-05 09:54:39,Following #octel,"
OK, so I’m not the type of person who likes to keep long personal logs or elaborate mindmaps of my thoughts. I prefer short 140 character tweets. I followed quite a few MOOCs already, finished half of them and ‘cheated’ on one because I wasn’t going to make such a concept map any way (#lak13). However, in this case I’d thought I’d make an exception. It’s for Octel, an open course in technology enhanced learning. It could easily be that this is both the first and the last post and I will continue via twitter but then it has been fun while it lasted. Will I learn new stuff? I don’t know. What I do know is that TEL has had my interest for many years now.
Starting as a computer science and mathematics in 1998 I immediately started using quite a lot of technology in the classroom. With digital resources, a website, some dabblings with the first VLE’s (first versions of Moodle) and maths Java applets. First this was quite fragmented.
I then started to participate in projects for techology and maths whereby we tried to design a genuine curriculum with these tools. So tools would not just be an add-on but have a place in the curriculum.
In my later role as head of ICT I had to think about strategy and pedagogy: how are we going to use these tools? Can we entice teachers to use them? Why do they use them or don’t they want to use them? Although personally I think I was a frontrunner I have always thought that change should be gradual and almost develop organically. In a sense, if a lot of teachers aren’t sympathetic towards a certain change, it is OUR job to show what could be won by adopting it. And not grumble about teachers not wanting anything.
In my PhD and now my work as lecturer at the University of Southampton (mathemetics education) the use and pedagogy involved with ICT tool use has a large role. I think I have some novel and explicite thoughts about this, but find that discussing these with others ‘sharpens the mind’. Thus Octel.
For me, the main question about TEL would be how to incorporate it in daily school practice, without being evangelical about it. Of course, some tools are nice and interesting to use, but do they give much in return for the investment. Wouldn’t a classroom discussion face-to-face be more efficient? When would TEL be beneficial? And would it be beneficial for everyone (social inclusion)? Not only the white upper class? How can we show teachers how you can use TEL, again, without being evangelical? And, finally, can we have the patience that is needed to integrate TEL or should we just wait and not do anything? Maybe change will come about any way, but not just tomorrow.
","OK, so I’m not the type of person who likes to keep long personal logs or elaborate mindmaps of my thoughts. I prefer short 140 character tweets. I followed quite a few MOOCs already, finished half of them and ‘cheated’ on one because I wasn’t going to make such a concept map any way (#lak13). […]",publish,following-octel,2013-04-05 09:54:39,post,"Blog posts,Course Reader","#ocTEL,ICT"
5014,591,2013-04-05 09:56:17,"<No subject>","Hi Jamila,
It appears that we have similar backgrounds. I'm working in Saudi Arabia in an organization that professes a commitment to technology and also involved in a PhD course in technology enhanced education. I read quite a lot about tech adoption in the UAE last September, particularly in relation to adoption of the iPad. [...]","Hi Jamila,It appears that we have similar backgrounds. I'm working in Saudi Arabia inan organization that professes a commitment to technology and also involvedin a PhD course in technology enhanced education. I read quite a lot abouttech adoption in t...",publish,no-subject-33,2013-04-05 09:56:17,post,"JISCMail,Lists,Course Reader",
5510,591,2013-04-05 09:56:17,"<No subject>","Hi Jamila,
It appears that we have similar backgrounds. I'm working in Saudi Arabia in an organization that professes a commitment to technology and also involved in a PhD course in technology enhanced education. I read quite a lot about tech adoption in the UAE last September, particularly in relation to adoption of the iPad. [...]","Hi Jamila,It appears that we have similar backgrounds. I'm working in Saudi Arabia inan organization that professes a commitment to technology and also involvedin a PhD course in technology enhanced education. I read quite a lot abouttech adoption in t...",publish,no-subject-50,2013-04-05 09:56:17,post,"Lists,Course Reader,JISCMail",
5861,591,2013-04-05 09:56:17,"<No subject>","Hi Jamila,
It appears that we have similar backgrounds. I'm working in Saudi Arabia in an organization that professes a commitment to technology and also involved in a PhD course in technology enhanced education. I read quite a lot about tech adoption in the UAE last September, particularly in relation to adoption of the iPad. [...]","Hi Jamila,It appears that we have similar backgrounds. I'm working in Saudi Arabia inan organization that professes a commitment to technology and also involvedin a PhD course in technology enhanced education. I read quite a lot abouttech adoption in t...",publish,no-subject-67,2013-04-05 09:56:17,post,"Lists,JISCMail,Course Reader",
828,953,2013-04-05 10:56:28,Re: 'Death by email' and my intro,"Hi Yes in response to your email below yes I believe it is because we are all so familiar with email and it is part of our normal everyday ""systems use"" I am for example currently looking at my emails for all manner of things to do with my role and to have ocTEL coming through to it a) alerts me to it immediately b) means I don't have to go into another platform or system to look at it and c) am more likely to read it. [...] ","HiYes in response to your email below yes I believe it is because we are all so familiar with email and it is part of our normal everyday ""systems use"" I am for example currently looking at my emails for all manner of things to do with my role and to h...",publish,re-death-by-email-and-my-intro-2,2013-04-05 10:56:28,post,"JISCMail,Lists,Course Reader",
5013,591,2013-04-05 10:05:36,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne,
Thanks for this detailed description on lecture recording and audio feedback. This is very interesting. Are you using Moodle? I've found great resources on your blog so will post any further questions I have there.
Mark
On Fri, Apr 5, 2013 at 12:43 AM, Nortcliffe, Anne wrote:
> Hi, > > I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the > Department of Computing and Department of Engineering and Maths, with > responsibility to develop employability in all technical computing (100+) > and engineering 2nd year students (350+) in readiness for placement > employment, as [...]","Hi Anne,
Thanks for this detailed description on lecture recording and audio feedback. This is very interesting. Are you using Moodle? I've found great resources on your blog so will post any further questions I have there.
Mark
On Fri, Apr 5, 2013 at 12:43 AM, Nortcliffe, Anne wrote:
Thanks for this detailed description on lecture recording and audio feedback. This is very interesting. Are you using Moodle? I've found great resources on your blog so will post any further questions I have there.
Mark
On Fri, Apr 5, 2013 at 12:43 AM, Nortcliffe, Anne wrote:
> Hi, > > I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the > Department of Computing and Department of Engineering and Maths, with > responsibility to develop employability in all technical computing (100+) > and engineering 2nd year students (350+) in readiness for placement > employment, as [...]","Hi Anne,
Thanks for this detailed description on lecture recording and audio feedback. This is very interesting. Are you using Moodle? I've found great resources on your blog so will post any further questions I have there.
Mark
On Fri, Apr 5, 2013 at 12:43 AM, Nortcliffe, Anne wrote:
Thanks for this detailed description on lecture recording and audio feedback. This is very interesting. Are you using Moodle? I've found great resources on your blog so will post any further questions I have there.
Mark
On Fri, Apr 5, 2013 at 12:43 AM, Nortcliffe, Anne wrote:
> Hi, > > I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the > Department of Computing and Department of Engineering and Maths, with > responsibility to develop employability in all technical computing (100+) > and engineering 2nd year students (350+) in readiness for placement > employment, as [...]","Hi Anne,
Thanks for this detailed description on lecture recording and audio feedback. This is very interesting. Are you using Moodle? I've found great resources on your blog so will post any further questions I have there.
Mark
On Fri, Apr 5, 2013 at 12:43 AM, Nortcliffe, Anne wrote:
> Hi, > > I am Anne Nortcliffe at Sheffield Hallam University, Lecturer in the > Department of Computing and Department of Engineering and Maths, with > responsibility to develop employability in all technical computing (100+) > and engineering 2nd year students (350+) in readiness for placement > employment, as [...]",publish,re-anne-nortcliffe-introduction-and-questions-28,2013-04-05 10:05:36,post,"Course Reader,Lists,JISCMail",
850,819,2013-04-05 11:07:49,Re: 'Death by email' and my intro,"Yes I would agree with you Katrina on that - I personally like the emails coming in and enjoy reading them - and it prompts me to go back to the main site and review material there also. We use Googlemail at Work, and so I have set up a filter so that anything with the word 'Octel' automatically goes into a specific Octel folder and bypasses my inbox completely. Because of the email filter, I choose to read these emails when I have time, and that works well for me. Kind regards, Stephanie [...] ","Yes I would agree with you Katrina on that - I personally like the emailscoming in and enjoy reading them - and it prompts me to go back to the mainsite and review material there also.We use Googlemail at Work, and so I have set up a filter so that any...",publish,re-death-by-email-and-my-intro-3,2013-04-05 11:07:49,post,"JISCMail,Lists,Course Reader",
849,977,2013-04-05 11:38:36,Re: Introduction and Big Question,"Further to my introduction. I have many questions in my mind, but I guess my 'big question' is how, both as an educator and participant/learner, might I benefit from engaging in MOOCs? And in the process of answering that question I hope to identify some of the overall advantages and disadvantages of MOOCs in comparison to other learning environments. It's a simple question, but for me it's an important one. [...]","Further to my introduction. I have many questions in my mind, but I guess my 'big question' is how, both as an educator and participant/learner, might I benefit from engaging in MOOCs? And in the process of answering that question I hope to identify so...",publish,re-introduction-and-big-question-2,2013-04-05 11:38:36,post,"Lists,Course Reader,JISCMail",
905,122,2013-04-05 10:39:36,"bobharrisonset: RT @bobharrisonset My big question on the ALT #ocTEL programme is ""Does it matter and if so why?"" http://t.co/S7aLbI4ceY","
","RT @bobharrisonset My big question on the ALT #ocTEL programme is ""Does it matter and if so why?"" bit.ly/10efyjm— Bob Harrison (@bobharrisonset) April 5, 2013",publish,bobharrisonset-rt-bobharrisonset-my-big-question-on-the-alt-octel-programme-is-does-it-matter-and-if-so-why-httpt-cos7albi4cey,2013-04-05 10:39:36,post,"Social networks,Twitter (Q&A)",#ocTEL
5012,999,2013-04-05 10:41:20,My Profile...,"Hi All
I am attending this course mainly from the perspective of someone who has dipped in and out of teaching but kept up a technical skillset throughout.
Having done a PGCE and a PgDip in E-learning and hoping my career turns in this direction, I am very much interested in how these things will progress in our institutions. Having seen Apple lead the charge to QUALITY portable devices and the flexibility these afford the consumers of TEL products, I am excited as to how this field develops. For TEL I have worked with Video conferencing, synchronous comms products, mobile [...] ","Hi AllI am attending this course mainly from the perspective of someone who has dipped in and out of teaching but kept up a technical skillset throughout.Having done a PGCE and a PgDip in E-learning and hoping my career turns in this direction, I am ve...",publish,my-profile-2,2013-04-05 10:41:20,post,"Lists,Course Reader,JISCMail",
5508,999,2013-04-05 10:41:20,My Profile...,"Hi All
I am attending this course mainly from the perspective of someone who has dipped in and out of teaching but kept up a technical skillset throughout.
Having done a PGCE and a PgDip in E-learning and hoping my career turns in this direction, I am very much interested in how these things will progress in our institutions. Having seen Apple lead the charge to QUALITY portable devices and the flexibility these afford the consumers of TEL products, I am excited as to how this field develops. For TEL I have worked with Video conferencing, synchronous comms products, mobile [...] ","Hi AllI am attending this course mainly from the perspective of someone who has dipped in and out of teaching but kept up a technical skillset throughout.Having done a PGCE and a PgDip in E-learning and hoping my career turns in this direction, I am ve...",publish,my-profile-3,2013-04-05 10:41:20,post,"Lists,Course Reader,JISCMail",
5859,999,2013-04-05 10:41:20,My Profile...,"Hi All
I am attending this course mainly from the perspective of someone who has dipped in and out of teaching but kept up a technical skillset throughout.
Having done a PGCE and a PgDip in E-learning and hoping my career turns in this direction, I am very much interested in how these things will progress in our institutions. Having seen Apple lead the charge to QUALITY portable devices and the flexibility these afford the consumers of TEL products, I am excited as to how this field develops. For TEL I have worked with Video conferencing, synchronous comms products, mobile [...] ","Hi AllI am attending this course mainly from the perspective of someone who has dipped in and out of teaching but kept up a technical skillset throughout.Having done a PGCE and a PgDip in E-learning and hoping my career turns in this direction, I am ve...",publish,my-profile-4,2013-04-05 10:41:20,post,"Lists,JISCMail,Course Reader",
5011,591,2013-04-05 10:49:09,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi David,
Thanks for the video.
I used a mechanical teaching machine in my first undergraduate English course at a Texas community college in 1972. It was a little more sophisticated than the one in the video, but not much.
Using the machine meant that I did not have to go to class or have a teacher, but I had to check the machine out of the library for a couple of hours and return it when I'd finished. I used to take it outside and sit next to a stock pond on campus (a former cattle ranch). That was [...]","Hi David,Thanks for the video.I used a mechanical teaching machine in my first undergraduate Englishcourse at a Texas community college in 1972. It was a little moresophisticated than the one in the video, but not much.Using the machine meant that I di...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-6,2013-04-05 10:49:09,post,"Lists,Course Reader,JISCMail",
5507,591,2013-04-05 10:49:09,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi David,
Thanks for the video.
I used a mechanical teaching machine in my first undergraduate English course at a Texas community college in 1972. It was a little more sophisticated than the one in the video, but not much.
Using the machine meant that I did not have to go to class or have a teacher, but I had to check the machine out of the library for a couple of hours and return it when I'd finished. I used to take it outside and sit next to a stock pond on campus (a former cattle ranch). That was [...]","Hi David,Thanks for the video.I used a mechanical teaching machine in my first undergraduate Englishcourse at a Texas community college in 1972. It was a little moresophisticated than the one in the video, but not much.Using the machine meant that I di...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-11,2013-04-05 10:49:09,post,"Lists,Course Reader,JISCMail",
5858,591,2013-04-05 10:49:09,Re: Gilly Salmo article and reply to Stephen and Bill,"Hi David,
Thanks for the video.
I used a mechanical teaching machine in my first undergraduate English course at a Texas community college in 1972. It was a little more sophisticated than the one in the video, but not much.
Using the machine meant that I did not have to go to class or have a teacher, but I had to check the machine out of the library for a couple of hours and return it when I'd finished. I used to take it outside and sit next to a stock pond on campus (a former cattle ranch). That was [...]","Hi David,Thanks for the video.I used a mechanical teaching machine in my first undergraduate Englishcourse at a Texas community college in 1972. It was a little moresophisticated than the one in the video, but not much.Using the machine meant that I di...",publish,re-gilly-salmo-article-and-reply-to-stephen-and-bill-16,2013-04-05 10:49:09,post,"JISCMail,Course Reader,Lists",
904,1056,2013-04-05 10:52:00,"157lynne: RT @bobharrisonset: RT @bobharrisonset My big question on the ALT #ocTEL programme is ""Does it matter and if so why?"" http://t.co/S7aLbI4ceY","
","RT @bobharrisonset: RT @bobharrisonset My big question on the ALT #ocTEL programme is ""Does it matter and if so why?"" bit.ly/10efyjm— Lynne Sedgmore (@157lynne) April 5, 2013",publish,157lynne-rt-bobharrisonset-rt-bobharrisonset-my-big-question-on-the-alt-octel-programme-is-does-it-matter-and-if-so-why-httpt-cos7albi4cey,2013-04-05 10:52:00,post,"Twitter (Q&A),Social networks",#ocTEL
906,1056,2013-04-05 10:52:00,"157lynne: RT @bobharrisonset: RT @bobharrisonset My big question on the ALT #ocTEL programme is ""Does it matter and if so why?"" http://t.co/S7aLbI4ceY","
","RT @bobharrisonset: RT @bobharrisonset My big question on the ALT #ocTEL programme is ""Does it matter and if so why?"" bit.ly/10efyjm— Lynne Sedgmore (@157lynne) April 5, 2013",publish,157lynne-rt-bobharrisonset-rt-bobharrisonset-my-big-question-on-the-alt-octel-programme-is-does-it-matter-and-if-so-why-httpt-cos7albi4cey-2,2013-04-05 10:52:00,post,"Twitter (Q&A),Social networks",#ocTEL
5010,953,2013-04-05 10:56:28,Re: 'Death by email' and my intro,"Hi Yes in response to your email below yes I believe it is because we are all so familiar with email and it is part of our normal everyday ""systems use"" I am for example currently looking at my emails for all manner of things to do with my role and to have ocTEL coming through to it a) alerts me to it immediately b) means I don't have to go into another platform or system to look at it and c) am more likely to read it. [...] ","HiYes in response to your email below yes I believe it is because we are all so familiar with email and it is part of our normal everyday ""systems use"" I am for example currently looking at my emails for all manner of things to do with my role and to h...",publish,re-death-by-email-and-my-intro-9,2013-04-05 10:56:28,post,"Lists,Course Reader,JISCMail",
5506,953,2013-04-05 10:56:28,Re: 'Death by email' and my intro,"Hi Yes in response to your email below yes I believe it is because we are all so familiar with email and it is part of our normal everyday ""systems use"" I am for example currently looking at my emails for all manner of things to do with my role and to have ocTEL coming through to it a) alerts me to it immediately b) means I don't have to go into another platform or system to look at it and c) am more likely to read it. [...] ","HiYes in response to your email below yes I believe it is because we are all so familiar with email and it is part of our normal everyday ""systems use"" I am for example currently looking at my emails for all manner of things to do with my role and to h...",publish,re-death-by-email-and-my-intro-14,2013-04-05 10:56:28,post,"Lists,Course Reader,JISCMail",
5857,953,2013-04-05 10:56:28,Re: 'Death by email' and my intro,"Hi Yes in response to your email below yes I believe it is because we are all so familiar with email and it is part of our normal everyday ""systems use"" I am for example currently looking at my emails for all manner of things to do with my role and to have ocTEL coming through to it a) alerts me to it immediately b) means I don't have to go into another platform or system to look at it and c) am more likely to read it. [...] ","HiYes in response to your email below yes I believe it is because we are all so familiar with email and it is part of our normal everyday ""systems use"" I am for example currently looking at my emails for all manner of things to do with my role and to h...",publish,re-death-by-email-and-my-intro-19,2013-04-05 10:56:28,post,"Lists,JISCMail,Course Reader",
848,1001,2013-04-05 12:03:25,Introduction and big question,"Hi, My name is Gemma Holtam. I work as a Tutorial Learning Mentor (TLM) and Advanced Practitioner in Information Learning Technology (ILT) at Barnsley College. As a TLM I teach a careers module where I use a number of ILT tools including voting systems, blogging applications and video creating software. As an Advanced Practitioner in ILT I am interested in developing the use of ILT to support and enhance teaching and learning for dyslexic students. This interest has developed from my own experiences as a dyslexic student and how technology has revolutionised the way I learn. This has included using [...] ","Hi,My name is Gemma Holtam. I work as a Tutorial Learning Mentor (TLM) and Advanced Practitioner in Information Learning Technology (ILT) at Barnsley College.As a TLM I teach a careers module where I use a number of ILT tools including voting systems, ...",publish,introduction-and-big-question-4,2013-04-05 12:03:25,post,"JISCMail,Lists,Course Reader",
867,1004,2013-04-05 11:07:27,"So just started the ALT mooc, this will be my 3rd. Completed the first, lurked (am still lurking) the...","
So just started the ALT mooc, this will be my 3rd. Completed the first, lurked (am still lurking) the second, I plan to complete this one but we will see how it goes
Please help us and let your friends, colleagues and followers know about our page : ocTEL - Open Course in Technology Enhanced Learning. You can also share the below link in an email or on your websit...
So just started the ALT mooc, this will be my 3rd. Completed the first, lurked (am still lurking) the second, I plan to complete this one but we will see how it goes
Please help us and let your friends, colleagues and followers know about our page : ocTEL - Open Course in Technology Enhanced Learning. You can also share the below link in an email or on your websit...
",publish,so-just-started-the-alt-mooc-this-will-be-my-3rd-completed-the-first-lurked-am-still-lurking-the,2013-04-05 11:07:27,post,"Google+,Social networks,Course Reader",
5009,819,2013-04-05 11:07:49,Re: 'Death by email' and my intro,"Yes I would agree with you Katrina on that - I personally like the emails coming in and enjoy reading them - and it prompts me to go back to the main site and review material there also. We use Googlemail at Work, and so I have set up a filter so that anything with the word 'Octel' automatically goes into a specific Octel folder and bypasses my inbox completely. Because of the email filter, I choose to read these emails when I have time, and that works well for me. Kind regards, Stephanie [...] ","Yes I would agree with you Katrina on that - I personally like the emailscoming in and enjoy reading them - and it prompts me to go back to the mainsite and review material there also.We use Googlemail at Work, and so I have set up a filter so that any...",publish,re-death-by-email-and-my-intro-8,2013-04-05 11:07:49,post,"JISCMail,Lists,Course Reader",
5505,819,2013-04-05 11:07:49,Re: 'Death by email' and my intro,"Yes I would agree with you Katrina on that - I personally like the emails coming in and enjoy reading them - and it prompts me to go back to the main site and review material there also. We use Googlemail at Work, and so I have set up a filter so that anything with the word 'Octel' automatically goes into a specific Octel folder and bypasses my inbox completely. Because of the email filter, I choose to read these emails when I have time, and that works well for me. Kind regards, Stephanie [...] ","Yes I would agree with you Katrina on that - I personally like the emailscoming in and enjoy reading them - and it prompts me to go back to the mainsite and review material there also.We use Googlemail at Work, and so I have set up a filter so that any...",publish,re-death-by-email-and-my-intro-13,2013-04-05 11:07:49,post,"Lists,Course Reader,JISCMail",
5856,819,2013-04-05 11:07:49,Re: 'Death by email' and my intro,"Yes I would agree with you Katrina on that - I personally like the emails coming in and enjoy reading them - and it prompts me to go back to the main site and review material there also. We use Googlemail at Work, and so I have set up a filter so that anything with the word 'Octel' automatically goes into a specific Octel folder and bypasses my inbox completely. Because of the email filter, I choose to read these emails when I have time, and that works well for me. Kind regards, Stephanie [...] ","Yes I would agree with you Katrina on that - I personally like the emailscoming in and enjoy reading them - and it prompts me to go back to the mainsite and review material there also.We use Googlemail at Work, and so I have set up a filter so that any...",publish,re-death-by-email-and-my-intro-18,2013-04-05 11:07:49,post,"JISCMail,Course Reader,Lists",
846,365,2013-04-05 11:10:18,#ocTEL Welcome to my professional blog – my first blog ever!,"
Best place to work. Amazing!
Well HI!
I’ve produced this blog as a result of joining an ocTEL course which is basically a MOOC . And being on a MOOC is also a first experience for me.
I will post my ocTEL activities on the dedicated page I’ve created for this, and the About page gives you a little more detail about me.
I’ve no idea how this blog will develop, but I hope to eventually create something worth reading.
Best
Lynne
","Well HI! I’ve produced this blog as a result of joining an ocTEL course which is basically a MOOC . And being on a MOOC is also a first experience for me. I will post my ocTEL activities on the dedicated page I’ve created for this, and the About page gives you a little more detail [...]",publish,octel-my-intro-and-tel-experiences-repeated-from-jisc-email,2013-04-05 11:10:18,post,"Blog posts,Course Reader",Uncategorized
852,946,2013-04-05 12:19:03,Who are you? What do you want? – ocTEL,"
Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC.
So who am I?
What do I want?
I have been working with using technology in learning since the early 1990s.
Prior to that I used technology as a learner. I remember sending e-mail in 1987 at the University of York and getting “flamed” by a technical administrator at Brunel University for sending the “wrong” kind of e-mail.
I also recall a friend of mine at University creating (what today we would call) a social network on the VAX system, it was very similar to Facebook! That VAX system was also my first introduction to WordPerfect.
After a few different things I settled down as a Business Studies and Economics teacher at colleges in the South West. It was in this role that I started to make use of various technologies to enhance my learners experiences. This started with using DTP programmes such as PagePlus to create engaging handouts, Freelance Graphics (and an early version of Powerpoint) to print off acetates for use with an OHP (no projectors back then). I made my own VLE (okay a website) back in 1998 to enable my learners to access links and resources and have discussions. Due to the sort of things I was doing I started doing a lot of staff development, helping staff at City of Bristol College where I was working to gain new skills in using technology to enhance learning.
From there, apart from working in a museum for a while, I worked for a consortium of FE Colleges all using a common VLE, TekniCAL’s Virtual Campus. Following five years there I got a job at Gloucestershire College as ILT & Learning Resources Manager.
In this role I am responsible for the strategic direction in the use of technology to support learning, the VLE, mobile learning, libraries, use of ebooks, digital and online resources and a fair few other things too.
Over the last few years I have been researching and looking at the use of ebooks and also mobile learning.
Have always had an holistic approach to embedding the use of technology, lets get everyone moving forward and where possible try and avoid shiny things unless they help and support learning. Okay yes I do have an iPad.
","Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. So who am I? What do I want? I have been working with using technology in learning since the early 1990s. Prior to that I used technology as a [...]",publish,who-are-you-what-do-you-want-octel,2013-04-05 12:19:03,post,"Blog posts,Course Reader","#ocTEL,gloucestershire college,ALT,vax,city of bristol college,virtual campus,VLE,university of york"
857,946,2013-04-05 12:20:36,#octel ,"
James Clay
Fri, 05 Apr 2013 12:20:36 GMT
- Google+
Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. So who am I? What do I want? I have been working with using techn...
","
James Clay
Fri, 05 Apr 2013 12:20:36 GMT
- Google+
Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. So who am I? What do I want? I have been working with using techn...
",publish,octel,2013-04-05 12:20:36,post,"Google+,Social networks,Course Reader",
956,481,2013-04-05 11:32:40,lisaa233: RT @alejandroa: #ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'? http://t.co/A8b0tMQ7ZI,"
","RT @alejandroa: #ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'?wp.me/p3mEHo-15— lisa anderson (@lisaa233) April 5, 2013",publish,lisaa233-rt-alejandroa-octel-week-0-big-questions-how-can-we-get-rid-of-the-t-in-tel-httpt-coa8b0tmq7zi,2013-04-05 11:32:40,post,"Social networks,Twitter (Q&A)",#ocTEL
5008,977,2013-04-05 11:38:36,Re: Introduction and Big Question,"Further to my introduction. I have many questions in my mind, but I guess my 'big question' is how, both as an educator and participant/learner, might I benefit from engaging in MOOCs? And in the process of answering that question I hope to identify some of the overall advantages and disadvantages of MOOCs in comparison to other learning environments. It's a simple question, but for me it's an important one. [...]","Further to my introduction. I have many questions in my mind, but I guess my 'big question' is how, both as an educator and participant/learner, might I benefit from engaging in MOOCs? And in the process of answering that question I hope to identify so...",publish,re-introduction-and-big-question-7,2013-04-05 11:38:36,post,"Lists,Course Reader,JISCMail",
5504,977,2013-04-05 11:38:36,Re: Introduction and Big Question,"Further to my introduction. I have many questions in my mind, but I guess my 'big question' is how, both as an educator and participant/learner, might I benefit from engaging in MOOCs? And in the process of answering that question I hope to identify some of the overall advantages and disadvantages of MOOCs in comparison to other learning environments. It's a simple question, but for me it's an important one. [...]","Further to my introduction. I have many questions in my mind, but I guess my 'big question' is how, both as an educator and participant/learner, might I benefit from engaging in MOOCs? And in the process of answering that question I hope to identify so...",publish,re-introduction-and-big-question-11,2013-04-05 11:38:36,post,"Course Reader,JISCMail,Lists",
5855,977,2013-04-05 11:38:36,Re: Introduction and Big Question,"Further to my introduction. I have many questions in my mind, but I guess my 'big question' is how, both as an educator and participant/learner, might I benefit from engaging in MOOCs? And in the process of answering that question I hope to identify some of the overall advantages and disadvantages of MOOCs in comparison to other learning environments. It's a simple question, but for me it's an important one. [...]","Further to my introduction. I have many questions in my mind, but I guess my 'big question' is how, both as an educator and participant/learner, might I benefit from engaging in MOOCs? And in the process of answering that question I hope to identify so...",publish,re-introduction-and-big-question-15,2013-04-05 11:38:36,post,"Course Reader,Lists,JISCMail",
914,53,2013-04-05 11:52:56,My Big Question,"
Ive worked in distance education for a lot of my life and that has necessarily entailed using a lot of technology: TV and radio, print, video and audio cassettes, telephone and post, laservision discs(!), CDs, First Class, Blackboard, Moodle, YouTube, Flickr and Wikis. I sympathise instinctively with the kinds of de-institutionalisation ideas expressed by Ivan Illich (Illich, I. (1973). Deschooling Society, Harmondsworth: Penguin. First published by Harper and Row 1971; now republished by Marion Boyars.) Yet the kinds of learning experiences I have constructed have been carefully crafted, taking care to define the intended learning outcomes and to link these explicitly to the learning activities and assessment and feedback. So in actual fact they have been quite teacher-centric in the way they have defined what the learner should be learning. Of course that doesn’t exclude learners from using the prompts Ive provided in other ways, to learn whatever they like, but nevertheless such carefully crafted packages seem antithetical to the philosophy I instinctively feel is right and so my “big question” is where should the balance lie between learner guidance and learner freedom? I guees an obvious answer is that it all depends on the learner: their confidence, preferred learning style, previous experience and knowledge etc. but that answer doesn’t feel terribly useful. I signed up for this MOOC because it seemed quite open ended and I m hoping that by experiencing it, it might help me to answer my question, or help to better understand how to improve the question.
","Ive worked in distance education for a lot of my life and that has necessarily entailed using a lot of technology: TV and radio, print, video and audio cassettes, telephone and post, laservision discs(!), CDs, First Class, Blackboard, Moodle, YouTube, … Continue reading →",publish,my-big-question,2013-04-05 11:52:56,post,"Blog posts,Course Reader","#ocTEL,big question,Uncategorized,illich"
5327,53,2013-04-05 11:52:56,My Big Question,"
Ive worked in distance education for a lot of my life and that has necessarily entailed using a lot of technology: TV and radio, print, video and audio cassettes, telephone and post, laservision discs(!), CDs, First Class, Blackboard, Moodle, YouTube, Flickr and Wikis. I sympathise instinctively with the kinds of de-institutionalisation ideas expressed by Ivan Illich (Illich, I. (1973). Deschooling Society, Harmondsworth: Penguin. First published by Harper and Row 1971; now republished by Marion Boyars.) Yet the kinds of learning experiences I have constructed have been carefully crafted, taking care to define the intended learning outcomes and to link these explicitly to the learning activities and assessment and feedback. So in actual fact they have been quite teacher-centric in the way they have defined what the learner should be learning. Of course that doesn’t exclude learners from using the prompts Ive provided in other ways, to learn whatever they like, but nevertheless such carefully crafted packages seem antithetical to the philosophy I instinctively feel is right and so my “big question” is where should the balance lie between learner guidance and learner freedom? I guees an obvious answer is that it all depends on the learner: their confidence, preferred learning style, previous experience and knowledge etc. but that answer doesn’t feel terribly useful. I signed up for this MOOC because it seemed quite open ended and I m hoping that by experiencing it, it might help me to answer my question, or help to better understand how to improve the question.
","Ive worked in distance education for a lot of my life and that has necessarily entailed using a lot of technology: TV and radio, print, video and audio cassettes, telephone and post, laservision discs(!), CDs, First Class, Blackboard, Moodle, YouTube, … Continue reading →",publish,my-big-question-8,2013-04-05 11:52:56,post,"Course Reader,Blog posts","#ocTEL,Uncategorized,illich,big question"
913,53,2013-04-05 11:54:52,Reflections on other ocTEL participants,"
Im impressed by the quality of the course population: lots of people active in the field of TEL, although I get the impression the balance is more in favour of those who support teaching (learning technologists) than those who do it (teachers) ….yes I know that’s a crude distinction but Im short of time so please forgive this shorthand. I think Im reflecting a remark made by another participant that we are perhaps preaching to the converted here, but I guess that’s not surprising since this is an ALT MOOC. Im not sure but I think the course population profile may also be a little skewed towards younger early careerists. If that were true I suppose that’s not so surprising either. I found the mailstorm of the first day combined with the need to register with several different web sites requiring new logons and passwords disorientating, but Ive already had direct help and picked up useful tips from others so that says a lot about the kind of people who have enrolled. Ive also come across several familiar names, so ocTEL is begging to feel a little less like riding a tiger.
","Im impressed by the quality of the course population: lots of people active in the field of TEL, although I get the impression the balance is more in favour of those who support teaching (learning technologists) than those who do … Continue reading →",publish,reflections-on-other-octel-participants,2013-04-05 11:54:52,post,"Course Reader,Blog posts","mooc,Massive open online course,#tel,Uncategorized,participants,#ocTEL"
5326,53,2013-04-05 11:54:52,Reflections on other ocTEL participants,"
Im impressed by the quality of the course population: lots of people active in the field of TEL, although I get the impression the balance is more in favour of those who support teaching (learning technologists) than those who do it (teachers) ….yes I know that’s a crude distinction but Im short of time so please forgive this shorthand. I think Im reflecting a remark made by another participant that we are perhaps preaching to the converted here, but I guess that’s not surprising since this is an ALT MOOC. Im not sure but I think the course population profile may also be a little skewed towards younger early careerists. If that were true I suppose that’s not so surprising either. I found the mailstorm of the first day combined with the need to register with several different web sites requiring new logons and passwords disorientating, but Ive already had direct help and picked up useful tips from others so that says a lot about the kind of people who have enrolled. Ive also come across several familiar names, so ocTEL is begging to feel a little less like riding a tiger.
","Im impressed by the quality of the course population: lots of people active in the field of TEL, although I get the impression the balance is more in favour of those who support teaching (learning technologists) than those who do … Continue reading →",publish,reflections-on-other-octel-participants-2,2013-04-05 11:54:52,post,"Course Reader,Blog posts","participants,Massive open online course,mooc,#tel,#ocTEL,Uncategorized"
5007,1001,2013-04-05 12:03:25,Introduction and big question,"Hi, My name is Gemma Holtam. I work as a Tutorial Learning Mentor (TLM) and Advanced Practitioner in Information Learning Technology (ILT) at Barnsley College. As a TLM I teach a careers module where I use a number of ILT tools including voting systems, blogging applications and video creating software. As an Advanced Practitioner in ILT I am interested in developing the use of ILT to support and enhance teaching and learning for dyslexic students. This interest has developed from my own experiences as a dyslexic student and how technology has revolutionised the way I learn. This has included using [...] ","Hi,My name is Gemma Holtam. I work as a Tutorial Learning Mentor (TLM) and Advanced Practitioner in Information Learning Technology (ILT) at Barnsley College.As a TLM I teach a careers module where I use a number of ILT tools including voting systems, ...",publish,introduction-and-big-question-9,2013-04-05 12:03:25,post,"Course Reader,JISCMail,Lists",
5503,1001,2013-04-05 12:03:25,Introduction and big question,"Hi, My name is Gemma Holtam. I work as a Tutorial Learning Mentor (TLM) and Advanced Practitioner in Information Learning Technology (ILT) at Barnsley College. As a TLM I teach a careers module where I use a number of ILT tools including voting systems, blogging applications and video creating software. As an Advanced Practitioner in ILT I am interested in developing the use of ILT to support and enhance teaching and learning for dyslexic students. This interest has developed from my own experiences as a dyslexic student and how technology has revolutionised the way I learn. This has included using [...] ","Hi,My name is Gemma Holtam. I work as a Tutorial Learning Mentor (TLM) and Advanced Practitioner in Information Learning Technology (ILT) at Barnsley College.As a TLM I teach a careers module where I use a number of ILT tools including voting systems, ...",publish,introduction-and-big-question-15,2013-04-05 12:03:25,post,"Lists,Course Reader,JISCMail",
5854,1001,2013-04-05 12:03:25,Introduction and big question,"Hi, My name is Gemma Holtam. I work as a Tutorial Learning Mentor (TLM) and Advanced Practitioner in Information Learning Technology (ILT) at Barnsley College. As a TLM I teach a careers module where I use a number of ILT tools including voting systems, blogging applications and video creating software. As an Advanced Practitioner in ILT I am interested in developing the use of ILT to support and enhance teaching and learning for dyslexic students. This interest has developed from my own experiences as a dyslexic student and how technology has revolutionised the way I learn. This has included using [...] ","Hi,My name is Gemma Holtam. I work as a Tutorial Learning Mentor (TLM) and Advanced Practitioner in Information Learning Technology (ILT) at Barnsley College.As a TLM I teach a careers module where I use a number of ILT tools including voting systems, ...",publish,introduction-and-big-question-21,2013-04-05 12:03:25,post,"Lists,JISCMail,Course Reader",
854,17,2013-04-05 12:11:01,If you only do one thing … Introducing myself,"
My first experience with TEL of a kind was in about 1990 when I used a networked room of 380Z’s for some Maths teaching! Things have moved on a bit! However, I still get a buzz about the possibilities that TEL opens up.
Although the software was very basic in those days it still brought the learning to life – the kids became very absorbed in their learning. We used some basic simulations – my favourite was a simulation of the London underground which today’s users would out of town but it had did what it needed to do to get the kids involved in map reading around London without leaving the classroom (and so with fewer health and safety issues presumably) We also did some fabulous programming with LOGO.
I recently completed an OU module – the e-learning professional – and it overwhelmed me completely. I found it very hard to prioritise the time to keep up and missed out on much quality collaborative stuff as a result. I know I needed to be better self disciplined but there was always some work thing that just had to be done. My previous experience with the OU in completing a maths degree was much better. It wasn’t online in those days although technology was involved with the tv programmes and audio cassettes. However, I wasn’t having to work at the same time and I think that is an important, if very obvious, point. One of the main problems with open learning is that it is so available and we fool our selves into thinking we have the time for it without actually making the time – or at least that is what I do.
This isn’t my first experience of TEL as you can see from the above and not even my first experience of a MOOC. I lurked in a MOOC recently to see what was going on and so became a non-completer statistic. Thus, I hope to make this my first complete open learning experience!
","My first experience with TEL of a kind was in about 1990 when I used a networked room of 380Z’s for some Maths teaching! Things have moved on a bit! However, I still get a buzz about the possibilities that TEL opens up. Although the software was very basic in those days it still brought […]",publish,if-you-only-do-one-thing-introducing-myself,2013-04-05 12:11:01,post,"Course Reader,Blog posts","history,success & failure,#tel,open learning,Uncategorized"
903,94,2013-04-05 12:19:36,jamesclay: #ocTEL Who are you? What do you want? http://t.co/DSuPU8zVBO,"
Context: email to David Jennings, on the occasion of the start of the OcTEL MOOC, in which participants have been flooded with introductory emails from the course mailing list. Hi - here are some sugg...
","
Jenni Hayman
Fri, 05 Apr 2013 12:31:56 GMT
- Community
Good advice.
...",publish,good-advice,2013-04-05 12:31:56,post,"Google+,Social networks,Course Reader",
863,1002,2013-04-05 13:03:32,Re: introduction,"Jo Ann your HE and FE comparisons are correct
Sent from my iPad
On 5 Apr 2013, at 05:03, Jo-ann Larkins wrote:
> Hi Jack, > > I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. > The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To [...] ","Jo Ann your HE and FE comparisons are correct
Sent from my iPad
On 5 Apr 2013, at 05:03, Jo-ann Larkins wrote:
> Hi Jack, > > I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. > The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To [...]",publish,re-introduction-9,2013-04-05 13:03:32,post,"Course Reader,JISCMail,Lists",
5006,1002,2013-04-05 13:03:32,Re: introduction,"Jo Ann your HE and FE comparisons are correct
Sent from my iPad
On 5 Apr 2013, at 05:03, Jo-ann Larkins wrote:
> Hi Jack, > > I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. > The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To [...] ","Jo Ann your HE and FE comparisons are correct
Sent from my iPad
On 5 Apr 2013, at 05:03, Jo-ann Larkins wrote:
> Hi Jack, > > I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. > The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To [...]",publish,re-introduction-20,2013-04-05 13:03:32,post,"Lists,Course Reader,JISCMail",
5502,1002,2013-04-05 13:03:32,Re: introduction,"Jo Ann your HE and FE comparisons are correct
Sent from my iPad
On 5 Apr 2013, at 05:03, Jo-ann Larkins wrote:
> Hi Jack, > > I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. > The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To [...] ","Jo Ann your HE and FE comparisons are correct
Sent from my iPad
On 5 Apr 2013, at 05:03, Jo-ann Larkins wrote:
> Hi Jack, > > I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. > The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To [...]",publish,re-introduction-34,2013-04-05 13:03:32,post,"Course Reader,JISCMail,Lists",
5853,1002,2013-04-05 13:03:32,Re: introduction,"Jo Ann your HE and FE comparisons are correct
Sent from my iPad
On 5 Apr 2013, at 05:03, Jo-ann Larkins wrote:
> Hi Jack, > > I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. > The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To [...] ","Jo Ann your HE and FE comparisons are correct
Sent from my iPad
On 5 Apr 2013, at 05:03, Jo-ann Larkins wrote:
> Hi Jack, > > I think you are right about acronyms. It can be extremely alienating. I'm ploughing my way through the email deluge today, I have been Googling Define:XXX (Vague Acronym) lots. > The two that get me most today are HE (Higher education? I think what we would called Tertiary in Australia) and FE (Further Education? I think this is equivalent to our TAFE sector) because I can't find clear definitions for these. To [...]",publish,re-introduction-48,2013-04-05 13:03:32,post,"Course Reader,Lists,JISCMail",
870,90,2013-04-05 13:08:00,ocTEL: Week 0: If I do only one thing this week,"My selective TEL experiences.
I've been a victim and/or a perpetrator of TEL for about 23 years now. Sorry, let me begin again. I've a wealth of experience - in what I now find myself referring to as Technology Enhanced Learning (TEL) - as a learner, practitioner, designer, champion, supporter, trainer, tester, researcher, critic, and leader. In this post I will expand and try to reflect upon three of my key TEL experiences.
My first experience of TEL as a learner - other than the school Janny wheeling out the TV and Video console to allow my classmates and I to watch the Space Shuttle make its maiden voyage - was receiving an e-mail from an academic during my first week at University. This new - but seemingly normalised - form of communication contained the aims, outcomes, lecture outline, key reading, and suggested self-directed activities relating to the first week of my Information Management module.
That I had to cycle ten miles to University, get past the IT Support Staff and into THE computer lab, find a vacant computer, retrieve from my bag the piece of A4 paper which contained my username and password, and then quickly learn to type, in no way detracted from my joy at what some might - and still do - call spoon-feeding. It was a most welcome amenity, in my view.
I (almost) instantly appreciated the (almost) continuous and (almost) persistent availability of the supportive materials sent directly to me by some of my lecturers, and it MADE ME A BETTER STUDENT; I was more organised, prepared, engaged, and often looked forward to finding out more about the next week's learning as a result of the 'trailer'. I should point out that I was not even the slightest bit aware that my access, reading and printing might have been recorded and monitored - as part of a research project into ICT and student engagement, for example.
<DevilsAdvocateRantWarning>Fast forward a few years and those e-mails would most likely be buried beneath competing messages from other course leaders, family, friends, marketing wonks upon whose mailing lists my details appear having once bought a bag of porridge online, and the latest example of ersatz campaigning from one of many social networking sites.</DevilsAdvocateRantWarning>
I created my first piece of e-learning content not long afterwards. Charged with designing, creating, and then evaluating an 'Information Resource' in any format and on a topic of my choosing, I opted to build an 'interactive Route 66' using Apple's HyperCard tool. One of my areas of interest at that time was in the shift from paper-based systems to digital ones, and how the former could be used as an analogy to help users make the transition to the latter. An example of this is that HyperCard used the well established Rolodex concept of a stack of cards as the basic building blocks for content.
This small project introduced me to a world of reiterative design; the importance of prototyping; the virtue of trial and error; the beautiful efficiency of templating; and with all these new concepts, the need to manage projects properly from the outset. The most important thing I gained, however, was an understanding that technology is nothing without people; users need support and this must be considered and built into the design process of any online learning project. Examples of support include the use of helpful analogy; conditional access to materials and activities based on starting levels and individual progress; and designing group tasks which aim to move the cohort on as a whole. When helping teachers make the transition to TEL, I think of the Rolodex, and aim to maintain the best bits of the established approach while capitalising on the benefits of new technologies.
In my role as a Learning Technologist I face rather a lot of resistance as I promote new approaches to teaching, administration and assessment. That is only to be expected and is often the best part of the role. On one occasion, in 2005 I think, I attended a conference on the subject and was moved by the possibilities. I was surprised to hear my E-Learning colleagues' disdain for mobile learning. Their rather singular opposition was that it 'is too hard to read content on such a small screen'. True perhaps, but that view betrayed a rather old-fashioned belief that learning is all about content. I argued that learning also comprised other things; organisation, communication, sharing, responding, distilling, and what Piaget referred to as 'chunking'. 15 years previously I was spending a lot of time and effort to access something that can now be pushed to me in an SMS, a tweet, or a message through a VLE app. Small beer, but the teachers who are now making a difference through their use of TEL are those who are thinking beyond the transmission of content. E-Assessment, flipped classrooms, and learning activities based upon social-constructivist principles, are proving to be effective uses of TEL, not least because they allow students to use their preferred blends of hardware and software.
","My selective TEL experiences.I've been a victim and/or a perpetrator of TEL for about 23 years now. Sorry, let me begin again. I've a wealth of experience - in what I now find myself referring to as Technology Enhanced Learning (TEL) - as a learn...",publish,octel-week-0-if-i-do-only-one-thing-this-week,2013-04-05 13:08:20,post,"Blog posts,Course Reader","#ocTEL,#ocTELwk0"
897,1055,2013-04-05 13:37:19,Introduction and directions to my base camp.,"Hello,
I'm Senior Learning Technologist at Royal Holloway, University of London. My role is in the promotion, development and support of e-learning services and initiatives, including Moodle, Turnitin, Panopto (Lecture Capture), and Personal Response Systems. My team supports academic staff and administrators in their use of our various systems. My main interest is in E-Assessment, although I'm increasingly thinking about how I can convince colleagues here that flipping lectures is a good idea. I'm looking forward to working with a wide range of people and to learn from their varied perspectives of TEL. [...] ","Hello,I'm Senior Learning Technologist at Royal Holloway, University of London. My role is in the promotion, development and support of e-learning services and initiatives, including Moodle, Turnitin, Panopto (Lecture Capture), and Personal Response Sy...",publish,introduction-and-directions-to-my-base-camp,2013-04-05 13:37:19,post,"JISCMail,Lists,Course Reader",
5005,1055,2013-04-05 13:37:19,Introduction and directions to my base camp.,"Hello,
I'm Senior Learning Technologist at Royal Holloway, University of London. My role is in the promotion, development and support of e-learning services and initiatives, including Moodle, Turnitin, Panopto (Lecture Capture), and Personal Response Systems. My team supports academic staff and administrators in their use of our various systems. My main interest is in E-Assessment, although I'm increasingly thinking about how I can convince colleagues here that flipping lectures is a good idea. I'm looking forward to working with a wide range of people and to learn from their varied perspectives of TEL. [...] ","Hello,I'm Senior Learning Technologist at Royal Holloway, University of London. My role is in the promotion, development and support of e-learning services and initiatives, including Moodle, Turnitin, Panopto (Lecture Capture), and Personal Response Sy...",publish,introduction-and-directions-to-my-base-camp-2,2013-04-05 13:37:19,post,"Lists,Course Reader,JISCMail",
5501,1055,2013-04-05 13:37:19,Introduction and directions to my base camp.,"Hello,
I'm Senior Learning Technologist at Royal Holloway, University of London. My role is in the promotion, development and support of e-learning services and initiatives, including Moodle, Turnitin, Panopto (Lecture Capture), and Personal Response Systems. My team supports academic staff and administrators in their use of our various systems. My main interest is in E-Assessment, although I'm increasingly thinking about how I can convince colleagues here that flipping lectures is a good idea. I'm looking forward to working with a wide range of people and to learn from their varied perspectives of TEL. [...] ","Hello,I'm Senior Learning Technologist at Royal Holloway, University of London. My role is in the promotion, development and support of e-learning services and initiatives, including Moodle, Turnitin, Panopto (Lecture Capture), and Personal Response Sy...",publish,introduction-and-directions-to-my-base-camp-3,2013-04-05 13:37:19,post,"Lists,Course Reader,JISCMail",
5852,1055,2013-04-05 13:37:19,Introduction and directions to my base camp.,"Hello,
I'm Senior Learning Technologist at Royal Holloway, University of London. My role is in the promotion, development and support of e-learning services and initiatives, including Moodle, Turnitin, Panopto (Lecture Capture), and Personal Response Systems. My team supports academic staff and administrators in their use of our various systems. My main interest is in E-Assessment, although I'm increasingly thinking about how I can convince colleagues here that flipping lectures is a good idea. I'm looking forward to working with a wide range of people and to learn from their varied perspectives of TEL. [...] ","Hello,I'm Senior Learning Technologist at Royal Holloway, University of London. My role is in the promotion, development and support of e-learning services and initiatives, including Moodle, Turnitin, Panopto (Lecture Capture), and Personal Response Sy...",publish,introduction-and-directions-to-my-base-camp-4,2013-04-05 13:37:19,post,"Lists,JISCMail,Course Reader",
889,927,2013-04-05 13:38:43,Just a note to say I've tweaked the feed from Google+ into the ocTEL site http://octel.alt.ac.uk/category...,"
Martin Hawksey
Fri, 05 Apr 2013 13:38:43 GMT
- Community
I've finished my first activity for #ocTEL - read my introduction ","I've finished my first activity for #ocTEL - read my introduction ",publish,octel-activities-week-0,2013-04-05 13:47:00,post,"Course Reader,Blog posts",
896,946,2013-04-05 13:57:01,Who are you? What do you want?,"Hi
-- James Clay | ILT & Learning Resources Manager Gloucestershire College Gloucester Campus, Llanthony Road, Gloucester, GL2 5JQ",publish,who-are-you-what-do-you-want,2013-04-05 13:57:01,post,"JISCMail,Lists,Course Reader",
5004,946,2013-04-05 13:57:01,Who are you? What do you want?,"Hi
-- James Clay | ILT & Learning Resources Manager Gloucestershire College Gloucester Campus, Llanthony Road, Gloucester, GL2 5JQ",publish,who-are-you-what-do-you-want-2,2013-04-05 13:57:01,post,"Lists,Course Reader,JISCMail",
5500,946,2013-04-05 13:57:01,Who are you? What do you want?,"Hi
-- James Clay | ILT & Learning Resources Manager Gloucestershire College Gloucester Campus, Llanthony Road, Gloucester, GL2 5JQ",publish,who-are-you-what-do-you-want-3,2013-04-05 13:57:01,post,"Lists,Course Reader,JISCMail",
5851,946,2013-04-05 13:57:01,Who are you? What do you want?,"Hi
Edtechtalk and community – 2005
In 2005 Jeff Lebow and I started edtechtalk. We started a live webcast about educational technology and about the possibilities of the new crazy things that were coming out. What to do about youtube? or Moodle? or or…What i discovered was that, simply by engaging in random discussions with new people we happened upon – I was learning. I was starting to come to grips with new ideas. I seemed to have answers to questions when i was in meetings.
Rhizomes 2006
This lead me to new ideas about what it meant to learn and what it meant to know. Rhizomatic learning, in the sense that I mean it, was something i started talking about. I will not bore you with that here, but it very much came to me as a way of understanding what kind of learning was happening in the edtechtalk community. What i would now, six years later, call teaching with and for uncertainty.
I wonder if that’s what’s meant to be happening/could be happening within the ocTEL MOOC? Im certainly reading lots of stuff that I wouldn’t normally come across but its too early to decide whether its all gelling just yet.
","Ive just come across the idea of rhizomatic learning in Dave Cormier’s Blog here http://davecormier.com/edblog/2012/07/31/20-questions-and-answers-about-moocs/ This is what he says: Edtechtalk and community – 2005 In 2005 Jeff Lebow and I started edtechtalk. We started a live webcast about educational … Continue reading →",publish,rhizomatic-learning,2013-04-05 14:01:35,post,"Blog posts,Course Reader","learning,#ocTEL,mooc,rhizomatic learning,#tel"
5325,53,2013-04-05 14:01:35,Rhizomatic learning,"
Edtechtalk and community – 2005
In 2005 Jeff Lebow and I started edtechtalk. We started a live webcast about educational technology and about the possibilities of the new crazy things that were coming out. What to do about youtube? or Moodle? or or…What i discovered was that, simply by engaging in random discussions with new people we happened upon – I was learning. I was starting to come to grips with new ideas. I seemed to have answers to questions when i was in meetings.
Rhizomes 2006
This lead me to new ideas about what it meant to learn and what it meant to know. Rhizomatic learning, in the sense that I mean it, was something i started talking about. I will not bore you with that here, but it very much came to me as a way of understanding what kind of learning was happening in the edtechtalk community. What i would now, six years later, call teaching with and for uncertainty.
I wonder if that’s what’s meant to be happening/could be happening within the ocTEL MOOC? Im certainly reading lots of stuff that I wouldn’t normally come across but its too early to decide whether its all gelling just yet.
","Ive just come across the idea of rhizomatic learning in Dave Cormier’s Blog here http://davecormier.com/edblog/2012/07/31/20-questions-and-answers-about-moocs/ This is what he says: Edtechtalk and community – 2005 In 2005 Jeff Lebow and I started edtechtalk. We started a live webcast about educational … Continue reading →",publish,rhizomatic-learning-2,2013-04-05 14:01:35,post,"Course Reader,Blog posts","mooc,#tel,#ocTEL,learning,rhizomatic learning"
898,946,2013-04-05 14:15:02,What is the most important question about TEL for you?,"
Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC.
It only started yesterday, so it is way too early to tell if I will complete the course. One of my reasons for undertaking the ocTEL is to see if this is a format that could be used for staff development in my own college.
One of the first questions that we need to look at on the oCTEL is:
What is the most important question about TEL for you?
Having been involved in TEL (and all the previous variations for a while now) the most important question I seem to have asked throughout that time and continue to ask is:
How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning?
From my perspective and experience, TEL encomapasses both technology and learning, however the real deciding factor in using TEL to enhance and enrich learning is through cultural change.
Culture change is possible, but not necessarily straightforward or easy.
What I want to know and learn from others on the ocTEL is how do we influence and achieve cultural change?
","Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. It only started yesterday, so it is way too early to tell if I will complete the course. One of my reasons for undertaking the ocTEL is to see [...]",publish,what-is-the-most-important-question-about-tel-for-you,2013-04-05 14:15:02,post,"Blog posts,Course Reader","culture,ALT,#ocTEL"
895,2,2013-04-05 14:20:34,"ocTEL blog posts (mainly for Dev, Sarah, John and Doug, but may be of passing interest)","Hi,
We are keen to support ocTEL participants who are blogging about their activities and involvement in the course. If you post to the jiscmail list, your chances of getting some kind of response are reasonably high. If you post on your own blog - and some people have set up new blogs specially for the course - your chances are lower, and it can feel lonely. [...] ","Hi,We are keen to support ocTEL participants who are blogging about their activities and involvement in the course. If you post to the jiscmail list, your chances of getting some kind of response are reasonably high. If you post on your own blog - and ...",publish,octel-blog-posts-mainly-for-dev-sarah-john-and-doug-but-may-be-of-passing-interest,2013-04-05 14:20:34,post,"Course Reader,JISCMail,Lists",
888,946,2013-04-05 14:25:38,#ocTEL What is the most important question about TEL for you? ,"
James Clay
Fri, 05 Apr 2013 14:25:38 GMT
- Google+
#ocTEL What is the most important question about TEL for you?
Library Seats. Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. It only started yesterday, so it is way too early ...
","
James Clay
Fri, 05 Apr 2013 14:25:38 GMT
- Google+
#ocTEL What is the most important question about TEL for you?
Library Seats. Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. It only started yesterday, so it is way too early ...
",publish,octel-what-is-the-most-important-question-about-tel-for-you,2013-04-05 14:25:38,post,"Google+,Social networks,Course Reader",
894,964,2013-04-05 14:28:10,"Re: ocTEL blog posts (mainly for Dev, Sarah, John and Doug, but may be of passing interest)","Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
Elizabeth Sylvanus-Ley I.T. Support & Enrolment Adviser Library and Student Support, Middlesex University 2 - 10 Highgate Hill, London N19 5LW 4th Floor, Furnival Building Tel: 0208 411 5691 E.Sylvanus-Ley@mdx.ac.uk [...] ","Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
Elizabeth Sylvanus-Ley I.T. Support & Enrolment Adviser Library and Student Support, Middlesex University 2 - 10 Highgate Hill, London N19 5LW 4th Floor, Furnival Building Tel: 0208 411 5691 E.Sylvanus-Ley@mdx.ac.uk [...]",publish,re-octel-blog-posts-mainly-for-dev-sarah-john-and-doug-but-may-be-of-passing-interest,2013-04-05 14:28:10,post,"JISCMail,Lists,Course Reader",
893,1054,2013-04-05 14:35:20,Introduction,"Hello All,
My name is Rachel Temple and I work as a Learning and Technology Adviser at Royal Holloway, University of London.
Much of what I do on a day-to-day basis revolves around supporting staff in their use of e-learning tools such as Moodle and Turnitin.
I'm really looking forward to this - my 3rd - MOOC, and already enjoying Week 0 as a very welcome orientation week. [...] ","Hello All,My name is Rachel Temple and I work as a Learning and Technology Adviser at Royal Holloway, University of London.Much of what I do on a day-to-day basis revolves around supporting staff in their use of e-learning tools such as Moodle and Turn...",publish,introduction-12,2013-04-05 14:35:20,post,"Lists,Course Reader,JISCMail",
5003,1054,2013-04-05 14:35:20,Introduction,"Hello All,
My name is Rachel Temple and I work as a Learning and Technology Adviser at Royal Holloway, University of London.
Much of what I do on a day-to-day basis revolves around supporting staff in their use of e-learning tools such as Moodle and Turnitin.
I'm really looking forward to this - my 3rd - MOOC, and already enjoying Week 0 as a very welcome orientation week. [...] ","Hello All,My name is Rachel Temple and I work as a Learning and Technology Adviser at Royal Holloway, University of London.Much of what I do on a day-to-day basis revolves around supporting staff in their use of e-learning tools such as Moodle and Turn...",publish,introduction-31,2013-04-05 14:35:20,post,"Lists,Course Reader,JISCMail",
5499,1054,2013-04-05 14:35:20,Introduction,"Hello All,
My name is Rachel Temple and I work as a Learning and Technology Adviser at Royal Holloway, University of London.
Much of what I do on a day-to-day basis revolves around supporting staff in their use of e-learning tools such as Moodle and Turnitin.
I'm really looking forward to this - my 3rd - MOOC, and already enjoying Week 0 as a very welcome orientation week. [...] ","Hello All,My name is Rachel Temple and I work as a Learning and Technology Adviser at Royal Holloway, University of London.Much of what I do on a day-to-day basis revolves around supporting staff in their use of e-learning tools such as Moodle and Turn...",publish,introduction-52,2013-04-05 14:35:20,post,"JISCMail,Lists,Course Reader",
5850,1054,2013-04-05 14:35:20,Introduction,"Hello All,
My name is Rachel Temple and I work as a Learning and Technology Adviser at Royal Holloway, University of London.
Much of what I do on a day-to-day basis revolves around supporting staff in their use of e-learning tools such as Moodle and Turnitin.
I'm really looking forward to this - my 3rd - MOOC, and already enjoying Week 0 as a very welcome orientation week. [...] ","Hello All,My name is Rachel Temple and I work as a Learning and Technology Adviser at Royal Holloway, University of London.Much of what I do on a day-to-day basis revolves around supporting staff in their use of e-learning tools such as Moodle and Turn...",publish,introduction-72,2013-04-05 14:35:20,post,"Course Reader,Lists,JISCMail",
892,964,2013-04-05 14:35:51,Re: introduction,"Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
[cid:image001.jpg@01CE3213.4100EC30] Elizabeth Sylvanus-Ley I.T. Support & Enrolment Adviser Library and Student Support, Middlesex University 2 - 10 Highgate Hill, London N19 5LW 4th Floor, Furnival Building Tel: 0208 411 5691 E.Sylvanus-Ley@mdx.ac.uk [...]","Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
[cid:image001.jpg@01CE3213.4100EC30] Elizabeth Sylvanus-Ley I.T. Support & Enrolment Adviser Library and Student Support, Middlesex University 2 - 10 Highgate Hill, London N19 5LW 4th Floor, Furnival Building Tel: 0208 411 5691 E.Sylvanus-Ley@mdx.ac.uk [...]",publish,re-introduction-11,2013-04-05 14:35:51,post,"JISCMail,Lists,Course Reader",
5002,964,2013-04-05 14:35:51,Re: introduction,"Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
[cid:image001.jpg@01CE3213.4100EC30] Elizabeth Sylvanus-Ley I.T. Support & Enrolment Adviser Library and Student Support, Middlesex University 2 - 10 Highgate Hill, London N19 5LW 4th Floor, Furnival Building Tel: 0208 411 5691 E.Sylvanus-Ley@mdx.ac.uk [...]","Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
[cid:image001.jpg@01CE3213.4100EC30] Elizabeth Sylvanus-Ley I.T. Support & Enrolment Adviser Library and Student Support, Middlesex University 2 - 10 Highgate Hill, London N19 5LW 4th Floor, Furnival Building Tel: 0208 411 5691 E.Sylvanus-Ley@mdx.ac.uk [...]",publish,re-introduction-19,2013-04-05 14:35:51,post,"Course Reader,JISCMail,Lists",
5498,964,2013-04-05 14:35:51,Re: introduction,"Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
[cid:image001.jpg@01CE3213.4100EC30] Elizabeth Sylvanus-Ley I.T. Support & Enrolment Adviser Library and Student Support, Middlesex University 2 - 10 Highgate Hill, London N19 5LW 4th Floor, Furnival Building Tel: 0208 411 5691 E.Sylvanus-Ley@mdx.ac.uk [...]","Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
[cid:image001.jpg@01CE3213.4100EC30] Elizabeth Sylvanus-Ley I.T. Support & Enrolment Adviser Library and Student Support, Middlesex University 2 - 10 Highgate Hill, London N19 5LW 4th Floor, Furnival Building Tel: 0208 411 5691 E.Sylvanus-Ley@mdx.ac.uk [...]",publish,re-introduction-33,2013-04-05 14:35:51,post,"Lists,Course Reader,JISCMail",
5849,964,2013-04-05 14:35:51,Re: introduction,"Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
[cid:image001.jpg@01CE3213.4100EC30] Elizabeth Sylvanus-Ley I.T. Support & Enrolment Adviser Library and Student Support, Middlesex University 2 - 10 Highgate Hill, London N19 5LW 4th Floor, Furnival Building Tel: 0208 411 5691 E.Sylvanus-Ley@mdx.ac.uk [...]","Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
[cid:image001.jpg@01CE3213.4100EC30] Elizabeth Sylvanus-Ley I.T. Support & Enrolment Adviser Library and Student Support, Middlesex University 2 - 10 Highgate Hill, London N19 5LW 4th Floor, Furnival Building Tel: 0208 411 5691 E.Sylvanus-Ley@mdx.ac.uk [...]",publish,re-introduction-47,2013-04-05 14:35:51,post,"Lists,JISCMail,Course Reader",
887,1053,2013-04-05 14:44:34,Advice to OcTEL,"
Context: email to David Jennings, on the occasion of the start of the OcTEL MOOC, in which participants have been flooded with introductory emails from the course mailing list. Hi - here are some sugg...
Context: email to David Jennings, on the occasion of the start of the OcTEL MOOC, in which participants have been flooded with introductory emails from the course mailing list. Hi - here are some sugg...
",publish,advice-to-octel,2013-04-05 14:44:34,post,"Google+,Social networks,Course Reader",
890,1053,2013-04-05 14:44:34,Advice to OcTEL,"
Context: email to David Jennings, on the occasion of the start of the OcTEL MOOC, in which participants have been flooded with introductory emails from the course mailing list. Hi - here are some sugg...
Context: email to David Jennings, on the occasion of the start of the OcTEL MOOC, in which participants have been flooded with introductory emails from the course mailing list. Hi - here are some sugg...
",publish,advice-to-octel-2,2013-04-05 14:44:34,post,"Course Reader,Google+,Social networks",
886,946,2013-04-05 14:44:39,My question about TEL: ,"
James Clay
Fri, 05 Apr 2013 14:44:39 GMT
- Community
Library Seats. Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. It only started yesterday, so it is way too early ...
","
James Clay
Fri, 05 Apr 2013 14:44:39 GMT
- Community
Library Seats. Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. It only started yesterday, so it is way too early ...
",publish,my-question-about-tel,2013-04-05 14:44:39,post,"Google+,Social networks,Course Reader",
891,964,2013-04-05 14:46:54,Re: Introduction,"Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Temple, Rachel Sent: 05 April 2013 15:35 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Introduction [...] ","Dear All,Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.Would you kindly disengage me from receiving further mails?Thank you for your cooperationBest wi...",publish,re-introduction-10,2013-04-05 14:46:54,post,"JISCMail,Lists,Course Reader",
5001,964,2013-04-05 14:46:54,Re: Introduction,"Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Temple, Rachel Sent: 05 April 2013 15:35 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Introduction [...] ","Dear All,Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.Would you kindly disengage me from receiving further mails?Thank you for your cooperationBest wi...",publish,re-introduction-18,2013-04-05 14:46:54,post,"Lists,Course Reader,JISCMail",
5497,964,2013-04-05 14:46:54,Re: Introduction,"Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Temple, Rachel Sent: 05 April 2013 15:35 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Introduction [...] ","Dear All,Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.Would you kindly disengage me from receiving further mails?Thank you for your cooperationBest wi...",publish,re-introduction-32,2013-04-05 14:46:54,post,"Course Reader,JISCMail,Lists",
5848,964,2013-04-05 14:46:54,Re: Introduction,"Dear All,
Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.
Would you kindly disengage me from receiving further mails?
Thank you for your cooperation
Best wishes
Elizabeth
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Temple, Rachel Sent: 05 April 2013 15:35 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Introduction [...] ","Dear All,Sadly I had no idea that I will be bombarded with extraordinary emails. I thought I was to learn something not to be part of chartroom on my email.Would you kindly disengage me from receiving further mails?Thank you for your cooperationBest wi...",publish,re-introduction-46,2013-04-05 14:46:54,post,"Course Reader,Lists,JISCMail",
925,1057,2013-04-05 14:56:54,#ocTEL What is the most important question about TEL for you? ,"
Patrick Kiely
Fri, 05 Apr 2013 14:56:54 GMT
- Reshared Post
Library Seats. Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. It only started yesterday, so it is way too early ...
","
Patrick Kiely
Fri, 05 Apr 2013 14:56:54 GMT
- Reshared Post
Library Seats. Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. It only started yesterday, so it is way too early ...
",publish,octel-what-is-the-most-important-question-about-tel-for-you-2,2013-04-05 14:56:54,post,"Google+,Course Reader,Social networks",
923,921,2013-04-05 15:52:11,ocTEL week 0: big questions,"
Activity 0.1 asks us: what is the most important question about TEL for you?
Mine is: how can we get rid of the ‘T’ in ‘TEL’?
The question could be re-phrased as: how can technology become transparent, invisible and normalised? Something is normalised when it has become part of the norm, when you no longer notice it. If we are talking about enhancing learning, do we really need the technology in front of it? Do we ever talk about BEL (book-enhanced learning) or PEL (pencil-enhanced learning, or even paper-enhanced learning)?
What’s so different about TEL, then? Just as a reminder: books, pencils and paper are all technologies – arguably with bigger and more dramatic impact on learning than many of the modern tools that TEL usually refers to.
Ale
5 April 2013
","Activity 0.1 asks us: what is the most important question about TEL for you? Mine is: how can we get rid of the ‘T’ in ‘TEL’? The question could be re-phrased as: how can technology become transparent, invisible and normalised? Something … Continue reading →",publish,octel-week-0-big-questions,2013-04-05 15:52:11,post,"Blog posts,Course Reader","Education,Online Teaching and Learning,Uncategorized,BigQuestion,Learning Theories,Methods and Theories,0.1,Technology-Enhanced Learning,Week 0,#tel,learning,Distance Learning"
4617,921,2013-04-05 15:52:11,ocTEL week 0: big questions,"
Activity 0.1 asks us: what is the most important question about TEL for you?
Mine is: how can we get rid of the ‘T’ in ‘TEL’?
The question could be re-phrased as: how can technology become transparent, invisible and normalised? Something is normalised when it has become part of the norm, when you no longer notice it. If we are talking about enhancing learning, do we really need the technology in front of it? Do we ever talk about BEL (book-enhanced learning) or PEL (pencil-enhanced learning, or even paper-enhanced learning)?
What’s so different about TEL, then? Just as a reminder: books, pencils and paper are all technologies – arguably with bigger and more dramatic impact on learning than many of the modern tools that TEL usually refers to.
Ale
5 April 2013
","Activity 0.1 asks us: what is the most important question about TEL for you? Mine is: how can we get rid of the ‘T’ in ‘TEL’? The question could be re-phrased as: how can technology become transparent, invisible and normalised? Something … Continue reading →",publish,octel-week-0-big-questions-2,2013-04-05 15:52:11,post,"Blog posts,Course Reader","0.1,Week 0,Learning Theories,Education,#tel,learning,Uncategorized,Online Teaching and Learning,BigQuestion,Methods and Theories,Technology-Enhanced Learning,Distance Learning"
4642,921,2013-04-05 15:52:11,ocTEL week 0: big questions,"
Activity 0.1 asks us: what is the most important question about TEL for you?
Mine is: how can we get rid of the ‘T’ in ‘TEL’?
The question could be re-phrased as: how can technology become transparent, invisible and normalised? Something is normalised when it has become part of the norm, when you no longer notice it. If we are talking about enhancing learning, do we really need the technology in front of it? Do we ever talk about BEL (book-enhanced learning) or PEL (pencil-enhanced learning, or even paper-enhanced learning)?
What’s so different about TEL, then? Just as a reminder: books, pencils and paper are all technologies – arguably with bigger and more dramatic impact on learning than many of the modern tools that TEL usually refers to.
Ale
5 April 2013
","Activity 0.1 asks us: what is the most important question about TEL for you? Mine is: how can we get rid of the ‘T’ in ‘TEL’? The question could be re-phrased as: how can technology become transparent, invisible and normalised? Something … Continue reading →",publish,octel-week-0-big-questions-3,2013-04-05 15:52:11,post,"Blog posts,Course Reader","BigQuestion,Education,learning,Methods and Theories,Technology-Enhanced Learning,Distance Learning,0.1,Week 0,Learning Theories,Uncategorized,#tel,Online Teaching and Learning"
4697,921,2013-04-05 15:52:11,ocTEL week 0: big questions,"
Activity 0.1 asks us: what is the most important question about TEL for you?
Mine is: how can we get rid of the ‘T’ in ‘TEL’?
The question could be re-phrased as: how can technology become transparent, invisible and normalised? Something is normalised when it has become part of the norm, when you no longer notice it. If we are talking about enhancing learning, do we really need the technology in front of it? Do we ever talk about BEL (book-enhanced learning) or PEL (pencil-enhanced learning, or even paper-enhanced learning)?
What’s so different about TEL, then? Just as a reminder: books, pencils and paper are all technologies – arguably with bigger and more dramatic impact on learning than many of the modern tools that TEL usually refers to.
Ale
5 April 2013
","Activity 0.1 asks us: what is the most important question about TEL for you? Mine is: how can we get rid of the ‘T’ in ‘TEL’? The question could be re-phrased as: how can technology become transparent, invisible and normalised? Something … Continue reading →",publish,octel-week-0-big-questions-4,2013-04-05 15:52:11,post,"Blog posts,Course Reader","Week 0,Learning Theories,Online Teaching and Learning,BigQuestion,Uncategorized,learning,Methods and Theories,Technology-Enhanced Learning,Distance Learning,#tel,0.1,Education"
917,2,2013-04-05 16:06:07,What we're learning from you about communications in large online courses,"In this course we encourage you to communicate with each other via several channels, including your own blogs and twitter accounts, and we provide some guidance about when and why to use them. We let you, the course participants, choose which one you prefer.
One of the main purposes of this induction part of the course is to give people time to explore the possibilities of different features and benefits of the different channels. We give you time to 'settle' before the course gets underway in earnest.
What we’re finding is that the email discussion list (JiscMail) is both the most and the least popular channel. It’s the one that most people have gravitated towards for introducing themselves and sharing their work on initial activities. That means that there have been a lot messages circulating (good), but also that some people have rapidly felt overloaded (not good) and have opted out.
(For help on getting just one daily digest from the JiscMail list, or opting out, see the FAQ.)
By comparison, the web forum that people can use for posting introductions is relatively un-used, although other forums are starting to get lively. no one has used that channel.
About 80% of you opted into the email discussion list when registering for the course. As some decide that this is not for them, this may fall to 50% or less of active participants.
Whatever channel you choose to use, you won’t miss out on important communication from the organisers. We post all course content and messages from the organisers on the main ocTEL website and send one email at the start of each week directly to each participant. If the email discussion list is used by just a minority (rather than the majority) of participants, we believe it will still be useful.
It’s part of the process of large group dynamics evolving and finding an equilibrium. It’s why we included an induction period in the course design. At the same time, we acknowledge that managing communications in large groups is a challenge for everyone. For help on how to manage the different channels, please go to the FAQ.
There are also some interesting questions and positive points that emerge from this in terms of online learning:
with a large, open course – with participants from around the world and in different professional roles – how do you make visible the other participants and their activity?
can the introductory process ever be non-chaotic (in the sense of chaos theory, rather than shambles)?
how do nudge people towards ‘pull’ or more passive communication channels like forums (which require the hassle of new login procedures as well as unfamiliarity) instead of the convenience, for senders, of email?
","",publish,communications-in-large-online-courses,2013-06-06 11:28:38,post,"About this course,progress report",
3326,1075,2013-04-05 16:07:02,ocTEL - Open Course in Technology Enhanced Learning,"
An online course in using technology to enhance teaching in HE. Duration: 4 Apr 2013 10:00AM-21 Jun 2013 3:00PM. #ocTEL #mooc @ALTocTEL
Starting in April 2013 you will be able to participate in an online
course to understand better how to use technology to enhance your
teaching in Higher Education. The course is aimed primarily at people
teaching at Higher Education level, whether in Higher Education
Institutions or Further Education Colleges. It runs for ten weeks plus
one 'induction week', requiring about five hours work per week.
The course comprises ten modules plus an ‘induction’ week when
participants get to experiment and explore how the course works. Each
module is designed to consist of five learning hours, including a
one-hour live webinar (scheduled on Wednesday at 12:30 UK time, with one
or two exceptions) and a range of other activities.
Starts
4 April
Induction and reception
Led by David Jennings
Technology Enhanced Learning Foundations — 15 hours
15 April
TEL concepts and approaches
Maren Deepwell
22 April
Understanding learners’ needs
Julia Fotheringham
29 April
Active Learning
Nicola Whitton
TEL methods and tools — 20 hours
6 May
Producing engaging and effective learning materials
Peter Hartley
13 May
Platforms and technologies
Phil Tubman
20 May
Providing timely, effective assessment and feedback
Linda Creanor
27 May
Supporting learners with tutor and peer communications
Gráinne Hamilton
Managing TEL — 15 hours
3 June
Maximising learning for minimum cost
David Jennings
10 June
Keeping things on track and cheating Murphy’s Law
Julie Voce & Sarah Sherman
17 June
Evaluating TEL and farewell
Julie Voce & Sarah Sherman
Materials for each module will be published before the dates above.
I shall be starting the #ocTEL course tomorrow - really looking forward to it. octel.alt.ac.uk
I work in a Birkbeck, where one of my many roles is that of a Subjec tLibrarian involved in delivering information literacy training and subject support to students and staff. I have experience of training others to use both Blackboard and recently now MOODLE as a VLE. With the implementation of MOODLE the possibility of providing support and delivering information sessions when the user requires it via this enviroment is very appealing, rather than one opportunity and if you miss it that's it. I like the flexibility that is offered to the user as well as the possibility of enriching what is made available and the opportunity to provide differentiated approaches to the same material. I recently dabbled in the #edcmooc - which was enthralling and overwhelming at times. I want a wider experience of technology enhanced learning as a student on a #mooc to understands how it works and what would best suit what I want to be able to do for my users. That is my reason for participating in #octel.
Big question?
How will TEL enhance/change current teaching practice and will it provide opportunities rather than challenges to time-strapped students.
Activity?
I set up a discussion/reflection group for other HE/FE information specialist on the #octel course. I hope this will be the main forum for our discussions.
Starting in April 2013 you will be able to participate in an online
course to understand better how to use technology to enhance your
teaching in Higher Education. The course is aimed primarily at people
teaching at Higher Education level, whether in Higher Education
Institutions or Further Education Colleges. It runs for ten weeks plus
one 'induction week', requiring about five hours work per week.
The course comprises ten modules plus an ‘induction’ week when
participants get to experiment and explore how the course works. Each
module is designed to consist of five learning hours, including a
one-hour live webinar (scheduled on Wednesday at 12:30 UK time, with one
or two exceptions) and a range of other activities.
Starts
4 April
Induction and reception
Led by David Jennings
Technology Enhanced Learning Foundations — 15 hours
15 April
TEL concepts and approaches
Maren Deepwell
22 April
Understanding learners’ needs
Julia Fotheringham
29 April
Active Learning
Nicola Whitton
TEL methods and tools — 20 hours
6 May
Producing engaging and effective learning materials
Peter Hartley
13 May
Platforms and technologies
Phil Tubman
20 May
Providing timely, effective assessment and feedback
Linda Creanor
27 May
Supporting learners with tutor and peer communications
Gráinne Hamilton
Managing TEL — 15 hours
3 June
Maximising learning for minimum cost
David Jennings
10 June
Keeping things on track and cheating Murphy’s Law
Julie Voce & Sarah Sherman
17 June
Evaluating TEL and farewell
Julie Voce & Sarah Sherman
Materials for each module will be published before the dates above.
I shall be starting the #ocTEL course tomorrow - really looking forward to it. octel.alt.ac.uk
I work in a Birkbeck, where one of my many roles is that of a Subjec tLibrarian involved in delivering information literacy training and subject support to students and staff. I have experience of training others to use both Blackboard and recently now MOODLE as a VLE. With the implementation of MOODLE the possibility of providing support and delivering information sessions when the user requires it via this enviroment is very appealing, rather than one opportunity and if you miss it that's it. I like the flexibility that is offered to the user as well as the possibility of enriching what is made available and the opportunity to provide differentiated approaches to the same material. I recently dabbled in the #edcmooc - which was enthralling and overwhelming at times. I want a wider experience of technology enhanced learning as a student on a #mooc to understands how it works and what would best suit what I want to be able to do for my users. That is my reason for participating in #octel.
Big question?
How will TEL enhance/change current teaching practice and will it provide opportunities rather than challenges to time-strapped students.
Activity?
I set up a discussion/reflection group for other HE/FE information specialist on the #octel course. I hope this will be the main forum for our discussions.
",publish,octel-open-course-in-technology-enhanced-learning-6,2013-04-05 16:07:02,post,"Blog posts,Course Reader",
1873,1199,2013-04-05 16:30:01,Hanging out at ocTEL,"
After mulling it over today, I’ve decided that I’m going to join two main communities for #ocTEL. As the course guidance notes it’s impossible to be everwhere, read everything so I will be participating via
this blog
following other dedicated ocTEL blogs
participating in the ocTEL G+ Community
Hopefully that will be manageable.
","After mulling it over today, I’ve decided that I’m going to join two main communities for #ocTEL. As the course guidance notes it’s impossible to be everwhere, read everything so I will be participating via this blog following other dedicated ocTEL blogs participating in the ocTEL G+ Community Hopefully that will be manageable.",publish,hanging-out-at-octel,2013-04-05 16:30:01,post,"Blog posts,Course Reader","blogging,wk0,G+,#ocTEL"
932,1059,2013-04-05 16:52:34,Re: Please remove me from the emailing list,"Full message available at: Re: Please remove me from the emailing list ",Full message available at: Re: Please remove me from the emailing list ,publish,re-please-remove-me-from-the-emailing-list,2013-04-05 16:52:34,post,"Course Reader,JISCMail,Lists",
5000,1059,2013-04-05 16:52:34,Re: Please remove me from the emailing list,"Full message available at: Re: Please remove me from the emailing list ",Full message available at: Re: Please remove me from the emailing list ,publish,re-please-remove-me-from-the-emailing-list-2,2013-04-05 16:52:34,post,"Lists,Course Reader,JISCMail",
5496,1059,2013-04-05 16:52:34,Re: Please remove me from the emailing list,"Full message available at: Re: Please remove me from the emailing list ",Full message available at: Re: Please remove me from the emailing list ,publish,re-please-remove-me-from-the-emailing-list-3,2013-04-05 16:52:34,post,"Lists,Course Reader,JISCMail",
5847,1059,2013-04-05 16:52:34,Re: Please remove me from the emailing list,"Full message available at: Re: Please remove me from the emailing list ",Full message available at: Re: Please remove me from the emailing list ,publish,re-please-remove-me-from-the-emailing-list-4,2013-04-05 16:52:34,post,"Lists,JISCMail,Course Reader",
931,946,2013-04-05 17:05:38,How to manage your subscription (was RE: Please remove me from the emailing list),"How to manage your subscription
1. I prefer to receive just one daily email with all the conversations in it
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC DIGESTS
2. I don't want to receive any emails, but just read the conversations on the JISCMail website [...] ",How to manage your subscription1. I prefer to receive just one daily email with all the conversations in itsend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC DIGESTS2. I don't want to rece...,publish,how-to-manage-your-subscription-was-re-please-remove-me-from-the-emailing-list,2013-04-05 17:05:38,post,"Course Reader,JISCMail,Lists",
4999,946,2013-04-05 17:05:38,How to manage your subscription (was RE: Please remove me from the emailing list),"How to manage your subscription
1. I prefer to receive just one daily email with all the conversations in it
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC DIGESTS
2. I don't want to receive any emails, but just read the conversations on the JISCMail website [...] ",How to manage your subscription1. I prefer to receive just one daily email with all the conversations in itsend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC DIGESTS2. I don't want to rece...,publish,how-to-manage-your-subscription-was-re-please-remove-me-from-the-emailing-list-2,2013-04-05 17:05:38,post,"Lists,Course Reader,JISCMail",
5495,946,2013-04-05 17:05:38,How to manage your subscription (was RE: Please remove me from the emailing list),"How to manage your subscription
1. I prefer to receive just one daily email with all the conversations in it
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC DIGESTS
2. I don't want to receive any emails, but just read the conversations on the JISCMail website [...] ",How to manage your subscription1. I prefer to receive just one daily email with all the conversations in itsend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC DIGESTS2. I don't want to rece...,publish,how-to-manage-your-subscription-was-re-please-remove-me-from-the-emailing-list-3,2013-04-05 17:05:38,post,"Lists,Course Reader,JISCMail",
5846,946,2013-04-05 17:05:38,How to manage your subscription (was RE: Please remove me from the emailing list),"How to manage your subscription
1. I prefer to receive just one daily email with all the conversations in it
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC DIGESTS
2. I don't want to receive any emails, but just read the conversations on the JISCMail website [...] ",How to manage your subscription1. I prefer to receive just one daily email with all the conversations in itsend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC DIGESTS2. I don't want to rece...,publish,how-to-manage-your-subscription-was-re-please-remove-me-from-the-emailing-list-4,2013-04-05 17:05:38,post,"JISCMail,Course Reader,Lists",
929,946,2013-04-05 17:09:48,Useful advice.,"
James Clay
Fri, 05 Apr 2013 17:09:48 GMT
- Community
Context: email to David Jennings, on the occasion of the start of the OcTEL MOOC, in which participants have been flooded with introductory emails from the course mailing list. Hi - here are some sugg...
","
James Clay
Fri, 05 Apr 2013 17:09:48 GMT
- Community
Useful advice.
...",publish,useful-advice,2013-04-05 17:09:48,post,"Google+,Social networks,Course Reader",
926,946,2013-04-05 17:20:54,“I can’t handle the amount of e-mail…”,"
Actually I can, but there are a fair few people who are participating in ocTEL who don’t seem to be able to handle the quantity of e-mail flooding into their inboxes having signed up to the MOOC.
I will say I wasn’t expecting to get any e-mail, let alone the volumes that are coming through, as I didn’t (at first) realised I had been added to a JISCMail mailing list.
Of course once it was coming in, for me it was a simple matter of creating a rule in Outlook to move all e-mails sent to OCTEL-PUBLIC@JISCMAIL.AC.UK to a folder. I may even set up a secondary rule that automatically deletes the messages if I haven’t read them within a few days or a week.
Deleting them from my Outlook, doesn’t remove access to them, as there will be an archive on the JISCMail website. There are also various JISCMail commands I could use to receive NOEMAIL, a DIGEST or similar.
Of course there is no need to even subscribe to the mailing list and no need to read or engage or interact with the e-mail. I intend to get an idea of what other people are thinking.
Stephen Downes in an open letter makes some valid points that with a MOOC you should really avoid mailing lists or even discussion forums.
In all the MOOCs I’ve done I’ve never had an open one-to-many channel, precisely because if you have 1000 people using it, it becomes unmanageable.
You’ll find that web forums become unmanageable as well if used by 1000 people.
I have also discouraged the ubiquitous ‘introduction’ posts, for the same reason. A dozen introductions make sense. 1000 do not.
I do think these are really good points and if you are thinking about organising or planning a MOOC to take into consideration.
What didn’t surprise me though was the number of people who are apparently immersed into TEL and learning technologies who appear to not know how to organise their e-mail or mailing lists. You would think I would be, but I too often I have seen people who know a lot about learning technologies, fail to understand and use effectively the very technologies they talk about.
It’s not just simple things like e-mail, blogging, webinars, the Twitter, even Powerpoint!
One lesson that people should take from ocTEL is that never assume that people, even technically literate people, will be able to do stuff that you take for granted. This applies equally to practitioners and importantly learners.
","Actually I can, but there are a fair few people who are participating in ocTEL who don’t seem to be able to handle the quantity of e-mail flooding into their inboxes having signed up to the MOOC. I will say I wasn’t expecting to get any e-mail, let alone the volumes that are coming through, [...]",publish,i-cant-handle-the-amount-of-e-mail,2013-04-05 17:20:54,post,"Blog posts,Course Reader","ALT,e-mail,#ocTEL,jiscmail"
928,946,2013-04-05 17:37:57,#ocTEL “I can’t handle the amount of e-mail…”,"
James Clay
Fri, 05 Apr 2013 17:37:57 GMT
- Google+
Envelopes. Actually I can, but there are a fair few people who are participating in ocTEL who don't seem to be able to handle the quantity of e-mail flooding into their inboxes having signed up to the...
","
James Clay
Fri, 05 Apr 2013 17:37:57 GMT
- Google+
Envelopes. Actually I can, but there are a fair few people who are participating in ocTEL who don't seem to be able to handle the quantity of e-mail flooding into their inboxes having signed up to the...
",publish,octel-i-cant-handle-the-amount-of-e-mail,2013-04-05 17:37:57,post,"Course Reader,Google+,Social networks",
930,1058,2013-04-05 18:00:15,Intro and big questions,"Hi all,
My name is Simon, I am an e-Learning Project Manager at the University of West England. My role here is focused on change management and is split between two themes: one where I support departments to develop programmes that require technological tools, the other part which is focused on increasing the general use of the VLE. A kind of bottom-up and top-up down approach so to speak. [...] ","Hi all,My name is Simon, I am an e-Learning Project Manager at the University of West England. My role here is focused on change management and is split between two themes: one where I support departments to develop programmes that require technologica...",publish,intro-and-big-questions,2013-04-05 18:00:15,post,"Lists,Course Reader,JISCMail",
4998,1058,2013-04-05 18:00:15,Intro and big questions,"Hi all,
My name is Simon, I am an e-Learning Project Manager at the University of West England. My role here is focused on change management and is split between two themes: one where I support departments to develop programmes that require technological tools, the other part which is focused on increasing the general use of the VLE. A kind of bottom-up and top-up down approach so to speak. [...] ","Hi all,My name is Simon, I am an e-Learning Project Manager at the University of West England. My role here is focused on change management and is split between two themes: one where I support departments to develop programmes that require technologica...",publish,intro-and-big-questions-2,2013-04-05 18:00:15,post,"Lists,Course Reader,JISCMail",
5494,1058,2013-04-05 18:00:15,Intro and big questions,"Hi all,
My name is Simon, I am an e-Learning Project Manager at the University of West England. My role here is focused on change management and is split between two themes: one where I support departments to develop programmes that require technological tools, the other part which is focused on increasing the general use of the VLE. A kind of bottom-up and top-up down approach so to speak. [...] ","Hi all,My name is Simon, I am an e-Learning Project Manager at the University of West England. My role here is focused on change management and is split between two themes: one where I support departments to develop programmes that require technologica...",publish,intro-and-big-questions-3,2013-04-05 18:00:15,post,"Lists,Course Reader,JISCMail",
5845,1058,2013-04-05 18:00:15,Intro and big questions,"Hi all,
My name is Simon, I am an e-Learning Project Manager at the University of West England. My role here is focused on change management and is split between two themes: one where I support departments to develop programmes that require technological tools, the other part which is focused on increasing the general use of the VLE. A kind of bottom-up and top-up down approach so to speak. [...] ","Hi all,My name is Simon, I am an e-Learning Project Manager at the University of West England. My role here is focused on change management and is split between two themes: one where I support departments to develop programmes that require technologica...",publish,intro-and-big-questions-4,2013-04-05 18:00:15,post,"Lists,JISCMail,Course Reader",
941,1062,2013-04-05 18:17:41,Re: Hi,"Hi to all
It's nice to see so many people from around the world involved in this (I'm from Edmonton N. London originally, and I noticed someone from Edmonton, Alberta, Canada!
I'm a teacher educator working at Bath Spa University, and have been working with technology in my teaching since the late 70s, when I was visiting youth clubs use video to engage youngsters at several S Bristol youth clubs. The equipment took up three suitcases in the very small boot of my car (you could do it all on an iphone now!) I used BBC computers at the college [...] ","Hi to allIt's nice to see so many people from around the world involved in this (I'mfrom Edmonton N. London originally, and I noticed someone from Edmonton,Alberta, Canada!I'm a teacher educator working at Bath Spa University, and have been workingwith...",publish,re-hi-3,2013-04-05 18:17:41,post,"Course Reader,JISCMail,Lists",
4997,1062,2013-04-05 18:17:41,Re: Hi,"Hi to all
It's nice to see so many people from around the world involved in this (I'm from Edmonton N. London originally, and I noticed someone from Edmonton, Alberta, Canada!
I'm a teacher educator working at Bath Spa University, and have been working with technology in my teaching since the late 70s, when I was visiting youth clubs use video to engage youngsters at several S Bristol youth clubs. The equipment took up three suitcases in the very small boot of my car (you could do it all on an iphone now!) I used BBC computers at the college [...] ","Hi to allIt's nice to see so many people from around the world involved in this (I'mfrom Edmonton N. London originally, and I noticed someone from Edmonton,Alberta, Canada!I'm a teacher educator working at Bath Spa University, and have been workingwith...",publish,re-hi-7,2013-04-05 18:17:41,post,"Course Reader,JISCMail,Lists",
5493,1062,2013-04-05 18:17:41,Re: Hi,"Hi to all
It's nice to see so many people from around the world involved in this (I'm from Edmonton N. London originally, and I noticed someone from Edmonton, Alberta, Canada!
I'm a teacher educator working at Bath Spa University, and have been working with technology in my teaching since the late 70s, when I was visiting youth clubs use video to engage youngsters at several S Bristol youth clubs. The equipment took up three suitcases in the very small boot of my car (you could do it all on an iphone now!) I used BBC computers at the college [...] ","Hi to allIt's nice to see so many people from around the world involved in this (I'mfrom Edmonton N. London originally, and I noticed someone from Edmonton,Alberta, Canada!I'm a teacher educator working at Bath Spa University, and have been workingwith...",publish,re-hi-11,2013-04-05 18:17:41,post,"Lists,Course Reader,JISCMail",
5844,1062,2013-04-05 18:17:41,Re: Hi,"Hi to all
It's nice to see so many people from around the world involved in this (I'm from Edmonton N. London originally, and I noticed someone from Edmonton, Alberta, Canada!
I'm a teacher educator working at Bath Spa University, and have been working with technology in my teaching since the late 70s, when I was visiting youth clubs use video to engage youngsters at several S Bristol youth clubs. The equipment took up three suitcases in the very small boot of my car (you could do it all on an iphone now!) I used BBC computers at the college [...] ","Hi to allIt's nice to see so many people from around the world involved in this (I'mfrom Edmonton N. London originally, and I noticed someone from Edmonton,Alberta, Canada!I'm a teacher educator working at Bath Spa University, and have been workingwith...",publish,re-hi-15,2013-04-05 18:17:41,post,"Lists,JISCMail,Course Reader",
940,1061,2013-04-05 18:35:50,Re: Hi,"Hello My name is Manuel, and I am Professor of Educational Technology at the University of La Laguna (Canary Islands, Spain). Work at the Faculty of Education in the training of future teachers and educators. I have an experience of over twenty years in the field of educational uses of ICT both in developing educational multimedia and in the elearning where I developed several projects in my university. In recent years I have also conducted research projects on the processes of ICT in classrooms and schools in primary and secondary education in Spain. I also worked the field of digital [...] ","HelloMy name is Manuel, and I am Professor of Educational Technology at theUniversity of La Laguna (Canary Islands, Spain). Work at the Faculty ofEducation in the training of future teachers and educators. I have anexperience of over twenty years in th...",publish,re-hi-2,2013-04-05 18:35:50,post,"Course Reader,JISCMail,Lists",
4996,1061,2013-04-05 18:35:50,Re: Hi,"Hello My name is Manuel, and I am Professor of Educational Technology at the University of La Laguna (Canary Islands, Spain). Work at the Faculty of Education in the training of future teachers and educators. I have an experience of over twenty years in the field of educational uses of ICT both in developing educational multimedia and in the elearning where I developed several projects in my university. In recent years I have also conducted research projects on the processes of ICT in classrooms and schools in primary and secondary education in Spain. I also worked the field of digital [...] ","HelloMy name is Manuel, and I am Professor of Educational Technology at theUniversity of La Laguna (Canary Islands, Spain). Work at the Faculty ofEducation in the training of future teachers and educators. I have anexperience of over twenty years in th...",publish,re-hi-6,2013-04-05 18:35:50,post,"Lists,Course Reader,JISCMail",
5492,1061,2013-04-05 18:35:50,Re: Hi,"Hello My name is Manuel, and I am Professor of Educational Technology at the University of La Laguna (Canary Islands, Spain). Work at the Faculty of Education in the training of future teachers and educators. I have an experience of over twenty years in the field of educational uses of ICT both in developing educational multimedia and in the elearning where I developed several projects in my university. In recent years I have also conducted research projects on the processes of ICT in classrooms and schools in primary and secondary education in Spain. I also worked the field of digital [...] ","HelloMy name is Manuel, and I am Professor of Educational Technology at theUniversity of La Laguna (Canary Islands, Spain). Work at the Faculty ofEducation in the training of future teachers and educators. I have anexperience of over twenty years in th...",publish,re-hi-10,2013-04-05 18:35:50,post,"Course Reader,JISCMail,Lists",
5843,1061,2013-04-05 18:35:50,Re: Hi,"Hello My name is Manuel, and I am Professor of Educational Technology at the University of La Laguna (Canary Islands, Spain). Work at the Faculty of Education in the training of future teachers and educators. I have an experience of over twenty years in the field of educational uses of ICT both in developing educational multimedia and in the elearning where I developed several projects in my university. In recent years I have also conducted research projects on the processes of ICT in classrooms and schools in primary and secondary education in Spain. I also worked the field of digital [...] ","HelloMy name is Manuel, and I am Professor of Educational Technology at theUniversity of La Laguna (Canary Islands, Spain). Work at the Faculty ofEducation in the training of future teachers and educators. I have anexperience of over twenty years in th...",publish,re-hi-14,2013-04-05 18:35:50,post,"Course Reader,Lists,JISCMail",
943,55,2013-04-05 19:18:12,Week 1: Induction #ocTEL,"
Registration is still open so, if you’re not one of the 900+ soles already involved and engaged, why not pop along to octel.alt.ac.uk and join in?
What can we expect, now we have more details than were previously available? Weekly emails, weekly webinars (including archived recording as well), and an email providing an overview to the week ahead. This is exactly the kind of student engagement and signposting I’ve been highlighting and pushing through my work and writing before. It is nice to see that I am in tune with ALT and those who are creating/running this MOOC! Thank you.
“ocTEL aims to accommodate your communication preferences as far as possible, so wherever you feel most comfortable writing – as long as it is not behind a password login – we will do our best to collect it up and add it to the general mix.”
Well, the first extended week is set aside for an induction to this MOOC, MOOCs in general, and the platform itself – get us comfortable and accustomed to the technology so we can do the learning without worrying about it. You don’t know how good this makes me feel – all too often the student’s abilities and expectations are overlooked in online courses, and the induction is the one area that both suffers and is undervalued. With nicely labelled sections like “Keeping calm in the face of abundance” and “Be selective, pace yourself, take time out” it is clear that care and attention has been taken to make this a MOOC that can provide a template that others can learn from as well as being a good MOOC in it’s own right.
“This is a professional development course, and its designers trust you, as a professional, to make your own judgements about what learning activities are useful to you and which you can skip. The reason there are so many options and alternative ways of spending your time is precisely to give you choice and control over selecting a path that feels right for you.”
Part of the registration process was giving details of Twitter and blog accounts and the now accessible profile section on the ocTEL website allows you to add Google+, Facebook, and RSS links too. Any blog post from the feed that are tagged with the #ocTEL tag are collected and “added to the mix” – this is why my posts have hashtags in their titles.
So, week one – what are we doing? Our activities are designed to relax us and engage us, with both the technology and each other.
Activity 0.0: “If you only do one thing …”
To start with then, about me and Technology Enhanced Learning (TEL) … I am a Learning Technologist (here’s my background) and I have over 6 years experience of being one. Ever since I started using Twitter, and linking my blog to it, I have started to understand and fully appreciate the wide void that exists between those who engage ‘socially’ in TEL and those who don’t. Thinking back to before I engaged with the wider TEL community I cannot remember how I used to , or would now, learn new tools and techniques or how I would further myself and reading and work without it. This is not my first MOOC, in fact it’s my fifth. To date I have only finished one other MOOC, the Edinburgh eLearning and Digital Cultures MOOC.
Activity 0.1: “Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?”
I’m not sure I have yet worked out my own personal ‘most important question’, but the questions I keep asking myself are ones around whether technology is actually improving education, or rather learning, and whether it’s an appropriate use of technology. Now this opens up many more questions for me, all based on an assumption that we can use technology (I freely admit that there are some instances where technology is just not needed, and we need to be big enough to know when this is and wise enough to say ‘no’ to it) and that we can implement it properly – I hear too many comments about an activity going wrong when all that happened is that expectations or implementati0n wasn’t appropriate to the task or tool. If we can get this right then perhaps we can move on and actually get to the original question … is technology actually improving education/learning?
Activity 0.3: “Experiment with and/or reflect on different ways of communicating with fellow ocTEL participants.”
For the most part I’ll continue to use this, my blog, for the majority of ‘lengthy’ dialogue and notes/reflection, and Twitter for most discussion. I tried hard on the EDC MOOC to engage in the discussion boards but, for various reasons best described by Ryan Tracey and his MOOC reflection, I couldn’t and wouldn’t keep up with them. It will be hard to ignore the other networks but I learned the hard way with EDC MOOC that it just isn’t possible to keep up with everything.
Activity 0.4: “Explore the resources on Technology Enhanced Learning”
Some of these resources I’ve seen before, some I haven’t, but all were worth watching/reading to get an idea and thinking process behind this MOOCs developers.
I remember the ‘Transforming Higher Education Through Technology Enhanced Learning’ (Higher Education Academy, 2009) report when it first came out and it was one of the first reports I read where I actually could relate to the contents and that the report/book “contains a thought-provoking edited collection which offers far more than a straightforward account of outcomes [and] that it is both broad in scope and reflective in tone.” It was good to be reminded of this again, in the context (for me) of what has changed since it was published.
Another resources was Dave Cormier’s video (which I’ve blogged about before), but I’ll include here as it so very relevant and still so enjoyable to watch:
","So, we’re here! The ‘Open Course in Technology Enhanced Learning’ started this week and we’re in for a fun and busy 10 weeks of MOOCing, hopefully. Registration is still open so, if you’re not one of the 900+ soles already involved and engaged, why not pop along to octel.alt.ac.uk and join in? What can we [...]
",publish,week-1-induction-octel,2013-04-05 19:18:12,post,"Course Reader,Blog posts","Hashtag,#ocTEL,Email,Facebook,ALT,RSS,Learning Technology,Technology,mooc,Induction,Student Experience,Google,Webinar"
942,1063,2013-04-05 19:33:38,"First post from the first week of the ALT MOOC: ocTEL.
Comments welcome.","
David Hopkins
Fri, 05 Apr 2013 19:33:38 GMT
- Google+
First post from the first week of the ALT MOOC: ocTEL.
Well, the first extended week is set aside for an induction to this MOOC, MOOCs in general, and the platform itself – get us comfortable and accustomed to the technology so we can do the learning with...
","
David Hopkins
Fri, 05 Apr 2013 19:33:38 GMT
- Google+
First post from the first week of the ALT MOOC: ocTEL.
Well, the first extended week is set aside for an induction to this MOOC, MOOCs in general, and the platform itself – get us comfortable and accustomed to the technology so we can do the learning with...
",publish,first-post-from-the-first-week-of-the-alt-mooc-octel-comments-welcome,2013-04-05 19:33:38,post,"Google+,Social networks,Course Reader",
944,1063,2013-04-05 20:28:42,"First post from the first week of the ALT MOOC: ocTEL.
Comments welcome.","
David Hopkins
Fri, 05 Apr 2013 20:28:42 GMT
- Reshared Post
Well, the first extended week is set aside for an induction to this MOOC, MOOCs in general, and the platform itself – get us comfortable and accustomed to the technology so we can do the learning with...
","
David Hopkins
Fri, 05 Apr 2013 20:28:42 GMT
- Reshared Post
Well, the first extended week is set aside for an induction to this MOOC, MOOCs in general, and the platform itself – get us comfortable and accustomed to the technology so we can do the learning with...
",publish,first-post-from-the-first-week-of-the-alt-mooc-octel-comments-welcome-2,2013-04-05 20:28:42,post,"Social networks,Course Reader,Google+",
949,1064,2013-04-05 21:26:24,"First post from the first week of the ALT MOOC: ocTEL.
Comments welcome.","
Well, the first extended week is set aside for an induction to this MOOC, MOOCs in general, and the platform itself – get us comfortable and accustomed to the technology so we can do the learning with...
Well, the first extended week is set aside for an induction to this MOOC, MOOCs in general, and the platform itself – get us comfortable and accustomed to the technology so we can do the learning with...
",publish,first-post-from-the-first-week-of-the-alt-mooc-octel-comments-welcome-3,2013-04-05 21:26:24,post,"Course Reader,Google+,Social networks",
955,1065,2013-04-05 22:38:04,"Introduction & greetings","Hello all, my name is Vanessa Vaile. I am retired from full-time, formal teaching and live in a rural community in central NM. Who am I kidding? My physical address is Mountainair NM but I live on the internet. Here's a not too out of date self introduction post, http://computerslanguagewriting.blogspot.com/2011/08/heres-my-introduction.html My IT and tech experience is teaching related (writing, humanities, ESL ~ hybrid, enhanced and online) and has been picked up along the way since the mid 90s. Since late 2010, I have been participating in MOOCs, both x and c and following the complex academic, participant and public reaction to [...] ","Hello all, my name is Vanessa Vaile. I am retired from full-time, formal teaching and live in a rural community in central NM. Who am I kidding? My physical address is Mountainair NM but I live on the internet. Here's a not too out of date self introduction post, http://computerslanguagewriting.blogspot.com/2011/08/heres-my-introduction.html My IT and tech experience is teaching related (writing, humanities, ESL ~ hybrid, enhanced and online) and has been picked up along the way since the mid 90s. Since late 2010, I have been participating in MOOCs, both x and c and following the complex academic, participant and public reaction to [...]",publish,introduction-greetings,2013-04-05 22:38:04,post,"Lists,Course Reader,JISCMail",
4995,1065,2013-04-05 22:38:04,"Introduction & greetings","Hello all, my name is Vanessa Vaile. I am retired from full-time, formal teaching and live in a rural community in central NM. Who am I kidding? My physical address is Mountainair NM but I live on the internet. Here's a not too out of date self introduction post, http://computerslanguagewriting.blogspot.com/2011/08/heres-my-introduction.html My IT and tech experience is teaching related (writing, humanities, ESL ~ hybrid, enhanced and online) and has been picked up along the way since the mid 90s. Since late 2010, I have been participating in MOOCs, both x and c and following the complex academic, participant and public reaction to [...] ","Hello all, my name is Vanessa Vaile. I am retired from full-time, formal teaching and live in a rural community in central NM. Who am I kidding? My physical address is Mountainair NM but I live on the internet. Here's a not too out of date self introduction post, http://computerslanguagewriting.blogspot.com/2011/08/heres-my-introduction.html My IT and tech experience is teaching related (writing, humanities, ESL ~ hybrid, enhanced and online) and has been picked up along the way since the mid 90s. Since late 2010, I have been participating in MOOCs, both x and c and following the complex academic, participant and public reaction to [...]",publish,introduction-greetings-2,2013-04-05 22:38:04,post,"Lists,Course Reader,JISCMail",
5491,1065,2013-04-05 22:38:04,"Introduction & greetings","Hello all, my name is Vanessa Vaile. I am retired from full-time, formal teaching and live in a rural community in central NM. Who am I kidding? My physical address is Mountainair NM but I live on the internet. Here's a not too out of date self introduction post, http://computerslanguagewriting.blogspot.com/2011/08/heres-my-introduction.html My IT and tech experience is teaching related (writing, humanities, ESL ~ hybrid, enhanced and online) and has been picked up along the way since the mid 90s. Since late 2010, I have been participating in MOOCs, both x and c and following the complex academic, participant and public reaction to [...] ","Hello all, my name is Vanessa Vaile. I am retired from full-time, formal teaching and live in a rural community in central NM. Who am I kidding? My physical address is Mountainair NM but I live on the internet. Here's a not too out of date self introduction post, http://computerslanguagewriting.blogspot.com/2011/08/heres-my-introduction.html My IT and tech experience is teaching related (writing, humanities, ESL ~ hybrid, enhanced and online) and has been picked up along the way since the mid 90s. Since late 2010, I have been participating in MOOCs, both x and c and following the complex academic, participant and public reaction to [...]",publish,introduction-greetings-3,2013-04-05 22:38:04,post,"Lists,Course Reader,JISCMail",
5842,1065,2013-04-05 22:38:04,"Introduction & greetings","Hello all, my name is Vanessa Vaile. I am retired from full-time, formal teaching and live in a rural community in central NM. Who am I kidding? My physical address is Mountainair NM but I live on the internet. Here's a not too out of date self introduction post, http://computerslanguagewriting.blogspot.com/2011/08/heres-my-introduction.html My IT and tech experience is teaching related (writing, humanities, ESL ~ hybrid, enhanced and online) and has been picked up along the way since the mid 90s. Since late 2010, I have been participating in MOOCs, both x and c and following the complex academic, participant and public reaction to [...] ","Hello all, my name is Vanessa Vaile. I am retired from full-time, formal teaching and live in a rural community in central NM. Who am I kidding? My physical address is Mountainair NM but I live on the internet. Here's a not too out of date self introduction post, http://computerslanguagewriting.blogspot.com/2011/08/heres-my-introduction.html My IT and tech experience is teaching related (writing, humanities, ESL ~ hybrid, enhanced and online) and has been picked up along the way since the mid 90s. Since late 2010, I have been participating in MOOCs, both x and c and following the complex academic, participant and public reaction to [...]",publish,introduction-greetings-4,2013-04-05 22:38:04,post,"Lists,JISCMail,Course Reader",
954,1065,2013-04-05 23:02:19,Re: Activity my experiences and ambitions,"Andrew That sounds a lot like what I have in mind but have yet to articulate as well or clearly as you have here. I agree with you about the challenge but might use a term stronger than ""reluctant."" Vanessa Vaile Mountainair New Mexico, US ________________________________ From: Andrew MacLeod To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Thursday, April 4, 2013 12:56 PM Subject: Re: Activity my experiences and ambitions The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort [...] ","Andrew That sounds a lot like what I have in mind but have yet to articulate as well or clearly as you have here. I agree with you about the challenge but might use a term stronger than ""reluctant."" Vanessa Vaile Mountainair New Mexico, US ________________________________ From: Andrew MacLeod To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Thursday, April 4, 2013 12:56 PM Subject: Re: Activity my experiences and ambitions The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort [...]",publish,re-activity-my-experiences-and-ambitions-5,2013-04-05 23:02:19,post,"Course Reader,JISCMail,Lists",
4994,1065,2013-04-05 23:02:19,Re: Activity my experiences and ambitions,"Andrew That sounds a lot like what I have in mind but have yet to articulate as well or clearly as you have here. I agree with you about the challenge but might use a term stronger than ""reluctant."" Vanessa Vaile Mountainair New Mexico, US ________________________________ From: Andrew MacLeod To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Thursday, April 4, 2013 12:56 PM Subject: Re: Activity my experiences and ambitions The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort [...] ","Andrew That sounds a lot like what I have in mind but have yet to articulate as well or clearly as you have here. I agree with you about the challenge but might use a term stronger than ""reluctant."" Vanessa Vaile Mountainair New Mexico, US ________________________________ From: Andrew MacLeod To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Thursday, April 4, 2013 12:56 PM Subject: Re: Activity my experiences and ambitions The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort [...]",publish,re-activity-my-experiences-and-ambitions-18,2013-04-05 23:02:19,post,"Lists,Course Reader,JISCMail",
5490,1065,2013-04-05 23:02:19,Re: Activity my experiences and ambitions,"Andrew That sounds a lot like what I have in mind but have yet to articulate as well or clearly as you have here. I agree with you about the challenge but might use a term stronger than ""reluctant."" Vanessa Vaile Mountainair New Mexico, US ________________________________ From: Andrew MacLeod To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Thursday, April 4, 2013 12:56 PM Subject: Re: Activity my experiences and ambitions The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort [...] ","Andrew That sounds a lot like what I have in mind but have yet to articulate as well or clearly as you have here. I agree with you about the challenge but might use a term stronger than ""reluctant."" Vanessa Vaile Mountainair New Mexico, US ________________________________ From: Andrew MacLeod To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Thursday, April 4, 2013 12:56 PM Subject: Re: Activity my experiences and ambitions The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort [...]",publish,re-activity-my-experiences-and-ambitions-29,2013-04-05 23:02:19,post,"Lists,Course Reader,JISCMail",
5841,1065,2013-04-05 23:02:19,Re: Activity my experiences and ambitions,"Andrew That sounds a lot like what I have in mind but have yet to articulate as well or clearly as you have here. I agree with you about the challenge but might use a term stronger than ""reluctant."" Vanessa Vaile Mountainair New Mexico, US ________________________________ From: Andrew MacLeod To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Thursday, April 4, 2013 12:56 PM Subject: Re: Activity my experiences and ambitions The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort [...] ","Andrew That sounds a lot like what I have in mind but have yet to articulate as well or clearly as you have here. I agree with you about the challenge but might use a term stronger than ""reluctant."" Vanessa Vaile Mountainair New Mexico, US ________________________________ From: Andrew MacLeod To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Thursday, April 4, 2013 12:56 PM Subject: Re: Activity my experiences and ambitions The single biggest challenge is how to engage reluctant educational professionals. I believe many of them feel a bit overwhelmed by the concepts of ""Social Media"", ""MOOCS"", ""PLN's"" and will retreat to their comfort [...]",publish,re-activity-my-experiences-and-ambitions-40,2013-04-05 23:02:19,post,"JISCMail,Course Reader,Lists",
950,862,2013-04-05 23:20:00,"#ocTEL, Friday April 5","Another large online course to get lost in and never quite up to speed, literally or figuratively.
Finally found my password, logged in and updated my profile ~ now catching my breath for reflections and first impressions and exploring the forum. Considering mailbox confusion of the past few days, made worse by a sluggish (uncooperative) computer, multitasking may not be my best strategy.
Mail chaos not withstanding (or forums), I like the atmosphere. The organizer has a good (and realistic) handle on structure/ design, is laid back and neither prescriptive nor worried overmuch about disorder ~ ""messy is part of the process."" Scott is here. Otherwise, I haven't noticed anyone else I know but may turn out to be wrong. Helen might be too.
I'm trying to read through as many introductions as possible to get a feel for the group, which may be less than realistic. So far there seem's to be a preponderance of IT managers. I'm watching for participants with similar interests. I thought my own were getting clearer and more solid but, yet again, the closer I get or think I am getting, they loose both clarity and substance... as though solidity ""melting into air."" By the time I get to keyboard or notepad... it's gone, vanished into the mist.
","Another large online course to get lost in and never quite up to speed, literally or figuratively.Finally found my password, logged in and updated my profile ~ now catching my breath for reflections and first impressions and exploring the fo...",publish,octel-friday-april-5,2013-04-05 23:20:55,post,"Blog posts,Course Reader","reflections.,edtech,#ocTEL,mooc"
953,1065,2013-04-05 23:49:07,Re: Introduction,"Hi Scott... finally clearing my way through electronica ~ I won't lay it all on #octel, more like a negative convergence of factors. I too have strange notions of a learning society untethered from power, politics and Chambers of Commerce.
Vanessa ","Hi Scott... finally clearing my way through electronica ~ I won't lay it all on #octel, more like a negative convergence of factors. I too have strange notions of a learning society untethered from power, politics and Chambers of Commerce.Vanessa ",publish,re-introduction-12,2013-04-05 23:49:07,post,"Course Reader,JISCMail,Lists",
4993,1065,2013-04-05 23:49:07,Re: Introduction,"Hi Scott... finally clearing my way through electronica ~ I won't lay it all on #octel, more like a negative convergence of factors. I too have strange notions of a learning society untethered from power, politics and Chambers of Commerce.
Vanessa ","Hi Scott... finally clearing my way through electronica ~ I won't lay it all on #octel, more like a negative convergence of factors. I too have strange notions of a learning society untethered from power, politics and Chambers of Commerce.Vanessa ",publish,re-introduction-17,2013-04-05 23:49:07,post,"Lists,Course Reader,JISCMail",
5489,1065,2013-04-05 23:49:07,Re: Introduction,"Hi Scott... finally clearing my way through electronica ~ I won't lay it all on #octel, more like a negative convergence of factors. I too have strange notions of a learning society untethered from power, politics and Chambers of Commerce.
Vanessa ","Hi Scott... finally clearing my way through electronica ~ I won't lay it all on #octel, more like a negative convergence of factors. I too have strange notions of a learning society untethered from power, politics and Chambers of Commerce.Vanessa ",publish,re-introduction-31,2013-04-05 23:49:07,post,"Lists,Course Reader,JISCMail",
5840,1065,2013-04-05 23:49:07,Re: Introduction,"Hi Scott... finally clearing my way through electronica ~ I won't lay it all on #octel, more like a negative convergence of factors. I too have strange notions of a learning society untethered from power, politics and Chambers of Commerce.
Vanessa ","Hi Scott... finally clearing my way through electronica ~ I won't lay it all on #octel, more like a negative convergence of factors. I too have strange notions of a learning society untethered from power, politics and Chambers of Commerce.Vanessa ",publish,re-introduction-45,2013-04-05 23:49:07,post,"Lists,JISCMail,Course Reader",
985,7,2013-04-06 01:45:29,networkedblogs.com,"
add this on Delicious
- saved by
to
octelfrom VanessaVaile
- more about this link
","
add this on Delicious
- saved by
to
octel
from VanessaVaile
- more about this link
...",publish,networkedblogs-com,2013-04-06 01:45:29,post,"Bookmarks,Course Reader,Delicious","from,from VanessaVaile,VanessaVaile,#ocTEL"
1242,1153,2013-04-06 01:45:29,networkedblogs.com,"
add this on Delicious
- saved by vcrary
to
octelfrom VanessaVaile
- more about this link
","
add this on Delicious
- saved by vcrary
to
octel
from VanessaVaile
- more about this link
...",publish,networkedblogs-com-2,2013-04-06 01:45:29,post,"Bookmarks,Delicious,Course Reader","from,#ocTEL,from VanessaVaile,VanessaVaile"
965,986,2013-04-06 02:42:22,Re: Introduction,"Hi Vanessa, glad you are here...somewhere. Too crowded here? We've been through that before haven't we? I have this nagging idea that things that don't seem to work as expected are somehow a product of bad planning. What if the expectation was based on the delusion of control that is just being demonstrated as clearly faulty but people are missing that lesson? Having been ""made redundant"" at work I'm taking pleasure in having so many emails and imagining these are my fans coming to comfort me. The kindness of strangers and all. [...] ","Hi Vanessa, glad you are here...somewhere. Too crowded here? We've beenthrough that before haven't we? I have this nagging idea that things thatdon't seem to work as expected are somehow a product of bad planning. Whatif the expectation was based on th...",publish,re-introduction-13,2013-04-06 02:42:22,post,"Course Reader,JISCMail,Lists",
4992,986,2013-04-06 02:42:22,Re: Introduction,"Hi Vanessa, glad you are here...somewhere. Too crowded here? We've been through that before haven't we? I have this nagging idea that things that don't seem to work as expected are somehow a product of bad planning. What if the expectation was based on the delusion of control that is just being demonstrated as clearly faulty but people are missing that lesson? Having been ""made redundant"" at work I'm taking pleasure in having so many emails and imagining these are my fans coming to comfort me. The kindness of strangers and all. [...] ","Hi Vanessa, glad you are here...somewhere. Too crowded here? We've beenthrough that before haven't we? I have this nagging idea that things thatdon't seem to work as expected are somehow a product of bad planning. Whatif the expectation was based on th...",publish,re-introduction-16,2013-04-06 02:42:22,post,"Course Reader,JISCMail,Lists",
5488,986,2013-04-06 02:42:22,Re: Introduction,"Hi Vanessa, glad you are here...somewhere. Too crowded here? We've been through that before haven't we? I have this nagging idea that things that don't seem to work as expected are somehow a product of bad planning. What if the expectation was based on the delusion of control that is just being demonstrated as clearly faulty but people are missing that lesson? Having been ""made redundant"" at work I'm taking pleasure in having so many emails and imagining these are my fans coming to comfort me. The kindness of strangers and all. [...] ","Hi Vanessa, glad you are here...somewhere. Too crowded here? We've beenthrough that before haven't we? I have this nagging idea that things thatdon't seem to work as expected are somehow a product of bad planning. Whatif the expectation was based on th...",publish,re-introduction-30,2013-04-06 02:42:22,post,"Lists,Course Reader,JISCMail",
5839,986,2013-04-06 02:42:22,Re: Introduction,"Hi Vanessa, glad you are here...somewhere. Too crowded here? We've been through that before haven't we? I have this nagging idea that things that don't seem to work as expected are somehow a product of bad planning. What if the expectation was based on the delusion of control that is just being demonstrated as clearly faulty but people are missing that lesson? Having been ""made redundant"" at work I'm taking pleasure in having so many emails and imagining these are my fans coming to comfort me. The kindness of strangers and all. [...] ","Hi Vanessa, glad you are here...somewhere. Too crowded here? We've beenthrough that before haven't we? I have this nagging idea that things thatdon't seem to work as expected are somehow a product of bad planning. Whatif the expectation was based on th...",publish,re-introduction-44,2013-04-06 02:42:22,post,"Lists,JISCMail,Course Reader",
967,986,2013-04-06 03:05:33,Re: Activity my experiences and ambitions,"Jumping in here, our instructors stated clearly today that they want to learn how to use technology to reach their students but are frustrated by programs that only focus on the technical. Yes many of them are more clearly described as pig-headed about it but most programs are not presented as enhancing to the learning process just shown as tricks and trinkets. We've been at the at the same thing at our college for 5 years and the ones that crossover are allowed their doubts and reservations and treated like people approaching an uncertain future. I don't mean to be [...] ","Jumping in here, our instructors stated clearly today that they want tolearn how to use technology to reach their students but are frustrated byprograms that only focus on the technical. Yes many of them are more clearlydescribed as pig-headed about it...",publish,re-activity-my-experiences-and-ambitions-6,2013-04-06 03:05:33,post,"Course Reader,JISCMail,Lists",
4991,986,2013-04-06 03:05:33,Re: Activity my experiences and ambitions,"Jumping in here, our instructors stated clearly today that they want to learn how to use technology to reach their students but are frustrated by programs that only focus on the technical. Yes many of them are more clearly described as pig-headed about it but most programs are not presented as enhancing to the learning process just shown as tricks and trinkets. We've been at the at the same thing at our college for 5 years and the ones that crossover are allowed their doubts and reservations and treated like people approaching an uncertain future. I don't mean to be [...] ","Jumping in here, our instructors stated clearly today that they want tolearn how to use technology to reach their students but are frustrated byprograms that only focus on the technical. Yes many of them are more clearlydescribed as pig-headed about it...",publish,re-activity-my-experiences-and-ambitions-17,2013-04-06 03:05:33,post,"Lists,Course Reader,JISCMail",
5487,986,2013-04-06 03:05:33,Re: Activity my experiences and ambitions,"Jumping in here, our instructors stated clearly today that they want to learn how to use technology to reach their students but are frustrated by programs that only focus on the technical. Yes many of them are more clearly described as pig-headed about it but most programs are not presented as enhancing to the learning process just shown as tricks and trinkets. We've been at the at the same thing at our college for 5 years and the ones that crossover are allowed their doubts and reservations and treated like people approaching an uncertain future. I don't mean to be [...] ","Jumping in here, our instructors stated clearly today that they want tolearn how to use technology to reach their students but are frustrated byprograms that only focus on the technical. Yes many of them are more clearlydescribed as pig-headed about it...",publish,re-activity-my-experiences-and-ambitions-28,2013-04-06 03:05:33,post,"Course Reader,JISCMail,Lists",
5838,986,2013-04-06 03:05:33,Re: Activity my experiences and ambitions,"Jumping in here, our instructors stated clearly today that they want to learn how to use technology to reach their students but are frustrated by programs that only focus on the technical. Yes many of them are more clearly described as pig-headed about it but most programs are not presented as enhancing to the learning process just shown as tricks and trinkets. We've been at the at the same thing at our college for 5 years and the ones that crossover are allowed their doubts and reservations and treated like people approaching an uncertain future. I don't mean to be [...] ","Jumping in here, our instructors stated clearly today that they want tolearn how to use technology to reach their students but are frustrated byprograms that only focus on the technical. Yes many of them are more clearlydescribed as pig-headed about it...",publish,re-activity-my-experiences-and-ambitions-39,2013-04-06 03:05:33,post,"Course Reader,Lists,JISCMail",
966,591,2013-04-06 03:16:03,Re: Hi,"Hi Jim,
Thanks for this interesting question about the difficulty of making effective and engaging use of technology in the classroom. I understand the difficulty of creating engaging learner experiences in an online or blended environment. I see several different problems here:
1) creating lessons and activities for online delivery is much more time consuming than many people suspect; 2) it is very difficult to use text to explain even moderately complex processes to students in a way that everyone can understand; 3) people are unpredictable so even relatively closed activities offer students opportunities to move beyond what a lesson [...]","Hi Jim,Thanks for this interesting question about the difficulty of makingeffective and engaging use of technology in the classroom. I understand thedifficulty of creating engaging learner experiences in an online or blendedenvironment. I see several d...",publish,re-hi-4,2013-04-06 03:16:03,post,"Course Reader,JISCMail,Lists",
4990,591,2013-04-06 03:16:03,Re: Hi,"Hi Jim,
Thanks for this interesting question about the difficulty of making effective and engaging use of technology in the classroom. I understand the difficulty of creating engaging learner experiences in an online or blended environment. I see several different problems here:
1) creating lessons and activities for online delivery is much more time consuming than many people suspect; 2) it is very difficult to use text to explain even moderately complex processes to students in a way that everyone can understand; 3) people are unpredictable so even relatively closed activities offer students opportunities to move beyond what a lesson [...]","Hi Jim,Thanks for this interesting question about the difficulty of makingeffective and engaging use of technology in the classroom. I understand thedifficulty of creating engaging learner experiences in an online or blendedenvironment. I see several d...",publish,re-hi-5,2013-04-06 03:16:03,post,"Lists,Course Reader,JISCMail",
5486,591,2013-04-06 03:16:03,Re: Hi,"Hi Jim,
Thanks for this interesting question about the difficulty of making effective and engaging use of technology in the classroom. I understand the difficulty of creating engaging learner experiences in an online or blended environment. I see several different problems here:
1) creating lessons and activities for online delivery is much more time consuming than many people suspect; 2) it is very difficult to use text to explain even moderately complex processes to students in a way that everyone can understand; 3) people are unpredictable so even relatively closed activities offer students opportunities to move beyond what a lesson [...]","Hi Jim,Thanks for this interesting question about the difficulty of makingeffective and engaging use of technology in the classroom. I understand thedifficulty of creating engaging learner experiences in an online or blendedenvironment. I see several d...",publish,re-hi-9,2013-04-06 03:16:03,post,"Lists,Course Reader,JISCMail",
5837,591,2013-04-06 03:16:03,Re: Hi,"Hi Jim,
Thanks for this interesting question about the difficulty of making effective and engaging use of technology in the classroom. I understand the difficulty of creating engaging learner experiences in an online or blended environment. I see several different problems here:
1) creating lessons and activities for online delivery is much more time consuming than many people suspect; 2) it is very difficult to use text to explain even moderately complex processes to students in a way that everyone can understand; 3) people are unpredictable so even relatively closed activities offer students opportunities to move beyond what a lesson [...]","Hi Jim,Thanks for this interesting question about the difficulty of makingeffective and engaging use of technology in the classroom. I understand thedifficulty of creating engaging learner experiences in an online or blendedenvironment. I see several d...",publish,re-hi-13,2013-04-06 03:16:03,post,"Lists,JISCMail,Course Reader",
977,1069,2013-04-06 05:47:57,telroadmaps: What is the most important question about TEL for you? | e-Learning Stuff http://t.co/BZkAzHqT0Q #telroadmaps #octel #tel #change,"
","Success in #ocTEL? Resources from @davecormier (orig MOOC dude) bit.ly/icwbNs and @ryantracey (participant) bit.ly/10o6Z4h— Hayley Atkinson (@ladyculottes) April 6, 2013",publish,ladyculottes-success-in-octel-resources-from-davecormier-orig-mooc-dude-httpt-coqba9qsy7os-and-ryantracey-participant-httpt-coxphcesadgw,2013-04-06 06:41:01,post,"Social networks,Twitter (Q&A)",#ocTEL
972,591,2013-04-06 07:24:32,Re: Activity my experiences and ambitions,"Hi Scott,
You said that your instructors stated clearly that they wanted to learn how to use technology to reach students but were frustrated by a focus on technical tools. I think this is a common problem and believe it is because we are still at an intermediary stage where the technical tools are very much ""front and center."" In fact, they are sometimes even given primacy by administrators and education authorities anxious to appear to be modern and cutting edge. This has the effect of submerging essentially human relationships beneath a pile of metal, plastic and silicon. [...]","Hi Scott,You said that your instructors stated clearly that they wanted to learn howto use technology to reach students but were frustrated by a focus ontechnical tools. I think this is a common problem and believe it is becausewe are still at an inter...",publish,re-activity-my-experiences-and-ambitions-7,2013-04-06 07:24:32,post,"Lists,Course Reader,JISCMail",
4989,591,2013-04-06 07:24:32,Re: Activity my experiences and ambitions,"Hi Scott,
You said that your instructors stated clearly that they wanted to learn how to use technology to reach students but were frustrated by a focus on technical tools. I think this is a common problem and believe it is because we are still at an intermediary stage where the technical tools are very much ""front and center."" In fact, they are sometimes even given primacy by administrators and education authorities anxious to appear to be modern and cutting edge. This has the effect of submerging essentially human relationships beneath a pile of metal, plastic and silicon. [...]","Hi Scott,You said that your instructors stated clearly that they wanted to learn howto use technology to reach students but were frustrated by a focus ontechnical tools. I think this is a common problem and believe it is becausewe are still at an inter...",publish,re-activity-my-experiences-and-ambitions-16,2013-04-06 07:24:32,post,"Lists,Course Reader,JISCMail",
5485,591,2013-04-06 07:24:32,Re: Activity my experiences and ambitions,"Hi Scott,
You said that your instructors stated clearly that they wanted to learn how to use technology to reach students but were frustrated by a focus on technical tools. I think this is a common problem and believe it is because we are still at an intermediary stage where the technical tools are very much ""front and center."" In fact, they are sometimes even given primacy by administrators and education authorities anxious to appear to be modern and cutting edge. This has the effect of submerging essentially human relationships beneath a pile of metal, plastic and silicon. [...]","Hi Scott,You said that your instructors stated clearly that they wanted to learn howto use technology to reach students but were frustrated by a focus ontechnical tools. I think this is a common problem and believe it is becausewe are still at an inter...",publish,re-activity-my-experiences-and-ambitions-27,2013-04-06 07:24:32,post,"Lists,Course Reader,JISCMail",
5836,591,2013-04-06 07:24:32,Re: Activity my experiences and ambitions,"Hi Scott,
You said that your instructors stated clearly that they wanted to learn how to use technology to reach students but were frustrated by a focus on technical tools. I think this is a common problem and believe it is because we are still at an intermediary stage where the technical tools are very much ""front and center."" In fact, they are sometimes even given primacy by administrators and education authorities anxious to appear to be modern and cutting edge. This has the effect of submerging essentially human relationships beneath a pile of metal, plastic and silicon. [...]","Hi Scott,You said that your instructors stated clearly that they wanted to learn howto use technology to reach students but were frustrated by a focus ontechnical tools. I think this is a common problem and believe it is becausewe are still at an inter...",publish,re-activity-my-experiences-and-ambitions-38,2013-04-06 07:24:32,post,"JISCMail,Course Reader,Lists",
971,1067,2013-04-06 07:50:57,Introduction,"Hi
I am Mary Clements from Wests Suffolk College. I as Acting Head of School for Humanities and Teacher education. My subject is History and I have spent most of my career teaching and course directing the Access to HE programme as well as teaching and developing modules on the BA English and History degree at UCS Bury St Edmunds. I am very aware of the importance and effectiveness of the use of technology in the classroom but am also increasingly aware of the difficulties of keeping up to date, particularly when time is so limited. It is so easy [...] ",HiI am Mary Clements from Wests Suffolk College. I as Acting Head of School for Humanities and Teacher education. My subject is History and I have spent most of my career teaching and course directing the Access to HE programme as well as teaching and ...,publish,introduction-13,2013-04-06 07:50:57,post,"Course Reader,JISCMail,Lists",
4988,1067,2013-04-06 07:50:57,Introduction,"Hi
I am Mary Clements from Wests Suffolk College. I as Acting Head of School for Humanities and Teacher education. My subject is History and I have spent most of my career teaching and course directing the Access to HE programme as well as teaching and developing modules on the BA English and History degree at UCS Bury St Edmunds. I am very aware of the importance and effectiveness of the use of technology in the classroom but am also increasingly aware of the difficulties of keeping up to date, particularly when time is so limited. It is so easy [...] ",HiI am Mary Clements from Wests Suffolk College. I as Acting Head of School for Humanities and Teacher education. My subject is History and I have spent most of my career teaching and course directing the Access to HE programme as well as teaching and ...,publish,introduction-30,2013-04-06 07:50:57,post,"Lists,Course Reader,JISCMail",
5484,1067,2013-04-06 07:50:57,Introduction,"Hi
I am Mary Clements from Wests Suffolk College. I as Acting Head of School for Humanities and Teacher education. My subject is History and I have spent most of my career teaching and course directing the Access to HE programme as well as teaching and developing modules on the BA English and History degree at UCS Bury St Edmunds. I am very aware of the importance and effectiveness of the use of technology in the classroom but am also increasingly aware of the difficulties of keeping up to date, particularly when time is so limited. It is so easy [...] ",HiI am Mary Clements from Wests Suffolk College. I as Acting Head of School for Humanities and Teacher education. My subject is History and I have spent most of my career teaching and course directing the Access to HE programme as well as teaching and ...,publish,introduction-51,2013-04-06 07:50:57,post,"Lists,Course Reader,JISCMail",
5835,1067,2013-04-06 07:50:57,Introduction,"Hi
I am Mary Clements from Wests Suffolk College. I as Acting Head of School for Humanities and Teacher education. My subject is History and I have spent most of my career teaching and course directing the Access to HE programme as well as teaching and developing modules on the BA English and History degree at UCS Bury St Edmunds. I am very aware of the importance and effectiveness of the use of technology in the classroom but am also increasingly aware of the difficulties of keeping up to date, particularly when time is so limited. It is so easy [...] ",HiI am Mary Clements from Wests Suffolk College. I as Acting Head of School for Humanities and Teacher education. My subject is History and I have spent most of my career teaching and course directing the Access to HE programme as well as teaching and ...,publish,introduction-71,2013-04-06 07:50:57,post,"Lists,JISCMail,Course Reader",
979,946,2013-04-06 09:12:14,Playing by the rules – ocTEL,"
One comment I read in the influx of e-mail for this ocTEL course said in terms of organising participants into groups:
I think we need to divide ourselves into subgroups for conversations to keep things manageable. The question is, how to organise the subgroups? By type of job? By type of interest in this course? By level of experience with TEL? Randomly, by starting a new group when the last one gets to some number?
I think one of the real challenges in organising anything with lots of people is an assumption that people will play by the “rules” and will stick to the groups assigned, or even plan themselves into groups.
I think at this stage, though planning groups would appear to be a good idea, the problem will arise if you are in a group from which then everyone drops out from the MOOC; you will be left on your own.
I would expect after a week or two of frenetic and frantic activity that the dust will settle and groups will form organically and by themselves.
We shall have to wait and see.
","One comment I read in the influx of e-mail for this ocTEL course said in terms of organising participants into groups: I think we need to divide ourselves into subgroups for conversations to keep things manageable. The question is, how to organise the subgroups? By type of job? By type of interest in this course? [...]",publish,playing-by-the-rules-octel,2013-04-06 09:12:14,post,"Course Reader,Blog posts","#ocTEL,groups,ALT"
981,946,2013-04-06 09:13:26,#ocTEL Playing by the rules ,"
James Clay
Sat, 06 Apr 2013 09:13:26 GMT
- Community
I think one of the real challenges in organising anything with lots of people is an assumption that people will play by the “rules” and will stick to the groups assigned, or even plan themselves into ...
","
James Clay
Sat, 06 Apr 2013 09:13:26 GMT
- Community
I think one of the real challenges in organising anything with lots of people is an assumption that people will play by the “rules” and will stick to the groups assigned, or even plan themselves into ...
",publish,octel-playing-by-the-rules,2013-04-06 09:13:26,post,"Course Reader,Social networks,Google+",
980,1070,2013-04-06 09:58:55,"Who, what and why","Hello,
My name is Kate Simpson, I am a research student based at Edinburgh Napier University. I have recently begun to teach and in the last few years have been working as an assisted study skills tutor. I am very conscious that-to use a superhero phrase-technology can be a force for good! But often, as Mary Clements from Wests Suffolk College said, 'it is an ''add on' for the sake of it.' I think TEL options will finally allow all students to have a level playing field; whether isolated by geography, limited physically or with assisted skills needs. Yet, it [...] ","Hello,My name is Kate Simpson, I am a research student based at Edinburgh Napier University. I have recently begun to teach and in the last few years have been working as an assisted study skills tutor. I am very conscious that-to use a superhero phras...",publish,who-what-and-why,2013-04-06 09:58:55,post,"JISCMail,Lists,Course Reader",
4987,1070,2013-04-06 09:58:55,"Who, what and why","Hello,
My name is Kate Simpson, I am a research student based at Edinburgh Napier University. I have recently begun to teach and in the last few years have been working as an assisted study skills tutor. I am very conscious that-to use a superhero phrase-technology can be a force for good! But often, as Mary Clements from Wests Suffolk College said, 'it is an ''add on' for the sake of it.' I think TEL options will finally allow all students to have a level playing field; whether isolated by geography, limited physically or with assisted skills needs. Yet, it [...] ","Hello,My name is Kate Simpson, I am a research student based at Edinburgh Napier University. I have recently begun to teach and in the last few years have been working as an assisted study skills tutor. I am very conscious that-to use a superhero phras...",publish,who-what-and-why-2,2013-04-06 09:58:55,post,"JISCMail,Lists,Course Reader",
5483,1070,2013-04-06 09:58:55,"Who, what and why","Hello,
My name is Kate Simpson, I am a research student based at Edinburgh Napier University. I have recently begun to teach and in the last few years have been working as an assisted study skills tutor. I am very conscious that-to use a superhero phrase-technology can be a force for good! But often, as Mary Clements from Wests Suffolk College said, 'it is an ''add on' for the sake of it.' I think TEL options will finally allow all students to have a level playing field; whether isolated by geography, limited physically or with assisted skills needs. Yet, it [...] ","Hello,My name is Kate Simpson, I am a research student based at Edinburgh Napier University. I have recently begun to teach and in the last few years have been working as an assisted study skills tutor. I am very conscious that-to use a superhero phras...",publish,who-what-and-why-3,2013-04-06 09:58:55,post,"Lists,Course Reader,JISCMail",
5834,1070,2013-04-06 09:58:55,"Who, what and why","Hello,
My name is Kate Simpson, I am a research student based at Edinburgh Napier University. I have recently begun to teach and in the last few years have been working as an assisted study skills tutor. I am very conscious that-to use a superhero phrase-technology can be a force for good! But often, as Mary Clements from Wests Suffolk College said, 'it is an ''add on' for the sake of it.' I think TEL options will finally allow all students to have a level playing field; whether isolated by geography, limited physically or with assisted skills needs. Yet, it [...] ","Hello,My name is Kate Simpson, I am a research student based at Edinburgh Napier University. I have recently begun to teach and in the last few years have been working as an assisted study skills tutor. I am very conscious that-to use a superhero phras...",publish,who-what-and-why-4,2013-04-06 09:58:55,post,"Lists,JISCMail,Course Reader",
1007,1060,2013-04-06 10:00:50,alejandroa: #ocTEL week 0: No 'BEL' (book-enhanced learning) or 'PEL' (pen-enhanced learning). So why TEL? 'EL' will do! http://t.co/A8b0tMQ7ZI,"
#ocTEL week 0: No 'BEL' (book-enhanced learning) or 'PEL' (pen-enhanced learning). So why TEL? 'EL' will do! wp.me/p3mEHo-15
— Elizabeth E Charles (@ElizabethECharl) April 6, 2013
","MOOCS-education revolution or mere marketing? - |Future Tense - ABC Radio | @scoopit via @awrd sco.lt/7azGuv #octel #edchat— Elizabeth E Charles (@ElizabethECharl) April 6, 2013",publish,elizabethecharl-moocs-education-revolution-or-mere-marketing-future-tense-abc-radio-scoopit-via-awrd-httpt-coadqo37imae-octel-edchat,2013-04-06 11:12:55,post,"Social networks,Twitter (Q&A)","edchat,#ocTEL"
989,1074,2013-04-06 11:19:38,ryantracey: RT @ladyculottes: Success in #ocTEL? Resources from @davecormier (orig MOOC dude) http://t.co/qba9QSy7Os and @ryantracey (participant) h ...,"
","RT @ladyculottes: Success in #ocTEL? Resources from @davecormier (orig MOOC dude) bit.ly/icwbNs and @ryantracey (participant) h ...— Ryan Tracey (@ryantracey) April 6, 2013",publish,ryantracey-rt-ladyculottes-success-in-octel-resources-from-davecormier-orig-mooc-dude-httpt-coqba9qsy7os-and-ryantracey-participant-h,2013-04-06 11:19:38,post,"Social networks,Twitter (Q&A)",#ocTEL
988,1073,2013-04-06 11:21:00,bittencourted: RT @ladyculottes: Success in #ocTEL? Resources from @davecormier (orig MOOC dude) http://t.co/qba9QSy7Os and @ryantracey (participant) h ...,"
","RT @ladyculottes: Success in #ocTEL? Resources from @davecormier (orig MOOC dude) bit.ly/icwbNs and @ryantracey (participant) h ...— Ela Bittencourt (@BittencourtEd) April 6, 2013",publish,bittencourted-rt-ladyculottes-success-in-octel-resources-from-davecormier-orig-mooc-dude-httpt-coqba9qsy7os-and-ryantracey-participant-h,2013-04-06 11:21:00,post,"Social networks,Twitter (Q&A)",#ocTEL
983,1071,2013-04-06 11:25:36,Introducing Sue Gregory from Down Under,"My Profile (as found on OCTEL LMS) I am a Lecturer in ICT Education at the University of New England (UNE), Australia. I am a long-term adult educator and have created and manage several virtual world spaces including classrooms and a playground for students. I have been teaching in Second Life since 2008 and am focused on adult learning, engagement, immersion, and the efficacy of virtual worlds for education. In particular, I have been exploring student perceptions of their learning in a virtual world. I am the Chair of the Australian and New Zealand Virtual Worlds Working Group (VWWG) and [...] ","My Profile (as found on OCTEL LMS)I am a Lecturer in ICT Education at the University of New England (UNE), Australia. I am a long-term adult educator and have created and manage several virtual world spaces including classrooms and a playground for stu...",publish,introducing-sue-gregory-from-down-under,2013-04-06 11:25:36,post,"Course Reader,JISCMail,Lists",
4986,1071,2013-04-06 11:25:36,Introducing Sue Gregory from Down Under,"My Profile (as found on OCTEL LMS) I am a Lecturer in ICT Education at the University of New England (UNE), Australia. I am a long-term adult educator and have created and manage several virtual world spaces including classrooms and a playground for students. I have been teaching in Second Life since 2008 and am focused on adult learning, engagement, immersion, and the efficacy of virtual worlds for education. In particular, I have been exploring student perceptions of their learning in a virtual world. I am the Chair of the Australian and New Zealand Virtual Worlds Working Group (VWWG) and [...] ","My Profile (as found on OCTEL LMS)I am a Lecturer in ICT Education at the University of New England (UNE), Australia. I am a long-term adult educator and have created and manage several virtual world spaces including classrooms and a playground for stu...",publish,introducing-sue-gregory-from-down-under-2,2013-04-06 11:25:36,post,"Lists,Course Reader,JISCMail",
5482,1071,2013-04-06 11:25:36,Introducing Sue Gregory from Down Under,"My Profile (as found on OCTEL LMS) I am a Lecturer in ICT Education at the University of New England (UNE), Australia. I am a long-term adult educator and have created and manage several virtual world spaces including classrooms and a playground for students. I have been teaching in Second Life since 2008 and am focused on adult learning, engagement, immersion, and the efficacy of virtual worlds for education. In particular, I have been exploring student perceptions of their learning in a virtual world. I am the Chair of the Australian and New Zealand Virtual Worlds Working Group (VWWG) and [...] ","My Profile (as found on OCTEL LMS)I am a Lecturer in ICT Education at the University of New England (UNE), Australia. I am a long-term adult educator and have created and manage several virtual world spaces including classrooms and a playground for stu...",publish,introducing-sue-gregory-from-down-under-3,2013-04-06 11:25:36,post,"Course Reader,JISCMail,Lists",
5833,1071,2013-04-06 11:25:36,Introducing Sue Gregory from Down Under,"My Profile (as found on OCTEL LMS) I am a Lecturer in ICT Education at the University of New England (UNE), Australia. I am a long-term adult educator and have created and manage several virtual world spaces including classrooms and a playground for students. I have been teaching in Second Life since 2008 and am focused on adult learning, engagement, immersion, and the efficacy of virtual worlds for education. In particular, I have been exploring student perceptions of their learning in a virtual world. I am the Chair of the Australian and New Zealand Virtual Worlds Working Group (VWWG) and [...] ","My Profile (as found on OCTEL LMS)I am a Lecturer in ICT Education at the University of New England (UNE), Australia. I am a long-term adult educator and have created and manage several virtual world spaces including classrooms and a playground for stu...",publish,introducing-sue-gregory-from-down-under-4,2013-04-06 11:25:36,post,"Course Reader,Lists,JISCMail",
1005,896,2013-04-06 11:27:13,elizabethecharl: The #MOOC Movement – learning for all? [video] | @scoopit via @philias_mx http://t.co/MApZqoDOz2 #edchat #octel #edtech #education,"
— Elizabeth E Charles (@ElizabethECharl) April 6, 2013
",publish,elizabethecharl-the-mooc-movement-learning-for-all-video-scoopit-via-philias_mx-httpt-comapzqodoz2-edchat-octel-edtech-education,2013-04-06 11:27:13,post,"Social networks,Twitter (Q&A)","#ocTEL,mooc,Education,edtech,edchat"
984,17,2013-04-06 12:00:06,My big queston,"
Is it the technology that enhances the learning or is it that in considering use of technology we are prompted to consider innovative approaches to learning and teaching that lead to enhancement?
","Is it the technology that enhances the learning or is it that in considering use of technology we are prompted to consider innovative approaches to learning and teaching that lead to enhancement?",publish,my-big-queston,2013-04-06 12:00:06,post,"Blog posts,Course Reader","Learning & Teaching,#tel,Uncategorized,Technology"
2127,322,2013-04-06 12:20:04,Beginning the Journey,"
I have just signed up for the ocTEL MOOC and plan to document my journey using this blog. I haven’t used WordPress before – I usually blog using the **whispers** competitor platform.
I want to learn more about how to use technology to enhance my students’ experience, learn to use new tools and develop more distance learning capability for my courses.
This is the first step – trying out WordPress – learning to use a new tool already!
","I have just signed up for the ocTEL MOOC and plan to document my journey using this blog. I haven’t used WordPress before – I usually blog using the **whispers** competitor platform. I want to learn more about how to use technology to enhance my students’ experience, learn to use new tools and develop more [...]",publish,beginning-the-journey,2013-04-06 12:20:04,post,"Blog posts,Course Reader","Education,student,Distance education,Distance Learning,WordPress,Massive open online course,Uncategorized,e-learning,Institutions"
5293,322,2013-04-06 12:20:04,Beginning the Journey,"
I have just signed up for the ocTEL MOOC and plan to document my journey using this blog. I haven’t used WordPress before – I usually blog using the **whispers** competitor platform.
I want to learn more about how to use technology to enhance my students’ experience, learn to use new tools and develop more distance learning capability for my courses.
This is the first step – trying out WordPress – learning to use a new tool already!
","I have just signed up for the ocTEL MOOC and plan to document my journey using this blog. I haven’t used WordPress before – I usually blog using the **whispers** competitor platform. I want to learn more about how to use technology to enhance my students’ experience, learn to use new tools and develop more [...]",publish,beginning-the-journey-2,2013-04-06 12:20:04,post,"Course Reader,Blog posts","Massive open online course,Uncategorized,student,Institutions,Distance Learning,Distance education,Education,WordPress,e-learning"
987,1072,2013-04-06 14:07:00,"ocTEL: Some rambling thoughts and questions about my experience of "Technology Enhanced Learning"","I recently signed up to the ocTEL MOOC after hearing about it during a webinar presented by Diana Laurillard. I signed up partly to get a feeling of how MOOCs work, and partly to keep my knowledge of 'Technology Enhanced Learning' up-to-date. The first activity I have to do is to reflect on my relevant experience and ambitions, and come up with my ""big question"" about TEL. Looking at the posts ","I recently signed up to the ocTEL MOOC after hearing about it during a webinar presented by Diana Laurillard. I signed up partly to get a feeling of how MOOCs work, and partly to keep my knowledge of 'Technology Enhanced Learning' up-to-date. The first activity I have to do is to reflect on my relevant experience and ambitions, and come up with my "big question" about TEL. Looking at the posts",publish,octel-some-rambling-thoughts-and-questions-about-my-experience-of-technology-enhanced-learning,2013-04-06 14:07:46,post,"Blog posts,Course Reader","Technology-Enhanced Learning,#ocTEL,Online communication"
4819,1072,2013-04-06 14:07:00,"ocTEL: Some rambling thoughts and questions about my experience of "Technology Enhanced Learning"","I recently signed up to the ocTEL MOOC after hearing about it during a webinar presented by Diana Laurillard. I signed up partly to get a feeling of how MOOCs work, and partly to keep my knowledge of 'Technology Enhanced Learning' up-to-date. The first activity I have to do is to reflect on my relevant experience and ambitions, and come up with my ""big question"" about TEL. Looking at the posts ","I recently signed up to the ocTEL MOOC after hearing about it during a webinar presented by Diana Laurillard. I signed up partly to get a feeling of how MOOCs work, and partly to keep my knowledge of 'Technology Enhanced Learning' up-to-date. The first activity I have to do is to reflect on my relevant experience and ambitions, and come up with my "big question" about TEL. Looking at the posts",publish,octel-some-rambling-thoughts-and-questions-about-my-experience-of-technology-enhanced-learning-2,2013-04-06 14:07:46,post,"Course Reader,Blog posts","Technology-Enhanced Learning,#ocTEL,Online communication"
1473,961,2013-04-06 15:24:00,#ocTEL: my first MOOC experience (week 0 A02 A03),"
Satisfied: I have found the way to limit the mail I receive from the mailing list to a summary. Still, there is quite a lot to read:
April 5: ""83 messages totaling 9277 lines in this issue."" April 6: ""38 messages totaling 7531 lines in this issue.""
To be frank it is a bit discouraging. The invitation to ""Read other people’s accounts from the previous activities and comment on what you observe about individual preferences and other differences"" in 30 mins is a somewhat optimistic. I think that I will postpone exploring who is there and wait until the real course has started; I may be in a better position to understand how to organise my exploration in relation with the issues raised and the real content of the MOOC.
To start, I have joined the ""Small group for art, design and architecture"" for two reasons: the first is that it is a domain which I don't know so I will have the opportunity to follow and possibly contribute as a learner, second I am interested in contemporary art (on which I write but not in English).
PS: to have an account to register a mailing list, an other one to upload a picture, is a bit too much. I think that such a platform should offer single sign-on.
","
Satisfied: I have found the way to limit the mail I receive from the mailing list to a summary. Still, there is quite a lot to read:
April 5: ""83 messages totaling 9277 lines in this issue."" April 6: ""38 messages totaling 7531 lines in this issue.""
To be frank it is a bit discouraging. The invitation to ""Read other people’s accounts from the previous activities and comment on what you observe about individual preferences and other differences"" in 30 mins is a somewhat optimistic. I think that I will postpone exploring who is there and wait until the real course has started; I may be in a better position to understand how to organise my exploration in relation with the issues raised and the real content of the MOOC.
To start, I have joined the ""Small group for art, design and architecture"" for two reasons: the first is that it is a domain which I don't know so I will have the opportunity to follow and possibly contribute as a learner, second I am interested in contemporary art (on which I write but not in English).
PS: to have an account to register a mailing list, an other one to upload a picture, is a bit too much. I think that such a platform should offer single sign-on.
",publish,octel-my-first-mooc-experience-week-0-a02-a03,2013-04-06 15:24:00,post,"Blog posts,Course Reader","mooc,#ocTEL"
990,983,2013-04-06 15:33:07,"Hi - My first post is at #Storify story "ocTEL - Open Course in Technology Enhanced Learning " at: http...","
An online course in using technology to enhance teaching in HE. Duration: 4 Apr 2013 10:00AM-21 Jun 2013 3:00PM. #ocTEL #mooc @ALTocTEL
",publish,hi-my-first-post-is-at-storify-story-octel-open-course-in-technology-enhanced-learning-at-http,2013-04-06 15:33:07,post,"Google+,Course Reader,Social networks",
991,1075,2013-04-06 16:32:31,"Week one activities
Hi - My first post is at story "ocTEL - Open Course in Technology Enhanced Learning...","
I’m a Learning Technologist living & working in London.
I’ve been working in education for 20-years as a TEFL teacher, an IT Trainer & a Learning Technologist. Since 2000 I’ve been working in universities in London and I’m currently an E-Learning Manager at City University London.
My TEL experience as a Student
TEL is my bread-and-butter so here I’d like to comment briefly on my experience of TEL as a student. I have taken a number of courses including master’s modules, shorter CPD courses and more recently a MOOC, which have either been wholly online or have used the internet to support face-to-face teaching.
Our #ocTEL course tutors have asked us to consider “what about the technology made the way you absorb, reflect, discuss, act different”. There is one very significant difference for me when studying online in terms of communication & reflection. The remote, ansynchronous nature of the conversations through email, forums, social media & blogs both:
gives me time to think before speaking
stops me speaking without thinking (which I’m too often guilty of in face-to-face situations)
I definitely reflect more which I’m sure benefits me & hopefully fellow students too. I also enjoy the freedom & control that a course of this nature gives me. Some examples:
I started writing this intro post 7-days ago but just logged in to add the last few lines today
I was at conference on Weds so missed the webinar but can watch the recording when I choose
On a recent MOOC I watched the pre-recorded lectures at 2x speed
Finally… for the record… the photo of me above is how I’m known on the Internet. That photo is everywhere that I am: on my blogs, Twitter, Flickr, YouTube, Diigo and god knows how many other places. It’s 7-years old. Does that matter? Would it matter if it were 27-years old?
","I’m a Learning Technologist living & working in London. I’ve been working in education for 20-years as a TEFL teacher, an IT Trainer & a Learning Technologist. Since 2000 I’ve been working in universities in London and I’m currently an E-Learning Manager at City University London. My TEL experience as a Student TEL is my [...]",publish,my-introduction,2013-04-06 17:56:14,post,"Blog posts,Course Reader","wk0,intro,#ocTEL"
992,986,2013-04-06 18:06:02,Re: Activity my experiences and ambitions,"Hi Mark,
Think you are right about administrators being under pressure to “modernize” without having a pedagogical reason for it. Their decisions are based on the competition to stay ahead of the crowd within the world of fellow administrators where educational considerations may not be priority. We have had a “smart table” in the middle of our design office that occasionally gets used for meetings unrelated to teaching, as a coffee table and once or twice as a change table for our media experts young son’s soiled diapers; otherwise it sits like a monument to unrealized “progress.” [...]","Hi Mark,
Think you are right about administrators being under pressure to “modernize” without having a pedagogical reason for it. Their decisions are based on the competition to stay ahead of the crowd within the world of fellow administrators where educational considerations may not be priority. We have had a “smart table” in the middle of our design office that occasionally gets used for meetings unrelated to teaching, as a coffee table and once or twice as a change table for our media experts young son’s soiled diapers; otherwise it sits like a monument to unrealized “progress.” [...]",publish,re-activity-my-experiences-and-ambitions-8,2013-04-06 18:06:02,post,"JISCMail,Lists,Course Reader",
4985,986,2013-04-06 18:06:02,Re: Activity my experiences and ambitions,"Hi Mark,
Think you are right about administrators being under pressure to “modernize” without having a pedagogical reason for it. Their decisions are based on the competition to stay ahead of the crowd within the world of fellow administrators where educational considerations may not be priority. We have had a “smart table” in the middle of our design office that occasionally gets used for meetings unrelated to teaching, as a coffee table and once or twice as a change table for our media experts young son’s soiled diapers; otherwise it sits like a monument to unrealized “progress.” [...]","Hi Mark,
Think you are right about administrators being under pressure to “modernize” without having a pedagogical reason for it. Their decisions are based on the competition to stay ahead of the crowd within the world of fellow administrators where educational considerations may not be priority. We have had a “smart table” in the middle of our design office that occasionally gets used for meetings unrelated to teaching, as a coffee table and once or twice as a change table for our media experts young son’s soiled diapers; otherwise it sits like a monument to unrealized “progress.” [...]",publish,re-activity-my-experiences-and-ambitions-15,2013-04-06 18:06:02,post,"Lists,Course Reader,JISCMail",
5481,986,2013-04-06 18:06:02,Re: Activity my experiences and ambitions,"Hi Mark,
Think you are right about administrators being under pressure to “modernize” without having a pedagogical reason for it. Their decisions are based on the competition to stay ahead of the crowd within the world of fellow administrators where educational considerations may not be priority. We have had a “smart table” in the middle of our design office that occasionally gets used for meetings unrelated to teaching, as a coffee table and once or twice as a change table for our media experts young son’s soiled diapers; otherwise it sits like a monument to unrealized “progress.” [...]","Hi Mark,
Think you are right about administrators being under pressure to “modernize” without having a pedagogical reason for it. Their decisions are based on the competition to stay ahead of the crowd within the world of fellow administrators where educational considerations may not be priority. We have had a “smart table” in the middle of our design office that occasionally gets used for meetings unrelated to teaching, as a coffee table and once or twice as a change table for our media experts young son’s soiled diapers; otherwise it sits like a monument to unrealized “progress.” [...]",publish,re-activity-my-experiences-and-ambitions-26,2013-04-06 18:06:02,post,"Lists,Course Reader,JISCMail",
5832,986,2013-04-06 18:06:02,Re: Activity my experiences and ambitions,"Hi Mark,
Think you are right about administrators being under pressure to “modernize” without having a pedagogical reason for it. Their decisions are based on the competition to stay ahead of the crowd within the world of fellow administrators where educational considerations may not be priority. We have had a “smart table” in the middle of our design office that occasionally gets used for meetings unrelated to teaching, as a coffee table and once or twice as a change table for our media experts young son’s soiled diapers; otherwise it sits like a monument to unrealized “progress.” [...]","Hi Mark,
Think you are right about administrators being under pressure to “modernize” without having a pedagogical reason for it. Their decisions are based on the competition to stay ahead of the crowd within the world of fellow administrators where educational considerations may not be priority. We have had a “smart table” in the middle of our design office that occasionally gets used for meetings unrelated to teaching, as a coffee table and once or twice as a change table for our media experts young son’s soiled diapers; otherwise it sits like a monument to unrealized “progress.” [...]",publish,re-activity-my-experiences-and-ambitions-37,2013-04-06 18:06:02,post,"Lists,JISCMail,Course Reader",
1087,347,2013-04-06 19:06:46,Introdution for #ocTEL,"
Hi, I am Emily Armstrong, Libraries & eLearning Manager at Hull College
I have many years experience of working with technology to provide acess to information to staff and students to support their learning & teaching – through library catalogues, web pages, online databases, VLes
For the last couple of years I also have formal responsibility for eLearning college-wide (maintaining Moodle and related systems, staff training, student support)
I am also one term in to an MSc in Elearning which is taught using a mix of TEL and more traditional methods
I am always keen to mess about with a new bit of techonology but want to improve my knowledge of learning processes and how to evaluate the impact rather than the novelty of TEL
","Hi, I am Emily Armstrong, Libraries & eLearning Manager at Hull College I have many years experience of working with technology to provide acess to information to staff and students to support their learning & teaching – through library catalogues, … Continue reading →",publish,introdution-for-octel,2013-04-06 19:06:46,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
5204,347,2013-04-06 19:06:46,Introdution for #ocTEL,"
Hi, I am Emily Armstrong, Libraries & eLearning Manager at Hull College
I have many years experience of working with technology to provide acess to information to staff and students to support their learning & teaching – through library catalogues, web pages, online databases, VLes
For the last couple of years I also have formal responsibility for eLearning college-wide (maintaining Moodle and related systems, staff training, student support)
I am also one term in to an MSc in Elearning which is taught using a mix of TEL and more traditional methods
I am always keen to mess about with a new bit of techonology but want to improve my knowledge of learning processes and how to evaluate the impact rather than the novelty of TEL
","Hi, I am Emily Armstrong, Libraries & eLearning Manager at Hull College I have many years experience of working with technology to provide acess to information to staff and students to support their learning & teaching – through library catalogues, … Continue reading →",publish,introdution-for-octel-2,2013-04-06 19:06:46,post,"Blog posts,Course Reader","#ocTEL,Uncategorized"
993,1076,2013-04-06 20:05:21,OCTEL | Open Course in Technology Enhanced Learning,"
",publish,octel-open-course-in-technology-enhanced-learning,2013-04-06 20:05:21,post,"Social networks,Course Reader,Google+",
997,981,2013-04-06 20:07:05,Re: Activity my experiences and ambitions,"Hi,
Not just educational establishments I have never forgotten walking round one local hip manufacturer asking me for my help as to how they could progress their business, whilst I was there I observed find occupying 12ft square the latest (as was then it was 1994) Computer Aided Manufacture machine in a corner of a building, million pound equipment redundant, and its purpose to produces dies. It was bought apparently on the whim of the MD. Reason it was not in use, well to be used the dies needed to be autoCAD designed, design e-communicated to the machine. Bit tricky [...] ","Hi,Not just educational establishments I have never forgotten walking round one local hip manufacturer asking me for my help as to how they could progress their business, whilst I was there I observed find occupying 12ft square the latest (as was then ...",publish,re-activity-my-experiences-and-ambitions-9,2013-04-06 20:07:05,post,"Lists,Course Reader,JISCMail",
4984,981,2013-04-06 20:07:05,Re: Activity my experiences and ambitions,"Hi,
Not just educational establishments I have never forgotten walking round one local hip manufacturer asking me for my help as to how they could progress their business, whilst I was there I observed find occupying 12ft square the latest (as was then it was 1994) Computer Aided Manufacture machine in a corner of a building, million pound equipment redundant, and its purpose to produces dies. It was bought apparently on the whim of the MD. Reason it was not in use, well to be used the dies needed to be autoCAD designed, design e-communicated to the machine. Bit tricky [...] ","Hi,Not just educational establishments I have never forgotten walking round one local hip manufacturer asking me for my help as to how they could progress their business, whilst I was there I observed find occupying 12ft square the latest (as was then ...",publish,re-activity-my-experiences-and-ambitions-14,2013-04-06 20:07:05,post,"Lists,Course Reader,JISCMail",
5480,981,2013-04-06 20:07:05,Re: Activity my experiences and ambitions,"Hi,
Not just educational establishments I have never forgotten walking round one local hip manufacturer asking me for my help as to how they could progress their business, whilst I was there I observed find occupying 12ft square the latest (as was then it was 1994) Computer Aided Manufacture machine in a corner of a building, million pound equipment redundant, and its purpose to produces dies. It was bought apparently on the whim of the MD. Reason it was not in use, well to be used the dies needed to be autoCAD designed, design e-communicated to the machine. Bit tricky [...] ","Hi,Not just educational establishments I have never forgotten walking round one local hip manufacturer asking me for my help as to how they could progress their business, whilst I was there I observed find occupying 12ft square the latest (as was then ...",publish,re-activity-my-experiences-and-ambitions-25,2013-04-06 20:07:05,post,"Lists,Course Reader,JISCMail",
5831,981,2013-04-06 20:07:05,Re: Activity my experiences and ambitions,"Hi,
Not just educational establishments I have never forgotten walking round one local hip manufacturer asking me for my help as to how they could progress their business, whilst I was there I observed find occupying 12ft square the latest (as was then it was 1994) Computer Aided Manufacture machine in a corner of a building, million pound equipment redundant, and its purpose to produces dies. It was bought apparently on the whim of the MD. Reason it was not in use, well to be used the dies needed to be autoCAD designed, design e-communicated to the machine. Bit tricky [...] ","Hi,Not just educational establishments I have never forgotten walking round one local hip manufacturer asking me for my help as to how they could progress their business, whilst I was there I observed find occupying 12ft square the latest (as was then ...",publish,re-activity-my-experiences-and-ambitions-36,2013-04-06 20:07:05,post,"JISCMail,Course Reader,Lists",
996,1077,2013-04-06 20:24:39,Please remove me from your mailing list,"I am sorry, but I cannot cope with this amount of emails in my inbox.
Please remove me from your mailing list.
Amanda Cooper _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [...] ","I am sorry, but I cannot cope with this amount of emails in my inbox.Please remove me from your mailing list.Amanda Cooper_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [...] ",publish,please-remove-me-from-your-mailing-list,2013-04-06 20:24:39,post,"JISCMail,Lists,Course Reader",
4983,1077,2013-04-06 20:24:39,Please remove me from your mailing list,"I am sorry, but I cannot cope with this amount of emails in my inbox.
Please remove me from your mailing list.
Amanda Cooper _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [...] ","I am sorry, but I cannot cope with this amount of emails in my inbox.Please remove me from your mailing list.Amanda Cooper_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [...] ",publish,please-remove-me-from-your-mailing-list-4,2013-04-06 20:24:39,post,"Lists,Course Reader,JISCMail",
5479,1077,2013-04-06 20:24:39,Please remove me from your mailing list,"I am sorry, but I cannot cope with this amount of emails in my inbox.
Please remove me from your mailing list.
Amanda Cooper _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [...] ","I am sorry, but I cannot cope with this amount of emails in my inbox.Please remove me from your mailing list.Amanda Cooper_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [...] ",publish,please-remove-me-from-your-mailing-list-6,2013-04-06 20:24:39,post,"Lists,Course Reader,JISCMail",
5830,1077,2013-04-06 20:24:39,Please remove me from your mailing list,"I am sorry, but I cannot cope with this amount of emails in my inbox.
Please remove me from your mailing list.
Amanda Cooper _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [...] ","I am sorry, but I cannot cope with this amount of emails in my inbox.Please remove me from your mailing list.Amanda Cooper_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [...] ",publish,please-remove-me-from-your-mailing-list-8,2013-04-06 20:24:39,post,"Lists,JISCMail,Course Reader",
1056,1088,2013-04-06 21:59:40,OCTEL | Open Course in Technology Enhanced Learning,"
Aprender en red
Sat, 06 Apr 2013 21:59:40 GMT
- Reshared Post
",publish,octel-open-course-in-technology-enhanced-learning-3,2013-04-06 21:59:40,post,"Course Reader,Social networks,Google+",
999,1078,2013-04-06 22:22:31,"Hello everyone,
My name is Helen Blunden and I'm a Learning Consultant at the National Australia Bank...","
Helen Blunden
Sat, 06 Apr 2013 22:22:31 GMT
- Community
Hello everyone,
My name is Helen Blunden and I'm a Learning Consultant at the National Australia Bank. I work with the NAB Academy Virtual Learning Team so my background is not academic. However, I see that I have lots to learn here in this MOOC about technology in learning (but I'd be looking at application in a business workplace).
Just because I'm a sucker for punishment, I joined another 10 week cMOOC called Octel: The Open Course in Technology. (Actually, methinks I was on such a high with the Educational Technology MOOC #......
","
Helen Blunden
Sat, 06 Apr 2013 22:22:31 GMT
- Community
Hello everyone,
My name is Helen Blunden and I'm a Learning Consultant at the National Australia Bank. I work with the NAB Academy Virtual Learning Team so my background is not academic. However, I see that I have lots to learn here in this MOOC about technology in learning (but I'd be looking at application in a business workplace).
Just because I'm a sucker for punishment, I joined another 10 week cMOOC called Octel: The Open Course in Technology. (Actually, methinks I was on such a high with the Educational Technology MOOC #......
",publish,hello-everyonemy-name-is-helen-blunden-and-im-a-learning-consultant-at-the-national-australia-bank,2013-04-06 22:22:31,post,"Google+,Course Reader,Social networks",
1002,1079,2013-04-06 23:10:22,Please remove me from your mailing list,"> I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > ","> I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez >",publish,please-remove-me-from-your-mailing-list-2,2013-04-06 23:10:22,post,"JISCMail,Lists,Course Reader",
4982,1079,2013-04-06 23:10:22,Please remove me from your mailing list,"> I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > ","> I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez >",publish,please-remove-me-from-your-mailing-list-3,2013-04-06 23:10:22,post,"JISCMail,Lists,Course Reader",
5478,1079,2013-04-06 23:10:22,Please remove me from your mailing list,"> I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > ","> I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez >",publish,please-remove-me-from-your-mailing-list-5,2013-04-06 23:10:22,post,"Lists,Course Reader,JISCMail",
5829,1079,2013-04-06 23:10:22,Please remove me from your mailing list,"> I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > ","> I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez >",publish,please-remove-me-from-your-mailing-list-7,2013-04-06 23:10:22,post,"Lists,JISCMail,Course Reader",
1042,200,2013-04-07 00:57:08,Getting Started,"
Hello, my name is Roger Harrison and I am a senior lecturer on a fully online distance learning course in public health at University of Manchester, UK (www.manchester.ac.uk/mph). I’ve been a course unit leader and tutor on this programme for about seven years now, and developed and written three new units as part of this. The international student base, many working across a range of public health organisations and settings makes the work interesting and highly rewarding at times. From an online learning design aspect, it raises a number of important questions. For example some people wishing to take the course will not have good internet connections, and many will be working and with different time zones for international students – thus the balance of synchronous and asynchronous activity, amongst other things.
Recently I’ve become more interested in pedagogy for online vocational training and have been thinking through a learning aim I’m calling “In Time Learning” which follows on from what used to be called Just In Time learning.
I’ve been a student on two MOOCs in the past and am likely to be involved in writing one hopefully this year as well. I find the number of students on a MOOC quite daunting, because I want to try and read all the postings – of course this is impossible. I also find the more organic approach challenging too – having had so many years as a student and then as a tutor on more structured teaching programmes. But then I suppose a MOOC is structured but just in a different way.
This is my first blog page so apologies if it is not too trendy but perhaps over time I’ll get chance to make it more appealing!
","Hello, my name is Roger Harrison and I am a senior lecturer on a fully online distance learning course in public health at University of Manchester, UK (www.manchester.ac.uk/mph). I’ve been a course unit leader and tutor on this programme for…
",publish,getting-started,2013-04-07 00:57:08,post,"Blog posts,Course Reader","#ocTEL,Uncategorized"
1021,271,2013-04-07 06:57:04,veecam: #ocTEL ... some food for thought... MOOCs are here. How should state universities respond? @scoopit http://t.co/DMz8eFpSCi,"
#ocTEL ... some food for thought... MOOCs are here. How should state universities respond? @scoopitsco.lt/5bclkn
","#ocTEL ... some food for thought... MOOCs are here. How should state universities respond? @scoopit sco.lt/5bclkn— Vanessa Camilleri (@veecam) April 7, 2013",publish,veecam-octel-some-food-for-thought-moocs-are-here-how-should-state-universities-respond-scoopit-httpt-codmz8efpsci,2013-04-07 06:57:04,post,"Social networks,Twitter (Q&A)",#ocTEL
1013,878,2013-04-07 08:22:03,MOOCs: Will Online Education Ruin the University Experience? | New Republic,"
","Tags: MOOC, online education, university, higher education, ocTELby: David Jennings",publish,moocs-will-online-education-ruin-the-university-experience-new-republic,2013-04-07 08:22:03,post,"Diigo,Course Reader,Bookmarks","mooc,Higher Education,university,online education,#ocTEL"
1011,2,2013-04-07 08:32:16,Re: Please remove me from your mailing list,"Dear Juan Felipe,
I have unsubscribed you, and you should have received separate notification of that.
The email discussion list is an optional part of the course. You were included in it at first, in line with the options you selected when registering. I apologise if these were unclear, as it's evident that what you got was not what you were expecting. [...] ","Dear Juan Felipe,I have unsubscribed you, and you should have received separate notification of that.The email discussion list is an optional part of the course. You were included in it at first, in line with the options you selected when registering. ...",publish,re-please-remove-me-from-your-mailing-list,2013-04-07 08:32:16,post,"JISCMail,Lists,Course Reader",
4981,2,2013-04-07 08:32:16,Re: Please remove me from your mailing list,"Dear Juan Felipe,
I have unsubscribed you, and you should have received separate notification of that.
The email discussion list is an optional part of the course. You were included in it at first, in line with the options you selected when registering. I apologise if these were unclear, as it's evident that what you got was not what you were expecting. [...] ","Dear Juan Felipe,I have unsubscribed you, and you should have received separate notification of that.The email discussion list is an optional part of the course. You were included in it at first, in line with the options you selected when registering. ...",publish,re-please-remove-me-from-your-mailing-list-6,2013-04-07 08:32:16,post,"Lists,Course Reader,JISCMail",
5477,2,2013-04-07 08:32:16,Re: Please remove me from your mailing list,"Dear Juan Felipe,
I have unsubscribed you, and you should have received separate notification of that.
The email discussion list is an optional part of the course. You were included in it at first, in line with the options you selected when registering. I apologise if these were unclear, as it's evident that what you got was not what you were expecting. [...] ","Dear Juan Felipe,I have unsubscribed you, and you should have received separate notification of that.The email discussion list is an optional part of the course. You were included in it at first, in line with the options you selected when registering. ...",publish,re-please-remove-me-from-your-mailing-list-9,2013-04-07 08:32:16,post,"Course Reader,JISCMail,Lists",
5828,2,2013-04-07 08:32:16,Re: Please remove me from your mailing list,"Dear Juan Felipe,
I have unsubscribed you, and you should have received separate notification of that.
The email discussion list is an optional part of the course. You were included in it at first, in line with the options you selected when registering. I apologise if these were unclear, as it's evident that what you got was not what you were expecting. [...] ","Dear Juan Felipe,I have unsubscribed you, and you should have received separate notification of that.The email discussion list is an optional part of the course. You were included in it at first, in line with the options you selected when registering. ...",publish,re-please-remove-me-from-your-mailing-list-12,2013-04-07 08:32:16,post,"Course Reader,Lists,JISCMail",
1010,1080,2013-04-07 08:33:22,Introduction....and no question yet..,"Hi
Good to 'meet' you all :)
My name is Sandie Gay and I have been involved in TEL for about 10 years or so. I have worked in a variety of adult learning environments and enjoyed the increased use of technology in all manner of ways in learning and teaching.
Up until last month when we made a personal move to Birmingham, I was employed (part-time) as e-learning facilitator at Staffordshire University with particular responsibility for supporting the Faculty of Health Sciences in advancing their use of TEL or TSL (technology supported learning) as it was referred to there. [...]",HiGood to 'meet' you all :)My name is Sandie Gay and I have been involved in TEL for about 10 years or so. I have worked in a variety of adult learning environments and enjoyed the increased use of technology in all manner of ways in learning and teach...,publish,introduction-and-no-question-yet,2013-04-07 08:33:22,post,"Course Reader,JISCMail,Lists",
4980,1080,2013-04-07 08:33:22,Introduction....and no question yet..,"Hi
Good to 'meet' you all :)
My name is Sandie Gay and I have been involved in TEL for about 10 years or so. I have worked in a variety of adult learning environments and enjoyed the increased use of technology in all manner of ways in learning and teaching.
Up until last month when we made a personal move to Birmingham, I was employed (part-time) as e-learning facilitator at Staffordshire University with particular responsibility for supporting the Faculty of Health Sciences in advancing their use of TEL or TSL (technology supported learning) as it was referred to there. [...]",HiGood to 'meet' you all :)My name is Sandie Gay and I have been involved in TEL for about 10 years or so. I have worked in a variety of adult learning environments and enjoyed the increased use of technology in all manner of ways in learning and teach...,publish,introduction-and-no-question-yet-2,2013-04-07 08:33:22,post,"Lists,Course Reader,JISCMail",
5476,1080,2013-04-07 08:33:22,Introduction....and no question yet..,"Hi
Good to 'meet' you all :)
My name is Sandie Gay and I have been involved in TEL for about 10 years or so. I have worked in a variety of adult learning environments and enjoyed the increased use of technology in all manner of ways in learning and teaching.
Up until last month when we made a personal move to Birmingham, I was employed (part-time) as e-learning facilitator at Staffordshire University with particular responsibility for supporting the Faculty of Health Sciences in advancing their use of TEL or TSL (technology supported learning) as it was referred to there. [...]",HiGood to 'meet' you all :)My name is Sandie Gay and I have been involved in TEL for about 10 years or so. I have worked in a variety of adult learning environments and enjoyed the increased use of technology in all manner of ways in learning and teach...,publish,introduction-and-no-question-yet-3,2013-04-07 08:33:22,post,"Lists,Course Reader,JISCMail",
5827,1080,2013-04-07 08:33:22,Introduction....and no question yet..,"Hi
Good to 'meet' you all :)
My name is Sandie Gay and I have been involved in TEL for about 10 years or so. I have worked in a variety of adult learning environments and enjoyed the increased use of technology in all manner of ways in learning and teaching.
Up until last month when we made a personal move to Birmingham, I was employed (part-time) as e-learning facilitator at Staffordshire University with particular responsibility for supporting the Faculty of Health Sciences in advancing their use of TEL or TSL (technology supported learning) as it was referred to there. [...]",HiGood to 'meet' you all :)My name is Sandie Gay and I have been involved in TEL for about 10 years or so. I have worked in a variety of adult learning environments and enjoyed the increased use of technology in all manner of ways in learning and teach...,publish,introduction-and-no-question-yet-4,2013-04-07 08:33:22,post,"Lists,JISCMail,Course Reader",
1012,878,2013-04-07 08:41:28,Are MOOCs for Everyone? | Shai Reshef's Blog,"
A bit of a bumpy start to my ocTEL experience…I returned home from holiday last night to find a completely clogged up inbox, as I had not realised I needed to switch my email receipt settings so I get the digests and not all the individual emails (in common with a number of fellow participants!) I could not find my ocTEL registration email (in my junk folder), and had to do a lot of sorting out to get up and running. Anyway, I think I’m ready now!
I started this blog recently to capture various strands of work I’m doing on educational technology (or technology-enhanced learning, to use a more up to date term). I teach accounting in the business school of a large Russell group university, but I have been interested in educational technology for a while now. I can see its power to enrich teaching and learning and challenge our students.
My undergraduate studies (not in accounting) were not particularly technology-enhanced, as they were quite some time ago! However, I designed a web resource for fellow students as my final year project, so that was my earliest experience. At the university where I taught previously, I was introduced to Blackboard, and taught on a face to face course with about 1,000 undergraduate students registered. We decided to make the experience ‘blended max’ by leveraging as much from Blackboard as we could to help us manage the scale of the course. However, noting others’ rather ‘trial and error’ approach, I decided I wanted to understand more about the pedagogical affordances of the various technologies that were available, to try and use them in a more focused way. So, I enrolled on the Open University’s Online and Distance Education postgraduate programme. I have got a lot from this programme, not least the experience of being an online distance learning student and all that that entails. I also found this useful in my role as module coordinator for a large online distance learning MBA module. I took a pause in my studies on changing jobs last year, but I plan to resume with my final course towards the MA later on in 2013. In the meantime, when a colleague mentioned this MOOC in an open meeting at my university, I thought it might be interesting, not just for the content and making connections with fellow participants, but also for the experience of being an MOOC student.
So, I guess I have a moderate amount of previous experience both as a student and in using technology enhanced learning (TEL) technologies and pedagogies in my teaching. However, still plenty of capacity to learn and develop further!
","A bit of a bumpy start to my ocTEL experience…I returned home from holiday last night to find a completely clogged up inbox, as I had not realised I needed to switch my email receipt settings so I get the digests and not all the individual emails (in common with a number of fellow participants!) […]",publish,octel-week-0-introduction,2013-04-07 09:11:16,post,"Blog posts,Course Reader",Uncategorized
1020,665,2013-04-07 09:14:19,Re: Introduction....and no question yet..,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,re-introduction-and-no-question-yet,2013-04-07 09:14:19,post,"JISCMail,Lists,Course Reader",
4979,665,2013-04-07 09:14:19,Re: Introduction....and no question yet..,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,re-introduction-and-no-question-yet-2,2013-04-07 09:14:19,post,"Lists,Course Reader,JISCMail",
5475,665,2013-04-07 09:14:19,Re: Introduction....and no question yet..,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,re-introduction-and-no-question-yet-3,2013-04-07 09:14:19,post,"Lists,Course Reader,JISCMail",
5826,665,2013-04-07 09:14:19,Re: Introduction....and no question yet..,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,re-introduction-and-no-question-yet-4,2013-04-07 09:14:19,post,"JISCMail,Course Reader,Lists",
1019,1081,2013-04-07 09:15:27,Introduction,My introduction is at:
I am noting with interest the wide range of roles that fellow participants have - should make for some interesting discussions.
Best wishes Alice,My introduction is at:http://alicesadventuresinedtech.wordpress.com/2013/04/07/octel-week-0-introduction/I am noting with interest the wide range of roles that fellow participants have - should make for some interesting discussions.Best wishesAlice,publish,introduction-15,2013-04-07 09:15:27,post,"Lists,Course Reader,JISCMail",
4978,1081,2013-04-07 09:15:27,Introduction,My introduction is at:
I am noting with interest the wide range of roles that fellow participants have - should make for some interesting discussions.
Best wishes Alice,My introduction is at:http://alicesadventuresinedtech.wordpress.com/2013/04/07/octel-week-0-introduction/I am noting with interest the wide range of roles that fellow participants have - should make for some interesting discussions.Best wishesAlice,publish,introduction-29,2013-04-07 09:15:27,post,"Lists,Course Reader,JISCMail",
5474,1081,2013-04-07 09:15:27,Introduction,My introduction is at:
I am noting with interest the wide range of roles that fellow participants have - should make for some interesting discussions.
Best wishes Alice,My introduction is at:http://alicesadventuresinedtech.wordpress.com/2013/04/07/octel-week-0-introduction/I am noting with interest the wide range of roles that fellow participants have - should make for some interesting discussions.Best wishesAlice,publish,introduction-50,2013-04-07 09:15:27,post,"Lists,Course Reader,JISCMail",
5825,1081,2013-04-07 09:15:27,Introduction,My introduction is at:
I am noting with interest the wide range of roles that fellow participants have - should make for some interesting discussions.
Best wishes Alice,My introduction is at:http://alicesadventuresinedtech.wordpress.com/2013/04/07/octel-week-0-introduction/I am noting with interest the wide range of roles that fellow participants have - should make for some interesting discussions.Best wishesAlice,publish,introduction-70,2013-04-07 09:15:27,post,"Lists,JISCMail,Course Reader",
1018,665,2013-04-07 09:32:40,Introduction,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,introduction-14,2013-04-07 09:32:40,post,"JISCMail,Lists,Course Reader",
4977,665,2013-04-07 09:32:40,Introduction,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,introduction-28,2013-04-07 09:32:40,post,"JISCMail,Lists,Course Reader",
5473,665,2013-04-07 09:32:40,Introduction,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,introduction-49,2013-04-07 09:32:40,post,"Lists,Course Reader,JISCMail",
5824,665,2013-04-07 09:32:40,Introduction,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,introduction-69,2013-04-07 09:32:40,post,"JISCMail,Course Reader,Lists",
1590,21,2013-04-07 09:57:01,#ocTEL week 0 Activity 0.1 My Big Question,"
My question is ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences?’.
I suppose I have been grappling with this for a while now (see the ‘Digital Expectation Gap’ post earlier on this blog), but haven’t expressed it in words. I seem keener than most of my students on using technology in an educational setting, and keener than some of my colleagues.
I think we should not make ‘digital natives’ assumptions – students may prefer not to use technologies in their studies, or may lack experience or skills in so doing. Just because they may use a certain technology in every day life, that doesn’t mean it crosses the bridge into use in their studies. I find this issue very interesting, and I wonder how I can open up their minds to some of the affordances of the technology, so that their choices are informed. There is some overlap between this and cultural shift among teaching staff, I think. Old habits die hard!
","My question is ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences?’. I suppose I have been grappling with this for a while now (see the ‘Digital Expectation Gap’ post earlier on this blog), but haven’t expressed it […]",publish,octel-week-0-activity-0-1-my-big-question-2,2013-04-07 09:57:01,post,"Blog posts,Course Reader",Uncategorized
1024,1082,2013-04-07 10:52:40,Re: Please remove me from your mailing list,"Please unsubscribe me too - I want to do the course but I cannot afford the time to delete so many emails let alone read them
Best
Jayne
Jayne Richards Programme Director
Rose Bruford College Lamorbey Park Campus, Burnt Oak Lane, Sidcup, Kent. DA15 9DF. UK. t +44(0)20 8308 2600 | f +44(0)20 8308 0542 | ddi +44(0)20 8308 2659 | [...]","Please unsubscribe me too - I want to do the course but I cannot afford the time to delete so many emails let alone read themBestJayneJayne RichardsProgramme DirectorRose Bruford CollegeLamorbey Park Campus,Burnt Oak Lane, Sidcup, Kent. DA15 9DF. UK.t ...",publish,re-please-remove-me-from-your-mailing-list-2,2013-04-07 10:52:40,post,"Course Reader,JISCMail,Lists",
4976,1082,2013-04-07 10:52:40,Re: Please remove me from your mailing list,"Please unsubscribe me too - I want to do the course but I cannot afford the time to delete so many emails let alone read them
Best
Jayne
Jayne Richards Programme Director
Rose Bruford College Lamorbey Park Campus, Burnt Oak Lane, Sidcup, Kent. DA15 9DF. UK. t +44(0)20 8308 2600 | f +44(0)20 8308 0542 | ddi +44(0)20 8308 2659 | [...]","Please unsubscribe me too - I want to do the course but I cannot afford the time to delete so many emails let alone read themBestJayneJayne RichardsProgramme DirectorRose Bruford CollegeLamorbey Park Campus,Burnt Oak Lane, Sidcup, Kent. DA15 9DF. UK.t ...",publish,re-please-remove-me-from-your-mailing-list-5,2013-04-07 10:52:40,post,"Lists,Course Reader,JISCMail",
5472,1082,2013-04-07 10:52:40,Re: Please remove me from your mailing list,"Please unsubscribe me too - I want to do the course but I cannot afford the time to delete so many emails let alone read them
Best
Jayne
Jayne Richards Programme Director
Rose Bruford College Lamorbey Park Campus, Burnt Oak Lane, Sidcup, Kent. DA15 9DF. UK. t +44(0)20 8308 2600 | f +44(0)20 8308 0542 | ddi +44(0)20 8308 2659 | [...]","Please unsubscribe me too - I want to do the course but I cannot afford the time to delete so many emails let alone read themBestJayneJayne RichardsProgramme DirectorRose Bruford CollegeLamorbey Park Campus,Burnt Oak Lane, Sidcup, Kent. DA15 9DF. UK.t ...",publish,re-please-remove-me-from-your-mailing-list-8,2013-04-07 10:52:40,post,"Course Reader,JISCMail,Lists",
5823,1082,2013-04-07 10:52:40,Re: Please remove me from your mailing list,"Please unsubscribe me too - I want to do the course but I cannot afford the time to delete so many emails let alone read them
Best
Jayne
Jayne Richards Programme Director
Rose Bruford College Lamorbey Park Campus, Burnt Oak Lane, Sidcup, Kent. DA15 9DF. UK. t +44(0)20 8308 2600 | f +44(0)20 8308 0542 | ddi +44(0)20 8308 2659 | [...]","Please unsubscribe me too - I want to do the course but I cannot afford the time to delete so many emails let alone read themBestJayneJayne RichardsProgramme DirectorRose Bruford CollegeLamorbey Park Campus,Burnt Oak Lane, Sidcup, Kent. DA15 9DF. UK.t ...",publish,re-please-remove-me-from-your-mailing-list-11,2013-04-07 10:52:40,post,"Course Reader,Lists,JISCMail",
1036,1085,2013-04-07 12:21:22,Remove me from the mailing list,"I did not expect that the course will be conducted in this way. I realy get stuck with this huge number of emails. I can't cope with all these emails. Please remove me from the mailing list. Moreover, if we are talking about elearning why don't we share the discussion in a forum. It is much convenient than emails. Thanks [...]","I did not expect that the course will be conducted in this way. I realy get stuck with this huge number of emails. I can't cope with all these emails. Please remove me from the mailing list. Moreover, if we are talking about elearning why don't we shar...",publish,remove-me-from-the-mailing-list,2013-04-07 12:21:22,post,"Course Reader,JISCMail,Lists",
4975,1085,2013-04-07 12:21:22,Remove me from the mailing list,"I did not expect that the course will be conducted in this way. I realy get stuck with this huge number of emails. I can't cope with all these emails. Please remove me from the mailing list. Moreover, if we are talking about elearning why don't we share the discussion in a forum. It is much convenient than emails. Thanks [...]","I did not expect that the course will be conducted in this way. I realy get stuck with this huge number of emails. I can't cope with all these emails. Please remove me from the mailing list. Moreover, if we are talking about elearning why don't we shar...",publish,remove-me-from-the-mailing-list-2,2013-04-07 12:21:22,post,"Course Reader,JISCMail,Lists",
5471,1085,2013-04-07 12:21:22,Remove me from the mailing list,"I did not expect that the course will be conducted in this way. I realy get stuck with this huge number of emails. I can't cope with all these emails. Please remove me from the mailing list. Moreover, if we are talking about elearning why don't we share the discussion in a forum. It is much convenient than emails. Thanks [...]","I did not expect that the course will be conducted in this way. I realy get stuck with this huge number of emails. I can't cope with all these emails. Please remove me from the mailing list. Moreover, if we are talking about elearning why don't we shar...",publish,remove-me-from-the-mailing-list-3,2013-04-07 12:21:22,post,"Lists,Course Reader,JISCMail",
5822,1085,2013-04-07 12:21:22,Remove me from the mailing list,"I did not expect that the course will be conducted in this way. I realy get stuck with this huge number of emails. I can't cope with all these emails. Please remove me from the mailing list. Moreover, if we are talking about elearning why don't we share the discussion in a forum. It is much convenient than emails. Thanks [...]","I did not expect that the course will be conducted in this way. I realy get stuck with this huge number of emails. I can't cope with all these emails. Please remove me from the mailing list. Moreover, if we are talking about elearning why don't we shar...",publish,remove-me-from-the-mailing-list-4,2013-04-07 12:21:22,post,"Lists,JISCMail,Course Reader",
1035,1084,2013-04-07 13:32:40,Please remove me,"Please, kindly remove me from your mailing list as it is to much for me especially on my work e-mail. thanks, bopelo ","Please, kindly remove me from your mailing list as it is to much for me especially on my work e-mail.thanks,bopelo ",publish,please-remove-me,2013-04-07 13:32:40,post,"JISCMail,Lists,Course Reader",
4974,1084,2013-04-07 13:32:40,Please remove me,"Please, kindly remove me from your mailing list as it is to much for me especially on my work e-mail. thanks, bopelo ","Please, kindly remove me from your mailing list as it is to much for me especially on my work e-mail.thanks,bopelo ",publish,please-remove-me-4,2013-04-07 13:32:40,post,"Lists,Course Reader,JISCMail",
5470,1084,2013-04-07 13:32:40,Please remove me,"Please, kindly remove me from your mailing list as it is to much for me especially on my work e-mail. thanks, bopelo ","Please, kindly remove me from your mailing list as it is to much for me especially on my work e-mail.thanks,bopelo ",publish,please-remove-me-6,2013-04-07 13:32:40,post,"Course Reader,JISCMail,Lists",
5821,1084,2013-04-07 13:32:40,Please remove me,"Please, kindly remove me from your mailing list as it is to much for me especially on my work e-mail. thanks, bopelo ","Please, kindly remove me from your mailing list as it is to much for me especially on my work e-mail.thanks,bopelo ",publish,please-remove-me-8,2013-04-07 13:32:40,post,"Course Reader,Lists,JISCMail",
1034,1084,2013-04-07 13:44:30,Intro,"Dear all
Well my name is Bopelo and I work as Higher Education and Training Developer (more like an educational designer) at Charles Darwin University(CDU). Higher eductin courses at CDU are predominantly online reliant and a big part of my role as an educational designer is advising and supporting pedagogically sound practices in the use of technology. Enrolling in this course is helpful in that apart from getting ideas and networking with professionals in the area, I will experience being an online learner in a MOOC environment, whcih I am currently involved in developing in my institution. Somebody asked me [...] ",Dear allWell my name is Bopelo and I work as Higher Education and Training Developer (more like an educational designer) at Charles Darwin University(CDU). Higher eductin courses at CDU are predominantly online reliant and a big part of my role as an e...,publish,intro-3,2013-04-07 13:44:30,post,"Lists,Course Reader,JISCMail",
4973,1084,2013-04-07 13:44:30,Intro,"Dear all
Well my name is Bopelo and I work as Higher Education and Training Developer (more like an educational designer) at Charles Darwin University(CDU). Higher eductin courses at CDU are predominantly online reliant and a big part of my role as an educational designer is advising and supporting pedagogically sound practices in the use of technology. Enrolling in this course is helpful in that apart from getting ideas and networking with professionals in the area, I will experience being an online learner in a MOOC environment, whcih I am currently involved in developing in my institution. Somebody asked me [...] ",Dear allWell my name is Bopelo and I work as Higher Education and Training Developer (more like an educational designer) at Charles Darwin University(CDU). Higher eductin courses at CDU are predominantly online reliant and a big part of my role as an e...,publish,intro-5,2013-04-07 13:44:30,post,"Lists,Course Reader,JISCMail",
5469,1084,2013-04-07 13:44:30,Intro,"Dear all
Well my name is Bopelo and I work as Higher Education and Training Developer (more like an educational designer) at Charles Darwin University(CDU). Higher eductin courses at CDU are predominantly online reliant and a big part of my role as an educational designer is advising and supporting pedagogically sound practices in the use of technology. Enrolling in this course is helpful in that apart from getting ideas and networking with professionals in the area, I will experience being an online learner in a MOOC environment, whcih I am currently involved in developing in my institution. Somebody asked me [...] ",Dear allWell my name is Bopelo and I work as Higher Education and Training Developer (more like an educational designer) at Charles Darwin University(CDU). Higher eductin courses at CDU are predominantly online reliant and a big part of my role as an e...,publish,intro-8,2013-04-07 13:44:30,post,"Lists,Course Reader,JISCMail",
5820,1084,2013-04-07 13:44:30,Intro,"Dear all
Well my name is Bopelo and I work as Higher Education and Training Developer (more like an educational designer) at Charles Darwin University(CDU). Higher eductin courses at CDU are predominantly online reliant and a big part of my role as an educational designer is advising and supporting pedagogically sound practices in the use of technology. Enrolling in this course is helpful in that apart from getting ideas and networking with professionals in the area, I will experience being an online learner in a MOOC environment, whcih I am currently involved in developing in my institution. Somebody asked me [...] ",Dear allWell my name is Bopelo and I work as Higher Education and Training Developer (more like an educational designer) at Charles Darwin University(CDU). Higher eductin courses at CDU are predominantly online reliant and a big part of my role as an e...,publish,intro-11,2013-04-07 13:44:30,post,"Lists,JISCMail,Course Reader",
1033,665,2013-04-07 13:56:10,Intro,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,intro-2,2013-04-07 13:56:10,post,"Course Reader,JISCMail,Lists",
4972,665,2013-04-07 13:56:10,Intro,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,intro-4,2013-04-07 13:56:10,post,"Lists,Course Reader,JISCMail",
5468,665,2013-04-07 13:56:10,Intro,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,intro-7,2013-04-07 13:56:10,post,"Lists,Course Reader,JISCMail",
5819,665,2013-04-07 13:56:10,Intro,"Hi All,
I am Rawad Hammad, PhD researcher in building elearning frameworks at the University of the West of England (UWE). I have a wide experience in the field of e-learning and instructional and educational technology as I have been working for the e-learning center at the Islamic University of Gaza (IUG) since 2003. Additionally, Hammad widely participated in the activities of quality unit as he was an evaluator for IUG excellent employee award for two consecutive rounds (2009, 2011). [...]","Hi All,I am Rawad Hammad, PhD researcher in building elearning frameworks at theUniversity of the West of England (UWE). I have a wide experience in thefield of e-learning and instructional and educational technology as I havebeen working for the e-lea...",publish,intro-10,2013-04-07 13:56:10,post,"JISCMail,Course Reader,Lists",
1039,1086,2013-04-07 13:56:57,e-Learning Stuff » Blog Archive » What is the most important question about TEL for you?,"
Library Seats. Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. It only started yesterday, so it is way too early ...
Library Seats. Having avoided taking part in a MOOC since they became the latest fad, I have now taken the plunge and enrolled on the ALT ocTEL MOOC. It only started yesterday, so it is way too early ...
",publish,e-learning-stuff-blog-archive-what-is-the-most-important-question-about-tel-for-you,2013-04-07 13:56:57,post,"Course Reader,Social networks,Google+",
1038,1086,2013-04-07 13:57:06,e-Learning Stuff » Blog Archive » “I can’t handle the amount of e-mail…”,"
Envelopes. Actually I can, but there are a fair few people who are participating in ocTEL who don't seem to be able to handle the quantity of e-mail flooding into their inboxes having signed up to the...
Envelopes. Actually I can, but there are a fair few people who are participating in ocTEL who don't seem to be able to handle the quantity of e-mail flooding into their inboxes having signed up to the...
",publish,e-learning-stuff-blog-archive-i-cant-handle-the-amount-of-e-mail,2013-04-07 13:57:06,post,"Course Reader,Social networks,Google+",
1037,1086,2013-04-07 13:57:13,e-Learning Stuff » Blog Archive » Playing by the rules – ocTEL,"
I think one of the real challenges in organising anything with lots of people is an assumption that people will play by the “rules” and will stick to the groups assigned, or even plan themselves into ...
I think one of the real challenges in organising anything with lots of people is an assumption that people will play by the “rules” and will stick to the groups assigned, or even plan themselves into ...
",publish,e-learning-stuff-blog-archive-playing-by-the-rules-octel,2013-04-07 13:57:13,post,"Course Reader,Social networks,Google+",
1032,1083,2013-04-07 14:09:12,Introduction - basic science in clinical teaching,"I am a recently appointed lecturer in immunology at Glasgow Dental School. I am currently responsible for an overhaul of the pathology teaching (a subject in which students constantly struggle). As part of this I am looking to explore the use of technology to improve the students learning experience. On the whole I have limited experience of TEL. As part of my PGCAP I did a brief module on use of technology mostly from a theoretical stand point. I do use youtube in my lectures for various immunology resources, but apart from this nothing else. I am hoping this course [...]",I am a recently appointed lecturer in immunology at Glasgow Dental School. I am currently responsible for an overhaul of the pathology teaching (a subject in which students constantly struggle). As part of this I am looking to explore the use of techno...,publish,introduction-basic-science-in-clinical-teaching,2013-04-07 14:09:12,post,"JISCMail,Lists,Course Reader",
4971,1083,2013-04-07 14:09:12,Introduction - basic science in clinical teaching,"I am a recently appointed lecturer in immunology at Glasgow Dental School. I am currently responsible for an overhaul of the pathology teaching (a subject in which students constantly struggle). As part of this I am looking to explore the use of technology to improve the students learning experience. On the whole I have limited experience of TEL. As part of my PGCAP I did a brief module on use of technology mostly from a theoretical stand point. I do use youtube in my lectures for various immunology resources, but apart from this nothing else. I am hoping this course [...]",I am a recently appointed lecturer in immunology at Glasgow Dental School. I am currently responsible for an overhaul of the pathology teaching (a subject in which students constantly struggle). As part of this I am looking to explore the use of techno...,publish,introduction-basic-science-in-clinical-teaching-2,2013-04-07 14:09:12,post,"Lists,Course Reader,JISCMail",
5467,1083,2013-04-07 14:09:12,Introduction - basic science in clinical teaching,"I am a recently appointed lecturer in immunology at Glasgow Dental School. I am currently responsible for an overhaul of the pathology teaching (a subject in which students constantly struggle). As part of this I am looking to explore the use of technology to improve the students learning experience. On the whole I have limited experience of TEL. As part of my PGCAP I did a brief module on use of technology mostly from a theoretical stand point. I do use youtube in my lectures for various immunology resources, but apart from this nothing else. I am hoping this course [...]",I am a recently appointed lecturer in immunology at Glasgow Dental School. I am currently responsible for an overhaul of the pathology teaching (a subject in which students constantly struggle). As part of this I am looking to explore the use of techno...,publish,introduction-basic-science-in-clinical-teaching-3,2013-04-07 14:09:12,post,"JISCMail,Lists,Course Reader",
5818,1083,2013-04-07 14:09:12,Introduction - basic science in clinical teaching,"I am a recently appointed lecturer in immunology at Glasgow Dental School. I am currently responsible for an overhaul of the pathology teaching (a subject in which students constantly struggle). As part of this I am looking to explore the use of technology to improve the students learning experience. On the whole I have limited experience of TEL. As part of my PGCAP I did a brief module on use of technology mostly from a theoretical stand point. I do use youtube in my lectures for various immunology resources, but apart from this nothing else. I am hoping this course [...]",I am a recently appointed lecturer in immunology at Glasgow Dental School. I am currently responsible for an overhaul of the pathology teaching (a subject in which students constantly struggle). As part of this I am looking to explore the use of techno...,publish,introduction-basic-science-in-clinical-teaching-4,2013-04-07 14:09:12,post,"Course Reader,Lists,JISCMail",
1051,7,2013-04-07 16:15:14,mashe.hawksey.info,"
add this on Delicious
- saved by
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by
to
octel
from twitter
- more about this link
...",publish,mashe-hawksey-info,2013-04-07 16:15:14,post,"Bookmarks,Course Reader,Delicious","from twitter,#ocTEL,from,twitter"
1241,1152,2013-04-07 16:15:14,mashe.hawksey.info,"
add this on Delicious
- saved by clareire
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by clareire
to
octel
from twitter
- more about this link
...",publish,mashe-hawksey-info-2,2013-04-07 16:15:14,post,"Delicious,Course Reader,Bookmarks","from twitter,twitter,from,#ocTEL"
1045,1087,2013-04-07 16:33:14,ocTEL – Open Course in Technology Enhanced Learning,"
I have registered to participate in the Association of Learning Technology’s #ocTEL (MOOC) to explore the subject matter “Technology Enhanced Learning” whilst simultaneously exploring learning via a MOOC. I am equally interested in both the subject matter and the learning experience as part of my life-long passion of using IT to inspire others to learn.
The course doesn’t start until 15 April but the doors were opened early to let everyone settle in and become familiar with what’s what in an effort to avoid us feeling over-whelmed.
My initial reaction is that the course is very well organised and each email received from the organisers is easy to follow enabling me to know what needs to be done, by when. I wasn’t able to read any of the emails received last week due to a family bereavement. As a consequence my inbox was, to say the least, extremely full when I opened it. However, a few hours of plodding through, with a wise use of skim-reading and deleting, I am now in a position to focus on the tasks for the week.
Week 0 (zero) – Induction (finding our feet…)
Whilst skim-reading through the many emails from fellow participants I was very interested to see different people’s reasons for signing up and the various reactions to us being asked to introduce ourselves which had caused an inbox invasion. A change of settings will enable each of us to manage what emails we receive and the frequency thereof. It’s all part of the learning curve of being part of a “massive” online course.
My reaction to so many emails from so many people was that it was interesting to read a snippet about who people are / what they do / what their past experiences have been / what their reason for taking part is. Perhaps that’s partly because I am doing this skim-reading during the peace and quiet of a Sunday afternoon rather than in the middle of a busy working environment. Perhaps it’s because I am equally interested in how a MOOC operates (and what people’s reactions are to this form of learning) as much as the subject matter itself. Perhaps it’s because I’m in the process of undertaking a PgCAP (post graduate Certificate in Academic Practice) and am enjoying the process of reflecting on how I and others learn. Perhaps it’s because I am interested in knowing a bit about my peers because I consider “the community” to be an integral part of this type of learning environment. Who knows?
Whatever the reason(s) I have enjoyed skim-reading / deleting my way through all the emails because it has taught me that people have signed up for this MOOC for various reasons and that many of the people already have a vast amount of knowledge and experience in the world of learning and all have an interest in using technology to enhance learning.
Skim-reading/deleting all those emails has shown me that I’m in the right place, in the company of the right people and that this is a perfect place to share and learn from others who have a common interest. I am looking forward to being part of this Personal Learning Network which I anticipate being one of the benefits of a MOOC for professional development.
Here are some snippets from this week’s Things To Do / Advice …
“This week’s aims”
“This course lets you define your own aims and follow your own paths, but we set out core learning outcomes for every week. By the end of this week, you should aim to
have a sense of different Technology Enhanced Learning contexts and some of their strengths and weaknesses
understand the range of prior experiences and expectations of the course participants, including those from different cultures, and the implications of these for this form of TEL
achieve basic confidence in navigating, discussing and otherwise participating in the ocTEL course”
“Keeping calm in the face of abundance”
“You may be tempted, even unconsciously, to see this as a learning programme that you have to work your way through comprehensively and feel pressure to keep on top of all strands at all times. Please don’t feel this way, especially if it creates stress and a sense of struggling to keep up!”
“Be selective, pace yourself, take time out“
“Try and make time for looking away from the screen and out of the window, letting your mind freewheel on some of the ideas, because that can be a very valuable part of the learning experience.”
There’s still time to register if this has inspired you to find out more …
","I have registered to participate in the Association of Learning Technology’s #ocTEL (MOOC) to explore the subject matter “Technology Enhanced Learning” whilst simultaneously exploring learning via a MOOC. I am equally interested in both the subject matter and the learning experience as part of my life-long passion of using IT to inspire others to learn. The […]",publish,octel-open-course-in-technology-enhanced-learning-2,2013-04-07 16:33:14,post,"Blog posts,Course Reader","Association of Learning Technology,Personal Learning Networks,#ocTEL,Learning Technologies"
4761,1087,2013-04-07 16:33:14,ocTEL – Open Course in Technology Enhanced Learning,"
I have registered to participate in the Association of Learning Technology’s #ocTEL (MOOC) to explore the subject matter “Technology Enhanced Learning” whilst simultaneously exploring learning via a MOOC. I am equally interested in both the subject matter and the learning experience as part of my life-long passion of using IT to inspire others to learn.
The course doesn’t start until 15 April but the doors were opened early to let everyone settle in and become familiar with what’s what in an effort to avoid us feeling over-whelmed.
My initial reaction is that the course is very well organised and each email received from the organisers is easy to follow enabling me to know what needs to be done, by when. I wasn’t able to read any of the emails received last week due to a family bereavement. As a consequence my inbox was, to say the least, extremely full when I opened it. However, a few hours of plodding through, with a wise use of skim-reading and deleting, I am now in a position to focus on the tasks for the week.
Week 0 (zero) – Induction (finding our feet…)
Whilst skim-reading through the many emails from fellow participants I was very interested to see different people’s reasons for signing up and the various reactions to us being asked to introduce ourselves which had caused an inbox invasion. A change of settings will enable each of us to manage what emails we receive and the frequency thereof. It’s all part of the learning curve of being part of a “massive” online course.
My reaction to so many emails from so many people was that it was interesting to read a snippet about who people are / what they do / what their past experiences have been / what their reason for taking part is. Perhaps that’s partly because I am doing this skim-reading during the peace and quiet of a Sunday afternoon rather than in the middle of a busy working environment. Perhaps it’s because I am equally interested in how a MOOC operates (and what people’s reactions are to this form of learning) as much as the subject matter itself. Perhaps it’s because I’m in the process of undertaking a PgCAP (post graduate Certificate in Academic Practice) and am enjoying the process of reflecting on how I and others learn. Perhaps it’s because I am interested in knowing a bit about my peers because I consider “the community” to be an integral part of this type of learning environment. Who knows?
Whatever the reason(s) I have enjoyed skim-reading / deleting my way through all the emails because it has taught me that people have signed up for this MOOC for various reasons and that many of the people already have a vast amount of knowledge and experience in the world of learning and all have an interest in using technology to enhance learning.
Skim-reading/deleting all those emails has shown me that I’m in the right place, in the company of the right people and that this is a perfect place to share and learn from others who have a common interest. I am looking forward to being part of this Personal Learning Network which I anticipate being one of the benefits of a MOOC for professional development.
Here are some snippets from this week’s Things To Do / Advice …
“This week’s aims”
“This course lets you define your own aims and follow your own paths, but we set out core learning outcomes for every week. By the end of this week, you should aim to
have a sense of different Technology Enhanced Learning contexts and some of their strengths and weaknesses
understand the range of prior experiences and expectations of the course participants, including those from different cultures, and the implications of these for this form of TEL
achieve basic confidence in navigating, discussing and otherwise participating in the ocTEL course”
“Keeping calm in the face of abundance”
“You may be tempted, even unconsciously, to see this as a learning programme that you have to work your way through comprehensively and feel pressure to keep on top of all strands at all times. Please don’t feel this way, especially if it creates stress and a sense of struggling to keep up!”
“Be selective, pace yourself, take time out“
“Try and make time for looking away from the screen and out of the window, letting your mind freewheel on some of the ideas, because that can be a very valuable part of the learning experience.”
There’s still time to register if this has inspired you to find out more …
","I have registered to participate in the Association of Learning Technology’s #ocTEL (MOOC) to explore the subject matter “Technology Enhanced Learning” whilst simultaneously exploring learning via a MOOC. I am equally interested in both the subject matter and the learning experience as part of my life-long passion of using IT to inspire others to learn. The […]",publish,octel-open-course-in-technology-enhanced-learning-7,2013-04-07 16:33:14,post,"Course Reader,Blog posts","#ocTEL,Association of Learning Technology,Personal Learning Networks,Learning Technologies"
1041,200,2013-04-07 16:48:40,My Big Question,"
So what’s my Big Question? Selecting just one question from a head full of many is quite challenging in itself, and much depends on the context I suppose. As I work in public health, I’ll take that as my context. So we know that people with the most healthcare need in the world tend to live in areas that have the smallest number and least skilled workforce to help them. So how can technology be utilised efficiently to provide immediate and longer term learning and skills attainment for people in these area? A key consideration here is access to technology and the virtual world in areas that have some of the worse infrastructure across the globe. And let us not forget the real possibility of man made or natural disasters on destroying an areas’ infrastructure and suddenly disconnecting them from the micro-chip environment – and here too is another example of people immediate access to public health knowledge, information and training of which some could potentially have been accessed and provided over the internet or mobile phone.
So my big question relates to access and access consists of a number of different components I think:
(1) Access to a physical learning portal – like a computer, mobile phone or similar. I am likening this to the pen and paper of traditional learning.
(2) Skills acquisition – unless you know how to use the computer/WWW then how are you going to access any learning opportunities.
(3) Does what you need exist? – have appropriate lecturers had access/resources/commitment to provide the learning opportunity?
(4) Access to the learning environment itself – some of the things to consider here include:
cost
entry requirements
waiting lists
start and end dates or immediate
relevant to your specific needs
in your spoken language
up-to-date / credible
For seven years I have been teaching on a fully online distance learning masters programme in public health (http://manchester.ac.uk/mph) – we have students all over the world taking this course. To enroll for the course, students have had to think about some of the issues above and felt confident that they would be able to meet the minimum requirements to be able to access the learning materials. But we do find that some students struggle because life events take place, consuming their time, or that their local infrastructure changes – we had students unable to post assignments after the earth quake in China; one student who was in the army and got posted to the top of a mountain in Pakistan so had no internet connection until he returned to a lower base; villages have had power cuts and the spare parts needed to arrive took days if not weeks so the internet cafe was not open; students’ whose computer broke and they were not able to use the work computer; and so on.
Whilst computer engineers (not sure what the correct term here is!) can and do develop amazing technology, we have to make sure that it is in reality matched to the context in which it is going to be used. A friend of mine once bought a very expensive car that used petrol at a phenominal rate – he said part joking that he couldn’t afford to use the car because it cost too much in petrol. So a bit like having a great computer at home, but no internet connection (well it sort of makes sense to me).
I ‘d like to hear your experiences and thoughts about my Big Question and to find out more about problems you’ve encountered and any ways to over come them, relating to access.
thanks
Roger
","So what’s my Big Question? Selecting just one question from a head full of many is quite challenging in itself, and much depends on the context I suppose. As I work in public health, I’ll take that as my context.…
“Higher Education teaching is increasingly using technology to improve the quality and extend the reach of learning. Examples of this can be seen in the growth of distance learning
emergence of free and open access to learning materials from the Open University and MIT to Khan Academy
learning via simulations, as for example when dentistry students practise drilling skills with ‘virtual’ teeth
mobile and location-aware learning delivery, providing know-how at exactly the time and place it is needed
Poor use of technology is a significant waster of time and money in the public sector. UK Higher Education is not exempt from this problem.
This course will help those planning and delivering teaching in HE to make the best use of technology in their work and avoid pitfalls and hiccups.
What the course covers
The course comprises ten modules plus an ‘induction’ week when participants get to experiment and explore how the course works. Each module is designed to consist of five learning hours, including a one-hour live webinar (scheduled on Wednesday at 12:30 UK time, with one or two exceptions) and a range of other activities.” http://octel.alt.ac.uk/about/
Producing engaging and effective earning materials
13 May
Platforms and technologies
20 May
Providing timely, effective assessment and feedback
27 May
Supporting learners with tutor and peer communications
Managing TEL — 15 hours
3 June
Maximising learning for minimum cost
10 June
Keeping things on track and cheating Murphy’s Law
17 June
Evaluating TEL and farewell
","Open Course in Technology Enhanced Learning Why this course? “Higher Education teaching is increasingly using technology to improve the quality and extend the reach of learning. Examples of this can be seen in the growth of distance learning emergence of free and open access to learning materials from the Open University and MIT to Khan […]",publish,octel-course-contents,2013-04-07 18:07:51,post,"Course Reader,Blog posts","Learning Technologies,Association of Learning Technology,#ocTEL"
4760,1087,2013-04-07 18:07:51,ocTEL – Course Contents,"
Open Course in Technology Enhanced Learning
Why this course?
“Higher Education teaching is increasingly using technology to improve the quality and extend the reach of learning. Examples of this can be seen in the growth of distance learning
emergence of free and open access to learning materials from the Open University and MIT to Khan Academy
learning via simulations, as for example when dentistry students practise drilling skills with ‘virtual’ teeth
mobile and location-aware learning delivery, providing know-how at exactly the time and place it is needed
Poor use of technology is a significant waster of time and money in the public sector. UK Higher Education is not exempt from this problem.
This course will help those planning and delivering teaching in HE to make the best use of technology in their work and avoid pitfalls and hiccups.
What the course covers
The course comprises ten modules plus an ‘induction’ week when participants get to experiment and explore how the course works. Each module is designed to consist of five learning hours, including a one-hour live webinar (scheduled on Wednesday at 12:30 UK time, with one or two exceptions) and a range of other activities.” http://octel.alt.ac.uk/about/
Producing engaging and effective earning materials
13 May
Platforms and technologies
20 May
Providing timely, effective assessment and feedback
27 May
Supporting learners with tutor and peer communications
Managing TEL — 15 hours
3 June
Maximising learning for minimum cost
10 June
Keeping things on track and cheating Murphy’s Law
17 June
Evaluating TEL and farewell
","Open Course in Technology Enhanced Learning Why this course? “Higher Education teaching is increasingly using technology to improve the quality and extend the reach of learning. Examples of this can be seen in the growth of distance learning emergence of free and open access to learning materials from the Open University and MIT to Khan […]",publish,octel-course-contents-2,2013-04-07 18:07:51,post,"Blog posts,Course Reader","Learning Technologies,#ocTEL,Association of Learning Technology"
2116,461,2013-04-08 00:30:00,Hello!,"Hello and welcome to my first Blog. I felt compelled to create one while I participate in the #ocTEL course, so here goes...
","Hello and welcome to my first Blog.I felt compelled to create one while I participate in the #ocTEL course, so here goes...",publish,hello-3,2013-04-08 00:30:46,post,"Blog posts,Course Reader",#ocTEL
1154,400,2013-04-08 01:42:40,"sharonlflynn: Learn About Literacy, Learn About Technology? #ocTEL http://t.co/JyxkZdHtiy via @crumphelen","
","Learn About Literacy, Learn About Technology? #ocTEL wp.me/p2IebD-197 via @crumphelen— Sharon Flynn (@sharonlflynn) April 8, 2013",publish,sharonlflynn-learn-about-literacy-learn-about-technology-octel-httpt-cojyxkzdhtiy-via-crumphelen,2013-04-08 01:42:40,post,"Social networks,Twitter (Q&A)",#ocTEL
1212,518,2013-04-08 02:23:44,beth_a_snowden: #ocTEL - After a blissful week its back into the fray. Inbox full of participants' intros. How will this compare with #edmooc I wonder?,"
#ocTEL - After a blissful week its back into the fray. Inbox full of participants' intros. How will this compare with #edmooc I wonder?
","#ocTEL - After a blissful week its back into the fray. Inbox full of participants' intros. How will this compare with #edmooc I wonder?— Beth Snowden (@Beth_A_Snowden) April 8, 2013",publish,beth_a_snowden-octel-after-a-blissful-week-its-back-into-the-fray-inbox-full-of-participants-intros-how-will-this-compare-with-edmooc-i-wonder,2013-04-08 02:23:44,post,"Social networks,Twitter (Q&A)","#ocTEL,edmooc"
1211,78,2013-04-08 03:30:43,"dranners: MBQ - Will TEL ever become naturalised and embedded within L&T unless driven by senior management and strategic direction? #ocTEL","
MBQ - Will TEL ever become naturalised and embedded within L&T unless driven by senior management and strategic direction?#ocTEL
","MBQ - Will TEL ever become naturalised and embedded within L&T unless driven by senior management and strategic direction?#ocTEL— Mark Dransfield (@dranners) April 8, 2013",publish,dranners-mbq-will-tel-ever-become-naturalised-and-embedded-within-lampt-unless-driven-by-senior-management-and-strategic-direction-octel,2013-04-08 03:30:43,post,"Twitter (Q&A),Social networks",#ocTEL
1210,94,2013-04-08 03:34:05,jamesclay: @PhilVincent you weren't alone http://t.co/xRCjJuEp0K you would think tech literate people would be well more tech literate? #ocTEL,"
",publish,jamesclay-philvincent-you-werent-alone-httpt-coxrcjjuep0k-you-would-think-tech-literate-people-would-be-well-more-tech-literate-octel,2013-04-08 03:34:05,post,"Twitter (Q&A),Social networks",#ocTEL
1065,986,2013-04-08 05:41:59,Re: Activity my experiences and ambitions,"Hi Anne,
There must be some way to introduce systems thinking into educational institutions? The list of ideas and objects that pile up unused is amazingall suffering from lack of operational support once in place or by simply being oddities and outliers with no known use. Decisions seem to be isolated events in a vacuum. Those times Ive been in on upper level meetings the very thought of questioning how some idea or thing is to be brought to actual operation is grounds for being shown the door. [...] ","Hi Anne,
There must be some way to introduce systems thinking into educational institutions? The list of ideas and objects that pile up unused is amazing—all suffering from lack of operational support once in place or by simply being oddities and outliers with no known use. Decisions seem to be isolated events in a vacuum. Those times I’ve been in on upper level meetings the very thought of questioning how some idea or thing is to be brought to actual operation is grounds for being shown the door. [...]",publish,re-activity-my-experiences-and-ambitions-11,2013-04-08 05:41:59,post,"JISCMail,Course Reader,Lists",
4970,986,2013-04-08 05:41:59,Re: Activity my experiences and ambitions,"Hi Anne,
There must be some way to introduce systems thinking into educational institutions? The list of ideas and objects that pile up unused is amazingall suffering from lack of operational support once in place or by simply being oddities and outliers with no known use. Decisions seem to be isolated events in a vacuum. Those times Ive been in on upper level meetings the very thought of questioning how some idea or thing is to be brought to actual operation is grounds for being shown the door. [...] ","Hi Anne,
There must be some way to introduce systems thinking into educational institutions? The list of ideas and objects that pile up unused is amazing—all suffering from lack of operational support once in place or by simply being oddities and outliers with no known use. Decisions seem to be isolated events in a vacuum. Those times I’ve been in on upper level meetings the very thought of questioning how some idea or thing is to be brought to actual operation is grounds for being shown the door. [...]",publish,re-activity-my-experiences-and-ambitions-13,2013-04-08 05:41:59,post,"Course Reader,JISCMail,Lists",
5466,986,2013-04-08 05:41:59,Re: Activity my experiences and ambitions,"Hi Anne,
There must be some way to introduce systems thinking into educational institutions? The list of ideas and objects that pile up unused is amazingall suffering from lack of operational support once in place or by simply being oddities and outliers with no known use. Decisions seem to be isolated events in a vacuum. Those times Ive been in on upper level meetings the very thought of questioning how some idea or thing is to be brought to actual operation is grounds for being shown the door. [...] ","Hi Anne,
There must be some way to introduce systems thinking into educational institutions? The list of ideas and objects that pile up unused is amazing—all suffering from lack of operational support once in place or by simply being oddities and outliers with no known use. Decisions seem to be isolated events in a vacuum. Those times I’ve been in on upper level meetings the very thought of questioning how some idea or thing is to be brought to actual operation is grounds for being shown the door. [...]",publish,re-activity-my-experiences-and-ambitions-24,2013-04-08 05:41:59,post,"Lists,Course Reader,JISCMail",
5817,986,2013-04-08 05:41:59,Re: Activity my experiences and ambitions,"Hi Anne,
There must be some way to introduce systems thinking into educational institutions? The list of ideas and objects that pile up unused is amazingall suffering from lack of operational support once in place or by simply being oddities and outliers with no known use. Decisions seem to be isolated events in a vacuum. Those times Ive been in on upper level meetings the very thought of questioning how some idea or thing is to be brought to actual operation is grounds for being shown the door. [...] ","Hi Anne,
There must be some way to introduce systems thinking into educational institutions? The list of ideas and objects that pile up unused is amazing—all suffering from lack of operational support once in place or by simply being oddities and outliers with no known use. Decisions seem to be isolated events in a vacuum. Those times I’ve been in on upper level meetings the very thought of questioning how some idea or thing is to be brought to actual operation is grounds for being shown the door. [...]",publish,re-activity-my-experiences-and-ambitions-35,2013-04-08 05:41:59,post,"Lists,JISCMail,Course Reader",
1064,981,2013-04-08 06:11:24,Re: Activity my experiences and ambitions,"Scott,
Sometimes to do with those who make decisions, are blissfully unaware of their IT infrastructure and its limitations, or how staff and students operate. People looking for headlines that will solve their problems.
Question IT literacy in all, costs associated with all.
Best wishes, Anne
Dr Anne Nortcliffe BSc/BEng CNE Course Leader Comp'/Eng' Placement Tutor
Sent from my iPhone [...]","Scott,Sometimes to do with those who make decisions, are blissfully unaware of their IT infrastructure and its limitations, or how staff and students operate. People looking for headlines that will solve their problems.Question IT literacy in all, cost...",publish,re-activity-my-experiences-and-ambitions-10,2013-04-08 06:11:24,post,"JISCMail,Course Reader,Lists",
4969,981,2013-04-08 06:11:24,Re: Activity my experiences and ambitions,"Scott,
Sometimes to do with those who make decisions, are blissfully unaware of their IT infrastructure and its limitations, or how staff and students operate. People looking for headlines that will solve their problems.
Question IT literacy in all, costs associated with all.
Best wishes, Anne
Dr Anne Nortcliffe BSc/BEng CNE Course Leader Comp'/Eng' Placement Tutor
Sent from my iPhone [...]","Scott,Sometimes to do with those who make decisions, are blissfully unaware of their IT infrastructure and its limitations, or how staff and students operate. People looking for headlines that will solve their problems.Question IT literacy in all, cost...",publish,re-activity-my-experiences-and-ambitions-12,2013-04-08 06:11:24,post,"Lists,Course Reader,JISCMail",
5465,981,2013-04-08 06:11:24,Re: Activity my experiences and ambitions,"Scott,
Sometimes to do with those who make decisions, are blissfully unaware of their IT infrastructure and its limitations, or how staff and students operate. People looking for headlines that will solve their problems.
Question IT literacy in all, costs associated with all.
Best wishes, Anne
Dr Anne Nortcliffe BSc/BEng CNE Course Leader Comp'/Eng' Placement Tutor
Sent from my iPhone [...]","Scott,Sometimes to do with those who make decisions, are blissfully unaware of their IT infrastructure and its limitations, or how staff and students operate. People looking for headlines that will solve their problems.Question IT literacy in all, cost...",publish,re-activity-my-experiences-and-ambitions-23,2013-04-08 06:11:24,post,"Course Reader,JISCMail,Lists",
5816,981,2013-04-08 06:11:24,Re: Activity my experiences and ambitions,"Scott,
Sometimes to do with those who make decisions, are blissfully unaware of their IT infrastructure and its limitations, or how staff and students operate. People looking for headlines that will solve their problems.
Question IT literacy in all, costs associated with all.
Best wishes, Anne
Dr Anne Nortcliffe BSc/BEng CNE Course Leader Comp'/Eng' Placement Tutor
Sent from my iPhone [...]","Scott,Sometimes to do with those who make decisions, are blissfully unaware of their IT infrastructure and its limitations, or how staff and students operate. People looking for headlines that will solve their problems.Question IT literacy in all, cost...",publish,re-activity-my-experiences-and-ambitions-34,2013-04-08 06:11:24,post,"Course Reader,Lists,JISCMail",
1239,580,2013-04-08 07:07:27,"virtualleader: Learn About Literacy, Learn About Technology? #ocTEL http://t.co/PK39tz8lJe via @crumphelen","
","Learn About Literacy, Learn About Technology? #ocTEL wp.me/p2IebD-197 via @crumphelen— Jane Challinor (@virtualleader) April 8, 2013",publish,virtualleader-learn-about-literacy-learn-about-technology-octel-httpt-copk39tz8lje-via-crumphelen,2013-04-08 07:07:27,post,"Social networks,Twitter (Q&A)",#ocTEL
1238,580,2013-04-08 07:21:28,"virtualleader: Hats off to #ocTEL for well organised start - switch off email & turn to reader, forums, G+ & twitter? for a less chaotic overview. Lovely!","
Hats off to #ocTEL for well organised start - switch off email & turn to reader, forums, G+ & twitter? for a less chaotic overview. Lovely!
","Hats off to #ocTEL for well organised start - switch off email & turn to reader, forums, G+ & twitter? for a less chaotic overview. Lovely!— Jane Challinor (@virtualleader) April 8, 2013",publish,virtualleader-hats-off-to-octel-for-well-organised-start-switch-off-email-amp-turn-to-reader-forums-g-amp-twitter-for-a-less-chaotic-overview-lovely,2013-04-08 07:21:28,post,"Social networks,Twitter (Q&A)",#ocTEL
1069,1080,2013-04-08 07:24:41,Re: Introduction....and no question yet..have thought of a BIG question,"I read this in one of Diana Laurillard's books and found it in this paper too: Digital technologies and their role in achieving our ambitions for education (London Knowledge Lab - Abstract) 2008 : http://eprints.ioe.ac.uk/628/1/Laurillard2008Digital_technologies.pdf
'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.' [...]",I read this in one of Diana Laurillard's books and found it in this paper too: Digital technologies and their role in achieving our ambitions for education (London Knowledge Lab - Abstract) 2008 : http://eprints.ioe.ac.uk/628/1/Laurillard2008Digital_te...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-2,2013-04-08 07:24:41,post,"Course Reader,JISCMail,Lists",
4968,1080,2013-04-08 07:24:41,Re: Introduction....and no question yet..have thought of a BIG question,"I read this in one of Diana Laurillard's books and found it in this paper too: Digital technologies and their role in achieving our ambitions for education (London Knowledge Lab - Abstract) 2008 : http://eprints.ioe.ac.uk/628/1/Laurillard2008Digital_technologies.pdf
'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.' [...]",I read this in one of Diana Laurillard's books and found it in this paper too: Digital technologies and their role in achieving our ambitions for education (London Knowledge Lab - Abstract) 2008 : http://eprints.ioe.ac.uk/628/1/Laurillard2008Digital_te...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-14,2013-04-08 07:24:41,post,"Lists,Course Reader,JISCMail",
5464,1080,2013-04-08 07:24:41,Re: Introduction....and no question yet..have thought of a BIG question,"I read this in one of Diana Laurillard's books and found it in this paper too: Digital technologies and their role in achieving our ambitions for education (London Knowledge Lab - Abstract) 2008 : http://eprints.ioe.ac.uk/628/1/Laurillard2008Digital_technologies.pdf
'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.' [...]",I read this in one of Diana Laurillard's books and found it in this paper too: Digital technologies and their role in achieving our ambitions for education (London Knowledge Lab - Abstract) 2008 : http://eprints.ioe.ac.uk/628/1/Laurillard2008Digital_te...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-21,2013-04-08 07:24:41,post,"Lists,Course Reader,JISCMail",
5815,1080,2013-04-08 07:24:41,Re: Introduction....and no question yet..have thought of a BIG question,"I read this in one of Diana Laurillard's books and found it in this paper too: Digital technologies and their role in achieving our ambitions for education (London Knowledge Lab - Abstract) 2008 : http://eprints.ioe.ac.uk/628/1/Laurillard2008Digital_technologies.pdf
'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.' [...]",I read this in one of Diana Laurillard's books and found it in this paper too: Digital technologies and their role in achieving our ambitions for education (London Knowledge Lab - Abstract) 2008 : http://eprints.ioe.ac.uk/628/1/Laurillard2008Digital_te...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-28,2013-04-08 07:24:41,post,"Lists,JISCMail,Course Reader",
1068,947,2013-04-08 07:34:41,Re: 'Death by email' and my intro,Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort. Thank you
Martell Linsdell MA FHEA Widening Participation Co-ordinator
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of David Jennings Sent: 05 April 2013 10:31 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: 'Death by email' and my intro [...] ,Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort.Thank youMartell Linsdell MA FHEAWidening Participation Co-ordinator-----Original Message-----From: ocTEL public mailing list [ma...,publish,re-death-by-email-and-my-intro-4,2013-04-08 07:34:41,post,"JISCMail,Lists,Course Reader",
4967,947,2013-04-08 07:34:41,Re: 'Death by email' and my intro,Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort. Thank you
Martell Linsdell MA FHEA Widening Participation Co-ordinator
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of David Jennings Sent: 05 April 2013 10:31 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: 'Death by email' and my intro [...] ,Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort.Thank youMartell Linsdell MA FHEAWidening Participation Co-ordinator-----Original Message-----From: ocTEL public mailing list [ma...,publish,re-death-by-email-and-my-intro-7,2013-04-08 07:34:41,post,"Lists,Course Reader,JISCMail",
5463,947,2013-04-08 07:34:41,Re: 'Death by email' and my intro,Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort. Thank you
Martell Linsdell MA FHEA Widening Participation Co-ordinator
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of David Jennings Sent: 05 April 2013 10:31 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: 'Death by email' and my intro [...] ,Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort.Thank youMartell Linsdell MA FHEAWidening Participation Co-ordinator-----Original Message-----From: ocTEL public mailing list [ma...,publish,re-death-by-email-and-my-intro-12,2013-04-08 07:34:41,post,"Lists,Course Reader,JISCMail",
5814,947,2013-04-08 07:34:41,Re: 'Death by email' and my intro,Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort. Thank you
Martell Linsdell MA FHEA Widening Participation Co-ordinator
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of David Jennings Sent: 05 April 2013 10:31 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: 'Death by email' and my intro [...] ,Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort.Thank youMartell Linsdell MA FHEAWidening Participation Co-ordinator-----Original Message-----From: ocTEL public mailing list [ma...,publish,re-death-by-email-and-my-intro-17,2013-04-08 07:34:41,post,"JISCMail,Course Reader,Lists",
1067,1089,2013-04-08 07:41:07,Re: Introduction....and no question yet..have thought of a BIG question,"I have delivered a few keynotes over the last few years which have arrived at the same conclusion - we have lots of interesting innovation but it tends to be in isolated pockets and thanks to specific enthusiastic individuals rather than systemic or institutional change. The major institutional investment has been in the VLE which (mostly) seems to reinforce traditional models. I'll be revisiting this in my keynote to this year's SOLSTICE conference at Edge Hill if you are interested and it also relates to some of the issues in week which I'm leading. In week 4, we can discuss [...] ",I have delivered a few keynotes over the last few years which have arrived at the same conclusion - we have lots of interesting innovation but it tends to be in isolated pockets and thanks to specific enthusiastic individuals rather than systemic or in...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question,2013-04-08 07:41:07,post,"Lists,Course Reader,JISCMail",
4966,1089,2013-04-08 07:41:07,Re: Introduction....and no question yet..have thought of a BIG question,"I have delivered a few keynotes over the last few years which have arrived at the same conclusion - we have lots of interesting innovation but it tends to be in isolated pockets and thanks to specific enthusiastic individuals rather than systemic or institutional change. The major institutional investment has been in the VLE which (mostly) seems to reinforce traditional models. I'll be revisiting this in my keynote to this year's SOLSTICE conference at Edge Hill if you are interested and it also relates to some of the issues in week which I'm leading. In week 4, we can discuss [...] ",I have delivered a few keynotes over the last few years which have arrived at the same conclusion - we have lots of interesting innovation but it tends to be in isolated pockets and thanks to specific enthusiastic individuals rather than systemic or in...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-13,2013-04-08 07:41:07,post,"Lists,Course Reader,JISCMail",
5462,1089,2013-04-08 07:41:07,Re: Introduction....and no question yet..have thought of a BIG question,"I have delivered a few keynotes over the last few years which have arrived at the same conclusion - we have lots of interesting innovation but it tends to be in isolated pockets and thanks to specific enthusiastic individuals rather than systemic or institutional change. The major institutional investment has been in the VLE which (mostly) seems to reinforce traditional models. I'll be revisiting this in my keynote to this year's SOLSTICE conference at Edge Hill if you are interested and it also relates to some of the issues in week which I'm leading. In week 4, we can discuss [...] ",I have delivered a few keynotes over the last few years which have arrived at the same conclusion - we have lots of interesting innovation but it tends to be in isolated pockets and thanks to specific enthusiastic individuals rather than systemic or in...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-20,2013-04-08 07:41:07,post,"Lists,Course Reader,JISCMail",
5813,1089,2013-04-08 07:41:07,Re: Introduction....and no question yet..have thought of a BIG question,"I have delivered a few keynotes over the last few years which have arrived at the same conclusion - we have lots of interesting innovation but it tends to be in isolated pockets and thanks to specific enthusiastic individuals rather than systemic or institutional change. The major institutional investment has been in the VLE which (mostly) seems to reinforce traditional models. I'll be revisiting this in my keynote to this year's SOLSTICE conference at Edge Hill if you are interested and it also relates to some of the issues in week which I'm leading. In week 4, we can discuss [...] ",I have delivered a few keynotes over the last few years which have arrived at the same conclusion - we have lots of interesting innovation but it tends to be in isolated pockets and thanks to specific enthusiastic individuals rather than systemic or in...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-27,2013-04-08 07:41:07,post,"Lists,JISCMail,Course Reader",
1237,116,2013-04-08 07:57:11,"kshjensen: RT @virtualleader: Learn About Literacy, Learn About Technology? #ocTEL http://t.co/PK39tz8lJe via @crumphelen","
","RT @alejandroa: #ocTEL week 0: No 'BEL' (book-enhanced learning) or 'PEL' (pen-enhanced learning). So why TEL? 'EL' will do! t.co ...— Helen Crump (@crumphelen) April 8, 2013",publish,crumphelen-rt-alejandroa-octel-week-0-no-bel-book-enhanced-learning-or-pel-pen-enhanced-learning-so-why-tel-el-will-do-httpt-co,2013-04-08 08:29:59,post,"Twitter (Q&A),Social networks",#ocTEL
1080,1090,2013-04-08 08:40:09,crumphelen: RT @minkymonkeymoo: My big question about MOOCs and TEL - who is it for? https://t.co/4NyVfU2vzu #ocTEL,"
",publish,crumphelen-rt-minkymonkeymoo-my-big-question-about-moocs-and-tel-who-is-it-for-httpst-co4nyvfu2vzu-octel,2013-04-08 08:40:09,post,"Twitter (Q&A),Social networks",#ocTEL
1236,126,2013-04-08 08:52:38,"solentroger: @jamesclay it was a geek teacher, 3rd yr physics #octel however, just wondered if schools radio from 1970s counts as TEL?","
@jamesclay it was a geek teacher, 3rd yr physics #octel however, just wondered if schools radio from 1970s counts as TEL?
","@jamesclay it was a geek teacher, 3rd yr physics #octel however, just wondered if schools radio from 1970s counts as TEL?— Roger Emery (@SolentRoger) April 8, 2013",publish,solentroger-jamesclay-it-was-a-geek-teacher-3rd-yr-physics-octel-however-just-wondered-if-schools-radio-from-1970s-counts-as-tel,2013-04-08 08:52:38,post,"Social networks,Twitter (Q&A)",#ocTEL
1153,319,2013-04-08 09:05:24,"philvincent: ..how difficult is it to just switch to digest email, or set up a rule/filter?!? I highly recommend some of you check out @gtdguy! #ocTEL","
..how difficult is it to just switch to digest email, or set up a rule/filter?!? I highly recommend some of you check out @gtdguy! #ocTEL
","..how difficult is it to just switch to digest email, or set up a rule/filter?!? I highly recommend some of you check out @gtdguy! #ocTEL— Phil Vincent (@PhilVincent) April 8, 2013",publish,philvincent-how-difficult-is-it-to-just-switch-to-digest-email-or-set-up-a-rulefilter-i-highly-recommend-some-of-you-check-out-gtdguy-octel,2013-04-08 09:05:24,post,"Twitter (Q&A),Social networks",#ocTEL
1085,1094,2013-04-08 09:15:44,"<No subject>","Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked.
I would be very grateful if you could expedite this as soon as possible.
Kind regards
Jean
University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. [...] ",Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked.I would be very grateful if you could expedite this as soon as possible.Kind regardsJeanUniversity Campus Suffolk is the trading name of Unive...,publish,no-subject-5,2013-04-08 09:15:44,post,"JISCMail,Lists,Course Reader",
4965,1094,2013-04-08 09:15:44,"<No subject>","Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked.
I would be very grateful if you could expedite this as soon as possible.
Kind regards
Jean
University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. [...] ",Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked.I would be very grateful if you could expedite this as soon as possible.Kind regardsJeanUniversity Campus Suffolk is the trading name of Unive...,publish,no-subject-32,2013-04-08 09:15:44,post,"Course Reader,JISCMail,Lists",
5461,1094,2013-04-08 09:15:44,"<No subject>","Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked.
I would be very grateful if you could expedite this as soon as possible.
Kind regards
Jean
University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. [...] ",Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked.I would be very grateful if you could expedite this as soon as possible.Kind regardsJeanUniversity Campus Suffolk is the trading name of Unive...,publish,no-subject-49,2013-04-08 09:15:44,post,"Lists,Course Reader,JISCMail",
5812,1094,2013-04-08 09:15:44,"<No subject>","Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked.
I would be very grateful if you could expedite this as soon as possible.
Kind regards
Jean
University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. [...] ",Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked.I would be very grateful if you could expedite this as soon as possible.Kind regardsJeanUniversity Campus Suffolk is the trading name of Unive...,publish,no-subject-66,2013-04-08 09:15:44,post,"Lists,JISCMail,Course Reader",
1235,1151,2013-04-08 09:16:50,suebbarnes45: @ladyculottes good #ocTEL big question,"
","@ladyculottesgood #ocTEL big question— Sue Barnes (@suebbarnes45) April 8, 2013",publish,suebbarnes45-ladyculottes-good-octel-big-question,2013-04-08 09:16:50,post,"Social networks,Twitter (Q&A)",#ocTEL
1084,1093,2013-04-08 09:31:59,"<No subject>",Please could you do the same for me as I am having difficulty limiting the number of emails received
Best wishes
Sara
Sara Oxbury Ellis Lecturer Clinical Skills University Campus Suffolk School of Nursing & Midwifery Waterfront Building Neptune Quay Ipswich Suffolk IP4 1QJ
tel:01473 338 860 email: s.oxburyellis@ucs.ac.uk
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Jean Mullin Sent: 08 April 2013 10:16 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ,"Please could you do the same for me as I am having difficulty limiting the number of emails received
Best wishes
Sara
Sara Oxbury Ellis Lecturer Clinical Skills University Campus Suffolk School of Nursing & Midwifery Waterfront Building Neptune Quay Ipswich Suffolk IP4 1QJ
tel:01473 338 860 email: s.oxburyellis@ucs.ac.uk
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Jean Mullin Sent: 08 April 2013 10:16 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...]",publish,no-subject-4,2013-04-08 09:31:59,post,"JISCMail,Lists,Course Reader",
4964,1093,2013-04-08 09:31:59,"<No subject>",Please could you do the same for me as I am having difficulty limiting the number of emails received
Best wishes
Sara
Sara Oxbury Ellis Lecturer Clinical Skills University Campus Suffolk School of Nursing & Midwifery Waterfront Building Neptune Quay Ipswich Suffolk IP4 1QJ
tel:01473 338 860 email: s.oxburyellis@ucs.ac.uk
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Jean Mullin Sent: 08 April 2013 10:16 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ,"Please could you do the same for me as I am having difficulty limiting the number of emails received
Best wishes
Sara
Sara Oxbury Ellis Lecturer Clinical Skills University Campus Suffolk School of Nursing & Midwifery Waterfront Building Neptune Quay Ipswich Suffolk IP4 1QJ
tel:01473 338 860 email: s.oxburyellis@ucs.ac.uk
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Jean Mullin Sent: 08 April 2013 10:16 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...]",publish,no-subject-31,2013-04-08 09:31:59,post,"Lists,Course Reader,JISCMail",
5460,1093,2013-04-08 09:31:59,"<No subject>",Please could you do the same for me as I am having difficulty limiting the number of emails received
Best wishes
Sara
Sara Oxbury Ellis Lecturer Clinical Skills University Campus Suffolk School of Nursing & Midwifery Waterfront Building Neptune Quay Ipswich Suffolk IP4 1QJ
tel:01473 338 860 email: s.oxburyellis@ucs.ac.uk
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Jean Mullin Sent: 08 April 2013 10:16 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ,"Please could you do the same for me as I am having difficulty limiting the number of emails received
Best wishes
Sara
Sara Oxbury Ellis Lecturer Clinical Skills University Campus Suffolk School of Nursing & Midwifery Waterfront Building Neptune Quay Ipswich Suffolk IP4 1QJ
tel:01473 338 860 email: s.oxburyellis@ucs.ac.uk
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Jean Mullin Sent: 08 April 2013 10:16 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...]",publish,no-subject-48,2013-04-08 09:31:59,post,"Course Reader,JISCMail,Lists",
5811,1093,2013-04-08 09:31:59,"<No subject>",Please could you do the same for me as I am having difficulty limiting the number of emails received
Best wishes
Sara
Sara Oxbury Ellis Lecturer Clinical Skills University Campus Suffolk School of Nursing & Midwifery Waterfront Building Neptune Quay Ipswich Suffolk IP4 1QJ
tel:01473 338 860 email: s.oxburyellis@ucs.ac.uk
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Jean Mullin Sent: 08 April 2013 10:16 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ,"Please could you do the same for me as I am having difficulty limiting the number of emails received
Best wishes
Sara
Sara Oxbury Ellis Lecturer Clinical Skills University Campus Suffolk School of Nursing & Midwifery Waterfront Building Neptune Quay Ipswich Suffolk IP4 1QJ
tel:01473 338 860 email: s.oxburyellis@ucs.ac.uk
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Jean Mullin Sent: 08 April 2013 10:16 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...]",publish,no-subject-65,2013-04-08 09:31:59,post,"Course Reader,Lists,JISCMail",
1083,1092,2013-04-08 09:50:45,"<No subject>",This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.,This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.,publish,no-subject-3,2013-04-08 09:50:45,post,"Course Reader,JISCMail,Lists",
4963,1092,2013-04-08 09:50:45,"<No subject>",This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.,This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.,publish,no-subject-30,2013-04-08 09:50:45,post,"Lists,Course Reader,JISCMail",
5459,1092,2013-04-08 09:50:45,"<No subject>",This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.,This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.,publish,no-subject-47,2013-04-08 09:50:45,post,"Lists,Course Reader,JISCMail",
5810,1092,2013-04-08 09:50:45,"<No subject>",This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.,This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.,publish,no-subject-64,2013-04-08 09:50:45,post,"Lists,JISCMail,Course Reader",
1082,1091,2013-04-08 09:53:06,Introduction,"Hi all,
I think I probably come from a different aspect in terms of what perspective i have with regards to this course. I am an Information Systems Manager with a private company who are expanding into the world of course provision, we want to ensure we provide a learning experience on-line without diluting the impact of content. [...]","Hi all,I think I probably come from a different aspect in terms of what perspective i have with regards to this course. I am an Information Systems Manager with a private company who are expanding into the world of course provision, we want to ensure w...",publish,introduction-16,2013-04-08 09:53:06,post,"JISCMail,Lists,Course Reader",
4962,1091,2013-04-08 09:53:06,Introduction,"Hi all,
I think I probably come from a different aspect in terms of what perspective i have with regards to this course. I am an Information Systems Manager with a private company who are expanding into the world of course provision, we want to ensure we provide a learning experience on-line without diluting the impact of content. [...]","Hi all,I think I probably come from a different aspect in terms of what perspective i have with regards to this course. I am an Information Systems Manager with a private company who are expanding into the world of course provision, we want to ensure w...",publish,introduction-27,2013-04-08 09:53:06,post,"Lists,Course Reader,JISCMail",
5458,1091,2013-04-08 09:53:06,Introduction,"Hi all,
I think I probably come from a different aspect in terms of what perspective i have with regards to this course. I am an Information Systems Manager with a private company who are expanding into the world of course provision, we want to ensure we provide a learning experience on-line without diluting the impact of content. [...]","Hi all,I think I probably come from a different aspect in terms of what perspective i have with regards to this course. I am an Information Systems Manager with a private company who are expanding into the world of course provision, we want to ensure w...",publish,introduction-48,2013-04-08 09:53:06,post,"Lists,Course Reader,JISCMail",
5809,1091,2013-04-08 09:53:06,Introduction,"Hi all,
I think I probably come from a different aspect in terms of what perspective i have with regards to this course. I am an Information Systems Manager with a private company who are expanding into the world of course provision, we want to ensure we provide a learning experience on-line without diluting the impact of content. [...]","Hi all,I think I probably come from a different aspect in terms of what perspective i have with regards to this course. I am an Information Systems Manager with a private company who are expanding into the world of course provision, we want to ensure w...",publish,introduction-68,2013-04-08 09:53:06,post,"JISCMail,Course Reader,Lists",
1097,1097,2013-04-08 10:01:59,Re: Introduction....and no question yet..have thought of a BIG question,This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.
Please remove me from the mailing list. Thank you
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sandie Gay Sent: 08 April 2013 09:25 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction....and no question yet..have thought of a BIG question [...],This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.Please remove me from the mailing list. Thank you-----Original Message-----From: ocTEL public mailing list [m...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-3,2013-04-08 10:01:59,post,"Course Reader,JISCMail,Lists",
4961,1097,2013-04-08 10:01:59,Re: Introduction....and no question yet..have thought of a BIG question,This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.
Please remove me from the mailing list. Thank you
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sandie Gay Sent: 08 April 2013 09:25 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction....and no question yet..have thought of a BIG question [...],This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.Please remove me from the mailing list. Thank you-----Original Message-----From: ocTEL public mailing list [m...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-12,2013-04-08 10:01:59,post,"Lists,Course Reader,JISCMail",
5457,1097,2013-04-08 10:01:59,Re: Introduction....and no question yet..have thought of a BIG question,This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.
Please remove me from the mailing list. Thank you
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sandie Gay Sent: 08 April 2013 09:25 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction....and no question yet..have thought of a BIG question [...],This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.Please remove me from the mailing list. Thank you-----Original Message-----From: ocTEL public mailing list [m...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-19,2013-04-08 10:01:59,post,"Lists,Course Reader,JISCMail",
5808,1097,2013-04-08 10:01:59,Re: Introduction....and no question yet..have thought of a BIG question,This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.
Please remove me from the mailing list. Thank you
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sandie Gay Sent: 08 April 2013 09:25 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Introduction....and no question yet..have thought of a BIG question [...],This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.Please remove me from the mailing list. Thank you-----Original Message-----From: ocTEL public mailing list [m...,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-26,2013-04-08 10:01:59,post,"Lists,JISCMail,Course Reader",
1096,1096,2013-04-08 10:09:14,"<No subject>","Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails.
Many thanks
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Mogashoa, Tebogo Sent: 08 April 2013 10:51 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...]","Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails.Many thanksFrom: ocTEL public ma...",publish,no-subject-7,2013-04-08 10:09:14,post,"JISCMail,Lists,Course Reader",
4960,1096,2013-04-08 10:09:14,"<No subject>","Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails.
Many thanks
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Mogashoa, Tebogo Sent: 08 April 2013 10:51 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...]","Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails.Many thanksFrom: ocTEL public ma...",publish,no-subject-29,2013-04-08 10:09:14,post,"Course Reader,JISCMail,Lists",
5456,1096,2013-04-08 10:09:14,"<No subject>","Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails.
Many thanks
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Mogashoa, Tebogo Sent: 08 April 2013 10:51 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...]","Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails.Many thanksFrom: ocTEL public ma...",publish,no-subject-46,2013-04-08 10:09:14,post,"Lists,Course Reader,JISCMail",
5807,1096,2013-04-08 10:09:14,"<No subject>","Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails.
Many thanks
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Mogashoa, Tebogo Sent: 08 April 2013 10:51 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...]","Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails.Many thanksFrom: ocTEL public ma...",publish,no-subject-63,2013-04-08 10:09:14,post,"Lists,JISCMail,Course Reader",
1095,1095,2013-04-08 10:46:38,"<No subject>","You can unsubscribe yourself by simply
sending an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:
UNSUBSCRIBE OCTEL-PUBLIC
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Joan Gavin Sent: 08 April 2013 11:09 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject:
Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails. [...]",You can unsubscribe yourself by simplysending an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:UNSUBSCRIBE OCTEL-PUBLICFrom: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Joan Ga...,publish,no-subject-6,2013-04-08 10:46:38,post,"Lists,Course Reader,JISCMail",
4959,1095,2013-04-08 10:46:38,"<No subject>","You can unsubscribe yourself by simply
sending an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:
UNSUBSCRIBE OCTEL-PUBLIC
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Joan Gavin Sent: 08 April 2013 11:09 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject:
Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails. [...]",You can unsubscribe yourself by simplysending an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:UNSUBSCRIBE OCTEL-PUBLICFrom: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Joan Ga...,publish,no-subject-28,2013-04-08 10:46:38,post,"Lists,Course Reader,JISCMail",
5455,1095,2013-04-08 10:46:38,"<No subject>","You can unsubscribe yourself by simply
sending an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:
UNSUBSCRIBE OCTEL-PUBLIC
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Joan Gavin Sent: 08 April 2013 11:09 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject:
Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails. [...]",You can unsubscribe yourself by simplysending an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:UNSUBSCRIBE OCTEL-PUBLICFrom: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Joan Ga...,publish,no-subject-45,2013-04-08 10:46:38,post,"Course Reader,JISCMail,Lists",
5806,1095,2013-04-08 10:46:38,"<No subject>","You can unsubscribe yourself by simply
sending an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:
UNSUBSCRIBE OCTEL-PUBLIC
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Joan Gavin Sent: 08 April 2013 11:09 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject:
Yes, please remove me too as I emailed the email you sent out on Saturday to request unsubscription and nothing seems to have happened. My inbox is full and it is taking me all my time to just clear all the Octel emails. [...]",You can unsubscribe yourself by simplysending an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:UNSUBSCRIBE OCTEL-PUBLICFrom: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Joan Ga...,publish,no-subject-62,2013-04-08 10:46:38,post,"Course Reader,Lists,JISCMail",
1506,1175,2013-04-08 11:36:54,#ocTEL Intro about me? I guess I’m all about the Technagogy,"
So we have to do the standard intro about ourselves
Hello, my name is Joseph and I am a Learning Technologist.
For about 6 years I worked at the City of Bristol College running their Blackboard installation – I did pretty much everything from fresh installs of the system, through upgrades, troubleshooting, helpdesk queries, messing about with new kit, organisational projects, developing training sessions, delivering training sessions, one to one work with academics and helping them re-design their teaching to take advantage of technology. They were a great bunch to work with and the team was much larger when I left than when I joined.
Then I moved to the University of Bristol to the Technology Enhanced Learning unit. This team focus on the pedagogic end of TEL, on the plus side no more late night server upgrades and bug fixing on the down side if I spot a problem I cant just fix it I need to email our technical team. I still do a wide range of things but these are much more firmly on the pedagogic side, there is a lot more sitting down with academics and planning out changes/enhancements to their teaching and a lot more reading research and teaching theory. I tend now to avoid mentioning the technology, discuss what they want to change, what they would like to achieve, then suggest what might be the best fit of the available technologies. What I would really like to try next is entire curriculum redesign, sit down with a member of staff and completely redesign their unit to best teaching practices supported by technology (but this would be very time intensive and I may struggle to get my boss to allow me the time . Once again the team at Bristol Uni are a lovely bunch to work with (Im just lucky like that)
So as you can see I am normally “doing” TEL to people rather than having TEL done to me, however I have just completed a MOOC (Elearning and Digital Cultures) and this was a good learning experience for me. Before starting the Mooc I had felt that the Constructivist theory was the most comprehensive of the learning theories (I still really like it).
However taking part in the #EDCMooc was a really enjoyable experience because of the community that I took part in (I spent a lot of my time in the Google+ group), more than that it was a better learning experience because of the group. I engaged with the course materials (videos and readings), I read what others had said about them (on the community and in their blogs), I wrote my own blogs and others commented on them, I commented on others blogs posts etc. People suggested other resources and readings, I discussed things, I asked the community questions and they found the answers (once a bit late but thats life).
If you look at the number of learning opportunities you will see how useful this course was.
Engage with materials
Read others engagement/thoughts
Write about the materials
Comment on others thoughts
Read others comments on your thoughts
Suggest additional materials to others
Read additional materials from others
Assessment: Design/Make Artifact
See artifacts that people shared with community – and comment if you wish
Assessment: Mark others Artifacts
Assessment: Reflect on your marks
Vs traditional
Engage with materials
Write about the materials – possibly
Assessment: Essay
Assessment: Reflect on your marks
The real struggle was reducing my engagement levels (My wife was very understanding but I did end up spending a few nights reading and commenting into the early hours). I am now sold on the Connectivist theory and hope to share this with academics at my work.
I am looking forward to this mooc as well
Thanks for reading – feel free to comment
","So we have to do the standard intro about ourselves Hello, my name is Joseph and I am a Learning Technologist. For about 6 years I worked at the City of Bristol College running their Blackboard installation – I did … Continue reading →",publish,octel-intro-about-me-i-guess-im-all-about-the-technagogy-2,2013-04-08 11:36:54,post,"Course Reader,Blog posts","#ocTEL,mooc"
1094,1090,2013-04-08 11:48:36,"Learn About Literacy, Learn About Technology? #ocTEL","
As part of my learning odyssey, I’ve just embarked on the Open Course in Technology Enhanced Learning #ocTEL. This week is week zero. It’s designed to ease participants into the course, and it sets out by asking you, in terms of technology, what’s your “big question”?
In truth, I wasn’t planning on doing anything major this week as I’d prioritised other things, but I was drawn into the “big question” activity when I happened to comment on Helen Blunden’s post and use the phrase “putting pen to paper” and then when I noticed this tweet from Allejandro Aremellini
Alejandro’s big question is, “how can we get rid of the ‘T’ in technology enhanced learning?” He goes on to explain why in his blog
The question could be re-phrased as: how can technology become transparent, invisible and normalised? Something is normalised when it has become part of the norm, when you no longer notice it. If we are talking about enhancing learning, do we really need the technology in front of it? Do we ever talk about BEL (book-enhanced learning) or PEL (pencil-enhanced learning, or even paper-enhanced learning)?
What’s so different about TEL, then? Just as a reminder: books, pencils and paper are all technologies – arguably with bigger and more dramatic impact on learning than many of the modern tools that TEL usually refers to.
Immediately, my thought was, ‘understand it as literacy and understand literacy’. Literacy, after all, is technology in use for learning.
Then, as I looked through the filtered Twitter questions, I noticed a couple of other intriguing “big questions” whose answer seemed to beg an understanding of literacy.
Roger Gardner asks, “how best develop staff digital literacies, especially awareness, practices and attributes as opposed to access and skills?” In my mind, an understanding of the implications of literacy as a social practice would be helpful here. It would also go a long way to answering Tim Herrick’s question, “who is it for?” However, an understanding of the ideological model of literacy, I think, might throw more light on this.
So, it looks like my big question is going to be, “would thinking of TEL/eLearning from a literacies perspective answer a lot of questions?”
","As part of my learning odyssey, I’ve just embarked on the Open Course in Technology Enhanced Learning #ocTEL. This week is week zero. It’s designed to ease participants into the course, and it sets out by asking you, in terms of technology, what’s your “big question”? In truth, I wasn’t planning on doing anything major […]",publish,learn-about-literacy-learn-about-technology-octel,2013-04-08 11:48:36,post,"Course Reader,Blog posts","pencils and paper,learning technolgy,educational technology,linkedin,#ocTEL,literacies perspective,Learning Technology,Digital Literacies"
1152,1090,2013-04-08 11:48:37,"crumphelen: Learn About Literacy, Learn About Technology? #ocTEL http://t.co/ZBJVbC9aBi","
","Learn About Literacy, Learn About Technology? #ocTEL wp.me/p2IebD-197— Helen Crump (@crumphelen) April 8, 2013",publish,crumphelen-learn-about-literacy-learn-about-technology-octel-httpt-cozbjvbc9abi,2013-04-08 11:48:37,post,"Social networks,Twitter (Q&A)",#ocTEL
1151,1090,2013-04-08 11:52:33,crumphelen: #ocTEL my big question “would thinking of TEL/eLearning from a literacies perspective answer a lot of questions?” http://t.co/EBdaVzfBME,"
#ocTEL my big question “would thinking of TEL/eLearning from a literacies perspective answer a lot of questions?” bit.ly/10HakLC
",publish,crumphelen-octel-my-big-question-would-thinking-of-telelearning-from-a-literacies-perspective-answer-a-lot-of-questions-httpt-coebdavzfbme,2013-04-08 11:52:33,post,"Twitter (Q&A),Social networks",#ocTEL
1112,1004,2013-04-08 12:02:27,#ocTEL Intro about me? I guess I’m all about the Technagogy,Hello My intro is on my Blog http://morethanjustcontent.wordpress.com/2013/04/08/octel-intro-about-me-i-guess-im-all-about-the-technagogy/
I couldnt get it to turn up in the course reader so I posted it here. Nice to meet you all Joseph
- off to read some of your posts :),HelloMy intro is on my Bloghttp://morethanjustcontent.wordpress.com/2013/04/08/octel-intro-about-me-i-guess-im-all-about-the-technagogy/I couldnt get it to turn up in the course reader so I posted it here.Nice to meet you allJoseph- off to read some of...,publish,octel-intro-about-me-i-guess-im-all-about-the-technagogy,2013-04-08 12:02:27,post,"Course Reader,Lists,JISCMail",
4958,1004,2013-04-08 12:02:27,#ocTEL Intro about me? I guess I’m all about the Technagogy,Hello My intro is on my Blog http://morethanjustcontent.wordpress.com/2013/04/08/octel-intro-about-me-i-guess-im-all-about-the-technagogy/
I couldnt get it to turn up in the course reader so I posted it here. Nice to meet you all Joseph
- off to read some of your posts :),HelloMy intro is on my Bloghttp://morethanjustcontent.wordpress.com/2013/04/08/octel-intro-about-me-i-guess-im-all-about-the-technagogy/I couldnt get it to turn up in the course reader so I posted it here.Nice to meet you allJoseph- off to read some of...,publish,octel-intro-about-me-i-guess-im-all-about-the-technagogy-3,2013-04-08 12:02:27,post,"Lists,Course Reader,JISCMail",
5454,1004,2013-04-08 12:02:27,#ocTEL Intro about me? I guess I’m all about the Technagogy,Hello My intro is on my Blog http://morethanjustcontent.wordpress.com/2013/04/08/octel-intro-about-me-i-guess-im-all-about-the-technagogy/
I couldnt get it to turn up in the course reader so I posted it here. Nice to meet you all Joseph
- off to read some of your posts :),HelloMy intro is on my Bloghttp://morethanjustcontent.wordpress.com/2013/04/08/octel-intro-about-me-i-guess-im-all-about-the-technagogy/I couldnt get it to turn up in the course reader so I posted it here.Nice to meet you allJoseph- off to read some of...,publish,octel-intro-about-me-i-guess-im-all-about-the-technagogy-4,2013-04-08 12:02:27,post,"Lists,Course Reader,JISCMail",
5805,1004,2013-04-08 12:02:27,#ocTEL Intro about me? I guess I’m all about the Technagogy,Hello My intro is on my Blog http://morethanjustcontent.wordpress.com/2013/04/08/octel-intro-about-me-i-guess-im-all-about-the-technagogy/
I couldnt get it to turn up in the course reader so I posted it here. Nice to meet you all Joseph
- off to read some of your posts :),HelloMy intro is on my Bloghttp://morethanjustcontent.wordpress.com/2013/04/08/octel-intro-about-me-i-guess-im-all-about-the-technagogy/I couldnt get it to turn up in the course reader so I posted it here.Nice to meet you allJoseph- off to read some of...,publish,octel-intro-about-me-i-guess-im-all-about-the-technagogy-5,2013-04-08 12:02:27,post,"Lists,JISCMail,Course Reader",
1104,1004,2013-04-08 12:14:36,"Last night I did my intro post to the #ocTEL mooc, just sharing it before I pop out for lunch","
So we have to do the standard intro about ourselves Hello, my name is Joseph and I am a Learning Technologist. For about 6 years I worked at the City of Bristol College running their Blackboard ins......
So we have to do the standard intro about ourselves Hello, my name is Joseph and I am a Learning Technologist. For about 6 years I worked at the City of Bristol College running their Blackboard ins......
",publish,last-night-i-did-my-intro-post-to-the-octel-mooc-just-sharing-it-before-i-pop-out-for-lunch,2013-04-08 12:14:36,post,"Social networks,Google+,Course Reader",
1111,1099,2013-04-08 12:31:23,Carolyn Jones,Some years ago I taught at undergraduate level at the University Hospital of Wales in Cardiff on a BA (Hons) Nursing Degree Course with a minimal use of technology available to support learning - apart from video cameras to facilitate the critical evaluation of the communication and counselling sessions I was responsible for leading. [...] ,Some years ago I taught at undergraduate level at the University Hospital of Wales in Cardiff on a BA (Hons) Nursing Degree Course with a minimal use of technology available to support learning - apart from video cameras to facilitate the critical eval...,publish,carolyn-jones,2013-04-08 12:31:23,post,"JISCMail,Course Reader,Lists",
4957,1099,2013-04-08 12:31:23,Carolyn Jones,Some years ago I taught at undergraduate level at the University Hospital of Wales in Cardiff on a BA (Hons) Nursing Degree Course with a minimal use of technology available to support learning - apart from video cameras to facilitate the critical evaluation of the communication and counselling sessions I was responsible for leading. [...] ,Some years ago I taught at undergraduate level at the University Hospital of Wales in Cardiff on a BA (Hons) Nursing Degree Course with a minimal use of technology available to support learning - apart from video cameras to facilitate the critical eval...,publish,carolyn-jones-2,2013-04-08 12:31:23,post,"Lists,Course Reader,JISCMail",
5453,1099,2013-04-08 12:31:23,Carolyn Jones,Some years ago I taught at undergraduate level at the University Hospital of Wales in Cardiff on a BA (Hons) Nursing Degree Course with a minimal use of technology available to support learning - apart from video cameras to facilitate the critical evaluation of the communication and counselling sessions I was responsible for leading. [...] ,Some years ago I taught at undergraduate level at the University Hospital of Wales in Cardiff on a BA (Hons) Nursing Degree Course with a minimal use of technology available to support learning - apart from video cameras to facilitate the critical eval...,publish,carolyn-jones-3,2013-04-08 12:31:23,post,"Lists,Course Reader,JISCMail",
5804,1099,2013-04-08 12:31:23,Carolyn Jones,Some years ago I taught at undergraduate level at the University Hospital of Wales in Cardiff on a BA (Hons) Nursing Degree Course with a minimal use of technology available to support learning - apart from video cameras to facilitate the critical evaluation of the communication and counselling sessions I was responsible for leading. [...] ,Some years ago I taught at undergraduate level at the University Hospital of Wales in Cardiff on a BA (Hons) Nursing Degree Course with a minimal use of technology available to support learning - apart from video cameras to facilitate the critical eval...,publish,carolyn-jones-4,2013-04-08 12:31:23,post,"JISCMail,Course Reader,Lists",
1113,15,2013-04-08 12:42:00,Who does the driving? Technology or pedagogy?,"Thought I would blog on this one. Please do comment if you have anything to add.
Perusing through the ocTEL mailing lists, I have noticed that a few people are talking about who does the driving in this relationship. The commonly held view is that pedagogy should come first and technology should be its slave. It is religiously cited by Learning Technologists and academics against their ISS division.
This blog post wants to make you think about whether this is such a no-brainer.
Taken from a post on the JISCMail list:
The temptation given the many different technologies evolving every year is that we say “How can I adapt my teaching to make use of this technology” rather than “Is there a technological tool out there that will enhance what I do?”
How can I adapt my teaching to make use of this technology? vs Is there a technological tool out there that will enhance what I do?
My take is that reality is less clear cut than this. Most innovation happens in the no man's land or 'the rub' in between pedagogy and technology, and who is to say what is the 'driving' force, when both conditions are necessary? When you are considering the adoption of a new tool, it can be useful to run it past your existing pedagogical practices, but that is no guarantee that your learner's experience will improve as a result. It may get worse as you get used to the new tool. The risk here is that you are perfecting the 'mechanical horse', rather than rethinking the learning process.
The question goes further back than this. Are my current teaching practices appropriate? Who do they serve? I think the problem is that online technology and traditional teaching are not always comfortable bedfellows. The technology wants to disrupt everything in its purest form, and the traditional teacher wants to domestic-ise it. For example, many teachers ask me how best to use the VLE, but behind this question is 'how best can I use the VLE in support of my lectures?', so it gets used as a resource repository, a self-testing centre, and sometimes an FAQ.
9 times out of 10, teachers are not looking for this answer:
""get rid of your lectures and spend that time co-creating knowledge with your students in online discussions and resource sharing exercises""
they are looking for this:
""why don't you try adding MCQs so the students can do formative quizzes, and the VLE will do the marking?""
So the internet-as-p2p-communication tool gets used an a autonomous 'hole in the wall' portal for fact checking.
This is because most teachers will compartmentalise their 'VLE stuff' away from their 'lecturing stuff' so hobble its potential from the start by not integrating the VLE activities with their classwork. For the student to take the VLE work seriously, there must not be a break in between classwork and VLE mediated homework. (You're surfing the same wave, right, albeit with different feeling 'sections' and 'bowls')
Getting back to the main question (Is there a technological tool out there that will enhance what I do?), the argument could now be framed:
What can (careful use of) this technology bring to my students? which puts the technology back in the driving seat, at least rhetorically (and perhaps thats where this question belongs full stop).
I think the recent rapid emergence of new technologies such as podcasting or mobile real time communication really makes us rethink this chicken and egg question. Sometimes technology will afford something you haven't already thought of, or suddenly make possible a new way of communicating (such as using public channels on lecture captures for peer support and resource sharing) which can enhance practice in unexpected ways. Similarly poor use of a tool (such as not moderating forums or over use of MCQs) will inhibit the learning even if the theory is right.
It is certainly easier to evaluate each new technology on the basis of how it affects our current practice. We need to first question if our current practice is acceptable, or if it hobbles the potential of the technology. e-Learning takes us back to the primary question, not to be used as a gloss for existing practice.
Perhaps it ends up like most domestic car sharing arrangements: both parties get a chance to drive sometimes, but always with the 'support' of the other half (shouting out instructions and directions, sometimes down the phone at someone else) :-)
(and isn't it all really about getting there, safely, without the kids falling out or being sick?)
","Thought I would blog on this one. Please do comment if you have anything to add.
Perusing through the ocTEL mailing lists, I have noticed that a few people are talking about who does the driving in this relationship. The commonly held view is that pedagogy should come first and technology should be its slave. It is religiously cited by Learning Technologists and academics against their ISS division.
This blog post wants to make you think about whether this is such a no-brainer.
Taken from a post on the JISCMail list:
The temptation given the many different technologies evolving every year is that we say “How can I adapt my teaching to make use of this technology” rather than “Is there a technological tool out there that will enhance what I do?”
How can I adapt my teaching to make use of this technology? vs Is there a technological tool out there that will enhance what I do?
My take is that reality is less clear cut than this. Most innovation happens in the no man's land or 'the rub' in between pedagogy and technology, and who is to say what is the 'driving' force, when both conditions are necessary? When you are considering the adoption of a new tool, it can be useful to run it past your existing pedagogical practices, but that is no guarantee that your learner's experience will improve as a result. It may get worse as you get used to the new tool. The risk here is that you are perfecting the 'mechanical horse', rather than rethinking the learning process.
The question goes further back than this. Are my current teaching practices appropriate? Who do they serve? I think the problem is that online technology and traditional teaching are not always comfortable bedfellows. The technology wants to disrupt everything in its purest form, and the traditional teacher wants to domestic-ise it. For example, many teachers ask me how best to use the VLE, but behind this question is 'how best can I use the VLE in support of my lectures?', so it gets used as a resource repository, a self-testing centre, and sometimes an FAQ.
9 times out of 10, teachers are not looking for this answer:
""get rid of your lectures and spend that time co-creating knowledge with your students in online discussions and resource sharing exercises""
they are looking for this:
""why don't you try adding MCQs so the students can do formative quizzes, and the VLE will do the marking?""
So the internet-as-p2p-communication tool gets used an a autonomous 'hole in the wall' portal for fact checking.
This is because most teachers will compartmentalise their 'VLE stuff' away from their 'lecturing stuff' so hobble its potential from the start by not integrating the VLE activities with their classwork. For the student to take the VLE work seriously, there must not be a break in between classwork and VLE mediated homework. (You're surfing the same wave, right, albeit with different feeling 'sections' and 'bowls')
Getting back to the main question (Is there a technological tool out there that will enhance what I do?), the argument could now be framed:
What can (careful use of) this technology bring to my students? which puts the technology back in the driving seat, at least rhetorically (and perhaps thats where this question belongs full stop).
I think the recent rapid emergence of new technologies such as podcasting or mobile real time communication really makes us rethink this chicken and egg question. Sometimes technology will afford something you haven't already thought of, or suddenly make possible a new way of communicating (such as using public channels on lecture captures for peer support and resource sharing) which can enhance practice in unexpected ways. Similarly poor use of a tool (such as not moderating forums or over use of MCQs) will inhibit the learning even if the theory is right.
It is certainly easier to evaluate each new technology on the basis of how it affects our current practice. We need to first question if our current practice is acceptable, or if it hobbles the potential of the technology. e-Learning takes us back to the primary question, not to be used as a gloss for existing practice.
Perhaps it ends up like most domestic car sharing arrangements: both parties get a chance to drive sometimes, but always with the 'support' of the other half (shouting out instructions and directions, sometimes down the phone at someone else) :-)
(and isn't it all really about getting there, safely, without the kids falling out or being sick?)
",publish,who-does-the-driving-technology-or-pedagogy,2013-04-08 13:12:20,post,"Course Reader,Blog posts","octel. elearning,pedagogy,platforms"
5317,15,2013-04-08 12:42:00,Who does the driving? Technology or pedagogy?,"Thought I would blog on this one. Please do comment if you have anything to add.
Perusing through the ocTEL mailing lists, I have noticed that a few people are talking about who does the driving in this relationship. The commonly held view is that pedagogy should come first and technology should be its slave. It is religiously cited by Learning Technologists and academics against their ISS division.
This blog post wants to make you think about whether this is such a no-brainer.
Taken from a post on the JISCMail list:
The temptation given the many different technologies evolving every year is that we say “How can I adapt my teaching to make use of this technology” rather than “Is there a technological tool out there that will enhance what I do?”
How can I adapt my teaching to make use of this technology? vs Is there a technological tool out there that will enhance what I do?
My take is that reality is less clear cut than this. Most innovation happens in the no man's land or 'the rub' in between pedagogy and technology, and who is to say what is the 'driving' force, when both conditions are necessary? When you are considering the adoption of a new tool, it can be useful to run it past your existing pedagogical practices, but that is no guarantee that your learner's experience will improve as a result. It may get worse as you get used to the new tool. The risk here is that you are perfecting the 'mechanical horse', rather than rethinking the learning process.
The question goes further back than this. Are my current teaching practices appropriate? Who do they serve? I think the problem is that online technology and traditional teaching are not always comfortable bedfellows. The technology wants to disrupt everything in its purest form, and the traditional teacher wants to domestic-ise it. For example, many teachers ask me how best to use the VLE, but behind this question is 'how best can I use the VLE in support of my lectures?', so it gets used as a resource repository, a self-testing centre, and sometimes an FAQ.
9 times out of 10, teachers are not looking for this answer:
""get rid of your lectures and spend that time co-creating knowledge with your students in online discussions and resource sharing exercises""
they are looking for this:
""why don't you try adding MCQs so the students can do formative quizzes, and the VLE will do the marking?""
So the internet-as-p2p-communication tool gets used an a autonomous 'hole in the wall' portal for fact checking.
This is because most teachers will compartmentalise their 'VLE stuff' away from their 'lecturing stuff' so hobble its potential from the start by not integrating the VLE activities with their classwork. For the student to take the VLE work seriously, there must not be a break in between classwork and VLE mediated homework. (You're surfing the same wave, right, albeit with different feeling 'sections' and 'bowls')
Getting back to the main question (Is there a technological tool out there that will enhance what I do?), the argument could now be framed:
What can (careful use of) this technology bring to my students? which puts the technology back in the driving seat, at least rhetorically (and perhaps thats where this question belongs full stop).
I think the recent rapid emergence of new technologies such as podcasting or mobile real time communication really makes us rethink this chicken and egg question. Sometimes technology will afford something you haven't already thought of, or suddenly make possible a new way of communicating (such as using public channels on lecture captures for peer support and resource sharing) which can enhance practice in unexpected ways. Similarly poor use of a tool (such as not moderating forums or over use of MCQs) will inhibit the learning even if the theory is right.
It is certainly easier to evaluate each new technology on the basis of how it affects our current practice. We need to first question if our current practice is acceptable, or if it hobbles the potential of the technology. e-Learning takes us back to the primary question, not to be used as a gloss for existing practice.
Perhaps it ends up like most domestic car sharing arrangements: both parties get a chance to drive sometimes, but always with the 'support' of the other half (shouting out instructions and directions, sometimes down the phone at someone else) :-)
(and isn't it all really about getting there, safely, without the kids falling out or being sick?)
","Thought I would blog on this one. Please do comment if you have anything to add.
Perusing through the ocTEL mailing lists, I have noticed that a few people are talking about who does the driving in this relationship. The commonly held view is that pedagogy should come first and technology should be its slave. It is religiously cited by Learning Technologists and academics against their ISS division.
This blog post wants to make you think about whether this is such a no-brainer.
Taken from a post on the JISCMail list:
The temptation given the many different technologies evolving every year is that we say “How can I adapt my teaching to make use of this technology” rather than “Is there a technological tool out there that will enhance what I do?”
How can I adapt my teaching to make use of this technology? vs Is there a technological tool out there that will enhance what I do?
My take is that reality is less clear cut than this. Most innovation happens in the no man's land or 'the rub' in between pedagogy and technology, and who is to say what is the 'driving' force, when both conditions are necessary? When you are considering the adoption of a new tool, it can be useful to run it past your existing pedagogical practices, but that is no guarantee that your learner's experience will improve as a result. It may get worse as you get used to the new tool. The risk here is that you are perfecting the 'mechanical horse', rather than rethinking the learning process.
The question goes further back than this. Are my current teaching practices appropriate? Who do they serve? I think the problem is that online technology and traditional teaching are not always comfortable bedfellows. The technology wants to disrupt everything in its purest form, and the traditional teacher wants to domestic-ise it. For example, many teachers ask me how best to use the VLE, but behind this question is 'how best can I use the VLE in support of my lectures?', so it gets used as a resource repository, a self-testing centre, and sometimes an FAQ.
9 times out of 10, teachers are not looking for this answer:
""get rid of your lectures and spend that time co-creating knowledge with your students in online discussions and resource sharing exercises""
they are looking for this:
""why don't you try adding MCQs so the students can do formative quizzes, and the VLE will do the marking?""
So the internet-as-p2p-communication tool gets used an a autonomous 'hole in the wall' portal for fact checking.
This is because most teachers will compartmentalise their 'VLE stuff' away from their 'lecturing stuff' so hobble its potential from the start by not integrating the VLE activities with their classwork. For the student to take the VLE work seriously, there must not be a break in between classwork and VLE mediated homework. (You're surfing the same wave, right, albeit with different feeling 'sections' and 'bowls')
Getting back to the main question (Is there a technological tool out there that will enhance what I do?), the argument could now be framed:
What can (careful use of) this technology bring to my students? which puts the technology back in the driving seat, at least rhetorically (and perhaps thats where this question belongs full stop).
I think the recent rapid emergence of new technologies such as podcasting or mobile real time communication really makes us rethink this chicken and egg question. Sometimes technology will afford something you haven't already thought of, or suddenly make possible a new way of communicating (such as using public channels on lecture captures for peer support and resource sharing) which can enhance practice in unexpected ways. Similarly poor use of a tool (such as not moderating forums or over use of MCQs) will inhibit the learning even if the theory is right.
It is certainly easier to evaluate each new technology on the basis of how it affects our current practice. We need to first question if our current practice is acceptable, or if it hobbles the potential of the technology. e-Learning takes us back to the primary question, not to be used as a gloss for existing practice.
Perhaps it ends up like most domestic car sharing arrangements: both parties get a chance to drive sometimes, but always with the 'support' of the other half (shouting out instructions and directions, sometimes down the phone at someone else) :-)
(and isn't it all really about getting there, safely, without the kids falling out or being sick?)
",publish,who-does-the-driving-technology-or-pedagogy-2,2013-04-08 13:12:20,post,"Course Reader,Blog posts","platforms,octel. elearning,pedagogy"
1110,1098,2013-04-08 12:47:58,"<No subject>",Hi Please can you also remove me from this e-mail list. This is causing a great deal of angst. Best Wishes
Yvonne Denby Senior Online Tutor Nursing
University of Derby Online Learning T: 01332 592350 E: y.denby@derby.ac.uk www.derby.ac.uk/online [cid:image001.jpg@01CE345F.AE212BB0] Please consider the environment before printing this email
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sara Oxbury Ellis Sent: 08 April 2013 10:32 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ,HiPlease can you also remove me from this e-mail list. This is causing a great deal of angst.Best WishesYvonne DenbySenior Online Tutor NursingUniversity of Derby Online LearningT: 01332 592350E: y.denby@derby.ac.ukwww.derby.ac.uk/online[cid:image001.j...,publish,no-subject-8,2013-04-08 12:47:58,post,"JISCMail,Course Reader,Lists",
4956,1098,2013-04-08 12:47:58,"<No subject>",Hi Please can you also remove me from this e-mail list. This is causing a great deal of angst. Best Wishes
Yvonne Denby Senior Online Tutor Nursing
University of Derby Online Learning T: 01332 592350 E: y.denby@derby.ac.uk www.derby.ac.uk/online [cid:image001.jpg@01CE345F.AE212BB0] Please consider the environment before printing this email
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sara Oxbury Ellis Sent: 08 April 2013 10:32 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ,HiPlease can you also remove me from this e-mail list. This is causing a great deal of angst.Best WishesYvonne DenbySenior Online Tutor NursingUniversity of Derby Online LearningT: 01332 592350E: y.denby@derby.ac.ukwww.derby.ac.uk/online[cid:image001.j...,publish,no-subject-27,2013-04-08 12:47:58,post,"Lists,Course Reader,JISCMail",
5452,1098,2013-04-08 12:47:58,"<No subject>",Hi Please can you also remove me from this e-mail list. This is causing a great deal of angst. Best Wishes
Yvonne Denby Senior Online Tutor Nursing
University of Derby Online Learning T: 01332 592350 E: y.denby@derby.ac.uk www.derby.ac.uk/online [cid:image001.jpg@01CE345F.AE212BB0] Please consider the environment before printing this email
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sara Oxbury Ellis Sent: 08 April 2013 10:32 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ,HiPlease can you also remove me from this e-mail list. This is causing a great deal of angst.Best WishesYvonne DenbySenior Online Tutor NursingUniversity of Derby Online LearningT: 01332 592350E: y.denby@derby.ac.ukwww.derby.ac.uk/online[cid:image001.j...,publish,no-subject-44,2013-04-08 12:47:58,post,"Lists,Course Reader,JISCMail",
5803,1098,2013-04-08 12:47:58,"<No subject>",Hi Please can you also remove me from this e-mail list. This is causing a great deal of angst. Best Wishes
Yvonne Denby Senior Online Tutor Nursing
University of Derby Online Learning T: 01332 592350 E: y.denby@derby.ac.uk www.derby.ac.uk/online [cid:image001.jpg@01CE345F.AE212BB0] Please consider the environment before printing this email
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sara Oxbury Ellis Sent: 08 April 2013 10:32 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ,HiPlease can you also remove me from this e-mail list. This is causing a great deal of angst.Best WishesYvonne DenbySenior Online Tutor NursingUniversity of Derby Online LearningT: 01332 592350E: y.denby@derby.ac.ukwww.derby.ac.uk/online[cid:image001.j...,publish,no-subject-61,2013-04-08 12:47:58,post,"Lists,JISCMail,Course Reader",
1150,855,2013-04-08 12:51:08,"bulgenen: RT @crumphelen: Learn About Literacy, Learn About Technology? #ocTEL http://t.co/s3SnhyFecf","
","RT @crumphelen: Learn About Literacy, Learn About Technology? #ocTEL wp.me/p2IebD-197— Rich Goodman (@Bulgenen) April 8, 2013",publish,bulgenen-rt-crumphelen-learn-about-literacy-learn-about-technology-octel-httpt-cos3snhyfecf,2013-04-08 12:51:08,post,"Social networks,Twitter (Q&A)",#ocTEL
1130,357,2013-04-08 13:02:16,"<No subject>","Please remove me from this mailing list.
Thanks,
Frances
Dr. Frances Boylan
eLearning Development Officer
Learning, Teaching and Technology Centre
Dublin Institute of Technology
14 Upper Mount St
Dublin 2
Tel: 00353 1 4027863
Web: http://www.dit.ie/lttc
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Yvonne Denby Sent: 08 April 2013 13:48 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject:
Hi
Please can you also remove me from this e-mail list. This is causing a great deal of angst. [...] ","Please remove me from this mailing list.Thanks,FrancesDr. Frances BoylaneLearning Development OfficerLearning, Teaching and Technology CentreDublin Institute of Technology14 Upper Mount StDublin 2Tel: 00353 1 4027863Web: http://www.dit.ie/lttcFrom: oc...",publish,no-subject-10,2013-04-08 13:02:16,post,"JISCMail,Lists,Course Reader",
4955,357,2013-04-08 13:02:16,"<No subject>","Please remove me from this mailing list.
Thanks,
Frances
Dr. Frances Boylan
eLearning Development Officer
Learning, Teaching and Technology Centre
Dublin Institute of Technology
14 Upper Mount St
Dublin 2
Tel: 00353 1 4027863
Web: http://www.dit.ie/lttc
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Yvonne Denby Sent: 08 April 2013 13:48 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject:
Hi
Please can you also remove me from this e-mail list. This is causing a great deal of angst. [...] ","Please remove me from this mailing list.Thanks,FrancesDr. Frances BoylaneLearning Development OfficerLearning, Teaching and Technology CentreDublin Institute of Technology14 Upper Mount StDublin 2Tel: 00353 1 4027863Web: http://www.dit.ie/lttcFrom: oc...",publish,no-subject-26,2013-04-08 13:02:16,post,"JISCMail,Lists,Course Reader",
5451,357,2013-04-08 13:02:16,"<No subject>","Please remove me from this mailing list.
Thanks,
Frances
Dr. Frances Boylan
eLearning Development Officer
Learning, Teaching and Technology Centre
Dublin Institute of Technology
14 Upper Mount St
Dublin 2
Tel: 00353 1 4027863
Web: http://www.dit.ie/lttc
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Yvonne Denby Sent: 08 April 2013 13:48 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject:
Hi
Please can you also remove me from this e-mail list. This is causing a great deal of angst. [...] ","Please remove me from this mailing list.Thanks,FrancesDr. Frances BoylaneLearning Development OfficerLearning, Teaching and Technology CentreDublin Institute of Technology14 Upper Mount StDublin 2Tel: 00353 1 4027863Web: http://www.dit.ie/lttcFrom: oc...",publish,no-subject-43,2013-04-08 13:02:16,post,"Lists,Course Reader,JISCMail",
5802,357,2013-04-08 13:02:16,"<No subject>","Please remove me from this mailing list.
Thanks,
Frances
Dr. Frances Boylan
eLearning Development Officer
Learning, Teaching and Technology Centre
Dublin Institute of Technology
14 Upper Mount St
Dublin 2
Tel: 00353 1 4027863
Web: http://www.dit.ie/lttc
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Yvonne Denby Sent: 08 April 2013 13:48 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject:
Hi
Please can you also remove me from this e-mail list. This is causing a great deal of angst. [...] ","Please remove me from this mailing list.Thanks,FrancesDr. Frances BoylaneLearning Development OfficerLearning, Teaching and Technology CentreDublin Institute of Technology14 Upper Mount StDublin 2Tel: 00353 1 4027863Web: http://www.dit.ie/lttcFrom: oc...",publish,no-subject-60,2013-04-08 13:02:16,post,"Lists,JISCMail,Course Reader",
1197,947,2013-04-08 13:08:00,"<No subject>",Please can you also remove me from this e-mail list
Tks
Antonio Mendes
> Hi > Please can you also remove me from this e-mail list. This is causing a > great deal of angst. > Best Wishes > > Yvonne Denby > Senior Online Tutor Nursing > > University of Derby Online Learning > T: 01332 592350 > E: y.denby@derby.ac.uk > www.derby.ac.uk/online > [cid:image001.jpg@01CE345F.AE212BB0] > Please consider the environment before printing this email > > From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On > Behalf Of Sara Oxbury Ellis > Sent: 08 April 2013 10:32 > To: OCTEL-PUBLIC@JISCMAIL.AC.UK > Subject: [...] ,"Please can you also remove me from this e-mail list
Tks
Antonio Mendes
> Hi > Please can you also remove me from this e-mail list. This is causing a > great deal of angst. > Best Wishes > > Yvonne Denby > Senior Online Tutor Nursing > > University of Derby Online Learning > T: 01332 592350 > E: y.denby@derby.ac.uk > www.derby.ac.uk/online > [cid:image001.jpg@01CE345F.AE212BB0] > Please consider the environment before printing this email > > From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On > Behalf Of Sara Oxbury Ellis > Sent: 08 April 2013 10:32 > To: OCTEL-PUBLIC@JISCMAIL.AC.UK > Subject: [...]",publish,no-subject-14,2013-04-08 13:08:00,post,"Course Reader,JISCMail,Lists",
4954,947,2013-04-08 13:08:00,"<No subject>",Please can you also remove me from this e-mail list
Tks
Antonio Mendes
> Hi > Please can you also remove me from this e-mail list. This is causing a > great deal of angst. > Best Wishes > > Yvonne Denby > Senior Online Tutor Nursing > > University of Derby Online Learning > T: 01332 592350 > E: y.denby@derby.ac.uk > www.derby.ac.uk/online > [cid:image001.jpg@01CE345F.AE212BB0] > Please consider the environment before printing this email > > From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On > Behalf Of Sara Oxbury Ellis > Sent: 08 April 2013 10:32 > To: OCTEL-PUBLIC@JISCMAIL.AC.UK > Subject: [...] ,"Please can you also remove me from this e-mail list
Tks
Antonio Mendes
> Hi > Please can you also remove me from this e-mail list. This is causing a > great deal of angst. > Best Wishes > > Yvonne Denby > Senior Online Tutor Nursing > > University of Derby Online Learning > T: 01332 592350 > E: y.denby@derby.ac.uk > www.derby.ac.uk/online > [cid:image001.jpg@01CE345F.AE212BB0] > Please consider the environment before printing this email > > From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On > Behalf Of Sara Oxbury Ellis > Sent: 08 April 2013 10:32 > To: OCTEL-PUBLIC@JISCMAIL.AC.UK > Subject: [...]",publish,no-subject-25,2013-04-08 13:08:00,post,"Lists,Course Reader,JISCMail",
5450,947,2013-04-08 13:08:00,"<No subject>",Please can you also remove me from this e-mail list
Tks
Antonio Mendes
> Hi > Please can you also remove me from this e-mail list. This is causing a > great deal of angst. > Best Wishes > > Yvonne Denby > Senior Online Tutor Nursing > > University of Derby Online Learning > T: 01332 592350 > E: y.denby@derby.ac.uk > www.derby.ac.uk/online > [cid:image001.jpg@01CE345F.AE212BB0] > Please consider the environment before printing this email > > From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On > Behalf Of Sara Oxbury Ellis > Sent: 08 April 2013 10:32 > To: OCTEL-PUBLIC@JISCMAIL.AC.UK > Subject: [...] ,"Please can you also remove me from this e-mail list
Tks
Antonio Mendes
> Hi > Please can you also remove me from this e-mail list. This is causing a > great deal of angst. > Best Wishes > > Yvonne Denby > Senior Online Tutor Nursing > > University of Derby Online Learning > T: 01332 592350 > E: y.denby@derby.ac.uk > www.derby.ac.uk/online > [cid:image001.jpg@01CE345F.AE212BB0] > Please consider the environment before printing this email > > From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On > Behalf Of Sara Oxbury Ellis > Sent: 08 April 2013 10:32 > To: OCTEL-PUBLIC@JISCMAIL.AC.UK > Subject: [...]",publish,no-subject-42,2013-04-08 13:08:00,post,"Course Reader,JISCMail,Lists",
5801,947,2013-04-08 13:08:00,"<No subject>",Please can you also remove me from this e-mail list
Tks
Antonio Mendes
> Hi > Please can you also remove me from this e-mail list. This is causing a > great deal of angst. > Best Wishes > > Yvonne Denby > Senior Online Tutor Nursing > > University of Derby Online Learning > T: 01332 592350 > E: y.denby@derby.ac.uk > www.derby.ac.uk/online > [cid:image001.jpg@01CE345F.AE212BB0] > Please consider the environment before printing this email > > From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On > Behalf Of Sara Oxbury Ellis > Sent: 08 April 2013 10:32 > To: OCTEL-PUBLIC@JISCMAIL.AC.UK > Subject: [...] ,"Please can you also remove me from this e-mail list
Tks
Antonio Mendes
> Hi > Please can you also remove me from this e-mail list. This is causing a > great deal of angst. > Best Wishes > > Yvonne Denby > Senior Online Tutor Nursing > > University of Derby Online Learning > T: 01332 592350 > E: y.denby@derby.ac.uk > www.derby.ac.uk/online > [cid:image001.jpg@01CE345F.AE212BB0] > Please consider the environment before printing this email > > From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On > Behalf Of Sara Oxbury Ellis > Sent: 08 April 2013 10:32 > To: OCTEL-PUBLIC@JISCMAIL.AC.UK > Subject: [...]",publish,no-subject-59,2013-04-08 13:08:00,post,"Course Reader,Lists,JISCMail",
1129,1140,2013-04-08 13:13:21,"<No subject>","Please remove me from this list. Thank you
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Frances Boylan Sent: 08 April 2013 14:02 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
Please remove me from this mailing list.
Thanks, Frances
Dr. Frances Boylan eLearning Development Officer Learning, Teaching and Technology Centre Dublin Institute of Technology 14 Upper Mount St Dublin 2
Tel: 00353 1 4027863 Web: http://www.dit.ie/lttc
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Yvonne Denby Sent: 08 April 2013 13:48 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ",Please remove me from this list.Thank youFrom: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Frances BoylanSent: 08 April 2013 14:02To: OCTEL-PUBLIC@JISCMAIL.AC.UKSubject: [ocTEL-public]Please remove me from this mailing l...,publish,no-subject-9,2013-04-08 13:13:21,post,"Course Reader,JISCMail,Lists",
4953,1140,2013-04-08 13:13:21,"<No subject>","Please remove me from this list. Thank you
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Frances Boylan Sent: 08 April 2013 14:02 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
Please remove me from this mailing list.
Thanks, Frances
Dr. Frances Boylan eLearning Development Officer Learning, Teaching and Technology Centre Dublin Institute of Technology 14 Upper Mount St Dublin 2
Tel: 00353 1 4027863 Web: http://www.dit.ie/lttc
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Yvonne Denby Sent: 08 April 2013 13:48 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ",Please remove me from this list.Thank youFrom: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Frances BoylanSent: 08 April 2013 14:02To: OCTEL-PUBLIC@JISCMAIL.AC.UKSubject: [ocTEL-public]Please remove me from this mailing l...,publish,no-subject-24,2013-04-08 13:13:21,post,"Lists,Course Reader,JISCMail",
5449,1140,2013-04-08 13:13:21,"<No subject>","Please remove me from this list. Thank you
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Frances Boylan Sent: 08 April 2013 14:02 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
Please remove me from this mailing list.
Thanks, Frances
Dr. Frances Boylan eLearning Development Officer Learning, Teaching and Technology Centre Dublin Institute of Technology 14 Upper Mount St Dublin 2
Tel: 00353 1 4027863 Web: http://www.dit.ie/lttc
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Yvonne Denby Sent: 08 April 2013 13:48 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ",Please remove me from this list.Thank youFrom: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Frances BoylanSent: 08 April 2013 14:02To: OCTEL-PUBLIC@JISCMAIL.AC.UKSubject: [ocTEL-public]Please remove me from this mailing l...,publish,no-subject-41,2013-04-08 13:13:21,post,"Lists,Course Reader,JISCMail",
5800,1140,2013-04-08 13:13:21,"<No subject>","Please remove me from this list. Thank you
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Frances Boylan Sent: 08 April 2013 14:02 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
Please remove me from this mailing list.
Thanks, Frances
Dr. Frances Boylan eLearning Development Officer Learning, Teaching and Technology Centre Dublin Institute of Technology 14 Upper Mount St Dublin 2
Tel: 00353 1 4027863 Web: http://www.dit.ie/lttc
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Yvonne Denby Sent: 08 April 2013 13:48 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ",Please remove me from this list.Thank youFrom: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Frances BoylanSent: 08 April 2013 14:02To: OCTEL-PUBLIC@JISCMAIL.AC.UKSubject: [ocTEL-public]Please remove me from this mailing l...,publish,no-subject-58,2013-04-08 13:13:21,post,"Lists,JISCMail,Course Reader",
1181,974,2013-04-08 13:14:24,"My 'official' introduction:
Hello, my name is Helen and I'm a literacies practitioner (digital & traditional...","
Helen Crump
Mon, 08 Apr 2013 13:14:24 GMT
- Community
My 'official' introduction:
Hello, my name is Helen and I'm a literacies practitioner (digital & traditional) and I live on the West coast of Ireland. I'm also a very recent graduate of St. Angela's College, Sligo where I completed an M.A. awarded by NUI Galway in Technology, Learning, Innovation and Change. Ideally, I'd like to take my passion and insight for digital literacies and social learning online into a Higher Education or professional development context. For that reason, I'm developing my skills and knowledge in relation learning technology; that's why I’m glad to be here taking part in the #ocTEL MOOC
As part of my learning odyssey, I've just embarked on the Open Course in Technology Enhanced Learning #ocTEL. This week is week zero. It's designed to ease participants into the course, and it sets......
","
Helen Crump
Mon, 08 Apr 2013 13:14:24 GMT
- Community
My 'official' introduction:
Hello, my name is Helen and I'm a literacies practitioner (digital & traditional) and I live on the West coast of Ireland. I'm also a very recent graduate of St. Angela's College, Sligo where I completed an M.A. awarded by NUI Galway in Technology, Learning, Innovation and Change. Ideally, I'd like to take my passion and insight for digital literacies and social learning online into a Higher Education or professional development context. For that reason, I'm developing my skills and knowledge in relation learning technology; that's why I’m glad to be here taking part in the #ocTEL MOOC
As part of my learning odyssey, I've just embarked on the Open Course in Technology Enhanced Learning #ocTEL. This week is week zero. It's designed to ease participants into the course, and it sets......
",publish,my-official-introductionhello-my-name-is-helen-and-im-a-literacies-practitioner-digital-traditional,2013-04-08 13:14:24,post,"Social networks,Google+,Course Reader",
1128,981,2013-04-08 13:39:07,Re: Introduction....and no question yet..have thought of a BIG question,": #OcTEL Hope folks don't mind I have created OcTEL | Mendeley Group - http://t.co/m7vfDpxWwG to help manage all theses shared resources
Best wishes, Anne
Dr Anne Nortcliffe BSc CNE Course Leader Placement Tutor Faculty of ACES Sheffield Hallam University Sheffield S1 1WB Tel: 0114 225 6902 Email: a.nortcliffe@shu.ac.uk
Sent from my iPad
On 8 Apr 2013, at 08:24, ""Sandie Gay"" wrote: [...] ",": #OcTEL Hope folks don't mind I have created OcTEL | Mendeley Group - http://t.co/m7vfDpxWwG to help manage all theses shared resourcesBest wishes,AnneDr Anne NortcliffeBSc CNE Course LeaderPlacement TutorFaculty of ACESSheffield Hallam UniversityShef...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-4,2013-04-08 13:39:07,post,"JISCMail,Lists,Course Reader",
4952,981,2013-04-08 13:39:07,Re: Introduction....and no question yet..have thought of a BIG question,": #OcTEL Hope folks don't mind I have created OcTEL | Mendeley Group - http://t.co/m7vfDpxWwG to help manage all theses shared resources
Best wishes, Anne
Dr Anne Nortcliffe BSc CNE Course Leader Placement Tutor Faculty of ACES Sheffield Hallam University Sheffield S1 1WB Tel: 0114 225 6902 Email: a.nortcliffe@shu.ac.uk
Sent from my iPad
On 8 Apr 2013, at 08:24, ""Sandie Gay"" wrote: [...] ",": #OcTEL Hope folks don't mind I have created OcTEL | Mendeley Group - http://t.co/m7vfDpxWwG to help manage all theses shared resourcesBest wishes,AnneDr Anne NortcliffeBSc CNE Course LeaderPlacement TutorFaculty of ACESSheffield Hallam UniversityShef...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-11,2013-04-08 13:39:07,post,"Lists,Course Reader,JISCMail",
5448,981,2013-04-08 13:39:07,Re: Introduction....and no question yet..have thought of a BIG question,": #OcTEL Hope folks don't mind I have created OcTEL | Mendeley Group - http://t.co/m7vfDpxWwG to help manage all theses shared resources
Best wishes, Anne
Dr Anne Nortcliffe BSc CNE Course Leader Placement Tutor Faculty of ACES Sheffield Hallam University Sheffield S1 1WB Tel: 0114 225 6902 Email: a.nortcliffe@shu.ac.uk
Sent from my iPad
On 8 Apr 2013, at 08:24, ""Sandie Gay"" wrote: [...] ",": #OcTEL Hope folks don't mind I have created OcTEL | Mendeley Group - http://t.co/m7vfDpxWwG to help manage all theses shared resourcesBest wishes,AnneDr Anne NortcliffeBSc CNE Course LeaderPlacement TutorFaculty of ACESSheffield Hallam UniversityShef...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-18,2013-04-08 13:39:07,post,"Lists,Course Reader,JISCMail",
5799,981,2013-04-08 13:39:07,Re: Introduction....and no question yet..have thought of a BIG question,": #OcTEL Hope folks don't mind I have created OcTEL | Mendeley Group - http://t.co/m7vfDpxWwG to help manage all theses shared resources
Best wishes, Anne
Dr Anne Nortcliffe BSc CNE Course Leader Placement Tutor Faculty of ACES Sheffield Hallam University Sheffield S1 1WB Tel: 0114 225 6902 Email: a.nortcliffe@shu.ac.uk
Sent from my iPad
On 8 Apr 2013, at 08:24, ""Sandie Gay"" wrote: [...] ",": #OcTEL Hope folks don't mind I have created OcTEL | Mendeley Group - http://t.co/m7vfDpxWwG to help manage all theses shared resourcesBest wishes,AnneDr Anne NortcliffeBSc CNE Course LeaderPlacement TutorFaculty of ACESSheffield Hallam UniversityShef...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-25,2013-04-08 13:39:07,post,"JISCMail,Course Reader,Lists",
3123,1424,2013-04-08 14:21:00,TEL and Me,"This post started off as the introductory activity for #ocTEL but ended up being too wordy so it's here instead. I'm not great at drawing a distinction between TEL, eLearning, ICT, computing, technology etc. so this post has aspects of them all - and the fact that they are all endlessly fascinating and useful. When I first start using computers the thing that appealed most was that they could automatically work out codes and do something with a series of letters or numbers - that you could input an instruction and a task would be carried out - wow, how clever is that. Also that you could create things that look or sound beautiful - again by inputting a series of instructions.
And, if that was not enough, you could find out about practically anything in the whole world and see a picture of it just by typing in a few letters!! Ok, so you've probably got the message by now - technology is a learning experience and learning is a better experience by using technology.
I first started using ICT when I completed my PGCE ICT and then went to teach ICT in a secondary school and sixth form college. It was really good fun as well as lots of hard work teaching ICT even though it was mainly PC based before mobile and gadgets. Despite the bad press lately, some of it justified, about the boringness of ICT in schools there is a lot to be learnt and gained from knowing the basics and building on those basics so that everyone has the know how and the problem solving / thinking skills to be successful. TEL is an enabler - a way of learning that engages students and it's great to help people find out how it can work for them. ICT / computing should have a broad scope so that it appeals to everyone from making video clips of performances to writing code to control robots - it all has value. I still have mixed feelings as to whether it should be taught as a discrete subject.
I then became interested in VLEs and staff training in ICT so moved onto an FE college and worked as an eLearning Manager. The interesting aspect was seeing how the VLE could be used to provide access to learning from a variety of places and times - the 'anytime anyplace' idea. But also how learning resources can be a variety of formats, that it didn't have to be text based in the form of a worksheet, that there could be images and sounds, that it could be dynamic and changing. The VLE developed to include assessment and feedback and a platform for communication through discussion boards and forums and messages and texts and virtual classrooms. My role developed to be Head of Learning Resources (eLearning and Library Services). This opened up lots of opportunities for interacting with students and ensuring that they had access to high quality online learning resources. The major development was the use of mobile technologies - resources that can be accessed in mobile formats and also mobile devices.
The Student Experience is the aspect of learning and student life that interests me the most and I currently work as Student Information Points Manager at a University. The important thing is how information is communicated effectively - how can students access the relevant information in a timely manner in a suitable format?
Personally, I still think ICT/TEL/technology is fascinating and interesting and will continue to be so as it changes and develops. Communication and collaboration using mobile devices is convenient and effective. Learning should take place in formal and informal environments and should be accessible wherever and whenever it is needed or wanted.
Moocs are a mixture, and reflect the advantages and disadvantages of online learning and the the use of TEL - they are easy to access but difficult to understand, they provide an environment for learning but it's sometimes difficult to work out what that learning is, there are numerous opportunities for communications but who are you communicating with and which is the best way to communicate, you can share but is there so much information it is sometimes too much to absorb or even acknowledge. But it offers a place and an opportunity to experiment and reflect.
","This post started off as the introductory activity for #ocTEL but ended up being too wordy so it's here instead.I'm not great at drawing a distinction between TEL, eLearning, ICT, computing, technology etc. so this post has aspects of them all - ...",publish,tel-and-me,2013-04-08 14:21:00,post,"Course Reader,Blog posts","#MoocsAndMe,moocs,eLearning"
4639,1424,2013-04-08 14:21:00,TEL and Me,"This post started off as the introductory activity for #ocTEL but ended up being too wordy so it's here instead. I'm not great at drawing a distinction between TEL, eLearning, ICT, computing, technology etc. so this post has aspects of them all - and the fact that they are all endlessly fascinating and useful. When I first start using computers the thing that appealed most was that they could automatically work out codes and do something with a series of letters or numbers - that you could input an instruction and a task would be carried out - wow, how clever is that. Also that you could create things that look or sound beautiful - again by inputting a series of instructions.
And, if that was not enough, you could find out about practically anything in the whole world and see a picture of it just by typing in a few letters!! Ok, so you've probably got the message by now - technology is a learning experience and learning is a better experience by using technology.
I first started using ICT when I completed my PGCE ICT and then went to teach ICT in a secondary school and sixth form college. It was really good fun as well as lots of hard work teaching ICT even though it was mainly PC based before mobile and gadgets. Despite the bad press lately, some of it justified, about the boringness of ICT in schools there is a lot to be learnt and gained from knowing the basics and building on those basics so that everyone has the know how and the problem solving / thinking skills to be successful. TEL is an enabler - a way of learning that engages students and it's great to help people find out how it can work for them. ICT / computing should have a broad scope so that it appeals to everyone from making video clips of performances to writing code to control robots - it all has value. I still have mixed feelings as to whether it should be taught as a discrete subject.
I then became interested in VLEs and staff training in ICT so moved onto an FE college and worked as an eLearning Manager. The interesting aspect was seeing how the VLE could be used to provide access to learning from a variety of places and times - the 'anytime anyplace' idea. But also how learning resources can be a variety of formats, that it didn't have to be text based in the form of a worksheet, that there could be images and sounds, that it could be dynamic and changing. The VLE developed to include assessment and feedback and a platform for communication through discussion boards and forums and messages and texts and virtual classrooms. My role developed to be Head of Learning Resources (eLearning and Library Services). This opened up lots of opportunities for interacting with students and ensuring that they had access to high quality online learning resources. The major development was the use of mobile technologies - resources that can be accessed in mobile formats and also mobile devices.
The Student Experience is the aspect of learning and student life that interests me the most and I currently work as Student Information Points Manager at a University. The important thing is how information is communicated effectively - how can students access the relevant information in a timely manner in a suitable format?
Personally, I still think ICT/TEL/technology is fascinating and interesting and will continue to be so as it changes and develops. Communication and collaboration using mobile devices is convenient and effective. Learning should take place in formal and informal environments and should be accessible wherever and whenever it is needed or wanted.
Moocs are a mixture, and reflect the advantages and disadvantages of online learning and the the use of TEL - they are easy to access but difficult to understand, they provide an environment for learning but it's sometimes difficult to work out what that learning is, there are numerous opportunities for communications but who are you communicating with and which is the best way to communicate, you can share but is there so much information it is sometimes too much to absorb or even acknowledge. But it offers a place and an opportunity to experiment and reflect.
","This post started off as the introductory activity for #ocTEL but ended up being too wordy so it's here instead.I'm not great at drawing a distinction between TEL, eLearning, ICT, computing, technology etc. so this post has aspects of them all - ...",publish,tel-and-me-2,2013-04-08 14:21:00,post,"Blog posts,Course Reader","eLearning,#MoocsAndMe,moocs"
5171,1424,2013-04-08 14:21:00,TEL and Me,"This post started off as the introductory activity for #ocTEL but ended up being too wordy so it's here instead. I'm not great at drawing a distinction between TEL, eLearning, ICT, computing, technology etc. so this post has aspects of them all - and the fact that they are all endlessly fascinating and useful. When I first start using computers the thing that appealed most was that they could automatically work out codes and do something with a series of letters or numbers - that you could input an instruction and a task would be carried out - wow, how clever is that. Also that you could create things that look or sound beautiful - again by inputting a series of instructions.
And, if that was not enough, you could find out about practically anything in the whole world and see a picture of it just by typing in a few letters!! Ok, so you've probably got the message by now - technology is a learning experience and learning is a better experience by using technology.
I first started using ICT when I completed my PGCE ICT and then went to teach ICT in a secondary school and sixth form college. It was really good fun as well as lots of hard work teaching ICT even though it was mainly PC based before mobile and gadgets. Despite the bad press lately, some of it justified, about the boringness of ICT in schools there is a lot to be learnt and gained from knowing the basics and building on those basics so that everyone has the know how and the problem solving / thinking skills to be successful. TEL is an enabler - a way of learning that engages students and it's great to help people find out how it can work for them. ICT / computing should have a broad scope so that it appeals to everyone from making video clips of performances to writing code to control robots - it all has value. I still have mixed feelings as to whether it should be taught as a discrete subject.
I then became interested in VLEs and staff training in ICT so moved onto an FE college and worked as an eLearning Manager. The interesting aspect was seeing how the VLE could be used to provide access to learning from a variety of places and times - the 'anytime anyplace' idea. But also how learning resources can be a variety of formats, that it didn't have to be text based in the form of a worksheet, that there could be images and sounds, that it could be dynamic and changing. The VLE developed to include assessment and feedback and a platform for communication through discussion boards and forums and messages and texts and virtual classrooms. My role developed to be Head of Learning Resources (eLearning and Library Services). This opened up lots of opportunities for interacting with students and ensuring that they had access to high quality online learning resources. The major development was the use of mobile technologies - resources that can be accessed in mobile formats and also mobile devices.
The Student Experience is the aspect of learning and student life that interests me the most and I currently work as Student Information Points Manager at a University. The important thing is how information is communicated effectively - how can students access the relevant information in a timely manner in a suitable format?
Personally, I still think ICT/TEL/technology is fascinating and interesting and will continue to be so as it changes and develops. Communication and collaboration using mobile devices is convenient and effective. Learning should take place in formal and informal environments and should be accessible wherever and whenever it is needed or wanted.
Moocs are a mixture, and reflect the advantages and disadvantages of online learning and the the use of TEL - they are easy to access but difficult to understand, they provide an environment for learning but it's sometimes difficult to work out what that learning is, there are numerous opportunities for communications but who are you communicating with and which is the best way to communicate, you can share but is there so much information it is sometimes too much to absorb or even acknowledge. But it offers a place and an opportunity to experiment and reflect.
","This post started off as the introductory activity for #ocTEL but ended up being too wordy so it's here instead.I'm not great at drawing a distinction between TEL, eLearning, ICT, computing, technology etc. so this post has aspects of them all - ...",publish,tel-and-me-3,2013-04-08 14:21:00,post,"Blog posts,Course Reader","moocs,#MoocsAndMe,eLearning"
3122,1424,2013-04-08 14:22:00,One thing.... #ocTEL," The induction week 'if you only do one thing...' is to write an introduction about yourself and your experiences with TEL / technology as a student / teacher / learning technologist and how it affects the way you absorb, reflect, discuss etc. etc. I have used TEL in a variety of roles while working as an ICT teacher in a secondary school and sixth form college, as an eLearning Manager (VLE and staff ICT training), as a Head of Learning Resources (elearning and library services) in a FE College and currently as a Student Information Points Manager in a University. I've used VLEs and learning platforms to learn including my MSc which I did online and a variety of other online courses and MOOCs. Also as a tutor using VLEs, virtual classrooms and web conferencing facilities. The greatest benefit of TEL is as a means of communicating and sharing. It enables communication through email, text and social media and opens up the possibilities of working with people collaboratively. It provides a way of learning that is accessible and inclusive. (This is my second attempt at writing an introduction blog post - the first one I wrote spontaneously and re reading it realised it was too 'TEL and Me' - it's still here http://donlantechnologies.blogspot.co.uk/2013/04/tel-and-me.html if you want to read it). ","The induction week 'if you only do one thing...' is to write an introduction about yourself and your experiences with TEL / technology as a student / teacher / learning technologist and how it affects the way you absorb, reflect, discuss etc. etc.I hav...",publish,one-thing-octel,2013-04-08 14:22:00,post,"Blog posts,Course Reader","#ocTEL,eLearning,mooc,#MoocsAndMe,moocs"
4638,1424,2013-04-08 14:22:00,One thing.... #ocTEL," The induction week 'if you only do one thing...' is to write an introduction about yourself and your experiences with TEL / technology as a student / teacher / learning technologist and how it affects the way you absorb, reflect, discuss etc. etc. I have used TEL in a variety of roles while working as an ICT teacher in a secondary school and sixth form college, as an eLearning Manager (VLE and staff ICT training), as a Head of Learning Resources (elearning and library services) in a FE College and currently as a Student Information Points Manager in a University. I've used VLEs and learning platforms to learn including my MSc which I did online and a variety of other online courses and MOOCs. Also as a tutor using VLEs, virtual classrooms and web conferencing facilities. The greatest benefit of TEL is as a means of communicating and sharing. It enables communication through email, text and social media and opens up the possibilities of working with people collaboratively. It provides a way of learning that is accessible and inclusive. (This is my second attempt at writing an introduction blog post - the first one I wrote spontaneously and re reading it realised it was too 'TEL and Me' - it's still here http://donlantechnologies.blogspot.co.uk/2013/04/tel-and-me.html if you want to read it). ","The induction week 'if you only do one thing...' is to write an introduction about yourself and your experiences with TEL / technology as a student / teacher / learning technologist and how it affects the way you absorb, reflect, discuss etc. etc.I hav...",publish,one-thing-octel-2,2013-04-08 14:22:00,post,"Course Reader,Blog posts","mooc,eLearning,#MoocsAndMe,moocs,#ocTEL"
5170,1424,2013-04-08 14:22:00,One thing.... #ocTEL," The induction week 'if you only do one thing...' is to write an introduction about yourself and your experiences with TEL / technology as a student / teacher / learning technologist and how it affects the way you absorb, reflect, discuss etc. etc. I have used TEL in a variety of roles while working as an ICT teacher in a secondary school and sixth form college, as an eLearning Manager (VLE and staff ICT training), as a Head of Learning Resources (elearning and library services) in a FE College and currently as a Student Information Points Manager in a University. I've used VLEs and learning platforms to learn including my MSc which I did online and a variety of other online courses and MOOCs. Also as a tutor using VLEs, virtual classrooms and web conferencing facilities. The greatest benefit of TEL is as a means of communicating and sharing. It enables communication through email, text and social media and opens up the possibilities of working with people collaboratively. It provides a way of learning that is accessible and inclusive. (This is my second attempt at writing an introduction blog post - the first one I wrote spontaneously and re reading it realised it was too 'TEL and Me' - it's still here http://donlantechnologies.blogspot.co.uk/2013/04/tel-and-me.html if you want to read it). ","The induction week 'if you only do one thing...' is to write an introduction about yourself and your experiences with TEL / technology as a student / teacher / learning technologist and how it affects the way you absorb, reflect, discuss etc. etc.I hav...",publish,one-thing-octel-3,2013-04-08 14:22:00,post,"Blog posts,Course Reader","#ocTEL,eLearning,mooc,moocs,#MoocsAndMe"
1196,1144,2013-04-08 14:31:34,Re: Greetings and Intro from Canada,"Hi Andrew, Is this the resource you are discussing:
http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. pdf
Phil ","Hi Andrew, Is this the resource you are discussing:http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdfPhil ",publish,re-greetings-and-intro-from-canada-2,2013-04-08 14:31:34,post,"JISCMail,Lists,Course Reader",
4951,1144,2013-04-08 14:31:34,Re: Greetings and Intro from Canada,"Hi Andrew, Is this the resource you are discussing:
http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. pdf
Phil ","Hi Andrew, Is this the resource you are discussing:http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdfPhil ",publish,re-greetings-and-intro-from-canada-4,2013-04-08 14:31:34,post,"Lists,Course Reader,JISCMail",
5447,1144,2013-04-08 14:31:34,Re: Greetings and Intro from Canada,"Hi Andrew, Is this the resource you are discussing:
http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. pdf
Phil ","Hi Andrew, Is this the resource you are discussing:http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdfPhil ",publish,re-greetings-and-intro-from-canada-6,2013-04-08 14:31:34,post,"Lists,Course Reader,JISCMail",
5798,1144,2013-04-08 14:31:34,Re: Greetings and Intro from Canada,"Hi Andrew, Is this the resource you are discussing:
http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. pdf
Phil ","Hi Andrew, Is this the resource you are discussing:http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdfPhil ",publish,re-greetings-and-intro-from-canada-8,2013-04-08 14:31:34,post,"Lists,JISCMail,Course Reader",
1195,1144,2013-04-08 14:43:37,Re: Introduction and Big question,I remember watching Justice on iTunes U – wasn't that the first MOOC really?
What is the difference between this one and the one on EdX – if you know?
Phil",publish,re-introduction-and-big-question-4,2013-04-08 14:43:37,post,"Lists,Course Reader,JISCMail",
4950,1144,2013-04-08 14:43:37,Re: Introduction and Big question,I remember watching Justice on iTunes U – wasn't that the first MOOC really?
What is the difference between this one and the one on EdX – if you know?
Phil",publish,re-introduction-and-big-question-6,2013-04-08 14:43:37,post,"JISCMail,Lists,Course Reader",
5446,1144,2013-04-08 14:43:37,Re: Introduction and Big question,I remember watching Justice on iTunes U – wasn't that the first MOOC really?
What is the difference between this one and the one on EdX – if you know?
Phil",publish,re-introduction-and-big-question-10,2013-04-08 14:43:37,post,"Lists,Course Reader,JISCMail",
5797,1144,2013-04-08 14:43:37,Re: Introduction and Big question,I remember watching Justice on iTunes U – wasn't that the first MOOC really?
What is the difference between this one and the one on EdX – if you know?
Phil",publish,re-introduction-and-big-question-14,2013-04-08 14:43:37,post,"JISCMail,Course Reader,Lists",
1194,1148,2013-04-08 14:44:35,"<No subject>","could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom ","could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom",publish,no-subject-13,2013-04-08 14:44:35,post,"Course Reader,JISCMail,Lists",
4949,1148,2013-04-08 14:44:35,"<No subject>","could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom ","could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom",publish,no-subject-23,2013-04-08 14:44:35,post,"Lists,Course Reader,JISCMail",
5445,1148,2013-04-08 14:44:35,"<No subject>","could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom ","could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom",publish,no-subject-40,2013-04-08 14:44:35,post,"Course Reader,JISCMail,Lists",
5796,1148,2013-04-08 14:44:35,"<No subject>","could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom ","could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom",publish,no-subject-57,2013-04-08 14:44:35,post,"Course Reader,Lists,JISCMail",
1193,1147,2013-04-08 14:44:49,Re: Greetings and Intro from Canada,"Hi,
I am getting an error message when I try to unsubscribe to this list. Can I please be unsubcribed?
Thanks, Lisa
On 8 April 2013 15:31, Tubman, Philip wrote:
> Hi Andrew, Is this the resource you are discussing: > > http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. > pdf > > > Phil > > > > -------------------------------------------------------------- > Philip Tubman BA MSc > CMALT AFHEA > > Lancaster University > > Twitter: @philtubman/ @LU_eLearning > > > > > > > On 04/04/2013 19:52, ""Andrew MacLeod"" wrote: > > > Dr Ruben R Puentadora then read about TPCK SAMR > [...] ","Hi,
I am getting an error message when I try to unsubscribe to this list. Can I please be unsubcribed?
Thanks, Lisa
On 8 April 2013 15:31, Tubman, Philip
wrote:
> Hi Andrew, Is this the resource you are discussing: > > http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. > pdf > > > Phil > > > > -------------------------------------------------------------- > Philip Tubman BA MSc > CMALT AFHEA > > Lancaster University > > Twitter: @philtubman/ @LU_eLearning > > > > > > > On 04/04/2013 19:52, ""Andrew MacLeod"" wrote: > > > Dr Ruben R Puentadora then read about TPCK SAMR > [...]
",publish,re-greetings-and-intro-from-canada,2013-04-08 14:44:49,post,"JISCMail,Lists,Course Reader",
4948,1147,2013-04-08 14:44:49,Re: Greetings and Intro from Canada,"Hi,
I am getting an error message when I try to unsubscribe to this list. Can I please be unsubcribed?
Thanks, Lisa
On 8 April 2013 15:31, Tubman, Philip wrote:
> Hi Andrew, Is this the resource you are discussing: > > http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. > pdf > > > Phil > > > > -------------------------------------------------------------- > Philip Tubman BA MSc > CMALT AFHEA > > Lancaster University > > Twitter: @philtubman/ @LU_eLearning > > > > > > > On 04/04/2013 19:52, ""Andrew MacLeod"" wrote: > > > Dr Ruben R Puentadora then read about TPCK SAMR > [...] ","Hi,
I am getting an error message when I try to unsubscribe to this list. Can I please be unsubcribed?
Thanks, Lisa
On 8 April 2013 15:31, Tubman, Philip
wrote:
> Hi Andrew, Is this the resource you are discussing: > > http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. > pdf > > > Phil > > > > -------------------------------------------------------------- > Philip Tubman BA MSc > CMALT AFHEA > > Lancaster University > > Twitter: @philtubman/ @LU_eLearning > > > > > > > On 04/04/2013 19:52, ""Andrew MacLeod"" wrote: > > > Dr Ruben R Puentadora then read about TPCK SAMR > [...]
",publish,re-greetings-and-intro-from-canada-3,2013-04-08 14:44:49,post,"Lists,Course Reader,JISCMail",
5444,1147,2013-04-08 14:44:49,Re: Greetings and Intro from Canada,"Hi,
I am getting an error message when I try to unsubscribe to this list. Can I please be unsubcribed?
Thanks, Lisa
On 8 April 2013 15:31, Tubman, Philip wrote:
> Hi Andrew, Is this the resource you are discussing: > > http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. > pdf > > > Phil > > > > -------------------------------------------------------------- > Philip Tubman BA MSc > CMALT AFHEA > > Lancaster University > > Twitter: @philtubman/ @LU_eLearning > > > > > > > On 04/04/2013 19:52, ""Andrew MacLeod"" wrote: > > > Dr Ruben R Puentadora then read about TPCK SAMR > [...] ","Hi,
I am getting an error message when I try to unsubscribe to this list. Can I please be unsubcribed?
Thanks, Lisa
On 8 April 2013 15:31, Tubman, Philip
wrote:
> Hi Andrew, Is this the resource you are discussing: > > http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. > pdf > > > Phil > > > > -------------------------------------------------------------- > Philip Tubman BA MSc > CMALT AFHEA > > Lancaster University > > Twitter: @philtubman/ @LU_eLearning > > > > > > > On 04/04/2013 19:52, ""Andrew MacLeod"" wrote: > > > Dr Ruben R Puentadora then read about TPCK SAMR > [...]
",publish,re-greetings-and-intro-from-canada-5,2013-04-08 14:44:49,post,"Lists,Course Reader,JISCMail",
5795,1147,2013-04-08 14:44:49,Re: Greetings and Intro from Canada,"Hi,
I am getting an error message when I try to unsubscribe to this list. Can I please be unsubcribed?
Thanks, Lisa
On 8 April 2013 15:31, Tubman, Philip wrote:
> Hi Andrew, Is this the resource you are discussing: > > http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. > pdf > > > Phil > > > > -------------------------------------------------------------- > Philip Tubman BA MSc > CMALT AFHEA > > Lancaster University > > Twitter: @philtubman/ @LU_eLearning > > > > > > > On 04/04/2013 19:52, ""Andrew MacLeod"" wrote: > > > Dr Ruben R Puentadora then read about TPCK SAMR > [...] ","Hi,
I am getting an error message when I try to unsubscribe to this list. Can I please be unsubcribed?
Thanks, Lisa
On 8 April 2013 15:31, Tubman, Philip
wrote:
> Hi Andrew, Is this the resource you are discussing: > > http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice. > pdf > > > Phil > > > > -------------------------------------------------------------- > Philip Tubman BA MSc > CMALT AFHEA > > Lancaster University > > Twitter: @philtubman/ @LU_eLearning > > > > > > > On 04/04/2013 19:52, ""Andrew MacLeod"" wrote: > > > Dr Ruben R Puentadora then read about TPCK SAMR > [...]
Roehampton Vale, London SW15 3DW, UK Tel: +44 - 2085472000 http://sec.kingston.ac.uk/ ","me too. Thanks.Best regardsAkbar.Dr. A. AboutorabiBSc, MSc, PhD, IEng, FMIIMESchool of Mechanical and Automotive EngineeringRoehampton Vale, London SW15 3DW, UKTel: +44 - 2085472000http://sec.kingston.ac.uk/ ",publish,no-subject-12,2013-04-08 14:45:15,post,"Course Reader,JISCMail,Lists",
4947,1146,2013-04-08 14:45:15,"<No subject>","me too. Thanks.
Best regards Akbar.
Dr. A. Aboutorabi BSc, MSc, PhD, IEng, FMIIME
School of Mechanical and Automotive Engineering
Roehampton Vale, London SW15 3DW, UK Tel: +44 - 2085472000 http://sec.kingston.ac.uk/ ","me too. Thanks.Best regardsAkbar.Dr. A. AboutorabiBSc, MSc, PhD, IEng, FMIIMESchool of Mechanical and Automotive EngineeringRoehampton Vale, London SW15 3DW, UKTel: +44 - 2085472000http://sec.kingston.ac.uk/ ",publish,no-subject-22,2013-04-08 14:45:15,post,"Lists,Course Reader,JISCMail",
5443,1146,2013-04-08 14:45:15,"<No subject>","me too. Thanks.
Best regards Akbar.
Dr. A. Aboutorabi BSc, MSc, PhD, IEng, FMIIME
School of Mechanical and Automotive Engineering
Roehampton Vale, London SW15 3DW, UK Tel: +44 - 2085472000 http://sec.kingston.ac.uk/ ","me too. Thanks.Best regardsAkbar.Dr. A. AboutorabiBSc, MSc, PhD, IEng, FMIIMESchool of Mechanical and Automotive EngineeringRoehampton Vale, London SW15 3DW, UKTel: +44 - 2085472000http://sec.kingston.ac.uk/ ",publish,no-subject-39,2013-04-08 14:45:15,post,"Lists,Course Reader,JISCMail",
5794,1146,2013-04-08 14:45:15,"<No subject>","me too. Thanks.
Best regards Akbar.
Dr. A. Aboutorabi BSc, MSc, PhD, IEng, FMIIME
School of Mechanical and Automotive Engineering
Roehampton Vale, London SW15 3DW, UK Tel: +44 - 2085472000 http://sec.kingston.ac.uk/ ","me too. Thanks.Best regardsAkbar.Dr. A. AboutorabiBSc, MSc, PhD, IEng, FMIIMESchool of Mechanical and Automotive EngineeringRoehampton Vale, London SW15 3DW, UKTel: +44 - 2085472000http://sec.kingston.ac.uk/ ",publish,no-subject-56,2013-04-08 14:45:15,post,"JISCMail,Course Reader,Lists",
1149,946,2013-04-08 14:45:49,Characterisation – ocTEL,"
Having already decided on my big question one of the other things that the ocTEL course is asking:
What characteristics do you think the participants in this course have in common?
I have partly answered this already in my post about handling e-mail.
What was interesting was how few people who responded to my post has actually read it.
The first part of the post talked about how to deal with an influx of e-mail from a mailing list. The last paragraph though was the important one.
One lesson that people should take from ocTEL is that never assume that people, even technically literate people, will be able to do stuff that you take for granted. This applies equally to practitioners and importantly learners.
My point really was not about handling e-mail, but about making assumptions that people will have the necessary skills and knowledge to deal with the technology of a MOOC such as this one. We can make similar assumptions about learners who use technology all the time, and assume they will be able to use the VLE, social media and mobile devices to support their learning.
To answer the queston about the common characteristics of people doing the ocTEL. From what I can see is that there is a proportion of people who are familiar with the technologies they are engaging with, can manage the processes and are now focusing on the learning. There is another group who have signed up, but are unfamiliar with the outputs that happen as a result of signing up to a MOOC and a (highly active) mailing list, as a result the technology is having a negative impact on their learning.
So is there a common characteristic across the whole of the group? Well there is, an interest in TEL. However there is a whole spectrum of interest and alongside that a whole spectrum of skills, knowledge and experience.
The challenge for this MOOC will be is how to engage those at either end without disengaging those at the other end.
The second question asked is:
In what ways might they be different or atypical of other groups of learners that might be important or relevant to you?
I would say that this group of learners is different to groups of learners in that in formal education we use initial advice and guidance, as well as prior learning and achievement, to ensure they get on the right course.
Here on ocTEL we have a range of levels, commitment and experience. I am not sure if the course can engage those practitioners who would directly benefit whilst simultaneously engaging those more advanced and experienced practitioners who could provide support and guidance to the less experienced practitioners.
It will be interesting to see what happens.
",Having already decided on my big question one of the other things that the ocTEL course is asking: What characteristics do you think the participants in this course have in common? I have partly answered this already in my post about handling e-mail. What was interesting was how few people who responded to my post [...],publish,characterisation-octel,2013-04-08 14:45:49,post,"Course Reader,Blog posts","#ocTEL,ALT,characterisation"
1191,1144,2013-04-08 14:48:46,Re: Introduction - basic science in clinical teaching,have you seen this chris?
Phil ,have you seen this chris?http://www.kcl.ac.uk/newsevents/news/newsrecords/2011/06June/Kings-Dental-Institute-wins-innovation-awards.aspxPhil ,publish,re-introduction-basic-science-in-clinical-teaching,2013-04-08 14:48:46,post,"JISCMail,Lists,Course Reader",
4946,1144,2013-04-08 14:48:46,Re: Introduction - basic science in clinical teaching,have you seen this chris?
Phil ,have you seen this chris?http://www.kcl.ac.uk/newsevents/news/newsrecords/2011/06June/Kings-Dental-Institute-wins-innovation-awards.aspxPhil ,publish,re-introduction-basic-science-in-clinical-teaching-2,2013-04-08 14:48:46,post,"Lists,Course Reader,JISCMail",
5442,1144,2013-04-08 14:48:46,Re: Introduction - basic science in clinical teaching,have you seen this chris?
Phil ,have you seen this chris?http://www.kcl.ac.uk/newsevents/news/newsrecords/2011/06June/Kings-Dental-Institute-wins-innovation-awards.aspxPhil ,publish,re-introduction-basic-science-in-clinical-teaching-3,2013-04-08 14:48:46,post,"Lists,Course Reader,JISCMail",
5793,1144,2013-04-08 14:48:46,Re: Introduction - basic science in clinical teaching,have you seen this chris?
Phil ,have you seen this chris?http://www.kcl.ac.uk/newsevents/news/newsrecords/2011/06June/Kings-Dental-Institute-wins-innovation-awards.aspxPhil ,publish,re-introduction-basic-science-in-clinical-teaching-4,2013-04-08 14:48:46,post,"Lists,JISCMail,Course Reader",
1180,946,2013-04-08 14:48:55,#ocTEL Characterisation,"
James Clay
Mon, 08 Apr 2013 14:48:55 GMT
- Community
My point really was not about handling e-mail, but about making assumptions that people will have the necessary skills and knowledge to deal with the technology of a MOOC such as this one. We can make...
","
James Clay
Mon, 08 Apr 2013 14:48:55 GMT
- Community
My point really was not about handling e-mail, but about making assumptions that people will have the necessary skills and knowledge to deal with the technology of a MOOC such as this one. We can make...
I think it’s about time I started using this blog for something, and the ALT ocTEL MOOC has given me a great reason to start…so here is my introduction…
My name is Phil Vincent, and I am currently working as a Technology Enhanced Learning Advisor at York St John University.
My focus is to strategically develop the use of the institutional e-Portfolio system (Mahara), and our new Media Library (HELIX), by engaging and communicating with key stakeholders, offering advice, consultancy and support. Working to the Learning & Teaching Development annual objectives and the TEL Quality Framework, I pro-actively support and develop staff in their use of e-Portfolio and video technology to enhance the student learning experience.
I work as a part-time Adult Education Tutor for City of York Council Adult and Community Education Service, teaching Web Page Creation (using Adobe Dreamweaver), and am a Member of the Institute for Learning (MIfL). I also work as a part-time Tutor at York College, teaching Introductory Web Page Design.
As a learning & development professional my primary focus is delivering e-learning training to staff using a blended approach to training delivery, including face-to-face classroom training, one-to-one e-coaching, self-help material, screencasting, e-learning, social media, and live online delivery (webinars).
I have experience in delivering training on Learning Technologies, Virtual Learning Environments, Screencasting, Online Delivery Tools, Content Management Systems, e-Portfolios, Adobe Dreamweaver, Microsoft Office, HTML & CSS, and ECDL amongst other things.
My other specialties include: Teaching & Learning, Learning Technologies, Microsoft Office, Dreamweaver, Blended Learning, e-Learning, Screencasting, Live Online Delivery, Social Media, FE/HE, Adult Education, Technology Enhanced Learning, e-Portfolios, and Virtual Learning Environments.
As educational technologists working in the UK higher education system, our practices involve a focus on improving the quality of student learning through the use of learning technologies. Our advice is sometimes theory based and sometimes based on accounts in the literature of successful uses of learning technology.
The use of digital technologies is now widespread and increasing, but is not always optimised for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium (Laurillard et al, 2013).
The optimal use of learning technologies is integral to the wider issue of how best to facilitate learning. In the context of compulsory education, learning design is more usually referred to as ‘pedagogy’– ‘the practice of teaching framed and informed by a shared and structured body of knowledge’ (Pollard 2010).
To achieve a genuine and lasting change in what teachers do, we need to have an impact on the way they think about what they do (Biggs 2003), encouraging them to be more reflective and therefore more open to extending their practice to others’ ideas and to technology-enhanced learning (TEL) designs (Schwartz et al. 1999; Ertmer 2005; Donald et al. 2009). The typical working life of a university teacher does not lend itself to this. There are very few opportunities to learn about TEL and it is not easy to share design ideas, or to engage in pedagogical reflection 2010).
Time for staff development has to compete with developing administrative skills and research skills, so there is little time for learning about teaching, even of a conventional form.
Higher Education Institutions (HEIs) are always looking for effective teaching methods that place the student at the centre of learning. Bearing this in mind, universities are increasingly exploiting technology in the teaching they provide. The use of technology in higher education is based on the interrelationships amongst at least three areas: technology, theories of learning and issues of educational practice.
Biggs J. (2003). Teaching for Quality Learning at University. SRHE/OUP, Buckingham.
Donald C., Blake A., Girault I., Datt A. & Ramsey E. (2009). Approaches to learning design: past the head and the hands to the HEART of the matter. Distance Education, 30, 179–199.
Laurillard, D., et al. (2013). A constructionist learning environment for teachers to model learning designs. Journal of computer assisted learning, 29 (1), 15-30.
Pollard A. (2010). Professionalism and Pedagogy: A Contemporary Opportunity. London: TLRPo.
","I think it’s about time I started using this blog for something, and the ALT ocTEL MOOC has given me a great reason to start…so here is my introduction… My name is Phil Vincent, and I am currently working as…
I think it’s about time I started using this blog for something, and the ALT ocTEL MOOC has given me a great reason to start…so here is my introduction…
My name is Phil Vincent, and I am currently working as a Technology Enhanced Learning Advisor at York St John University.
My focus is to strategically develop the use of the institutional e-Portfolio system (Mahara), and our new Media Library (HELIX), by engaging and communicating with key stakeholders, offering advice, consultancy and support. Working to the Learning & Teaching Development annual objectives and the TEL Quality Framework, I pro-actively support and develop staff in their use of e-Portfolio and video technology to enhance the student learning experience.
I work as a part-time Adult Education Tutor for City of York Council Adult and Community Education Service, teaching Web Page Creation (using Adobe Dreamweaver), and am a Member of the Institute for Learning (MIfL). I also work as a part-time Tutor at York College, teaching Introductory Web Page Design.
As a learning & development professional my primary focus is delivering e-learning training to staff using a blended approach to training delivery, including face-to-face classroom training, one-to-one e-coaching, self-help material, screencasting, e-learning, social media, and live online delivery (webinars).
I have experience in delivering training on Learning Technologies, Virtual Learning Environments, Screencasting, Online Delivery Tools, Content Management Systems, e-Portfolios, Adobe Dreamweaver, Microsoft Office, HTML & CSS, and ECDL amongst other things.
My other specialties include: Teaching & Learning, Learning Technologies, Microsoft Office, Dreamweaver, Blended Learning, e-Learning, Screencasting, Live Online Delivery, Social Media, FE/HE, Adult Education, Technology Enhanced Learning, e-Portfolios, and Virtual Learning Environments.
As educational technologists working in the UK higher education system, our practices involve a focus on improving the quality of student learning through the use of learning technologies. Our advice is sometimes theory based and sometimes based on accounts in the literature of successful uses of learning technology.
The use of digital technologies is now widespread and increasing, but is not always optimised for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium (Laurillard et al, 2013).
The optimal use of learning technologies is integral to the wider issue of how best to facilitate learning. In the context of compulsory education, learning design is more usually referred to as ‘pedagogy’– ‘the practice of teaching framed and informed by a shared and structured body of knowledge’ (Pollard 2010).
To achieve a genuine and lasting change in what teachers do, we need to have an impact on the way they think about what they do (Biggs 2003), encouraging them to be more reflective and therefore more open to extending their practice to others’ ideas and to technology-enhanced learning (TEL) designs (Schwartz et al. 1999; Ertmer 2005; Donald et al. 2009). The typical working life of a university teacher does not lend itself to this. There are very few opportunities to learn about TEL and it is not easy to share design ideas, or to engage in pedagogical reflection 2010).
Time for staff development has to compete with developing administrative skills and research skills, so there is little time for learning about teaching, even of a conventional form.
Higher Education Institutions (HEIs) are always looking for effective teaching methods that place the student at the centre of learning. Bearing this in mind, universities are increasingly exploiting technology in the teaching they provide. The use of technology in higher education is based on the interrelationships amongst at least three areas: technology, theories of learning and issues of educational practice.
Biggs J. (2003). Teaching for Quality Learning at University. SRHE/OUP, Buckingham.
Donald C., Blake A., Girault I., Datt A. & Ramsey E. (2009). Approaches to learning design: past the head and the hands to the HEART of the matter. Distance Education, 30, 179–199.
Laurillard, D., et al. (2013). A constructionist learning environment for teachers to model learning designs. Journal of computer assisted learning, 29 (1), 15-30.
Pollard A. (2010). Professionalism and Pedagogy: A Contemporary Opportunity. London: TLRPo.
","I think it’s about time I started using this blog for something, and the ALT ocTEL MOOC has given me a great reason to start…so here is my introduction… My name is Phil Vincent, and I am currently working as…
I think it’s about time I started using this blog for something, and the ALT ocTEL MOOC has given me a great reason to start…so here is my introduction…
My name is Phil Vincent, and I am currently working as a Technology Enhanced Learning Advisor at York St John University.
My focus is to strategically develop the use of the institutional e-Portfolio system (Mahara), and our new Media Library (HELIX), by engaging and communicating with key stakeholders, offering advice, consultancy and support. Working to the Learning & Teaching Development annual objectives and the TEL Quality Framework, I pro-actively support and develop staff in their use of e-Portfolio and video technology to enhance the student learning experience.
I work as a part-time Adult Education Tutor for City of York Council Adult and Community Education Service, teaching Web Page Creation (using Adobe Dreamweaver), and am a Member of the Institute for Learning (MIfL). I also work as a part-time Tutor at York College, teaching Introductory Web Page Design.
As a learning & development professional my primary focus is delivering e-learning training to staff using a blended approach to training delivery, including face-to-face classroom training, one-to-one e-coaching, self-help material, screencasting, e-learning, social media, and live online delivery (webinars).
I have experience in delivering training on Learning Technologies, Virtual Learning Environments, Screencasting, Online Delivery Tools, Content Management Systems, e-Portfolios, Adobe Dreamweaver, Microsoft Office, HTML & CSS, and ECDL amongst other things.
My other specialties include: Teaching & Learning, Learning Technologies, Microsoft Office, Dreamweaver, Blended Learning, e-Learning, Screencasting, Live Online Delivery, Social Media, FE/HE, Adult Education, Technology Enhanced Learning, e-Portfolios, and Virtual Learning Environments.
As educational technologists working in the UK higher education system, our practices involve a focus on improving the quality of student learning through the use of learning technologies. Our advice is sometimes theory based and sometimes based on accounts in the literature of successful uses of learning technology.
The use of digital technologies is now widespread and increasing, but is not always optimised for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium (Laurillard et al, 2013).
The optimal use of learning technologies is integral to the wider issue of how best to facilitate learning. In the context of compulsory education, learning design is more usually referred to as ‘pedagogy’– ‘the practice of teaching framed and informed by a shared and structured body of knowledge’ (Pollard 2010).
To achieve a genuine and lasting change in what teachers do, we need to have an impact on the way they think about what they do (Biggs 2003), encouraging them to be more reflective and therefore more open to extending their practice to others’ ideas and to technology-enhanced learning (TEL) designs (Schwartz et al. 1999; Ertmer 2005; Donald et al. 2009). The typical working life of a university teacher does not lend itself to this. There are very few opportunities to learn about TEL and it is not easy to share design ideas, or to engage in pedagogical reflection 2010).
Time for staff development has to compete with developing administrative skills and research skills, so there is little time for learning about teaching, even of a conventional form.
Higher Education Institutions (HEIs) are always looking for effective teaching methods that place the student at the centre of learning. Bearing this in mind, universities are increasingly exploiting technology in the teaching they provide. The use of technology in higher education is based on the interrelationships amongst at least three areas: technology, theories of learning and issues of educational practice.
Biggs J. (2003). Teaching for Quality Learning at University. SRHE/OUP, Buckingham.
Donald C., Blake A., Girault I., Datt A. & Ramsey E. (2009). Approaches to learning design: past the head and the hands to the HEART of the matter. Distance Education, 30, 179–199.
Laurillard, D., et al. (2013). A constructionist learning environment for teachers to model learning designs. Journal of computer assisted learning, 29 (1), 15-30.
Pollard A. (2010). Professionalism and Pedagogy: A Contemporary Opportunity. London: TLRPo.
","I think it’s about time I started using this blog for something, and the ALT ocTEL MOOC has given me a great reason to start…so here is my introduction… My name is Phil Vincent, and I am currently working as…
",publish,octel-week-0-introduction-4,2013-04-08 14:51:02,post,"Course Reader,Blog posts","mooc,#ocTEL"
1190,1145,2013-04-08 14:52:50,Introduction and big question,"I'm a post-doc in wildlife conservation at Oxford Uni. I authored and teach an online course for the general public on mapping and GIS (on Moodle), and I'm developing a postgrad course in conservation techniques. I've studied an online course on how to teach online... It was eye-opening to be on the receiving end, and I hope to learn much more from ocTEL and all of you out there! [...] ","I'm a post-doc in wildlife conservation at Oxford Uni. I authored and teach an online course for the general public on mapping and GIS (on Moodle), and I'm developing a postgrad course in conservation techniques. I've studied an online course on how to...",publish,introduction-and-big-question-5,2013-04-08 14:52:50,post,"Lists,Course Reader,JISCMail",
4945,1145,2013-04-08 14:52:50,Introduction and big question,"I'm a post-doc in wildlife conservation at Oxford Uni. I authored and teach an online course for the general public on mapping and GIS (on Moodle), and I'm developing a postgrad course in conservation techniques. I've studied an online course on how to teach online... It was eye-opening to be on the receiving end, and I hope to learn much more from ocTEL and all of you out there! [...] ","I'm a post-doc in wildlife conservation at Oxford Uni. I authored and teach an online course for the general public on mapping and GIS (on Moodle), and I'm developing a postgrad course in conservation techniques. I've studied an online course on how to...",publish,introduction-and-big-question-8,2013-04-08 14:52:50,post,"JISCMail,Lists,Course Reader",
5441,1145,2013-04-08 14:52:50,Introduction and big question,"I'm a post-doc in wildlife conservation at Oxford Uni. I authored and teach an online course for the general public on mapping and GIS (on Moodle), and I'm developing a postgrad course in conservation techniques. I've studied an online course on how to teach online... It was eye-opening to be on the receiving end, and I hope to learn much more from ocTEL and all of you out there! [...] ","I'm a post-doc in wildlife conservation at Oxford Uni. I authored and teach an online course for the general public on mapping and GIS (on Moodle), and I'm developing a postgrad course in conservation techniques. I've studied an online course on how to...",publish,introduction-and-big-question-14,2013-04-08 14:52:50,post,"Lists,Course Reader,JISCMail",
5792,1145,2013-04-08 14:52:50,Introduction and big question,"I'm a post-doc in wildlife conservation at Oxford Uni. I authored and teach an online course for the general public on mapping and GIS (on Moodle), and I'm developing a postgrad course in conservation techniques. I've studied an online course on how to teach online... It was eye-opening to be on the receiving end, and I hope to learn much more from ocTEL and all of you out there! [...] ","I'm a post-doc in wildlife conservation at Oxford Uni. I authored and teach an online course for the general public on mapping and GIS (on Moodle), and I'm developing a postgrad course in conservation techniques. I've studied an online course on how to...",publish,introduction-and-big-question-20,2013-04-08 14:52:50,post,"JISCMail,Course Reader,Lists",
1189,819,2013-04-08 14:53:03,Re: Introduction and Big question,"I am currently doing the ' Justice' EdX one. It looks like the video content is the same but there are a number of additional activities, online discussions, self -tests, summative tests and end of course exam (all multiple choice). Pass rate is 60% I believe to get a 'honor code' certificate. I am enjoying it so far! Stephanie [...] ","I am currently doing the ' Justice' EdX one. It looks like the videocontent is the same but there are a number of additional activities, onlinediscussions, self -tests, summative tests and end of course exam (allmultiple choice). Pass rate is 60% I bel...",publish,re-introduction-and-big-question-3,2013-04-08 14:53:03,post,"Course Reader,JISCMail,Lists",
4944,819,2013-04-08 14:53:03,Re: Introduction and Big question,"I am currently doing the ' Justice' EdX one. It looks like the video content is the same but there are a number of additional activities, online discussions, self -tests, summative tests and end of course exam (all multiple choice). Pass rate is 60% I believe to get a 'honor code' certificate. I am enjoying it so far! Stephanie [...] ","I am currently doing the ' Justice' EdX one. It looks like the videocontent is the same but there are a number of additional activities, onlinediscussions, self -tests, summative tests and end of course exam (allmultiple choice). Pass rate is 60% I bel...",publish,re-introduction-and-big-question-5,2013-04-08 14:53:03,post,"Lists,Course Reader,JISCMail",
5440,819,2013-04-08 14:53:03,Re: Introduction and Big question,"I am currently doing the ' Justice' EdX one. It looks like the video content is the same but there are a number of additional activities, online discussions, self -tests, summative tests and end of course exam (all multiple choice). Pass rate is 60% I believe to get a 'honor code' certificate. I am enjoying it so far! Stephanie [...] ","I am currently doing the ' Justice' EdX one. It looks like the videocontent is the same but there are a number of additional activities, onlinediscussions, self -tests, summative tests and end of course exam (allmultiple choice). Pass rate is 60% I bel...",publish,re-introduction-and-big-question-9,2013-04-08 14:53:03,post,"JISCMail,Lists,Course Reader",
5791,819,2013-04-08 14:53:03,Re: Introduction and Big question,"I am currently doing the ' Justice' EdX one. It looks like the video content is the same but there are a number of additional activities, online discussions, self -tests, summative tests and end of course exam (all multiple choice). Pass rate is 60% I believe to get a 'honor code' certificate. I am enjoying it so far! Stephanie [...] ","I am currently doing the ' Justice' EdX one. It looks like the videocontent is the same but there are a number of additional activities, onlinediscussions, self -tests, summative tests and end of course exam (allmultiple choice). Pass rate is 60% I bel...",publish,re-introduction-and-big-question-13,2013-04-08 14:53:03,post,"Course Reader,Lists,JISCMail",
1158,90,2013-04-08 14:55:00,ocTEL: Week 0 Activity 0.1: My Big Question,"“How do we encourage even greater use of e-learning?”
This is not my big question, but one that has been asked many times before. Each time we reach an e-learning milestone, e.g., all departments making use of the Virtual Learning Environment (VLE), or presiding over 65% annual increases in the use of E-Assessment, Senior Management ask it once more.
I have answers to that question, but these in turn ask further questions. So my big question is in fact threefold:
How do we facilitate active staff and student ownership of institutional services?
How can staff and students move beyond the basic use of the VLE?
How can research intensive Higher Education Institutions (HEIs) encourage and recognise e-learning activity among the staff?
","“How do we encourage even greater use of e-learning?”
This is not my big question, but one that has been asked many times before. Each time we reach an e-learning milestone, e.g., all departments making use of the Virtual Learning Environment (VLE), or presiding over 65% annual increases in the use of E-Assessment, Senior Management ask it once more.
I have answers to that question, but these in turn ask further questions. So my big question is in fact threefold:
How do we facilitate active staff and student ownership of institutional services?
How can staff and students move beyond the basic use of the VLE?
How can research intensive Higher Education Institutions (HEIs) encourage and recognise e-learning activity among the staff?
",publish,octel-week-0-activity-0-1-my-big-question,2013-04-08 14:55:23,post,"Course Reader,Blog posts","#ocTELwk0,#ocTEL"
1188,1144,2013-04-08 15:02:21,Re: Introduction....and no question yet..have thought of a BIG question,There is also a diigo list @ https://groups.diigo.com/group/alt-octel ,There is also a diigo list @ https://groups.diigo.com/group/alt-octel ,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-5,2013-04-08 15:02:21,post,"JISCMail,Lists,Course Reader",
4943,1144,2013-04-08 15:02:21,Re: Introduction....and no question yet..have thought of a BIG question,There is also a diigo list @ https://groups.diigo.com/group/alt-octel ,There is also a diigo list @ https://groups.diigo.com/group/alt-octel ,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-10,2013-04-08 15:02:21,post,"Course Reader,JISCMail,Lists",
5439,1144,2013-04-08 15:02:21,Re: Introduction....and no question yet..have thought of a BIG question,There is also a diigo list @ https://groups.diigo.com/group/alt-octel ,There is also a diigo list @ https://groups.diigo.com/group/alt-octel ,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-17,2013-04-08 15:02:21,post,"Lists,Course Reader,JISCMail",
5790,1144,2013-04-08 15:02:21,Re: Introduction....and no question yet..have thought of a BIG question,There is also a diigo list @ https://groups.diigo.com/group/alt-octel ,There is also a diigo list @ https://groups.diigo.com/group/alt-octel ,publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-24,2013-04-08 15:02:21,post,"Lists,JISCMail,Course Reader",
1187,1144,2013-04-08 15:03:11,Re: #ocTEL Intro about me? I guess I¹m all about the Technagogy,"hi joseph you need to add the rss feed to your edit profile page to get it to appear on the reader.
Thansk,
phil ","hi joseph you need to add the rss feed to your edit profile page to get itto appear on the reader.Thansk,phil ",publish,re-octel-intro-about-me-i-guess-i%c2%b9m-all-about-the-technagogy,2013-04-08 15:03:11,post,"Course Reader,JISCMail,Lists",
4942,1144,2013-04-08 15:03:11,Re: #ocTEL Intro about me? I guess I¹m all about the Technagogy,"hi joseph you need to add the rss feed to your edit profile page to get it to appear on the reader.
Thansk,
phil ","hi joseph you need to add the rss feed to your edit profile page to get itto appear on the reader.Thansk,phil ",publish,re-octel-intro-about-me-i-guess-i%c2%b9m-all-about-the-technagogy-2,2013-04-08 15:03:11,post,"Lists,Course Reader,JISCMail",
5438,1144,2013-04-08 15:03:11,Re: #ocTEL Intro about me? I guess I¹m all about the Technagogy,"hi joseph you need to add the rss feed to your edit profile page to get it to appear on the reader.
Thansk,
phil ","hi joseph you need to add the rss feed to your edit profile page to get itto appear on the reader.Thansk,phil ",publish,re-octel-intro-about-me-i-guess-i%c2%b9m-all-about-the-technagogy-3,2013-04-08 15:03:11,post,"Course Reader,JISCMail,Lists",
5789,1144,2013-04-08 15:03:11,Re: #ocTEL Intro about me? I guess I¹m all about the Technagogy,"hi joseph you need to add the rss feed to your edit profile page to get it to appear on the reader.
Thansk,
phil ","hi joseph you need to add the rss feed to your edit profile page to get itto appear on the reader.Thansk,phil ",publish,re-octel-intro-about-me-i-guess-i%c2%b9m-all-about-the-technagogy-4,2013-04-08 15:03:11,post,"Course Reader,Lists,JISCMail",
1186,1143,2013-04-08 15:08:05,"<No subject>","For those thinking of opting out of the list because of the number of incoming e-mails, you might want to try setting up a filter or a rule to get these e-mails out of your inbox and into an appropriate folder (or labeled and archived, depending on your preferred e-mail service). [...] ","For those thinking of opting out of the list because of the number of incoming e-mails, you might want to try setting up a filter or a rule to get these e-mails out of your inbox and into an appropriate folder (or labeled and archived, depending on you...",publish,no-subject-11,2013-04-08 15:08:05,post,"JISCMail,Lists,Course Reader",
4941,1143,2013-04-08 15:08:05,"<No subject>","For those thinking of opting out of the list because of the number of incoming e-mails, you might want to try setting up a filter or a rule to get these e-mails out of your inbox and into an appropriate folder (or labeled and archived, depending on your preferred e-mail service). [...] ","For those thinking of opting out of the list because of the number of incoming e-mails, you might want to try setting up a filter or a rule to get these e-mails out of your inbox and into an appropriate folder (or labeled and archived, depending on you...",publish,no-subject-21,2013-04-08 15:08:05,post,"Lists,Course Reader,JISCMail",
5437,1143,2013-04-08 15:08:05,"<No subject>","For those thinking of opting out of the list because of the number of incoming e-mails, you might want to try setting up a filter or a rule to get these e-mails out of your inbox and into an appropriate folder (or labeled and archived, depending on your preferred e-mail service). [...] ","For those thinking of opting out of the list because of the number of incoming e-mails, you might want to try setting up a filter or a rule to get these e-mails out of your inbox and into an appropriate folder (or labeled and archived, depending on you...",publish,no-subject-38,2013-04-08 15:08:05,post,"Lists,Course Reader,JISCMail",
5788,1143,2013-04-08 15:08:05,"<No subject>","For those thinking of opting out of the list because of the number of incoming e-mails, you might want to try setting up a filter or a rule to get these e-mails out of your inbox and into an appropriate folder (or labeled and archived, depending on your preferred e-mail service). [...] ","For those thinking of opting out of the list because of the number of incoming e-mails, you might want to try setting up a filter or a rule to get these e-mails out of your inbox and into an appropriate folder (or labeled and archived, depending on you...",publish,no-subject-55,2013-04-08 15:08:05,post,"Lists,JISCMail,Course Reader",
1185,1142,2013-04-08 15:09:35,please remove me,"Hello, could you please remove me both from this list and from the course? Thanks. Nathalie Ticheler http://ticheler.blogspot.com/","Hello, could you please remove me both from this list and from the course? Thanks. Nathalie Ticheler http://ticheler.blogspot.com/",publish,please-remove-me-2,2013-04-08 15:09:35,post,"Lists,Course Reader,JISCMail",
4940,1142,2013-04-08 15:09:35,please remove me,"Hello, could you please remove me both from this list and from the course? Thanks. Nathalie Ticheler http://ticheler.blogspot.com/","Hello, could you please remove me both from this list and from the course? Thanks. Nathalie Ticheler http://ticheler.blogspot.com/",publish,please-remove-me-3,2013-04-08 15:09:35,post,"Lists,Course Reader,JISCMail",
5436,1142,2013-04-08 15:09:35,please remove me,"Hello, could you please remove me both from this list and from the course? Thanks. Nathalie Ticheler http://ticheler.blogspot.com/","Hello, could you please remove me both from this list and from the course? Thanks. Nathalie Ticheler http://ticheler.blogspot.com/",publish,please-remove-me-5,2013-04-08 15:09:35,post,"Lists,Course Reader,JISCMail",
5787,1142,2013-04-08 15:09:35,please remove me,"Hello, could you please remove me both from this list and from the course? Thanks. Nathalie Ticheler http://ticheler.blogspot.com/","Hello, could you please remove me both from this list and from the course? Thanks. Nathalie Ticheler http://ticheler.blogspot.com/",publish,please-remove-me-7,2013-04-08 15:09:35,post,"JISCMail,Course Reader,Lists",
1159,504,2013-04-08 15:11:00,OCTEL - Week 0: A little about me!,"
I have been a ‘learning technologist’ for about 8 or 9 years – it’s a role I fell into via Web development and an MA is Eighteenth Century History!
I read for my degrees in the early 90s and wasn’t accustomed to using technology much beyond word processing essays; when I first went to University you could only send email to other universities! In the final year of my undergraduate degree my tutor introduced us to email discussion forums, which opened my eyes to a whole world of possibilities. Suddenly, as a third year undergraduate, we were able to ‘listen to’ and join in discussions with real researchers and academics. We could hear the debates that previously only took place in staff seminars and postgraduate tutorials. And if we felt brave enough we could ask a question, or even join in. At the end of my final year I used a web browser for the first time!
I worked whilst studying for an MA part-time, and learned to word processing, had a job as a trainee graphic designer, learned HTML (because no-one else wanted to!) and eventually got a job as a Web developer. My role sat in the same team as the learning technologist and when she left I got the opportunity to take on responsibility for the VLE.
During the last 9 years my job has changed massively, but a number of key elements have stayed the same. I still train people to use the VLE, I still answer questions about why people can’t login. But there is much more to CAL / e-learning / TEL than there was. We are involved in university policy and strategy, we have projects that are funded by external bodies, we run large-scale online exams, we help staff to decide what tools and techniques suit a range of class sizes, teaching scenarios and activities.
But I often reflect on those days of email discussion lists and the new horizons that they opened. My job has the potential to help academics and students access resources and opportunities that are far beyond what I was able to do as a student – opportunities to see and experience so many resources, to take part in new ways of learning, reflecting and understanding your chosen field of study. In some ways I wish I was able to take my degree again, and experience what it’s like to learn through blogging, find video resources, take part in online discussions. Maybe that’s why I’m doing this course …
","
I have been a ‘learning technologist’ for about 8 or 9 years – it’s a role I fell into via Web development and an MA is Eighteenth Century History!
I read for my degrees in the early 90s and wasn’t accustomed to using technology much beyond word processing essays; when I first went to University you could only send email to other universities! In the final year of my undergraduate degree my tutor introduced us to email discussion forums, which opened my eyes to a whole world of possibilities. Suddenly, as a third year undergraduate, we were able to ‘listen to’ and join in discussions with real researchers and academics. We could hear the debates that previously only took place in staff seminars and postgraduate tutorials. And if we felt brave enough we could ask a question, or even join in. At the end of my final year I used a web browser for the first time!
I worked whilst studying for an MA part-time, and learned to word processing, had a job as a trainee graphic designer, learned HTML (because no-one else wanted to!) and eventually got a job as a Web developer. My role sat in the same team as the learning technologist and when she left I got the opportunity to take on responsibility for the VLE.
During the last 9 years my job has changed massively, but a number of key elements have stayed the same. I still train people to use the VLE, I still answer questions about why people can’t login. But there is much more to CAL / e-learning / TEL than there was. We are involved in university policy and strategy, we have projects that are funded by external bodies, we run large-scale online exams, we help staff to decide what tools and techniques suit a range of class sizes, teaching scenarios and activities.
But I often reflect on those days of email discussion lists and the new horizons that they opened. My job has the potential to help academics and students access resources and opportunities that are far beyond what I was able to do as a student – opportunities to see and experience so many resources, to take part in new ways of learning, reflecting and understanding your chosen field of study. In some ways I wish I was able to take my degree again, and experience what it’s like to learn through blogging, find video resources, take part in online discussions. Maybe that’s why I’m doing this course …
",publish,octel-week-0-a-little-about-me,2013-04-08 15:11:16,post,"Blog posts,Course Reader",
5201,504,2013-04-08 15:11:00,OCTEL - Week 0: A little about me!,"
I have been a ‘learning technologist’ for about 8 or 9 years – it’s a role I fell into via Web development and an MA is Eighteenth Century History!
I read for my degrees in the early 90s and wasn’t accustomed to using technology much beyond word processing essays; when I first went to University you could only send email to other universities! In the final year of my undergraduate degree my tutor introduced us to email discussion forums, which opened my eyes to a whole world of possibilities. Suddenly, as a third year undergraduate, we were able to ‘listen to’ and join in discussions with real researchers and academics. We could hear the debates that previously only took place in staff seminars and postgraduate tutorials. And if we felt brave enough we could ask a question, or even join in. At the end of my final year I used a web browser for the first time!
I worked whilst studying for an MA part-time, and learned to word processing, had a job as a trainee graphic designer, learned HTML (because no-one else wanted to!) and eventually got a job as a Web developer. My role sat in the same team as the learning technologist and when she left I got the opportunity to take on responsibility for the VLE.
During the last 9 years my job has changed massively, but a number of key elements have stayed the same. I still train people to use the VLE, I still answer questions about why people can’t login. But there is much more to CAL / e-learning / TEL than there was. We are involved in university policy and strategy, we have projects that are funded by external bodies, we run large-scale online exams, we help staff to decide what tools and techniques suit a range of class sizes, teaching scenarios and activities.
But I often reflect on those days of email discussion lists and the new horizons that they opened. My job has the potential to help academics and students access resources and opportunities that are far beyond what I was able to do as a student – opportunities to see and experience so many resources, to take part in new ways of learning, reflecting and understanding your chosen field of study. In some ways I wish I was able to take my degree again, and experience what it’s like to learn through blogging, find video resources, take part in online discussions. Maybe that’s why I’m doing this course …
","
I have been a ‘learning technologist’ for about 8 or 9 years – it’s a role I fell into via Web development and an MA is Eighteenth Century History!
I read for my degrees in the early 90s and wasn’t accustomed to using technology much beyond word processing essays; when I first went to University you could only send email to other universities! In the final year of my undergraduate degree my tutor introduced us to email discussion forums, which opened my eyes to a whole world of possibilities. Suddenly, as a third year undergraduate, we were able to ‘listen to’ and join in discussions with real researchers and academics. We could hear the debates that previously only took place in staff seminars and postgraduate tutorials. And if we felt brave enough we could ask a question, or even join in. At the end of my final year I used a web browser for the first time!
I worked whilst studying for an MA part-time, and learned to word processing, had a job as a trainee graphic designer, learned HTML (because no-one else wanted to!) and eventually got a job as a Web developer. My role sat in the same team as the learning technologist and when she left I got the opportunity to take on responsibility for the VLE.
During the last 9 years my job has changed massively, but a number of key elements have stayed the same. I still train people to use the VLE, I still answer questions about why people can’t login. But there is much more to CAL / e-learning / TEL than there was. We are involved in university policy and strategy, we have projects that are funded by external bodies, we run large-scale online exams, we help staff to decide what tools and techniques suit a range of class sizes, teaching scenarios and activities.
But I often reflect on those days of email discussion lists and the new horizons that they opened. My job has the potential to help academics and students access resources and opportunities that are far beyond what I was able to do as a student – opportunities to see and experience so many resources, to take part in new ways of learning, reflecting and understanding your chosen field of study. In some ways I wish I was able to take my degree again, and experience what it’s like to learn through blogging, find video resources, take part in online discussions. Maybe that’s why I’m doing this course …
",publish,octel-week-0-a-little-about-me-2,2013-04-08 15:11:16,post,"Course Reader,Blog posts",
1166,3,2013-04-08 15:25:54,ocTEL weekly webinars starting this Wednesday,"ocTEL is running weekly webinars starting this Wednesday, 10 April.
The week 0 webinar will start at 12:30pm (BST), via Blackboard Collaborate 11.
Links to all webinar sessions will be available via the Course Materials page.
This week's webinar
This week's webinar has two parts: First, there is a welcome to ocTEL, including a brief orientation and networking session. The main presentation is led by Diana Laurillard and will focus on 'big questions' in Technology Enhanced Learning, getting participants to think about their own questions and how these can be explored over the next 10 weeks.
About the presenter
Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education, leading research projects on developing a learning design support environment for teachers and trainers, and on software interventions for adult learners with low numeracy and dyscalculia. She is also Assistant Director for Open Mode learning at the Institute of Education, and is Vice Chair of the Association for Learning Technology.
We will make the recording of this session available via the Course Materials page on the ocTEL website.
Webinar help and FAQ's
For help prior to the webinar and some frequently asked questions please visit our help page.
If you have any questions contact octel-tech@alt.ac.uk.","",publish,octel-weekly-webinars-starting-this-wednesday-2,2013-06-06 11:28:29,post,Course information,course information
1234,1150,2013-04-08 15:26:53,A history of teaching machines,"American Psychologist (1988). Volume: 43, Issue: 9. Pages: 703-712.
Ludy T Benjamin et al.
Comments on L. T. Benjamin's (see record 1989-06671-001) history of teaching machines (TMs), suggesting the need for reexamination of the belief that cultural inertia was the principal cause of the failure of TMs. Implications for computer-assisted instruction are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
Comments on L. T. Benjamin's (see record 1989-06671-001) history of teaching machines (TMs), suggesting the need for reexamination of the belief that cultural inertia was the principal cause of the failure of TMs. Implications for computer-assisted instruction are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
",publish,a-history-of-teaching-machines,2013-04-08 15:26:53,post,"Course Reader,Bookmarks,Mendeley Group",Journal Article
1789,1150,2013-04-08 15:26:53,A history of teaching machines,"American Psychologist (1988). Volume: 43, Issue: 9. Pages: 703-712.
Ludy T Benjamin et al.
Comments on L. T. Benjamin's (see record 1989-06671-001) history of teaching machines (TMs), suggesting the need for reexamination of the belief that cultural inertia was the principal cause of the failure of TMs. Implications for computer-assisted instruction are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
Comments on L. T. Benjamin's (see record 1989-06671-001) history of teaching machines (TMs), suggesting the need for reexamination of the belief that cultural inertia was the principal cause of the failure of TMs. Implications for computer-assisted instruction are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
",publish,a-history-of-teaching-machines-2,2013-04-08 15:26:53,post,"Mendeley Group,Course Reader,Bookmarks",Journal Article
1233,1150,2013-04-08 15:26:58,Why We Need Teaching Machines,"Harvard Educational Review (1961). Volume: 31, Issue: 4. Pages: 377-398.
Current Suggestions et al.
In 1954, B. F. Skinner published his first discussion of teaching machines utilizing the results of experimental investigations on the effects of reinforcement in learning. Since that time many educators and psychologists have become interested in the technical and ethical issues involved in programmed instruction. In this article Professor Skinner discusses specific types of teaching machines and the particular types of "learning" possible through the use of these machines.
In 1954, B. F. Skinner published his first discussion of teaching machines utilizing the results of experimental investigations on the effects of reinforcement in learning. Since that time many educators and psychologists have become interested in the technical and ethical issues involved in programmed instruction. In this article Professor Skinner discusses specific types of teaching machines and the particular types of ""learning"" possible through the use of these machines.
",publish,why-we-need-teaching-machines,2013-04-08 15:26:58,post,"Bookmarks,Mendeley Group,Course Reader",Journal Article
1788,1150,2013-04-08 15:26:58,Why We Need Teaching Machines,"Harvard Educational Review (1961). Volume: 31, Issue: 4. Pages: 377-398.
Current Suggestions et al.
In 1954, B. F. Skinner published his first discussion of teaching machines utilizing the results of experimental investigations on the effects of reinforcement in learning. Since that time many educators and psychologists have become interested in the technical and ethical issues involved in programmed instruction. In this article Professor Skinner discusses specific types of teaching machines and the particular types of "learning" possible through the use of these machines.
In 1954, B. F. Skinner published his first discussion of teaching machines utilizing the results of experimental investigations on the effects of reinforcement in learning. Since that time many educators and psychologists have become interested in the technical and ethical issues involved in programmed instruction. In this article Professor Skinner discusses specific types of teaching machines and the particular types of ""learning"" possible through the use of these machines.
",publish,why-we-need-teaching-machines-2,2013-04-08 15:26:58,post,"Course Reader,Bookmarks,Mendeley Group",Journal Article
1184,1141,2013-04-08 15:34:06,Would we do this if we were all together?,"Would we do this introductory activity if all 1000 of us were together in a conference hall? I suspect not, so why do it online? I would guess that many of the reasons for not doing this in the physical world also apply to the digital world. The start of this course is depressingly similar to a MOOC I enrolled on a few years ago with Stephen Downes and George Siemens where many people switched off before they ever got turned on. [...] ","Would we do this introductory activity if all 1000 of us were together in aconference hall?I suspect not, so why do it online? I would guess that many of the reasonsfor not doing this in the physical world also apply to the digital world.The start of t...",publish,would-we-do-this-if-we-were-all-together,2013-04-08 15:34:06,post,"Course Reader,JISCMail,Lists",
4939,1141,2013-04-08 15:34:06,Would we do this if we were all together?,"Would we do this introductory activity if all 1000 of us were together in a conference hall? I suspect not, so why do it online? I would guess that many of the reasons for not doing this in the physical world also apply to the digital world. The start of this course is depressingly similar to a MOOC I enrolled on a few years ago with Stephen Downes and George Siemens where many people switched off before they ever got turned on. [...] ","Would we do this introductory activity if all 1000 of us were together in aconference hall?I suspect not, so why do it online? I would guess that many of the reasonsfor not doing this in the physical world also apply to the digital world.The start of t...",publish,would-we-do-this-if-we-were-all-together-2,2013-04-08 15:34:06,post,"Lists,Course Reader,JISCMail",
5435,1141,2013-04-08 15:34:06,Would we do this if we were all together?,"Would we do this introductory activity if all 1000 of us were together in a conference hall? I suspect not, so why do it online? I would guess that many of the reasons for not doing this in the physical world also apply to the digital world. The start of this course is depressingly similar to a MOOC I enrolled on a few years ago with Stephen Downes and George Siemens where many people switched off before they ever got turned on. [...] ","Would we do this introductory activity if all 1000 of us were together in aconference hall?I suspect not, so why do it online? I would guess that many of the reasonsfor not doing this in the physical world also apply to the digital world.The start of t...",publish,would-we-do-this-if-we-were-all-together-3,2013-04-08 15:34:06,post,"Lists,Course Reader,JISCMail",
5786,1141,2013-04-08 15:34:06,Would we do this if we were all together?,"Would we do this introductory activity if all 1000 of us were together in a conference hall? I suspect not, so why do it online? I would guess that many of the reasons for not doing this in the physical world also apply to the digital world. The start of this course is depressingly similar to a MOOC I enrolled on a few years ago with Stephen Downes and George Siemens where many people switched off before they ever got turned on. [...] ","Would we do this introductory activity if all 1000 of us were together in aconference hall?I suspect not, so why do it online? I would guess that many of the reasonsfor not doing this in the physical world also apply to the digital world.The start of t...",publish,would-we-do-this-if-we-were-all-together-4,2013-04-08 15:34:06,post,"Course Reader,Lists,JISCMail",
2118,1273,2013-04-08 15:57:05,Introduction,"
As a Subject Librarian at the University of Huddersfield, my role involves teaching ‘Information Skills’ to Library users, from foundation level through to academic staff. This involves face-to face tuition, classroom teaching, lectures, and the provision of instructional materials in print and online. To date, my use of TEL has mainly been restricted to the creation of online resources. This includes the development of an online induction website incorporating podcasts, screen capture demonstrations, and tutorials. Whilst I have had training on the potential uses of mobile technology in the classroom (e.g. Poll Everywhere via mobile) I am yet to implement this in my teaching. It could be said that I have a good awareness of technology, and am a faily competent user, but as yet I haven’t exploited technology to it’s full effect in my teaching.
The use of technology in my teaching has made me acutely aware of the need for clarity, and keeping information up-to-date. Once something is out there in the public domain, I want to make sure it’s as accuarate as possible. For example, I was a fairly early adopter of screen capture software, but have shied away from updating numerous instructional videos given the time involved. It may be that I need to take adopt a more relaxed attitude to the use of such technologies, taking a ‘quick and dirty’ approach, or indeed reconsider the purpose I am using such technologies. Either way, I could do with ‘rebooting’ by use of technology, having lost much of my initial enthusiasm.
I’ve previously undertaken online courses, but this is the first MOOC I have participated in. The MOOC phenomenon is relatively new to me, and time will only tell just how much I can get out of it. I’ve previously found online courses (on a much smaller scale!) quite overwhelming in terms of the amount of materials available, and discussion threads taking place. I have a tendency to ‘lurk’ on forums, so one of the greatest tests will be overcoming this personal barrier to participation. But I’m willing to give it a go!
","As a Subject Librarian at the University of Huddersfield, my role involves teaching ‘Information Skills’ to Library users, from foundation level through to academic staff. This involves face-to face tuition, classroom teaching, lectures, and the provision of instructional materials in print and online. To date, my use of TEL has mainly been restricted to the […]",publish,introduction-21,2013-04-08 15:57:05,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
4745,1273,2013-04-08 15:57:05,Introduction,"
As a Subject Librarian at the University of Huddersfield, my role involves teaching ‘Information Skills’ to Library users, from foundation level through to academic staff. This involves face-to face tuition, classroom teaching, lectures, and the provision of instructional materials in print and online. To date, my use of TEL has mainly been restricted to the creation of online resources. This includes the development of an online induction website incorporating podcasts, screen capture demonstrations, and tutorials. Whilst I have had training on the potential uses of mobile technology in the classroom (e.g. Poll Everywhere via mobile) I am yet to implement this in my teaching. It could be said that I have a good awareness of technology, and am a faily competent user, but as yet I haven’t exploited technology to it’s full effect in my teaching.
The use of technology in my teaching has made me acutely aware of the need for clarity, and keeping information up-to-date. Once something is out there in the public domain, I want to make sure it’s as accuarate as possible. For example, I was a fairly early adopter of screen capture software, but have shied away from updating numerous instructional videos given the time involved. It may be that I need to take adopt a more relaxed attitude to the use of such technologies, taking a ‘quick and dirty’ approach, or indeed reconsider the purpose I am using such technologies. Either way, I could do with ‘rebooting’ by use of technology, having lost much of my initial enthusiasm.
I’ve previously undertaken online courses, but this is the first MOOC I have participated in. The MOOC phenomenon is relatively new to me, and time will only tell just how much I can get out of it. I’ve previously found online courses (on a much smaller scale!) quite overwhelming in terms of the amount of materials available, and discussion threads taking place. I have a tendency to ‘lurk’ on forums, so one of the greatest tests will be overcoming this personal barrier to participation. But I’m willing to give it a go!
","As a Subject Librarian at the University of Huddersfield, my role involves teaching ‘Information Skills’ to Library users, from foundation level through to academic staff. This involves face-to face tuition, classroom teaching, lectures, and the provision of instructional materials in print and online. To date, my use of TEL has mainly been restricted to the […]",publish,introduction-22,2013-04-08 15:57:05,post,"Blog posts,Course Reader","#ocTEL,Uncategorized"
5194,1273,2013-04-08 15:57:05,Introduction,"
As a Subject Librarian at the University of Huddersfield, my role involves teaching ‘Information Skills’ to Library users, from foundation level through to academic staff. This involves face-to face tuition, classroom teaching, lectures, and the provision of instructional materials in print and online. To date, my use of TEL has mainly been restricted to the creation of online resources. This includes the development of an online induction website incorporating podcasts, screen capture demonstrations, and tutorials. Whilst I have had training on the potential uses of mobile technology in the classroom (e.g. Poll Everywhere via mobile) I am yet to implement this in my teaching. It could be said that I have a good awareness of technology, and am a faily competent user, but as yet I haven’t exploited technology to it’s full effect in my teaching.
The use of technology in my teaching has made me acutely aware of the need for clarity, and keeping information up-to-date. Once something is out there in the public domain, I want to make sure it’s as accuarate as possible. For example, I was a fairly early adopter of screen capture software, but have shied away from updating numerous instructional videos given the time involved. It may be that I need to take adopt a more relaxed attitude to the use of such technologies, taking a ‘quick and dirty’ approach, or indeed reconsider the purpose I am using such technologies. Either way, I could do with ‘rebooting’ by use of technology, having lost much of my initial enthusiasm.
I’ve previously undertaken online courses, but this is the first MOOC I have participated in. The MOOC phenomenon is relatively new to me, and time will only tell just how much I can get out of it. I’ve previously found online courses (on a much smaller scale!) quite overwhelming in terms of the amount of materials available, and discussion threads taking place. I have a tendency to ‘lurk’ on forums, so one of the greatest tests will be overcoming this personal barrier to participation. But I’m willing to give it a go!
","As a Subject Librarian at the University of Huddersfield, my role involves teaching ‘Information Skills’ to Library users, from foundation level through to academic staff. This involves face-to face tuition, classroom teaching, lectures, and the provision of instructional materials in print and online. To date, my use of TEL has mainly been restricted to the […]",publish,introduction-43,2013-04-08 15:57:05,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
1201,15,2013-04-08 16:07:00,RSS - you'd think it had gone the way of Google Reader,"Just trying to subscribe to the interesting blogs on #octel. Why is it so difficult to get an RSS feed from Wordpress or Blogger? It's hard just to find the link..
Is RSS going the way of the Google Reader, or is there time left yet?
","Just trying to subscribe to the interesting blogs on #octel. Why is it so difficult to get an RSS feed from Wordpress or Blogger? It's hard just to find the link..Is RSS going the way of the Google Reader, or is there time left yet?",publish,rss-youd-think-it-had-gone-the-way-of-google-reader,2013-04-08 16:07:50,post,"Blog posts,Course Reader","#ocTEL,eLearning,RSS"
5316,15,2013-04-08 16:07:00,RSS - you'd think it had gone the way of Google Reader,"Just trying to subscribe to the interesting blogs on #octel. Why is it so difficult to get an RSS feed from Wordpress or Blogger? It's hard just to find the link..
Is RSS going the way of the Google Reader, or is there time left yet?
","Just trying to subscribe to the interesting blogs on #octel. Why is it so difficult to get an RSS feed from Wordpress or Blogger? It's hard just to find the link..Is RSS going the way of the Google Reader, or is there time left yet?",publish,rss-youd-think-it-had-gone-the-way-of-google-reader-2,2013-04-08 16:07:50,post,"Course Reader,Blog posts","RSS,eLearning,#ocTEL"
1202,1149,2013-04-08 16:52:35,Re: Would we do this if we were all together? -NO WAY!,"Dear Peter
I was delighted to read your email. It started with a succinctly made original point. The level of frustration in so many emails ('Help get me out of here!') has been rather painful to read, but I am rather with your optimism. I do feel that the sheer volume of communication places a respoinsibility on us the free-loading learners (we haven't paid a penny for this) to create our own little pockets of manageable sanity. [...] ","Dear PeterI was delighted to read your email. It started with a succinctly madeoriginal point. The level of frustration in so many emails ('Help get meout of here!') has been rather painful to read, but I am rather withyour optimism. I do feel that the...",publish,re-would-we-do-this-if-we-were-all-together-no-way,2013-04-08 16:52:35,post,"JISCMail,Course Reader,Lists",
4938,1149,2013-04-08 16:52:35,Re: Would we do this if we were all together? -NO WAY!,"Dear Peter
I was delighted to read your email. It started with a succinctly made original point. The level of frustration in so many emails ('Help get me out of here!') has been rather painful to read, but I am rather with your optimism. I do feel that the sheer volume of communication places a respoinsibility on us the free-loading learners (we haven't paid a penny for this) to create our own little pockets of manageable sanity. [...] ","Dear PeterI was delighted to read your email. It started with a succinctly madeoriginal point. The level of frustration in so many emails ('Help get meout of here!') has been rather painful to read, but I am rather withyour optimism. I do feel that the...",publish,re-would-we-do-this-if-we-were-all-together-no-way-6,2013-04-08 16:52:35,post,"Course Reader,JISCMail,Lists",
5434,1149,2013-04-08 16:52:35,Re: Would we do this if we were all together? -NO WAY!,"Dear Peter
I was delighted to read your email. It started with a succinctly made original point. The level of frustration in so many emails ('Help get me out of here!') has been rather painful to read, but I am rather with your optimism. I do feel that the sheer volume of communication places a respoinsibility on us the free-loading learners (we haven't paid a penny for this) to create our own little pockets of manageable sanity. [...] ","Dear PeterI was delighted to read your email. It started with a succinctly madeoriginal point. The level of frustration in so many emails ('Help get meout of here!') has been rather painful to read, but I am rather withyour optimism. I do feel that the...",publish,re-would-we-do-this-if-we-were-all-together-no-way-9,2013-04-08 16:52:35,post,"Lists,Course Reader,JISCMail",
5785,1149,2013-04-08 16:52:35,Re: Would we do this if we were all together? -NO WAY!,"Dear Peter
I was delighted to read your email. It started with a succinctly made original point. The level of frustration in so many emails ('Help get me out of here!') has been rather painful to read, but I am rather with your optimism. I do feel that the sheer volume of communication places a respoinsibility on us the free-loading learners (we haven't paid a penny for this) to create our own little pockets of manageable sanity. [...] ","Dear PeterI was delighted to read your email. It started with a succinctly madeoriginal point. The level of frustration in so many emails ('Help get meout of here!') has been rather painful to read, but I am rather withyour optimism. I do feel that the...",publish,re-would-we-do-this-if-we-were-all-together-no-way-12,2013-04-08 16:52:35,post,"Lists,JISCMail,Course Reader",
1232,1150,2013-04-08 17:55:54,The ‘digital natives’ debate: A critical review of the evidence,"British Journal of Educational Technology (2008). Volume: 39, Issue: 5. Pages: 775-786.
Sue Bennett, Karl Maton, Lisa Kervin et al.
The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed 'digital natives' or the 'Net generation', these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a 'moral panic'. We propose that a more measured and disinterested approach is now required to investigate 'digital natives' and their implications for education.
Published using Mendeley: The research tool for desktop & web
The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed 'digital natives' or the 'Net generation', these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a 'moral panic'. We propose that a more measured and disinterested approach is now required to investigate 'digital natives' and their implications for education.
Published using Mendeley: The research tool for desktop & web
This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs might be useful or indeed central to learning in the future. This is not so much a technical question as an educational one, although changing technologies are key drivers in educational change. The paper starts by looking at the changing face of education and goes on to consider the different ways in which the so-called net generation is using technology for learning. It goes on to consider some of the pressures for change in the present education systems. The idea of a Personal Learning Environment recognises that learning is ongoing and seeks to provide tools to support that learning. It also recognises the role of the individual in organising his or her own learning. Moreover, the pressures for a PLE are based on the idea that learning will take place in different contexts and situations and will not be provided by a single learning provider. Linked to this is an increasing recognition of the importance of informal learning. The paper also looks at changing technology, especially the emergence of ubiquitous computing and the development of social software. The paper believes that we are coming to realise that we cannot simply reproduce previous forms of learning, the classroom or the university, embodied in software. Instead, we have to look at the new opportunities for learning afforded by emerging technologies. Social software offers the opportunity to narrow the divide between producers and consumers. Consumers themselves become producers, through creating and sharing. One implication is the potential for a new ecology of open content, books, learning materials and multimedia, through learners themselves becoming producers of learning materials. Social software has already led to the widespread adoption of portfolios for learners, bringing together learning from different contexts and sources of learning and providing an ongoing record of lifelong learning, capable of expression in different forms. The paper considers how Personal Learning Environments might be developed through the aggregation of different services. The final section provides examples of practices that show how PLEs may be used in the future.
","Lifelong Learning (2007). Volume: 2, Issue: January. Pages: 1-8. Graham Attwell et al.This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs might be useful or indeed central to learning in the future. Thi...",publish,personal-learning-environments-the-future-of-elearning,2013-04-08 17:55:57,post,"Bookmarks,Mendeley Group,Course Reader",Journal Article
1787,1150,2013-04-08 17:55:57,Personal Learning Environments - the future of eLearning ?,"Lifelong Learning (2007). Volume: 2, Issue: January. Pages: 1-8.
Graham Attwell et al.
This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs might be useful or indeed central to learning in the future. This is not so much a technical question as an educational one, although changing technologies are key drivers in educational change. The paper starts by looking at the changing face of education and goes on to consider the different ways in which the so-called net generation is using technology for learning. It goes on to consider some of the pressures for change in the present education systems. The idea of a Personal Learning Environment recognises that learning is ongoing and seeks to provide tools to support that learning. It also recognises the role of the individual in organising his or her own learning. Moreover, the pressures for a PLE are based on the idea that learning will take place in different contexts and situations and will not be provided by a single learning provider. Linked to this is an increasing recognition of the importance of informal learning. The paper also looks at changing technology, especially the emergence of ubiquitous computing and the development of social software. The paper believes that we are coming to realise that we cannot simply reproduce previous forms of learning, the classroom or the university, embodied in software. Instead, we have to look at the new opportunities for learning afforded by emerging technologies. Social software offers the opportunity to narrow the divide between producers and consumers. Consumers themselves become producers, through creating and sharing. One implication is the potential for a new ecology of open content, books, learning materials and multimedia, through learners themselves becoming producers of learning materials. Social software has already led to the widespread adoption of portfolios for learners, bringing together learning from different contexts and sources of learning and providing an ongoing record of lifelong learning, capable of expression in different forms. The paper considers how Personal Learning Environments might be developed through the aggregation of different services. The final section provides examples of practices that show how PLEs may be used in the future.
Published using Mendeley: The digital library for researchers
","Lifelong Learning (2007). Volume: 2, Issue: January. Pages: 1-8. Graham Attwell et al.This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs might be useful or indeed central to learning in the future. Thi...",publish,personal-learning-environments-the-future-of-elearning-2,2013-04-08 17:55:57,post,"Mendeley Group,Course Reader,Bookmarks",Journal Article
1230,1150,2013-04-08 17:56:17,Teaching Machines,"Science (1958). Volume: 128, Issue: 3330. Pages: 969-977.
B F Skinner et al.
The need for efficiency in education. Challenges, including class sizes, are getting in the way. Vanishing technique: start be giving explicit instruction and contol and slowly pull back until students are basically programmed to complete work on own. Program instruction in a systematic way so that students can quickly pick up. A student is taught in the sense that he is induced to behave in a certain way in specific circumstances. The creator of the teaching machine has to get all of the steps necessary to get students to exhibit a behavior. Sequence is important.
Published using Mendeley: The research tool for desktop & web
","Science (1958). Volume: 128, Issue: 3330. Pages: 969-977. B F Skinner et al.The need for efficiency in education. Challenges, including class sizes, are getting in the way. Vanishing technique: start be giving explicit instruction and contol and slowly...",publish,teaching-machines,2013-04-08 17:56:17,post,"Mendeley Group,Course Reader,Bookmarks",Journal Article
1786,1150,2013-04-08 17:56:17,Teaching Machines,"Science (1958). Volume: 128, Issue: 3330. Pages: 969-977.
B F Skinner et al.
The need for efficiency in education. Challenges, including class sizes, are getting in the way. Vanishing technique: start be giving explicit instruction and contol and slowly pull back until students are basically programmed to complete work on own. Program instruction in a systematic way so that students can quickly pick up. A student is taught in the sense that he is induced to behave in a certain way in specific circumstances. The creator of the teaching machine has to get all of the steps necessary to get students to exhibit a behavior. Sequence is important.
","Science (1958). Volume: 128, Issue: 3330. Pages: 969-977. B F Skinner et al.The need for efficiency in education. Challenges, including class sizes, are getting in the way. Vanishing technique: start be giving explicit instruction and contol and slowly...",publish,teaching-machines-2,2013-04-08 17:56:17,post,"Mendeley Group,Course Reader,Bookmarks",Journal Article
1229,1150,2013-04-08 17:56:25,Theory and practice of online learning,"Athabasca University (2005). Volume: 36, Issue: 1. Pages: 111-112.
Jan Van Bruggen et al.
Compilation of research spanning Role and Function of Theory in Online Education Development and Delivery, Infrastructure and Support for Content Development, Design and Development of Online Courses; Delivery, Quality Control, and Student Support of Online Courses
Published using Mendeley: The research tool for desktop & web
","Athabasca University (2005). Volume: 36, Issue: 1. Pages: 111-112. Jan Van Bruggen et al.Compilation of research spanning Role and Function of Theory in Online Education Development and Delivery, Infrastructure and Support for Content Development, Desi...",publish,theory-and-practice-of-online-learning,2013-04-08 17:56:25,post,"Course Reader,Bookmarks,Mendeley Group",Book
1785,1150,2013-04-08 17:56:25,Theory and practice of online learning,"Athabasca University (2005). Volume: 36, Issue: 1. Pages: 111-112.
Jan Van Bruggen et al.
Compilation of research spanning Role and Function of Theory in Online Education Development and Delivery, Infrastructure and Support for Content Development, Design and Development of Online Courses; Delivery, Quality Control, and Student Support of Online Courses
Published using Mendeley: The digital library for researchers
","Athabasca University (2005). Volume: 36, Issue: 1. Pages: 111-112. Jan Van Bruggen et al.Compilation of research spanning Role and Function of Theory in Online Education Development and Delivery, Infrastructure and Support for Content Development, Desi...",publish,theory-and-practice-of-online-learning-2,2013-04-08 17:56:25,post,"Course Reader,Bookmarks,Mendeley Group",Book
1228,1150,2013-04-08 17:56:27,Considering the Smartphone Learner: developing innovation to investigate the opportunities for students and their interest,"Student Engagement and Experience Journal (2012). Volume: 1, Issue: 1. Pages: 1-15.
Ben Woodcock, Andrew Middleton, Anne Nortcliffe et al.
Ownership of mobile smartphones amongst the general consumer, professionals and students is growing exponentially. The potential for smartphones in education builds upon experience described in the extensive literature on mobile learning from the previous decade which suggests that the ubiquity, multi-functionality and connectivity of mobile devices offers a new and potentially powerful networked learning environment. This paper reports on a collaborative study conducted by an undergraduate student with the support of two members of academic staff. The research sought to establish the extent to which students are autonomously harnessing smartphone technology to support their learning and the nature of this use. Initial findings were explored through student interviews. The study found that students who own smartphones are largely unaware of their potential to support learning and, in general, do not install smartphone applications for that purpose. They are, however, interested in and open to the potential as they become familiar with the possibilities for a range of purposes. The paper proposes that more consideration needs to be given to smartphones as platforms to support formal, informal and autonomous learner engagement. The study also reflects on its collaborative methodology and the challenges associated with academic innovation.
","Student Engagement and Experience Journal (2012). Volume: 1, Issue: 1. Pages: 1-15. Ben Woodcock, Andrew Middleton, Anne Nortcliffe et al.Ownership of mobile smartphones amongst the general consumer, professionals and students is growing exponentially....",publish,considering-the-smartphone-learner-developing-innovation-to-investigate-the-opportunities-for-students-and-their-interest,2013-04-08 17:56:27,post,"Bookmarks,Mendeley Group,Course Reader",Journal Article
1784,1150,2013-04-08 17:56:27,Considering the Smartphone Learner: developing innovation to investigate the opportunities for students and their interest,"Student Engagement and Experience Journal (2012). Volume: 1, Issue: 1. Pages: 1-15.
Ben Woodcock, Andrew Middleton, Anne Nortcliffe et al.
Ownership of mobile smartphones amongst the general consumer, professionals and students is growing exponentially. The potential for smartphones in education builds upon experience described in the extensive literature on mobile learning from the previous decade which suggests that the ubiquity, multi-functionality and connectivity of mobile devices offers a new and potentially powerful networked learning environment. This paper reports on a collaborative study conducted by an undergraduate student with the support of two members of academic staff. The research sought to establish the extent to which students are autonomously harnessing smartphone technology to support their learning and the nature of this use. Initial findings were explored through student interviews. The study found that students who own smartphones are largely unaware of their potential to support learning and, in general, do not install smartphone applications for that purpose. They are, however, interested in and open to the potential as they become familiar with the possibilities for a range of purposes. The paper proposes that more consideration needs to be given to smartphones as platforms to support formal, informal and autonomous learner engagement. The study also reflects on its collaborative methodology and the challenges associated with academic innovation.
","Student Engagement and Experience Journal (2012). Volume: 1, Issue: 1. Pages: 1-15. Ben Woodcock, Andrew Middleton, Anne Nortcliffe et al.Ownership of mobile smartphones amongst the general consumer, professionals and students is growing exponentially....",publish,considering-the-smartphone-learner-developing-innovation-to-investigate-the-opportunities-for-students-and-their-interest-2,2013-04-08 17:56:27,post,"Mendeley Group,Course Reader,Bookmarks",Journal Article
1206,1087,2013-04-08 18:20:16,ocTEL – What is a MOOC?,"
If you want to listen to David Cormier (who coined the term MOOC) about his view of what a MOOC is then this is an excellent YouTube video to help understand the original concept. It also contains an excellent description of the differences between MOOC / CMOOC / XMOOC / Hybrid MOOC and some possible future directions of different types of MOOCs.
I am really looking forward to collaborating and learning with an online community and to seeing how personal learning networks form within the group.
","If you want to listen to David Cormier (who coined the term MOOC) about his view of what a MOOC is then this is an excellent YouTube video to help understand the original concept. It also contains an excellent description of the differences between MOOC / CMOOC / XMOOC / Hybrid MOOC and some possible future […]",publish,octel-what-is-a-mooc,2013-04-08 18:20:16,post,"Course Reader,Blog posts","#ocTEL,mooc,Learning Technologies"
4759,1087,2013-04-08 18:20:16,ocTEL – What is a MOOC?,"
If you want to listen to David Cormier (who coined the term MOOC) about his view of what a MOOC is then this is an excellent YouTube video to help understand the original concept. It also contains an excellent description of the differences between MOOC / CMOOC / XMOOC / Hybrid MOOC and some possible future directions of different types of MOOCs.
I am really looking forward to collaborating and learning with an online community and to seeing how personal learning networks form within the group.
","If you want to listen to David Cormier (who coined the term MOOC) about his view of what a MOOC is then this is an excellent YouTube video to help understand the original concept. It also contains an excellent description of the differences between MOOC / CMOOC / XMOOC / Hybrid MOOC and some possible future […]",publish,octel-what-is-a-mooc-2,2013-04-08 18:20:16,post,"Blog posts,Course Reader","#ocTEL,mooc,Learning Technologies"
1214,566,2013-04-08 18:34:12,"Introdution, and the Big Question","
Hello everyone!
I’ve already provided a little bit of information about me on this blog’s About page, but here’s a formal introduction! I’m Bryony, and I work for the University of Huddersfield as a Subject Librarian. I primarily support nursing students, but as all the librarians covering the Health Sciences are part time, we often share support between us. I’ve worked at the University for just over 10 years, and studied here prior to that, and things have changed a lot while I’ve been here. When I studied here, there were PCs where you had to request to view CD Roms of the electronic resources… I studied via distance learning for my librarianship MSc, and found using the VLE an odd mix of rewarding and irritating – rewarding to be able to engage with some fellow students across the world, but frustrating when tech limitations let things down a bit sometimes. However, I haven’t tried something as big as this MOOC!
My Big Question is:
How can I use TEL to engage and support students across a large, lecture-only course?
Recently we were required to modify our teaching style for the health practice students (i.e. nursing, ODP, midwifery, physio, general health etc). Last academic year we gave them a standard introduction, and then filtered information skills teaching primarily via hands on sessions through most of the students regularly throughout the whole of their university life. This year we’ve had to rethink things, as we were asked to contribute a 50 minute lecture to all health practice students (two lectures to 150-250 students) with no hands on teaching. My colleague and I put together some content for the lecture, and some materials to host on our VLE (Blackboard), with some quizzes for each section of the content. We’ve polled students for their opinions, and are learning a lot about how they did or didn’t engage with the content and materials. We need to do a lot to try and modify/improve what we created, both in terms of content and how to lecture and support the content, and make it relevant, without boring the students to tears with our voices! I’m hoping this course will help!
","Hello everyone! I’ve already provided a little bit of information about me on this blog’s About page, but here’s a formal introduction! I’m Bryony, and I work for the University of Huddersfield as a Subject Librarian. I primarily support nursing students, but as all the librarians covering the Health Sciences are part time, we often […]",publish,introdution-and-the-big-question,2013-04-08 18:34:12,post,"Blog posts,Course Reader","activity 0.1,Uncategorized,Induction"
4741,566,2013-04-08 18:34:12,"Introdution, and the Big Question","
Hello everyone!
I’ve already provided a little bit of information about me on this blog’s About page, but here’s a formal introduction! I’m Bryony, and I work for the University of Huddersfield as a Subject Librarian. I primarily support nursing students, but as all the librarians covering the Health Sciences are part time, we often share support between us. I’ve worked at the University for just over 10 years, and studied here prior to that, and things have changed a lot while I’ve been here. When I studied here, there were PCs where you had to request to view CD Roms of the electronic resources… I studied via distance learning for my librarianship MSc, and found using the VLE an odd mix of rewarding and irritating – rewarding to be able to engage with some fellow students across the world, but frustrating when tech limitations let things down a bit sometimes. However, I haven’t tried something as big as this MOOC!
My Big Question is:
How can I use TEL to engage and support students across a large, lecture-only course?
Recently we were required to modify our teaching style for the health practice students (i.e. nursing, ODP, midwifery, physio, general health etc). Last academic year we gave them a standard introduction, and then filtered information skills teaching primarily via hands on sessions through most of the students regularly throughout the whole of their university life. This year we’ve had to rethink things, as we were asked to contribute a 50 minute lecture to all health practice students (two lectures to 150-250 students) with no hands on teaching. My colleague and I put together some content for the lecture, and some materials to host on our VLE (Blackboard), with some quizzes for each section of the content. We’ve polled students for their opinions, and are learning a lot about how they did or didn’t engage with the content and materials. We need to do a lot to try and modify/improve what we created, both in terms of content and how to lecture and support the content, and make it relevant, without boring the students to tears with our voices! I’m hoping this course will help!
","Hello everyone! I’ve already provided a little bit of information about me on this blog’s About page, but here’s a formal introduction! I’m Bryony, and I work for the University of Huddersfield as a Subject Librarian. I primarily support nursing students, but as all the librarians covering the Health Sciences are part time, we often […]",publish,introdution-and-the-big-question-2,2013-04-08 18:34:12,post,"Blog posts,Course Reader","Induction,activity 0.1,Uncategorized"
1227,1150,2013-04-08 19:19:23,Tech for teaching: five trends changing higher education,"The Conversation (2012).
Gilly Salmon et al.
More than 1,000 years of formal university learning and teaching does not change quickly, or without a struggle. But we are starting to see some key tech trends engaging staff and students – and therein lies the secret to change!
More than 1,000 years of formal university learning and teaching does not change quickly, or without a struggle. But we are starting to see some key tech trends engaging staff and students – and therein lies the secret to change!
",publish,tech-for-teaching-five-trends-changing-higher-education,2013-04-08 19:19:23,post,"Mendeley Group,Course Reader,Bookmarks",Web Page
1431,1150,2013-04-08 19:19:23,Tech for teaching: five trends changing higher education,"The Conversation (2012).
Gilly Salmon et al.
More than 1,000 years of formal university learning and teaching does not change quickly, or without a struggle. But we are starting to see some key tech trends engaging staff and students – and therein lies the secret to change!
More than 1,000 years of formal university learning and teaching does not change quickly, or without a struggle. But we are starting to see some key tech trends engaging staff and students – and therein lies the secret to change!
",publish,tech-for-teaching-five-trends-changing-higher-education-2,2013-04-08 19:19:23,post,"Mendeley Group,Course Reader,Bookmarks",Web Page
2598,1150,2013-04-08 19:19:23,Tech for teaching: five trends changing higher education,"The Conversation (2012).
Gilly Salmon et al.
More than 1,000 years of formal university learning and teaching does not change quickly, or without a struggle. But we are starting to see some key tech trends engaging staff and students – and therein lies the secret to change!
Published using Mendeley: The digital library for researchers
","The Conversation (2012).
Gilly Salmon et al.
More than 1,000 years of formal university learning and teaching does not change quickly, or without a struggle. But we are starting to see some key tech trends engaging staff and students – and therein lies the secret to change!
Published using Mendeley: The digital library for researchers
From B.F. Skinner experimental study of learning come devices which arrange optimal conditions for self-instruction: the Teaching Machines
Published using Mendeley: The research tool for desktop & web
","B F Skinner et al.From B.F. Skinner experimental study of learning come devices which arrange optimal conditions for self-instruction: the Teaching MachinesPublished using Mendeley: The research tool for desktop & web",publish,teaching-machine-and-programmed-learning,2013-04-08 19:35:12,post,"Bookmarks,Mendeley Group,Course Reader",Film
1783,1150,2013-04-08 19:35:12,Teaching machine and programmed learning,"
B F Skinner et al.
From B.F. Skinner experimental study of learning come devices which arrange optimal conditions for self-instruction: the Teaching Machines
Published using Mendeley: The research tool for desktop & web
","B F Skinner et al.From B.F. Skinner experimental study of learning come devices which arrange optimal conditions for self-instruction: the Teaching MachinesPublished using Mendeley: The research tool for desktop & web",publish,teaching-machine-and-programmed-learning-2,2013-04-08 19:35:12,post,"Course Reader,Bookmarks,Mendeley Group",Film
1215,116,2013-04-08 19:53:26,"Not sure this is really one big Q, more a few things I have been thinking about in relation to learning...","
Not sure this is really one big Q, more a few things I have been thinking about in relation to learning (and technology). PS: questions are on second slide, press little arrow to get to it.
","
Kathrine Jensen
Mon, 08 Apr 2013 19:53:26 GMT
- Community
Not sure this is really one big Q, more a few ...",publish,not-sure-this-is-really-one-big-q-more-a-few-things-i-have-been-thinking-about-in-relation-to-learning,2013-04-08 19:55:55,post,"Course Reader,Google+,Social networks",
1225,1150,2013-04-08 19:53:46,Visitors and Residents: A new typology for online engagement,"first monday (2011). Pages: 1-9.
Alison White, David. and Le Cornu et al.
This article proposes a continuum of ‘Visitors’ and ‘Residents’ as a replacement for Prensky’s much‐criticised Digital Natives and Digital Immigrants. Challenging the basic premises upon which Prensky constructed his typology, Visitors and Residents fulfil a similar purpose in mapping individuals’ engagement with the Web. We argue that the metaphors of ‘place’ and ‘tool’ most appropriately represent the use of technology in contemporary society, especially given the advent of social media. The Visitors and Residents continuum accounts for people behaving in different ways when using technology, depending on their motivation and context, without categorising them according to age or background. A wider and more accurate representation of online behaviour is therefore established.
This article proposes a continuum of ‘Visitors’ and ‘Residents’ as a replacement for Prensky’s much‐criticised Digital Natives and Digital Immigrants. Challenging the basic premises upon which Prensky constructed his typology, Visitors and Residents fulfil a similar purpose in mapping individuals’ engagement with the Web. We argue that the metaphors of ‘place’ and ‘tool’ most appropriately represent the use of technology in contemporary society, especially given the advent of social media. The Visitors and Residents continuum accounts for people behaving in different ways when using technology, depending on their motivation and context, without categorising them according to age or background. A wider and more accurate representation of online behaviour is therefore established.
",publish,visitors-and-residents-a-new-typology-for-online-engagement,2013-04-08 19:53:46,post,"Mendeley Group,Course Reader,Bookmarks",Web Page
1782,1150,2013-04-08 19:53:46,Visitors and Residents: A new typology for online engagement,"first monday (2011). Pages: 1-9.
Alison White, David. and Le Cornu et al.
This article proposes a continuum of ‘Visitors’ and ‘Residents’ as a replacement for Prensky’s much‐criticised Digital Natives and Digital Immigrants. Challenging the basic premises upon which Prensky constructed his typology, Visitors and Residents fulfil a similar purpose in mapping individuals’ engagement with the Web. We argue that the metaphors of ‘place’ and ‘tool’ most appropriately represent the use of technology in contemporary society, especially given the advent of social media. The Visitors and Residents continuum accounts for people behaving in different ways when using technology, depending on their motivation and context, without categorising them according to age or background. A wider and more accurate representation of online behaviour is therefore established.
This article proposes a continuum of ‘Visitors’ and ‘Residents’ as a replacement for Prensky’s much‐criticised Digital Natives and Digital Immigrants. Challenging the basic premises upon which Prensky constructed his typology, Visitors and Residents fulfil a similar purpose in mapping individuals’ engagement with the Web. We argue that the metaphors of ‘place’ and ‘tool’ most appropriately represent the use of technology in contemporary society, especially given the advent of social media. The Visitors and Residents continuum accounts for people behaving in different ways when using technology, depending on their motivation and context, without categorising them according to age or background. A wider and more accurate representation of online behaviour is therefore established.
",No description available.Published using Mendeley: The reference software for researchers,publish,no-title,2013-04-08 21:07:14,post,"Bookmarks,Mendeley Group,Course Reader",Generic
1224,1150,2013-04-08 21:07:14,The Professors Who Make the MOOCs,"
What is it like to teach 10,000 or more students at once, and does it really work? The largest-ever survey of professors who have taught MOOCs, or massive open online courses, shows that the process is time-consuming, but, according to the instructors, often successful. Nearly half of the professors felt their online courses were as rigorous academically as the versions they taught in the classroom.
","What is it like to teach 10,000 or more students at once, and does it really work? The largest-ever survey of professors who have taught MOOCs, or massive open online courses, shows that the process is time-consuming, but, according to the instructors,...",publish,the-professors-who-make-the-moocs,2013-04-08 21:07:14,post,"Course Reader,Bookmarks,Mendeley Group",Generic
1781,1150,2013-04-08 21:07:14,The Professors Who Make the MOOCs,"
What is it like to teach 10,000 or more students at once, and does it really work? The largest-ever survey of professors who have taught MOOCs, or massive open online courses, shows that the process is time-consuming, but, according to the instructors, often successful. Nearly half of the professors felt their online courses were as rigorous academically as the versions they taught in the classroom.
Published using Mendeley: The digital library for researchers
","What is it like to teach 10,000 or more students at once, and does it really work? The largest-ever survey of professors who have taught MOOCs, or massive open online courses, shows that the process is time-consuming, but, according to the instructors,...",publish,the-professors-who-make-the-moocs-2,2013-04-08 21:07:14,post,"Mendeley Group,Course Reader,Bookmarks",Generic
1217,878,2013-04-08 22:10:28,Alt-Ed: MOOCs and Open Education: Implications for Higher Education,"
Comments:
""This March 2013 report by Li Yuan and Stephen Powell sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. "" - David Jennings
""This March 2013 report by Li Yuan and Stephen Powell sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. "" - David Jennings
",publish,alt-ed-moocs-and-open-education-implications-for-higher-education,2013-04-08 22:10:28,post,"Diigo,Bookmarks,Course Reader","#ocTEL,HigherEducation,mooc"
1243,986,2013-04-08 23:32:12,Re: Would we do this if we were all together? -NO WAY!,"Alastair, Peter and others,
Has it occurred to anyone that the experience of being overwhelmed at the start is a perfectly normal experience for those of us who never did well in school and no one has ever bothered to accommodate our needs? I understand this is not deliberate nor meant to exclude but this is what it's like to not be ""good at school"" and pushed well beyond your comfort level. The future isn't going to be comfortable, well planned or homogenized to suit exclusive access by those already well served. Or if it is then we will be [...] ","Alastair, Peter and others,Has it occurred to anyone that the experience of being overwhelmed at thestart is a perfectly normal experience for those of us who never did well inschool and no one has ever bothered to accommodate our needs? I understandth...",publish,re-would-we-do-this-if-we-were-all-together-no-way-2,2013-04-08 23:32:12,post,"Course Reader,JISCMail,Lists",
4937,986,2013-04-08 23:32:12,Re: Would we do this if we were all together? -NO WAY!,"Alastair, Peter and others,
Has it occurred to anyone that the experience of being overwhelmed at the start is a perfectly normal experience for those of us who never did well in school and no one has ever bothered to accommodate our needs? I understand this is not deliberate nor meant to exclude but this is what it's like to not be ""good at school"" and pushed well beyond your comfort level. The future isn't going to be comfortable, well planned or homogenized to suit exclusive access by those already well served. Or if it is then we will be [...] ","Alastair, Peter and others,Has it occurred to anyone that the experience of being overwhelmed at thestart is a perfectly normal experience for those of us who never did well inschool and no one has ever bothered to accommodate our needs? I understandth...",publish,re-would-we-do-this-if-we-were-all-together-no-way-5,2013-04-08 23:32:12,post,"Lists,Course Reader,JISCMail",
5433,986,2013-04-08 23:32:12,Re: Would we do this if we were all together? -NO WAY!,"Alastair, Peter and others,
Has it occurred to anyone that the experience of being overwhelmed at the start is a perfectly normal experience for those of us who never did well in school and no one has ever bothered to accommodate our needs? I understand this is not deliberate nor meant to exclude but this is what it's like to not be ""good at school"" and pushed well beyond your comfort level. The future isn't going to be comfortable, well planned or homogenized to suit exclusive access by those already well served. Or if it is then we will be [...] ","Alastair, Peter and others,Has it occurred to anyone that the experience of being overwhelmed at thestart is a perfectly normal experience for those of us who never did well inschool and no one has ever bothered to accommodate our needs? I understandth...",publish,re-would-we-do-this-if-we-were-all-together-no-way-8,2013-04-08 23:32:12,post,"Course Reader,JISCMail,Lists",
5784,986,2013-04-08 23:32:12,Re: Would we do this if we were all together? -NO WAY!,"Alastair, Peter and others,
Has it occurred to anyone that the experience of being overwhelmed at the start is a perfectly normal experience for those of us who never did well in school and no one has ever bothered to accommodate our needs? I understand this is not deliberate nor meant to exclude but this is what it's like to not be ""good at school"" and pushed well beyond your comfort level. The future isn't going to be comfortable, well planned or homogenized to suit exclusive access by those already well served. Or if it is then we will be [...] ","Alastair, Peter and others,Has it occurred to anyone that the experience of being overwhelmed at thestart is a perfectly normal experience for those of us who never did well inschool and no one has ever bothered to accommodate our needs? I understandth...",publish,re-would-we-do-this-if-we-were-all-together-no-way-11,2013-04-08 23:32:12,post,"Course Reader,Lists,JISCMail",
2124,52,2013-04-08 23:47:00,#ocTEL - An open course in Technology Enhanced Learning,"
Well here I am with great intentions of slicing off enough time to engage with a new MOOC. I must confess right from the start that despite great intentions I have never been able to sustain the commitment needed to complete a MOOC. This in no way reflected on any of the courses; it was simply at those times life took over - home, work, formal MSc study and the unexpected...
The MOOC I am starting this week is being run by the Association of Learning Technologists and is titled the Open Course in Technology Enhanced Learning or for short ocTEL. Further details can be found on the website and there's still time to join in! Having learnt an awful lot from people in the ALT community I'm really looking forward to getting my teeth into this learning opportunity. I think what I realise now is that I'm not alone in not being able to keep up with all that is presented within a MOOC, in fact in this one it is actually pointed out that it is practically impossible to do so!
I work at Sheffield Hallam University in the Faculty of Arts, Computing, Engineering and Sciences as an Educational Developer and Associate Lecturer. I have to say that despite not being a learning technologist I have loved taking the opportunities to play with new tech and where appropriate include this both in my own personal learning and in teaching. The recent advances in technology have meant that it is so much more accessible. You don't have to know how to code to be able to create a website or blog, or a techy to take a photo or record video or audio and post this on your blog. I've found this empowerment of becoming a producer not simply a consumer of resources really exciting. I am also studying for a second Masters degree - MSc Technology Enhanced Learning Innovation and Changeso am looking at both innovation and barriers to implementation. My research interest is in the use of social media with a focus on higher education, digital identity and online presence.
My big question about TEL
I think this has to be how can we evidence the value of technology enhanced learning most effectively. Does it have to be measured in a certain way? What would that entail?
Given the many excellent examples of good practice I am coming across there are clear indicators it is working and yet there seems to be a minority rather than the majority who are embracing new innovations. Is this because there is not enough time or support to introduce these new ideas?
Secondly I'm looking forward to sharing new ideas about how people are engaging students in distance learning - what new activities are they using to get students to interact and participate with each other.
Exploring and experimenting
I've tidied up my inbox and organised a weekly digest of emails via the jisc-list. I can skim these but won't get to all of them. A regular user of Twitter as @suebecks I have contributed to the conversation and find the succinct messages there are more appealing. The forum discussions are where I think we will be dipping in and out of, with some having more personal appeal than others. It's good to see a variety of ways people can communicate.
What I am hearing: The introductions by email have been fascinating and it's clear we all have different skills to bring to the table. It's going to be a busy and noisy environment to learn in but already we can see people reaching out to answer questions, suggest useful resources and also challenge ideas. Reasons people say they are joining the MOOC
want to enhance learner and tutor engagement using new technologies
keen to learn about best practice in TEL
interested in student perspective when embracing new technology
also involved with other MOOCs
looking for a more effective medium for teaching
I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of the duck pond, mobile etc) and the idea of a Learning Society.
I'm far more interested (especially in research terms) in the pedagogy of online learning and particularly how meaning is socially constructed in the classroom. However, I've decided that I need to to know more about the technology and that's why I'm here ...
This is the value a learning community will bring - sharing ideas and trying to solve issues
Concerns people are sharing
my use of TEL is basic - we have a VLE and use video and podcasts
steep learning curve
concern through previous experience of MOOCs it will be overwhelming
information overload - number of emails as JISC filters not been set
students wary of online posting through fear of public exposure
Am sort of overwhelmed by all the emails I've been getting this afternoon
People usually know more than they think, and where they are stuck this is the place to reach out and ask. It's all part of the learning experience.
Tech speak, jargon and acronyms!
I try to keep technical terms to an absolute minimum in order to encourage teaching staff that they need not fear TEL. You don't after all need to be a mechanic to drive the car.
E-learning is inclusive of, and broadly synonymous with technology-enhanced learning (TEL), computer-based training (CBT), computer-assisted instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE), and digital educational collaboration.
TEL - What do I mean by enhanced? How do I measure it - qualitatively or quantitatively?
There are some interesting questions coming up which may not be answered immediately but as we grow as a group this collective body of people will no doubt get around to each one in time. Acronyms As a starter here is a list of acronyms used in higher education I've been collating in Google Docs. Feel free to add to this open list.
Links
To aid my memory (which is currently overloaded!) these are some links I think I'll find useful to refer back to:
",Well here I am with great intentions of slicing off enough time to engage with a new MOOC. I must confess right from the start that despite great intentions I have never been able to sustain the commitment needed to complete a MOOC. This in no way refl...,publish,octel-an-open-course-in-technology-enhanced-learning,2013-04-12 13:28:57,post,"Blog posts,Course Reader","mooc,#ocTEL"
4847,52,2013-04-08 23:47:00,#ocTEL - An open course in Technology Enhanced Learning,"
Well here I am with great intentions of slicing off enough time to engage with a new MOOC. I must confess right from the start that despite great intentions I have never been able to sustain the commitment needed to complete a MOOC. This in no way reflected on any of the courses; it was simply at those times life took over - home, work, formal MSc study and the unexpected...
The MOOC I am starting this week is being run by the Association of Learning Technologists and is titled the Open Course in Technology Enhanced Learning or for short ocTEL. Further details can be found on the website and there's still time to join in! Having learnt an awful lot from people in the ALT community I'm really looking forward to getting my teeth into this learning opportunity. I think what I realise now is that I'm not alone in not being able to keep up with all that is presented within a MOOC, in fact in this one it is actually pointed out that it is practically impossible to do so!
I work at Sheffield Hallam University in the Faculty of Arts, Computing, Engineering and Sciences as an Educational Developer and Associate Lecturer. I have to say that despite not being a learning technologist I have loved taking the opportunities to play with new tech and where appropriate include this both in my own personal learning and in teaching. The recent advances in technology have meant that it is so much more accessible. You don't have to know how to code to be able to create a website or blog, or a techy to take a photo or record video or audio and post this on your blog. I've found this empowerment of becoming a producer not simply a consumer of resources really exciting. I am also studying for a second Masters degree - MSc Technology Enhanced Learning Innovation and Changeso am looking at both innovation and barriers to implementation. My research interest is in the use of social media with a focus on higher education, digital identity and online presence.
My big question about TEL
I think this has to be how can we evidence the value of technology enhanced learning most effectively. Does it have to be measured in a certain way? What would that entail?
Given the many excellent examples of good practice I am coming across there are clear indicators it is working and yet there seems to be a minority rather than the majority who are embracing new innovations. Is this because there is not enough time or support to introduce these new ideas?
Secondly I'm looking forward to sharing new ideas about how people are engaging students in distance learning - what new activities are they using to get students to interact and participate with each other.
Exploring and experimenting
I've tidied up my inbox and organised a weekly digest of emails via the jisc-list. I can skim these but won't get to all of them. A regular user of Twitter as @suebecks I have contributed to the conversation and find the succinct messages there are more appealing. The forum discussions are where I think we will be dipping in and out of, with some having more personal appeal than others. It's good to see a variety of ways people can communicate.
What I am hearing: The introductions by email have been fascinating and it's clear we all have different skills to bring to the table. It's going to be a busy and noisy environment to learn in but already we can see people reaching out to answer questions, suggest useful resources and also challenge ideas. Reasons people say they are joining the MOOC
want to enhance learner and tutor engagement using new technologies
keen to learn about best practice in TEL
interested in student perspective when embracing new technology
also involved with other MOOCs
looking for a more effective medium for teaching
I remain extremely interested in distributed learning (distance, online, notes taped to a rock and left by the third fence post to the south of the duck pond, mobile etc) and the idea of a Learning Society.
I'm far more interested (especially in research terms) in the pedagogy of online learning and particularly how meaning is socially constructed in the classroom. However, I've decided that I need to to know more about the technology and that's why I'm here ...
This is the value a learning community will bring - sharing ideas and trying to solve issues
Concerns people are sharing
my use of TEL is basic - we have a VLE and use video and podcasts
steep learning curve
concern through previous experience of MOOCs it will be overwhelming
information overload - number of emails as JISC filters not been set
students wary of online posting through fear of public exposure
Am sort of overwhelmed by all the emails I've been getting this afternoon
People usually know more than they think, and where they are stuck this is the place to reach out and ask. It's all part of the learning experience.
Tech speak, jargon and acronyms!
I try to keep technical terms to an absolute minimum in order to encourage teaching staff that they need not fear TEL. You don't after all need to be a mechanic to drive the car.
E-learning is inclusive of, and broadly synonymous with technology-enhanced learning (TEL), computer-based training (CBT), computer-assisted instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE), and digital educational collaboration.
TEL - What do I mean by enhanced? How do I measure it - qualitatively or quantitatively?
There are some interesting questions coming up which may not be answered immediately but as we grow as a group this collective body of people will no doubt get around to each one in time. Acronyms As a starter here is a list of acronyms used in higher education I've been collating in Google Docs. Feel free to add to this open list.
Links
To aid my memory (which is currently overloaded!) these are some links I think I'll find useful to refer back to:
",Well here I am with great intentions of slicing off enough time to engage with a new MOOC. I must confess right from the start that despite great intentions I have never been able to sustain the commitment needed to complete a MOOC. This in no way refl...,publish,octel-an-open-course-in-technology-enhanced-learning-2,2013-04-12 13:28:57,post,"Course Reader,Blog posts","mooc,#ocTEL"
2406,5,2013-04-08 23:52:39,OU Innovating Pedagogy 2012,"
Comments:
""Exploring new forms of teaching, learning and assessment, to guide educators and policy makers"" - Martin Hawksey
","Comments:""Exploring new forms of teaching, learning and assessment, to guide educators and policy makers"" - Martin HawkseyTags: report, ocTEL, pedagogyby: Martin Hawksey",publish,ou-innovating-pedagogy-2012,2013-04-08 23:52:39,post,"Diigo,Course Reader,Bookmarks","#ocTEL,pedagogy,Report"
2115,461,2013-04-09 00:24:00,Activity 0.1,"Forget catchy titles for these blog pages they will be purely functional, and for those who know me that is no surprise. My big question
In my current role supporting academics to develop their confidence and capabilities using technology in their teaching I am often asked questions such as...
Why should I use technology in my teaching? What technology should I use? How should I use it? and How do we know if 'technology' is enhancing the student experience?
I feel confident with many of these questions but I am left wanting in others...
So my big question(s) are:
How will I/we/they (academics) know when/whether the technologies deployed have enhanced learning?
How can we identify when learners have disengaged from learning because the technology acts as something other than an enhancer?
I will no doubt have more questions as the weeks progress.....
","Forget catchy titles for these blog pages they will be purely functional, and for those who know me that is no surprise.My big question http://octel.alt.ac.uk/course-materials/induction-activities/In my current role supporting academics ...",publish,activity-0-1,2013-04-13 05:18:40,post,"Course Reader,Blog posts","#ocTEL,Technology,mooc"
1902,1415,2013-04-09 00:53:27,A MOOC Experience,"
The Association for Learning Technology (ALT) is currently running a MOOC on Technology Enhanced Learning (http://octel.alt.ac.uk/). So I thought I’d register and check it out. There appear to be around 1000 participants so far. Our first task is: reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you? (I’m going to cheat a little and list more than one big question!)
I suppose for me the most important question is how teachers can use technologies to actually enhance learning. Over the past few years of learning about and reflecting on TEL I have concluded that there are several contributing factors, or important elements of successful TEL:
careful course design
focussing on active learning (ensuring the students are provided with learning activities that help them to engage with the course materials and learn)
designing good assessment tasks that are appropriate for online contexts
ensuring students have a way of connecting and interacting with others that is helpful and supportive for their learning
using reliable and useable technologies for learning.
These factors are easy to list but harder to actually put into practice. It seems to me that professional development for teachers in online environments is key to ensuring that these important elements are present. Teachers need help and guidance in learning to teach online and in designing engaging online learning materials. One of the benefits of the unfamiliarity of the online environment for many teachers is that it serves as a catalyst to revisit their approach to teaching and many teachers report that the experience of teaching online feeds back to also improve their on campus teaching. So another big question I’m interested in is how to provide relevant guidance and assistance for teachers using technologies for learning.
Another interesting question to reflect on is: to what extent does there need to be interaction between students for effective learning? Until recently I tended to think that interaction between students is important in online learning but recent experience with a different model of online learning has helped me to see the benefits of independent learning and to question the necessity of including interaction in online courses. I think what is important is that interaction isn’t included just for the sake of saying we have interaction – it needs to have a purpose. So this is a challenge – how to design courses that include interactivity that is helpful for student learning.
Finally, my own particular research interest has been in the area of how we might use TEL to adequately prepare students with the “softer skills” that they need for relational types of professions? I work in theological education, a discipline that prepares people to be involved in lifelong work which focuses on ministry to other people. In our sector questions are often raised about whether distance and online education with little or no face-to-face connection is adequate to prepare students for a life of ministry. Theological colleges are very aware that there is more to theological education than the cognitive aspects of learning: theological educators are also interested in the development of the whole person, the development of character and growth in faith. This is usually referred to as “spiritual formation”, and the question that I have been looking at is how spiritual formation can be encouraged using distance and online education. I’d be interested in sharing with others in the theological education community, and in other disciplines which face similar challenges in preparing students for relational professions.
","The Association for Learning Technology (ALT) is currently running a MOOC on Technology Enhanced Learning (http://octel.alt.ac.uk/). So I thought I’d register and check it out. There appear to be around 1000 participants so far. Our first task is: reflecting on your own work experience and ambitions for developing your teaching, what is the most important […]",publish,a-mooc-experience,2013-04-09 00:53:27,post,"Blog posts,Course Reader",Uncategorized
4771,1415,2013-04-09 00:53:27,A MOOC Experience,"
The Association for Learning Technology (ALT) is currently running a MOOC on Technology Enhanced Learning (http://octel.alt.ac.uk/). So I thought I’d register and check it out. There appear to be around 1000 participants so far. Our first task is: reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you? (I’m going to cheat a little and list more than one big question!)
I suppose for me the most important question is how teachers can use technologies to actually enhance learning. Over the past few years of learning about and reflecting on TEL I have concluded that there are several contributing factors, or important elements of successful TEL:
careful course design
focussing on active learning (ensuring the students are provided with learning activities that help them to engage with the course materials and learn)
designing good assessment tasks that are appropriate for online contexts
ensuring students have a way of connecting and interacting with others that is helpful and supportive for their learning
using reliable and useable technologies for learning.
These factors are easy to list but harder to actually put into practice. It seems to me that professional development for teachers in online environments is key to ensuring that these important elements are present. Teachers need help and guidance in learning to teach online and in designing engaging online learning materials. One of the benefits of the unfamiliarity of the online environment for many teachers is that it serves as a catalyst to revisit their approach to teaching and many teachers report that the experience of teaching online feeds back to also improve their on campus teaching. So another big question I’m interested in is how to provide relevant guidance and assistance for teachers using technologies for learning.
Another interesting question to reflect on is: to what extent does there need to be interaction between students for effective learning? Until recently I tended to think that interaction between students is important in online learning but recent experience with a different model of online learning has helped me to see the benefits of independent learning and to question the necessity of including interaction in online courses. I think what is important is that interaction isn’t included just for the sake of saying we have interaction – it needs to have a purpose. So this is a challenge – how to design courses that include interactivity that is helpful for student learning.
Finally, my own particular research interest has been in the area of how we might use TEL to adequately prepare students with the “softer skills” that they need for relational types of professions? I work in theological education, a discipline that prepares people to be involved in lifelong work which focuses on ministry to other people. In our sector questions are often raised about whether distance and online education with little or no face-to-face connection is adequate to prepare students for a life of ministry. Theological colleges are very aware that there is more to theological education than the cognitive aspects of learning: theological educators are also interested in the development of the whole person, the development of character and growth in faith. This is usually referred to as “spiritual formation”, and the question that I have been looking at is how spiritual formation can be encouraged using distance and online education. I’d be interested in sharing with others in the theological education community, and in other disciplines which face similar challenges in preparing students for relational professions.
","The Association for Learning Technology (ALT) is currently running a MOOC on Technology Enhanced Learning (http://octel.alt.ac.uk/). So I thought I’d register and check it out. There appear to be around 1000 participants so far. Our first task is: reflecting on your own work experience and ambitions for developing your teaching, what is the most important […]",publish,a-mooc-experience-2,2013-04-09 00:53:27,post,"Blog posts,Course Reader",Uncategorized
1418,55,2013-04-09 01:03:42,"hopkinsdavid: RT @ryantracey: Are you doing the #ocTEL MOOC? If yes, pop @hopkinsdavid on your blogroll! http://t.co/DgbxanBJQd #edtech","
","RT @ryantracey: Are you doing the #ocTEL MOOC? If yes, pop @hopkinsdavid on your blogroll! dontwasteyourtime.co.uk #edtech— David Hopkins (@hopkinsdavid) April 9, 2013",publish,hopkinsdavid-rt-ryantracey-are-you-doing-the-octel-mooc-if-yes-pop-hopkinsdavid-on-your-blogroll-httpt-codgbxanbjqd-edtech,2013-04-09 01:03:42,post,"Social networks,Twitter (Q&A)","#ocTEL,edtech"
2114,461,2013-04-09 03:04:00,"Wow, emails a plenty..."," Re: Disengaging During the week the course has been live there have been in excess of 200 email exchanges. I have given up counting the number of #ocTEL participants who have asked or stated the desire to be removed from the JISCemail list. This is an interesting point to ponder on. For many of these the sheer volume of communications is the 'factor' which appears to lead to disengaging. I wonder whether they withdrew from the course or elected to communicate/ contribute in another way?","Re: DisengagingDuring the week the course has been live there have been in excess of 200 email exchanges.I have given up counting the number of #ocTEL participants who have asked or stated the desire to be removed from the JISCemail list. Th...",publish,wow-emails-a-plenty,2013-04-13 05:18:40,post,"Blog posts,Course Reader","#ocTEL,Technology,mooc"
1283,743,2013-04-09 03:15:29,"activatelearn: Learn About Literacy, Learn About Technology? #ocTEL http://t.co/cMWP6PWaqT via @crumphelen","
","Learn About Literacy, Learn About Technology? #ocTEL wp.me/p2IebD-197 via @crumphelen— Helen Blunden (@ActivateLearn) April 9, 2013",publish,activatelearn-learn-about-literacy-learn-about-technology-octel-httpt-cocmwp6pwaqt-via-crumphelen,2013-04-09 03:15:29,post,"Social networks,Twitter (Q&A)",#ocTEL
1280,745,2013-04-09 05:23:11,Introduction and My Big Question #ocTEL,"
Hi Everyone, I am Les Henson and I have just returned from holiday and trying to catch up. I am Senior Lecturer in Mission Studies in the School of Theology and Contect at Tabor Victoria in Melbourne Australia. Together with my Colleagues Rika and Yr, we are exploring blended learning and the use of appropriate learning technologies for both face to face and online learning.I have used Moodle for the past six years and regularly use both powerpoint and youtube downloads. At present I am experimenting with the use of a student run website for learning and assessment purposes. I am particularly interested in the issue of appropriateness and how particular technologies can contribute to the students learning experience and what is appropriate to acheive the desired outcomes in the learning and teaching environment.
I am with fear and trembling looking forward to this new learning experience.
Warmly,
Les
","Hi Everyone, I am Les Henson and I have just returned from holiday and trying to catch up. I am Senior Lecturer in Mission Studies in the School of Theology and Contect at Tabor Victoria in Melbourne Australia. Together with my Colleagues Rika and Yr, we are exploring blended learning and the use of appropriate [...]",publish,introduction-and-my-big-question-octel,2013-04-09 05:23:11,post,"Course Reader,Blog posts",Uncategorized
1291,1154,2013-04-09 07:10:32,"<No subject>","Can you also please also remove me from this email list it is far too intrusive.
Thanks lucy
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Maria Ioannou Sent: 08 April 2013 15:45 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom ","Can you also please also remove me from this email list it is far too intrusive.
Thanks lucy
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Maria Ioannou Sent: 08 April 2013 15:45 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom",publish,no-subject-15,2013-04-09 07:10:32,post,"Course Reader,Lists,JISCMail",
4936,1154,2013-04-09 07:10:32,"<No subject>","Can you also please also remove me from this email list it is far too intrusive.
Thanks lucy
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Maria Ioannou Sent: 08 April 2013 15:45 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom ","Can you also please also remove me from this email list it is far too intrusive.
Thanks lucy
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Maria Ioannou Sent: 08 April 2013 15:45 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom",publish,no-subject-20,2013-04-09 07:10:32,post,"Lists,Course Reader,JISCMail",
5432,1154,2013-04-09 07:10:32,"<No subject>","Can you also please also remove me from this email list it is far too intrusive.
Thanks lucy
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Maria Ioannou Sent: 08 April 2013 15:45 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom ","Can you also please also remove me from this email list it is far too intrusive.
Thanks lucy
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Maria Ioannou Sent: 08 April 2013 15:45 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom",publish,no-subject-37,2013-04-09 07:10:32,post,"Lists,Course Reader,JISCMail",
5783,1154,2013-04-09 07:10:32,"<No subject>","Can you also please also remove me from this email list it is far too intrusive.
Thanks lucy
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Maria Ioannou Sent: 08 April 2013 15:45 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom ","Can you also please also remove me from this email list it is far too intrusive.
Thanks lucy
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Maria Ioannou Sent: 08 April 2013 15:45 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [ocTEL-public]
could you please remove me from this e-mail list?
many thanks
Dr Maria Ioannou, BA, MSc, PhD, C.Psychol, AFBPsS, FHEA Senior Lecturer & Deputy Course Director MSc Investigative Psychology International Research Centre for Investigative Psychology School of Human and Health Sciences University of Huddersfield Queensgate, Huddersfield HD1 3DH United Kingdom",publish,no-subject-54,2013-04-09 07:10:32,post,"Lists,JISCMail,Course Reader",
1312,1157,2013-04-09 07:46:53,Activity 0.2 Initial comments and discussions,Hi All
I agree with Scott's comments (see below) re being overwhelmed on the amount of content that has been produced already for this course.
In terms of characteristics I actually think the group is quite diverse and without reading all the mail/comments it is difficult to gain any overall statistics on this. I think everyone is very interested in technology and the application to teaching and that comes automatically from the title of the course I suppose. The other characteristic is that most people have a lot to say on the posts. Whilst I'm sure this is a good [...],Hi AllI agree with Scott's comments (see below) re being overwhelmed on the amount of content that has been produced already for this course.In terms of characteristics I actually think the group is quite diverse and without reading all the mail/commen...,publish,activity-0-2-initial-comments-and-discussions,2013-04-09 07:46:53,post,"JISCMail,Course Reader,Lists",
4935,1157,2013-04-09 07:46:53,Activity 0.2 Initial comments and discussions,Hi All
I agree with Scott's comments (see below) re being overwhelmed on the amount of content that has been produced already for this course.
In terms of characteristics I actually think the group is quite diverse and without reading all the mail/comments it is difficult to gain any overall statistics on this. I think everyone is very interested in technology and the application to teaching and that comes automatically from the title of the course I suppose. The other characteristic is that most people have a lot to say on the posts. Whilst I'm sure this is a good [...],Hi AllI agree with Scott's comments (see below) re being overwhelmed on the amount of content that has been produced already for this course.In terms of characteristics I actually think the group is quite diverse and without reading all the mail/commen...,publish,activity-0-2-initial-comments-and-discussions-2,2013-04-09 07:46:53,post,"Lists,Course Reader,JISCMail",
5431,1157,2013-04-09 07:46:53,Activity 0.2 Initial comments and discussions,Hi All
I agree with Scott's comments (see below) re being overwhelmed on the amount of content that has been produced already for this course.
In terms of characteristics I actually think the group is quite diverse and without reading all the mail/comments it is difficult to gain any overall statistics on this. I think everyone is very interested in technology and the application to teaching and that comes automatically from the title of the course I suppose. The other characteristic is that most people have a lot to say on the posts. Whilst I'm sure this is a good [...],Hi AllI agree with Scott's comments (see below) re being overwhelmed on the amount of content that has been produced already for this course.In terms of characteristics I actually think the group is quite diverse and without reading all the mail/commen...,publish,activity-0-2-initial-comments-and-discussions-3,2013-04-09 07:46:53,post,"Lists,Course Reader,JISCMail",
5782,1157,2013-04-09 07:46:53,Activity 0.2 Initial comments and discussions,Hi All
I agree with Scott's comments (see below) re being overwhelmed on the amount of content that has been produced already for this course.
In terms of characteristics I actually think the group is quite diverse and without reading all the mail/comments it is difficult to gain any overall statistics on this. I think everyone is very interested in technology and the application to teaching and that comes automatically from the title of the course I suppose. The other characteristic is that most people have a lot to say on the posts. Whilst I'm sure this is a good [...],Hi AllI agree with Scott's comments (see below) re being overwhelmed on the amount of content that has been produced already for this course.In terms of characteristics I actually think the group is quite diverse and without reading all the mail/commen...,publish,activity-0-2-initial-comments-and-discussions-4,2013-04-09 07:46:53,post,"JISCMail,Course Reader,Lists",
1311,1149,2013-04-09 08:04:30,Re: Would we do this if we were all together? -NO WAY!,"Hi Scott, Pete (and possibly) 897 others.
I had not thought of the parallel of arrival at school for the first time because my experience of that was more benign and was not as you describe. However, now you raise this ther is something scarily Darwinian about the survival of the fittest in this rain forest of desperate emails. [...] ","Hi Scott, Pete (and possibly) 897 others.I had not thought of the parallel of arrival at school for the firsttime because my experience of that was more benign and was not as youdescribe. However, now you raise this ther is something scarilyDarwinian a...",publish,re-would-we-do-this-if-we-were-all-together-no-way-3,2013-04-09 08:04:30,post,"JISCMail,Course Reader,Lists",
4934,1149,2013-04-09 08:04:30,Re: Would we do this if we were all together? -NO WAY!,"Hi Scott, Pete (and possibly) 897 others.
I had not thought of the parallel of arrival at school for the first time because my experience of that was more benign and was not as you describe. However, now you raise this ther is something scarily Darwinian about the survival of the fittest in this rain forest of desperate emails. [...] ","Hi Scott, Pete (and possibly) 897 others.I had not thought of the parallel of arrival at school for the firsttime because my experience of that was more benign and was not as youdescribe. However, now you raise this ther is something scarilyDarwinian a...",publish,re-would-we-do-this-if-we-were-all-together-no-way-4,2013-04-09 08:04:30,post,"Lists,Course Reader,JISCMail",
5430,1149,2013-04-09 08:04:30,Re: Would we do this if we were all together? -NO WAY!,"Hi Scott, Pete (and possibly) 897 others.
I had not thought of the parallel of arrival at school for the first time because my experience of that was more benign and was not as you describe. However, now you raise this ther is something scarily Darwinian about the survival of the fittest in this rain forest of desperate emails. [...] ","Hi Scott, Pete (and possibly) 897 others.I had not thought of the parallel of arrival at school for the firsttime because my experience of that was more benign and was not as youdescribe. However, now you raise this ther is something scarilyDarwinian a...",publish,re-would-we-do-this-if-we-were-all-together-no-way-7,2013-04-09 08:04:30,post,"Lists,Course Reader,JISCMail",
5781,1149,2013-04-09 08:04:30,Re: Would we do this if we were all together? -NO WAY!,"Hi Scott, Pete (and possibly) 897 others.
I had not thought of the parallel of arrival at school for the first time because my experience of that was more benign and was not as you describe. However, now you raise this ther is something scarily Darwinian about the survival of the fittest in this rain forest of desperate emails. [...] ","Hi Scott, Pete (and possibly) 897 others.I had not thought of the parallel of arrival at school for the firsttime because my experience of that was more benign and was not as youdescribe. However, now you raise this ther is something scarilyDarwinian a...",publish,re-would-we-do-this-if-we-were-all-together-no-way-10,2013-04-09 08:04:30,post,"Lists,JISCMail,Course Reader",
1310,1156,2013-04-09 08:11:20,Would we do this if we were all together? -NO WAY! - So why not join the 'folk educators' small group:-),"Hello Alastair, Scott, Pete etc.
I guess that an important skill in the 21st century is to develop strategies for coping with being overwhelmed by all the digital stuff that flies at us, and the start of OCTEL is just a slightly extreme example of this. (Not sure if I have developed the necessary coping skills, by the way.) [...] ","Hello Alastair, Scott, Pete etc.I guess that an important skill in the 21st century is to developstrategies for coping with being overwhelmed by all the digital stuffthat flies at us, and the start of OCTEL is just a slightly extremeexample of this. (N...",publish,would-we-do-this-if-we-were-all-together-no-way-so-why-not-join-the-folk-educators-small-group,2013-04-09 08:11:20,post,"JISCMail,Course Reader,Lists",
4933,1156,2013-04-09 08:11:20,Would we do this if we were all together? -NO WAY! - So why not join the 'folk educators' small group:-),"Hello Alastair, Scott, Pete etc.
I guess that an important skill in the 21st century is to develop strategies for coping with being overwhelmed by all the digital stuff that flies at us, and the start of OCTEL is just a slightly extreme example of this. (Not sure if I have developed the necessary coping skills, by the way.) [...] ","Hello Alastair, Scott, Pete etc.I guess that an important skill in the 21st century is to developstrategies for coping with being overwhelmed by all the digital stuffthat flies at us, and the start of OCTEL is just a slightly extremeexample of this. (N...",publish,would-we-do-this-if-we-were-all-together-no-way-so-why-not-join-the-folk-educators-small-group-2,2013-04-09 08:11:20,post,"Course Reader,JISCMail,Lists",
5429,1156,2013-04-09 08:11:20,Would we do this if we were all together? -NO WAY! - So why not join the 'folk educators' small group:-),"Hello Alastair, Scott, Pete etc.
I guess that an important skill in the 21st century is to develop strategies for coping with being overwhelmed by all the digital stuff that flies at us, and the start of OCTEL is just a slightly extreme example of this. (Not sure if I have developed the necessary coping skills, by the way.) [...] ","Hello Alastair, Scott, Pete etc.I guess that an important skill in the 21st century is to developstrategies for coping with being overwhelmed by all the digital stuffthat flies at us, and the start of OCTEL is just a slightly extremeexample of this. (N...",publish,would-we-do-this-if-we-were-all-together-no-way-so-why-not-join-the-folk-educators-small-group-3,2013-04-09 08:11:20,post,"Lists,Course Reader,JISCMail",
5780,1156,2013-04-09 08:11:20,Would we do this if we were all together? -NO WAY! - So why not join the 'folk educators' small group:-),"Hello Alastair, Scott, Pete etc.
I guess that an important skill in the 21st century is to develop strategies for coping with being overwhelmed by all the digital stuff that flies at us, and the start of OCTEL is just a slightly extreme example of this. (Not sure if I have developed the necessary coping skills, by the way.) [...] ","Hello Alastair, Scott, Pete etc.I guess that an important skill in the 21st century is to developstrategies for coping with being overwhelmed by all the digital stuffthat flies at us, and the start of OCTEL is just a slightly extremeexample of this. (N...",publish,would-we-do-this-if-we-were-all-together-no-way-so-why-not-join-the-folk-educators-small-group-4,2013-04-09 08:11:20,post,"Lists,JISCMail,Course Reader",
1309,1155,2013-04-09 08:14:03,Re: Activity 0.2 Initial comments and discussions,"Hi Scott,
From experience limiting the word count works in discussions, wikis and blogs; also grouping participants reduces the reading. Juxtaposing the two will provide more engagement with the written content and future participation with the group. Maybe something ocTEL will consider for this course?
Best wishes Julie
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sandra Huskinson Sent: 09 April 2013 08:47 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Activity 0.2 Initial comments and discussions [...]","Hi Scott,From experience limiting the word count works in discussions, wikis and blogs; also grouping participants reduces the reading. Juxtaposing the two will provide more engagement with the written content and future participation with the group. M...",publish,re-activity-0-2-initial-comments-and-discussions,2013-04-09 08:14:03,post,"JISCMail,Course Reader,Lists",
4932,1155,2013-04-09 08:14:03,Re: Activity 0.2 Initial comments and discussions,"Hi Scott,
From experience limiting the word count works in discussions, wikis and blogs; also grouping participants reduces the reading. Juxtaposing the two will provide more engagement with the written content and future participation with the group. Maybe something ocTEL will consider for this course?
Best wishes Julie
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sandra Huskinson Sent: 09 April 2013 08:47 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Activity 0.2 Initial comments and discussions [...]","Hi Scott,From experience limiting the word count works in discussions, wikis and blogs; also grouping participants reduces the reading. Juxtaposing the two will provide more engagement with the written content and future participation with the group. M...",publish,re-activity-0-2-initial-comments-and-discussions-8,2013-04-09 08:14:03,post,"Lists,Course Reader,JISCMail",
5428,1155,2013-04-09 08:14:03,Re: Activity 0.2 Initial comments and discussions,"Hi Scott,
From experience limiting the word count works in discussions, wikis and blogs; also grouping participants reduces the reading. Juxtaposing the two will provide more engagement with the written content and future participation with the group. Maybe something ocTEL will consider for this course?
Best wishes Julie
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sandra Huskinson Sent: 09 April 2013 08:47 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Activity 0.2 Initial comments and discussions [...]","Hi Scott,From experience limiting the word count works in discussions, wikis and blogs; also grouping participants reduces the reading. Juxtaposing the two will provide more engagement with the written content and future participation with the group. M...",publish,re-activity-0-2-initial-comments-and-discussions-12,2013-04-09 08:14:03,post,"Course Reader,JISCMail,Lists",
5779,1155,2013-04-09 08:14:03,Re: Activity 0.2 Initial comments and discussions,"Hi Scott,
From experience limiting the word count works in discussions, wikis and blogs; also grouping participants reduces the reading. Juxtaposing the two will provide more engagement with the written content and future participation with the group. Maybe something ocTEL will consider for this course?
Best wishes Julie
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Sandra Huskinson Sent: 09 April 2013 08:47 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Activity 0.2 Initial comments and discussions [...]","Hi Scott,From experience limiting the word count works in discussions, wikis and blogs; also grouping participants reduces the reading. Juxtaposing the two will provide more engagement with the written content and future participation with the group. M...",publish,re-activity-0-2-initial-comments-and-discussions-16,2013-04-09 08:14:03,post,"Course Reader,Lists,JISCMail",
1308,5,2013-04-09 08:42:50,Archive of #ocTEL Tweets,A spreadsheet collecting #ocTEL tweets (updates every hour),"",publish,archive-of-octel-tweets,2013-04-09 08:42:50,post,"Course Reader,Other","twitter,TAGS"
1322,116,2013-04-09 08:59:17,Activity 0.1: My big question,"
I guess my big question is about how different approaches impact on teaching and learning experiences/outcomes and the ways we can best evaluate this? I think this is a key question for any teaching and learning activity in relation to enhancing learning.
I experimented with Haiku deck (a free presentation app for iPad) to put my big question.
This is similar to the big questions posed by other octelers like Alejandro Armellin’s post where he proposes that we need to lose the ‘T’ in Technology Enhanced Learning
#ocTEL Week 0: big questions – How can we get rid of the ‘T’ in ‘TEL’?wp.me/p3mEHo-15
“My own definitions of TEL revolve around a different approach and attitude to learning. I do not believe that it is all about the technology really, but it is about a new way of looking at problems and challenges.”
","I guess my big question is about how different approaches impact on teaching and learning experiences/outcomes and the ways we can best evaluate this? I think this is a key question for any teaching and learning activity in relation to … Continue reading →",publish,activity-0-1-my-big-question,2013-04-09 08:59:17,post,"Course Reader,Blog posts","activity 0.1,big question,#ocTEL,Uncategorized"
1339,1157,2013-04-09 09:28:04,Re: Activity 0.2 Initial comments and discussions,Hi Julie
Thanks for your comments on this. I totally agree with what you've said.
Sandra Huskinson,Hi JulieThanks for your comments on this. I totally agree with what you've said.Sandra Huskinson,publish,re-activity-0-2-initial-comments-and-discussions-2,2013-04-09 09:28:04,post,"Lists,Course Reader,JISCMail",
4931,1157,2013-04-09 09:28:04,Re: Activity 0.2 Initial comments and discussions,Hi Julie
Thanks for your comments on this. I totally agree with what you've said.
Sandra Huskinson,Hi JulieThanks for your comments on this. I totally agree with what you've said.Sandra Huskinson,publish,re-activity-0-2-initial-comments-and-discussions-7,2013-04-09 09:28:04,post,"Lists,Course Reader,JISCMail",
5427,1157,2013-04-09 09:28:04,Re: Activity 0.2 Initial comments and discussions,Hi Julie
Thanks for your comments on this. I totally agree with what you've said.
Sandra Huskinson,Hi JulieThanks for your comments on this. I totally agree with what you've said.Sandra Huskinson,publish,re-activity-0-2-initial-comments-and-discussions-11,2013-04-09 09:28:04,post,"Lists,Course Reader,JISCMail",
5778,1157,2013-04-09 09:28:04,Re: Activity 0.2 Initial comments and discussions,Hi Julie
Thanks for your comments on this. I totally agree with what you've said.
Sandra Huskinson,Hi JulieThanks for your comments on this. I totally agree with what you've said.Sandra Huskinson,publish,re-activity-0-2-initial-comments-and-discussions-15,2013-04-09 09:28:04,post,"Lists,JISCMail,Course Reader",
1338,1163,2013-04-09 09:29:57,"Eyup, I'm in the corner of the playground and I would normally just watch for longer before joining in the fun ;-)","Seems like were getting the hang of this. I've read most but not all the posts as yet. Anyway, I thought I would chime in with a brief introduction hoping not to fray the thread...
I am a researcher based at the University of Leeds in the UK specialising in computational geography (for about 15 years). I practise both face to face and open distance teaching. In the last 10 years I was trained primarily via the UK e-Science program and am reasonably well connected with the group in the UK Joint Information Systems Committee (JISC) that interfaced with this. [...] ","Seems like were getting the hang of this. I've read most but not all the posts as yet. Anyway, I thought I would chime in with a brief introduction hoping not to fray the thread...I am a researcher based at the University of Leeds in the UK specialisin...",publish,eyup-im-in-the-corner-of-the-playground-and-i-would-normally-just-watch-for-longer-before-joining-in-the-fun,2013-04-09 09:29:57,post,"JISCMail,Lists,Course Reader",
4930,1163,2013-04-09 09:29:57,"Eyup, I'm in the corner of the playground and I would normally just watch for longer before joining in the fun ;-)","Seems like were getting the hang of this. I've read most but not all the posts as yet. Anyway, I thought I would chime in with a brief introduction hoping not to fray the thread...
I am a researcher based at the University of Leeds in the UK specialising in computational geography (for about 15 years). I practise both face to face and open distance teaching. In the last 10 years I was trained primarily via the UK e-Science program and am reasonably well connected with the group in the UK Joint Information Systems Committee (JISC) that interfaced with this. [...] ","Seems like were getting the hang of this. I've read most but not all the posts as yet. Anyway, I thought I would chime in with a brief introduction hoping not to fray the thread...I am a researcher based at the University of Leeds in the UK specialisin...",publish,eyup-im-in-the-corner-of-the-playground-and-i-would-normally-just-watch-for-longer-before-joining-in-the-fun-2,2013-04-09 09:29:57,post,"Lists,Course Reader,JISCMail",
5426,1163,2013-04-09 09:29:57,"Eyup, I'm in the corner of the playground and I would normally just watch for longer before joining in the fun ;-)","Seems like were getting the hang of this. I've read most but not all the posts as yet. Anyway, I thought I would chime in with a brief introduction hoping not to fray the thread...
I am a researcher based at the University of Leeds in the UK specialising in computational geography (for about 15 years). I practise both face to face and open distance teaching. In the last 10 years I was trained primarily via the UK e-Science program and am reasonably well connected with the group in the UK Joint Information Systems Committee (JISC) that interfaced with this. [...] ","Seems like were getting the hang of this. I've read most but not all the posts as yet. Anyway, I thought I would chime in with a brief introduction hoping not to fray the thread...I am a researcher based at the University of Leeds in the UK specialisin...",publish,eyup-im-in-the-corner-of-the-playground-and-i-would-normally-just-watch-for-longer-before-joining-in-the-fun-3,2013-04-09 09:29:57,post,"Lists,Course Reader,JISCMail",
5777,1163,2013-04-09 09:29:57,"Eyup, I'm in the corner of the playground and I would normally just watch for longer before joining in the fun ;-)","Seems like were getting the hang of this. I've read most but not all the posts as yet. Anyway, I thought I would chime in with a brief introduction hoping not to fray the thread...
I am a researcher based at the University of Leeds in the UK specialising in computational geography (for about 15 years). I practise both face to face and open distance teaching. In the last 10 years I was trained primarily via the UK e-Science program and am reasonably well connected with the group in the UK Joint Information Systems Committee (JISC) that interfaced with this. [...] ","Seems like were getting the hang of this. I've read most but not all the posts as yet. Anyway, I thought I would chime in with a brief introduction hoping not to fray the thread...I am a researcher based at the University of Leeds in the UK specialisin...",publish,eyup-im-in-the-corner-of-the-playground-and-i-would-normally-just-watch-for-longer-before-joining-in-the-fun-4,2013-04-09 09:29:57,post,"JISCMail,Course Reader,Lists",
1337,1157,2013-04-09 09:37:52,Activity 0.3 Exploring and experimenting,"Experimenting has been interesting via the different channels of communication. I've found I get replies relatively quickly via all forms of media. Keeping tweets short is a challenge. The learning in either format is good although things are limited in twitter useful links are posted. I don't think there is a 'best' for reflection, challenging or learning as I found each format did this in its own way. I think twitter is better at relationship building as following each person and replying is very easy as you don't have the 'ok the post' email you get with the list. I'm [...]",Experimenting has been interesting via the different channels of communication. I've found I get replies relatively quickly via all forms of media. Keeping tweets short is a challenge. The learning in either format is good although things are limited i...,publish,activity-0-3-exploring-and-experimenting,2013-04-09 09:37:52,post,"JISCMail,Lists,Course Reader",
4929,1157,2013-04-09 09:37:52,Activity 0.3 Exploring and experimenting,"Experimenting has been interesting via the different channels of communication. I've found I get replies relatively quickly via all forms of media. Keeping tweets short is a challenge. The learning in either format is good although things are limited in twitter useful links are posted. I don't think there is a 'best' for reflection, challenging or learning as I found each format did this in its own way. I think twitter is better at relationship building as following each person and replying is very easy as you don't have the 'ok the post' email you get with the list. I'm [...]",Experimenting has been interesting via the different channels of communication. I've found I get replies relatively quickly via all forms of media. Keeping tweets short is a challenge. The learning in either format is good although things are limited i...,publish,activity-0-3-exploring-and-experimenting-2,2013-04-09 09:37:52,post,"Lists,Course Reader,JISCMail",
5425,1157,2013-04-09 09:37:52,Activity 0.3 Exploring and experimenting,"Experimenting has been interesting via the different channels of communication. I've found I get replies relatively quickly via all forms of media. Keeping tweets short is a challenge. The learning in either format is good although things are limited in twitter useful links are posted. I don't think there is a 'best' for reflection, challenging or learning as I found each format did this in its own way. I think twitter is better at relationship building as following each person and replying is very easy as you don't have the 'ok the post' email you get with the list. I'm [...]",Experimenting has been interesting via the different channels of communication. I've found I get replies relatively quickly via all forms of media. Keeping tweets short is a challenge. The learning in either format is good although things are limited i...,publish,activity-0-3-exploring-and-experimenting-3,2013-04-09 09:37:52,post,"Lists,Course Reader,JISCMail",
5776,1157,2013-04-09 09:37:52,Activity 0.3 Exploring and experimenting,"Experimenting has been interesting via the different channels of communication. I've found I get replies relatively quickly via all forms of media. Keeping tweets short is a challenge. The learning in either format is good although things are limited in twitter useful links are posted. I don't think there is a 'best' for reflection, challenging or learning as I found each format did this in its own way. I think twitter is better at relationship building as following each person and replying is very easy as you don't have the 'ok the post' email you get with the list. I'm [...]",Experimenting has been interesting via the different channels of communication. I've found I get replies relatively quickly via all forms of media. Keeping tweets short is a challenge. The learning in either format is good although things are limited i...,publish,activity-0-3-exploring-and-experimenting-4,2013-04-09 09:37:52,post,"Lists,JISCMail,Course Reader",
1447,1173,2013-04-09 09:54:08,sebschmoller: Impressive http://t.co/vKcZWRT16f @mhawksey summarises the underpinning technology for the @a_l_t #octel #mooc (or should that be #booc?),"
",publish,sebschmoller-impressive-httpt-covkczwrt16f-mhawksey-summarises-the-underpinning-technology-for-the-a_l_t-octel-mooc-or-should-that-be-booc,2013-04-09 09:54:08,post,"Social networks,Twitter (Q&A)","booc,#ocTEL,mooc"
1302,5,2013-04-09 10:36:50,Helping to ensure your contributions get read,"[caption id=""attachment_1306"" align=""alignright"" width=""277""] Course Reader Submission Form[/caption]
We aim to provide you with one easy-to-use location to which any ocTEL participant can add their activity, and then anyone can read it through an integrated interface. The feature of the ocTEL course platform that enables this is the 'Course Reader'. This tool provides gateway to all the participant generated activity that we are able to collect from RSS feeds (short video on RSS in plain English). Clicking on the 'categories' on the right hand side lets you filter for specific channels. Up until now the only way you could add your content was by going to your profile clicking the 'Edit' button and following the steps to add your blog and blog feed. As there is many more course artefacts being created in other places like Storify we've now added a 'Course Reader Submission' form to your profile page.
So if you have a resource you would like to share on the Course Reader, visit your profile (you'll need to login or click the 'Profile' link and fill in the form and it will immediate appear in the Reader Other category.
For more information on your profile page and course reader see these screencasts.
If you would like to share your thoughts on the ocTEL platform visit this forum.","",publish,helping-to-ensure-your-contributions-get-read,2013-06-06 11:28:17,post,"Course information,related courses and developments",
1340,347,2013-04-09 10:37:01,My Big Question – for #ocTEL,"
My big question seems to reassuringly the same as that of many other people…
How do we persuade ‘reluctant’ members of staff to enage with TEL – especially those with limited skills/confidence/time?
To me the increasing issue in my role in carge of eLearning support is becoming that of ‘standarisation’ and to a certain extent fairness?
Students are increasingly starting their courses with expectations of things that will make their life easier and more interesting – course materials on a VLe, the ability to submit work online, the use of more visual an interactive learning materials…
Should we ensure all students get a ‘minimum level’ of this, whatever the skills/interests of their tutors?
Has the time come for less ‘carrot’ and more ‘stick’?
","My big question seems to reassuringly the same as that of many other people… How do we persuade ‘reluctant’ members of staff to enage with TEL – especially those with limited skills/confidence/time? To me the increasing issue in my role … Continue reading →",publish,my-big-question-for-octel,2013-04-09 10:37:01,post,"Blog posts,Course Reader","#ocTEL,Uncategorized"
5203,347,2013-04-09 10:37:01,My Big Question – for #ocTEL,"
My big question seems to reassuringly the same as that of many other people…
How do we persuade ‘reluctant’ members of staff to enage with TEL – especially those with limited skills/confidence/time?
To me the increasing issue in my role in carge of eLearning support is becoming that of ‘standarisation’ and to a certain extent fairness?
Students are increasingly starting their courses with expectations of things that will make their life easier and more interesting – course materials on a VLe, the ability to submit work online, the use of more visual an interactive learning materials…
Should we ensure all students get a ‘minimum level’ of this, whatever the skills/interests of their tutors?
Has the time come for less ‘carrot’ and more ‘stick’?
","My big question seems to reassuringly the same as that of many other people… How do we persuade ‘reluctant’ members of staff to enage with TEL – especially those with limited skills/confidence/time? To me the increasing issue in my role … Continue reading →",publish,my-big-question-for-octel-2,2013-04-09 10:37:01,post,"Blog posts,Course Reader","Uncategorized,#ocTEL"
1384,707,2013-04-09 10:40:13,"julielowe_23: #ocTEL brilliant to see an excellenct visual resource in the activity list; What is a MOOC?: http://t.co/jEaNDrvKb7 via @youtube","
","#ocTEL brilliant to see an excellenct visual resource in the activity list; What is a MOOC?: youtu.be/eW3gMGqcZQc via @youtube— Julie Lowe (@JulieLowe_23) April 9, 2013",publish,julielowe_23-octel-brilliant-to-see-an-excellenct-visual-resource-in-the-activity-list-what-is-a-mooc-httpt-cojeandrvkb7-via-youtube,2013-04-09 10:40:13,post,"Twitter (Q&A),Social networks",#ocTEL
1354,873,2013-04-09 10:49:00,Half an Hour: Advice to OcTEL,"Half an Hour: Advice to OcTEL: Context: email to David Jennings, on the occasion of the start of the OcTEL MOOC , in which participants have been flooded with introductory...","Half an Hour: Advice to OcTEL: Context: email to David Jennings, on the occasion of the start of the OcTEL MOOC , in which participants have been flooded with introductory...",publish,half-an-hour-advice-to-octel,2013-04-09 10:49:00,post,"Course Reader,Blog posts",Lessons learned
2558,991,2013-04-09 11:13:00,#ocTEL An Open Course in Teachonlogy Enhanced Learning,"
The MOOC I am starting this week is a course run by the Association of Learning Technologists and is titled the Open Course in Technology Enhanced Learning (ocTEL). This is my fourth MOOC. I have enjoyed my previous MOOCs, and I am looking forward to this course.
Week 0: Induction Activities
During this week we are expected to complete several tasks. These tasks and how I go about doing them are described here.
Introducing myself
I am the Senior Learning Technologist at Swinburne University if Technology in Melbourne. My role is to enhance teaching and learning experiences with the use of technology. I am involved in training staff and identifying innovative teaching and learning tools/technologies/methods. All these contribute to providing great learning experiences to the learners, embracing new technologies for better learning experiences and facilitating improved pedagogical value while looking out for efficient and effective methods of educating.
I enjoy research and development, looking out for innovative methods and tools, also like to research how digital divide can be reduced and finally to reach equal learning opportunities. I feel technology can assist with this task and I like to research and implement projects that support this vision
My big question about TEL
Use of Technology to provide great learning experiences to learners.
I also like to search for methods, tools innovative ways to reduce education divide.
I'm looking forward to sharing new ideas about how people are engaging students in online, blended and distance learning.
Exploring and experimenting
With a large group of people in the MOOC the introductions have brought quite a variety of expectations, individual skills and thoughts to the surface. It has been fascinating reading these posts and learning about what other people around the world are doing in the TEL space. Already the discussions have got busy and enormous amount of ideas, with large number of short reading blocks.
People have joined this MOOC with different expectations. Some of them are:
to learning about best practices
to learn how to increase student learning experiences
to investigate how to use technology for teaching and learning
to find solution through crowd sourcing to problems/issues that they have come across in TEL
I am personally interested in finding how technology can be used to increase learning experiences, as well as how these great tools can be used to minimize education and digital divide
"," The MOOC I am starting this week is a course run by the Association of Learning Technologists and is titled the Open Course in Technology Enhanced Learning (ocTEL). This is my fourth MOOC. I have enjoyed my previous MOOCs, and I am looking forward to...",publish,octel-an-open-course-in-teachonlogy-enhanced-learning-2,2013-04-09 11:13:00,post,"Course Reader,Blog posts",#ocTEL
4593,991,2013-04-09 11:13:00,#ocTEL An Open Course in Teachonlogy Enhanced Learning,"
The MOOC I am starting this week is a course run by the Association of Learning Technologists and is titled the Open Course in Technology Enhanced Learning (ocTEL). This is my fourth MOOC. I have enjoyed my previous MOOCs, and I am looking forward to this course.
Week 0: Induction Activities
During this week we are expected to complete several tasks. These tasks and how I go about doing them are described here.
Introducing myself
I am the Senior Learning Technologist at Swinburne University if Technology in Melbourne. My role is to enhance teaching and learning experiences with the use of technology. I am involved in training staff and identifying innovative teaching and learning tools/technologies/methods. All these contribute to providing great learning experiences to the learners, embracing new technologies for better learning experiences and facilitating improved pedagogical value while looking out for efficient and effective methods of educating.
I enjoy research and development, looking out for innovative methods and tools, also like to research how digital divide can be reduced and finally to reach equal learning opportunities. I feel technology can assist with this task and I like to research and implement projects that support this vision
My big question about TEL
Use of Technology to provide great learning experiences to learners.
I also like to search for methods, tools innovative ways to reduce education divide.
I'm looking forward to sharing new ideas about how people are engaging students in online, blended and distance learning.
Exploring and experimenting
With a large group of people in the MOOC the introductions have brought quite a variety of expectations, individual skills and thoughts to the surface. It has been fascinating reading these posts and learning about what other people around the world are doing in the TEL space. Already the discussions have got busy and enormous amount of ideas, with large number of short reading blocks.
People have joined this MOOC with different expectations. Some of them are:
to learning about best practices
to learn how to increase student learning experiences
to investigate how to use technology for teaching and learning
to find solution through crowd sourcing to problems/issues that they have come across in TEL
I am personally interested in finding how technology can be used to increase learning experiences, as well as how these great tools can be used to minimize education and digital divide
"," The MOOC I am starting this week is a course run by the Association of Learning Technologists and is titled the Open Course in Technology Enhanced Learning (ocTEL). This is my fourth MOOC. I have enjoyed my previous MOOCs, and I am looking forward to...",publish,octel-an-open-course-in-teachonlogy-enhanced-learning-3,2013-04-09 11:13:00,post,"Course Reader,Blog posts",#ocTEL
1361,1165,2013-04-09 11:16:51,#ocTEL An Open Course in Teachonlogy Enhanced Learning,"
Kulari Lokuge
Tue, 09 Apr 2013 11:16:51 GMT
- Community
The MOOC I am starting this week is a course run by the Association of Learning Technologists and is titled the Open Course in Technology Enhanced Learning (ocTEL). This is my fourth MOOC. I have enjo...
","
Kulari Lokuge
Tue, 09 Apr 2013 11:16:51 GMT
- Community
...",publish,octel-an-open-course-in-teachonlogy-enhanced-learning,2013-04-09 11:16:51,post,"Course Reader,Social networks,Google+",
1362,504,2013-04-09 11:28:00,OCTEL 0.1 - My BIG question,"So - what's my big question about technology-enhanced learning? It's related to my earlier post about my experiences of being a student before mass use of email / web etc.
How does technology-enhanced learning impact of the learning experience of individual students? What difference does it make - both in terms of day-to-day choices and activities, and longer term at course / scheme / degree level? How is the average student learning differently (for either better or worse) than I did 20 years ago? ",So - what's my big question about technology-enhanced learning? It's related to my earlier post about my experiences of being a student before mass use of email / web etc.How does technology-enhanced learning impact of the learning experience of indivi...,publish,octel-0-1-my-big-question,2013-04-09 11:28:33,post,"Blog posts,Course Reader",
5200,504,2013-04-09 11:28:00,OCTEL 0.1 - My BIG question,"So - what's my big question about technology-enhanced learning? It's related to my earlier post about my experiences of being a student before mass use of email / web etc.
How does technology-enhanced learning impact of the learning experience of individual students? What difference does it make - both in terms of day-to-day choices and activities, and longer term at course / scheme / degree level? How is the average student learning differently (for either better or worse) than I did 20 years ago? ",So - what's my big question about technology-enhanced learning? It's related to my earlier post about my experiences of being a student before mass use of email / web etc.How does technology-enhanced learning impact of the learning experience of indivi...,publish,octel-0-1-my-big-question-2,2013-04-09 11:28:33,post,"Blog posts,Course Reader",
1733,1197,2013-04-09 11:45:59,ocTEL – An Introduction and Welcome! #edmooc,"
A welcome to my newly-formed blog, motivated by the first active participation in a MOOC – as opposed to being a lurker.
Background and Experience
I’ve been professionally involved with technology enhanced learning / elearning / distance learning / [insert your acronym here!] for nearly seven years.
After going to completing a Communications BA (with Philosophy Minor) at the University of Leeds I went into the world of web design – where I thought my passion for interacting with people, creatively making things, combined with technical skills could be realised. I had a happy few years – but decided that the commercial world of web design was more about the bottom line than a great creative and technical outlet.
I’m now working at The University of Leeds as a Learning Technologist / Staff Development Officer in the central service of Staff and Department Developmental Unit (SDDU) a bit of a mouthful!
Education and Technology and BIG Questions!
There are many roles which fit under the umbrella of ‘Learning Technologist‘ but my take on this role is a passion and blend of people skills, pedagogical educational understanding combined with a working knowledge of many technologies.
My favourite way of externalising this is:
When working at the meeting of education, technology and change it always boils down to fundamental questions about education: for who, why and for what purpose:
Technology can either enhance existing pedagogies and methods or be transformative.
Theory combined with practice is an essential part of a learning technologist role.
Observations and Hopes
At the moment I feel that the BIG questions seem to revolve around:
Political changes in the education system
Change occurring in society (e.g. technology)
Interpreting and understanding how these affect both the process and purpose of education, UK and WorldWide.
There is no doubt that MOOCs are currently the hot topic and on the upwards trajectory of the hype cycle and in taking part in ocTEL (rather than lurking as it did with the University of Edinburgh’s E-learning and Digital Cultures MOOC #edmooc). I hope to gain some real world experience.
The University of Leeds has signed up for FutureLearn but technological innovation and hype aside the biggest hope for taking place is to meet both like-minded and different-minded people in order to share ideas, views and experience.
Within this context I think it is important to appreciate that participants will have had and be having different experiences in this MOOC. It is up to the individual to participate as they wish and people will have different levels of technical and pedagogical experience.
I’m looking forward to getting started and have complied a list of tips and tricks which I hope to use to get the most out of this experience:
","A welcome to my newly-formed blog, motivated by the first active participation in a MOOC – as opposed to being a lurker. Background and Experience I’ve been professionally involved with technology enhanced learning / elearning / distance learning / [insert your acronym here!] for nearly seven years. After going to completing a …",publish,octel-an-introduction-and-welcome-edmooc,2013-04-09 11:45:59,post,"Blog posts,Course Reader","futurelearn,little,Technology,moocs,learning,sheffield,edmooc,#ocTEL,technologist,james,welcome,cv,ALT,leeds"
4605,148,2013-04-09 11:45:59,ocTEL – An Introduction and Welcome! #edmooc,"
A welcome to my newly-formed blog, motivated by the first active participation in a MOOC – as opposed to being a lurker.
Background and Experience
I’ve been professionally involved with technology enhanced learning / elearning / distance learning / [insert your acronym here!] for nearly seven years.
After going to completing a Communications BA (with Philosophy Minor) at the University of Leeds I went into the world of web design – where I thought my passion for interacting with people, creatively making things, combined with technical skills could be realised. I had a happy few years – but decided that the commercial world of web design was more about the bottom line than a great creative and technical outlet.
I’m now working at The University of Leeds as a Learning Technologist / Staff Development Officer in the central service of Staff and Department Developmental Unit (SDDU) a bit of a mouthful!
Education and Technology and BIG Questions!
There are many roles which fit under the umbrella of ‘Learning Technologist‘ but my take on this role is a passion and blend of people skills, pedagogical educational understanding combined with a working knowledge of many technologies.
My favourite way of externalising this is:
When working at the meeting of education, technology and change it always boils down to fundamental questions about education: for who, why and for what purpose:
Technology can either enhance existing pedagogies and methods or be transformative.
Theory combined with practice is an essential part of a learning technologist role.
Observations and Hopes
At the moment I feel that the BIG questions seem to revolve around:
Political changes in the education system
Change occurring in society (e.g. technology)
Interpreting and understanding how these affect both the process and purpose of education, UK and WorldWide.
There is no doubt that MOOCs are currently the hot topic and on the upwards trajectory of the hype cycle and in taking part in ocTEL (rather than lurking as it did with the University of Edinburgh’s E-learning and Digital Cultures MOOC #edmooc). I hope to gain some real world experience.
The University of Leeds has signed up for FutureLearn but technological innovation and hype aside the biggest hope for taking place is to meet both like-minded and different-minded people in order to share ideas, views and experience.
Within this context I think it is important to appreciate that participants will have had and be having different experiences in this MOOC. It is up to the individual to participate as they wish and people will have different levels of technical and pedagogical experience.
I’m looking forward to getting started and have complied a list of tips and tricks which I hope to use to get the most out of this experience:
","A welcome to my newly-formed blog, motivated by the first active participation in a MOOC – as opposed to being a lurker. Background and Experience I’ve been professionally involved with technology enhanced learning / elearning / distance learning / [insert your acronym here!] for nearly seven years. After going to completing a …",publish,octel-an-introduction-and-welcome-edmooc-2,2013-04-09 11:45:59,post,"Blog posts,Course Reader","james,welcome,cv,leeds,ALT,little,Technology,sheffield,learning,edmooc,futurelearn,#ocTEL,technologist,moocs"
4705,1197,2013-04-09 11:45:59,ocTEL – An Introduction and Welcome! #edmooc,"
A welcome to my newly-formed blog, motivated by the first active participation in a MOOC – as opposed to being a lurker.
Background and Experience
I’ve been professionally involved with technology enhanced learning / elearning / distance learning / [insert your acronym here!] for nearly seven years.
After going to completing a Communications BA (with Philosophy Minor) at the University of Leeds I went into the world of web design – where I thought my passion for interacting with people, creatively making things, combined with technical skills could be realised. I had a happy few years – but decided that the commercial world of web design was more about the bottom line than a great creative and technical outlet.
I’m now working at The University of Leeds as a Learning Technologist / Staff Development Officer in the central service of Staff and Department Developmental Unit (SDDU) a bit of a mouthful!
Education and Technology and BIG Questions!
There are many roles which fit under the umbrella of ‘Learning Technologist‘ but my take on this role is a passion and blend of people skills, pedagogical educational understanding combined with a working knowledge of many technologies.
My favourite way of externalising this is:
When working at the meeting of education, technology and change it always boils down to fundamental questions about education: for who, why and for what purpose:
Technology can either enhance existing pedagogies and methods or be transformative.
Theory combined with practice is an essential part of a learning technologist role.
Observations and Hopes
At the moment I feel that the BIG questions seem to revolve around:
Political changes in the education system
Change occurring in society (e.g. technology)
Interpreting and understanding how these affect both the process and purpose of education, UK and WorldWide.
There is no doubt that MOOCs are currently the hot topic and on the upwards trajectory of the hype cycle and in taking part in ocTEL (rather than lurking as it did with the University of Edinburgh’s E-learning and Digital Cultures MOOC #edmooc). I hope to gain some real world experience.
The University of Leeds has signed up for FutureLearn but technological innovation and hype aside the biggest hope for taking place is to meet both like-minded and different-minded people in order to share ideas, views and experience.
Within this context I think it is important to appreciate that participants will have had and be having different experiences in this MOOC. It is up to the individual to participate as they wish and people will have different levels of technical and pedagogical experience.
I’m looking forward to getting started and have complied a list of tips and tricks which I hope to use to get the most out of this experience:
","A welcome to my newly-formed blog, motivated by the first active participation in a MOOC – as opposed to being a lurker. Background and Experience I’ve been professionally involved with technology enhanced learning / elearning / distance learning / [insert your acronym here!] for nearly seven years. After going to completing a …",publish,octel-an-introduction-and-welcome-edmooc-3,2013-04-09 11:45:59,post,"Blog posts,Course Reader","learning,sheffield,edmooc,Technology,futurelearn,moocs,technologist,james,ALT,welcome,cv,leeds,little,#ocTEL"
2082,1197,2013-04-09 11:50:42,"#ocTEL MOOC – Tips & Tricks","
A continuously updated technical tips and tricks to getting the most / managing the great flow of information to and from the ocTEL MOOC.
It’s great to have your own space to think – a personal blog or even an offline record of thoughts is a great way to give yourself some time to cogitate and ponder!
However, the richness comes with interacting and sharing ideas.
I’ve taken the approach to of using my blog for a free-thought personal area which others can then freely comment on. Posting in the ocTEL forums, twitter and Google+ publishes this wider but then further conversation or entirely new ones take place with these other spaces too. Diigo is a great resource for sharing other resources too.
E-Mail: The FloodGates have opened (but you can manage it, or choose other ways to communicate!)
Twitter
Forums
You get out what you put in!
E-Mail: The FloodGates have opened (but you can manage it, or choose other ways to communicate!)
How to manage your e-mail subscription:
1. I prefer to receive just one daily email with all the conversations in it send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email. SET OCTEL-PUBLIC DIGESTS
2. I don’t want to receive any emails, but just read the conversations on the JISCMail website send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC NOMAIL
3. I am not interested in these email conversations and will stick to other ocTEL discussions only send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:
UNSUBSCRIBE OCTEL-PUBLIC
Check ‘Notify me of follow-up replies via email‘ option when creating or replying on the forum as another handy way to be reminded of replies (rather than remembering what you’ve posted and trying to find it way down the list of forum messages).
","A continuously updated technical tips and tricks to getting the most / managing the great flow of information to and from the ocTEL MOOC. [A work in progress] Catchup: Week 0 Webinar Recording Week 1 Webinar Recording Week 2 Webinar Recording Communication It’s great to have your own space to think – …",publish,octel-mooc-tips-tricks,2013-04-09 11:50:42,post,"Blog posts,Course Reader","moocs,#ocTEL"
4604,148,2013-04-09 11:50:42,"#ocTEL MOOC – Tips & Tricks","
A continuously updated technical tips and tricks to getting the most / managing the great flow of information to and from the ocTEL MOOC.
It’s great to have your own space to think – a personal blog or even an offline record of thoughts is a great way to give yourself some time to cogitate and ponder!
However, the richness comes with interacting and sharing ideas.
I’ve taken the approach to of using my blog for a free-thought personal area which others can then freely comment on. Posting in the ocTEL forums, twitter and Google+ publishes this wider but then further conversation or entirely new ones take place with these other spaces too. Diigo is a great resource for sharing other resources too.
E-Mail: The FloodGates have opened (but you can manage it, or choose other ways to communicate!)
Twitter
Forums
You get out what you put in!
E-Mail: The FloodGates have opened (but you can manage it, or choose other ways to communicate!)
How to manage your e-mail subscription:
1. I prefer to receive just one daily email with all the conversations in it send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email. SET OCTEL-PUBLIC DIGESTS
2. I don’t want to receive any emails, but just read the conversations on the JISCMail website send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC NOMAIL
3. I am not interested in these email conversations and will stick to other ocTEL discussions only send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:
UNSUBSCRIBE OCTEL-PUBLIC
Check ‘Notify me of follow-up replies via email‘ option when creating or replying on the forum as another handy way to be reminded of replies (rather than remembering what you’ve posted and trying to find it way down the list of forum messages).
","A continuously updated technical tips and tricks to getting the most / managing the great flow of information to and from the ocTEL MOOC. [A work in progress] Catchup: Week 0 Webinar Recording Week 1 Webinar Recording Week 2 Webinar Recording Communication It’s great to have your own space to think – …",publish,octel-mooc-tips-tricks-2,2013-04-09 11:50:42,post,"Blog posts,Course Reader","#ocTEL,moocs"
4704,1197,2013-04-09 11:50:42,"#ocTEL MOOC – Tips & Tricks","
A continuously updated technical tips and tricks to getting the most / managing the great flow of information to and from the ocTEL MOOC.
It’s great to have your own space to think – a personal blog or even an offline record of thoughts is a great way to give yourself some time to cogitate and ponder!
However, the richness comes with interacting and sharing ideas.
I’ve taken the approach to of using my blog for a free-thought personal area which others can then freely comment on. Posting in the ocTEL forums, twitter and Google+ publishes this wider but then further conversation or entirely new ones take place with these other spaces too. Diigo is a great resource for sharing other resources too.
E-Mail: The FloodGates have opened (but you can manage it, or choose other ways to communicate!)
Twitter
Forums
You get out what you put in!
E-Mail: The FloodGates have opened (but you can manage it, or choose other ways to communicate!)
How to manage your e-mail subscription:
1. I prefer to receive just one daily email with all the conversations in it send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email. SET OCTEL-PUBLIC DIGESTS
2. I don’t want to receive any emails, but just read the conversations on the JISCMail website send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC NOMAIL
3. I am not interested in these email conversations and will stick to other ocTEL discussions only send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:
UNSUBSCRIBE OCTEL-PUBLIC
Check ‘Notify me of follow-up replies via email‘ option when creating or replying on the forum as another handy way to be reminded of replies (rather than remembering what you’ve posted and trying to find it way down the list of forum messages).
","A continuously updated technical tips and tricks to getting the most / managing the great flow of information to and from the ocTEL MOOC. [A work in progress] Catchup: Week 0 Webinar Recording Week 1 Webinar Recording Week 2 Webinar Recording Communication It’s great to have your own space to think – …",publish,octel-mooc-tips-tricks-3,2013-04-09 11:50:42,post,"Blog posts,Course Reader","#ocTEL,moocs"
5682,1197,2013-04-09 11:50:42,"#ocTEL MOOC – Tips & Tricks","
A continuously updated technical tips and tricks to getting the most / managing the great flow of information to and from the ocTEL MOOC.
It’s great to have your own space to think – a personal blog or even an offline record of thoughts is a great way to give yourself some time to cogitate and ponder!
However, the richness comes with interacting and sharing ideas.
I’ve taken the approach to of using my blog for a free-thought personal area which others can then freely comment on. Posting in the ocTEL forums, twitter and Google+ publishes this wider but then further conversation or entirely new ones take place with these other spaces too. Diigo is a great resource for sharing other resources too.
E-Mail: The FloodGates have opened (but you can manage it, or choose other ways to communicate!)
Twitter
Forums
You get out what you put in!
E-Mail: The FloodGates have opened (but you can manage it, or choose other ways to communicate!)
How to manage your e-mail subscription:
1. I prefer to receive just one daily email with all the conversations in it send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email. SET OCTEL-PUBLIC DIGESTS
2. I don’t want to receive any emails, but just read the conversations on the JISCMail website send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC NOMAIL
3. I am not interested in these email conversations and will stick to other ocTEL discussions only send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email:
UNSUBSCRIBE OCTEL-PUBLIC
Check ‘Notify me of follow-up replies via email‘ option when creating or replying on the forum as another handy way to be reminded of replies (rather than remembering what you’ve posted and trying to find it way down the list of forum messages).
","A continuously updated technical tips and tricks to getting the most / managing the great flow of information to and from the ocTEL MOOC. [A work in progress] Catchup: Week 0 Webinar Recording Week 1 Webinar Recording Week 2 Webinar Recording Communication It’s great to have your own space to think – …",publish,octel-mooc-tips-tricks-4,2013-04-09 11:50:42,post,"Blog posts,Course Reader","#ocTEL,moocs"
1505,1175,2013-04-09 11:50:59,Whats my big question about TEL #ocTEL,"
I think for me the biggest question has always been – “How do we get staff to engage with this (TEL)?”
Now this does pre-suppose that staff engagement with TEL is a good thing and thus something we want to be doing, but I am just going to say that the educational establishment has decided to pay me (and thousands of others) a salary to do this so I am going to assume it is a proven good thing. (research tends to confirm this as well http://educationendowmentfoundation.org.uk/toolkit/approaches/digital-technology/)
Now this is not a new question for me and I have approached it before from a different angle when I created Gliddon’s Heirachy of TEL (with thanks to Mazlow of course) as a kind of mental checklist to see if TEL projects would be likely to succeed.
Now I had 1/2 finished this post when I read the omnipresent James Clay’s post on his “Big Question” and realised that by asking about how we “Create a culture…to improve learning” he was asking the same question that I was but in a slightly more focused way.
If you look at the pyramid on the left, I think that we have (in most institutions) reached the stage where the bottom 2 levels have been met for most tech that staff would use. It is the next level Training/Culture where things get more uneven.
For years I have followed a policy of “Develop the willing” and hoped that those less willing would change their minds as they saw their colleagues succeeding in using TEL. I want to do better (faster?) than this, so my question is
“How do we get staff to engage with and create a culture of TEL that improves learning”
","I think for me the biggest question has always been – “How do we get staff to engage with this (TEL)?” Now this does pre-suppose that staff engagement with TEL is a good thing and thus something we want to … Continue reading →",publish,whats-my-big-question-about-tel-octel,2013-04-09 11:50:59,post,"Blog posts,Course Reader","#ocTEL,"Gliddons Heirachy of TEL""
1371,1168,2013-04-09 11:56:26,Welcome and introduction...,"Hi Everyone,
Glad to be part of the ocTEL experience! I've created some introductory thoughts on a blog (which needs more setting up) that ocTEL has finally inspired me to start:
http://learningtechnologist.co.uk/?p=14
I look forward to meeting and discussing in the other online areas (forums and twitter) and meeting people.
James Little. ","Hi Everyone,Glad to be part of the ocTEL experience! I've createdsome introductory thoughts on a blog (which needs more setting up) thatocTEL has finally inspired me to start:http://learningtechnologist.co.uk/?p=14I look forward to meeting and discussi...",publish,welcome-and-introduction,2013-04-09 11:56:26,post,"JISCMail,Lists,Course Reader",
4928,1168,2013-04-09 11:56:26,Welcome and introduction...,"Hi Everyone,
Glad to be part of the ocTEL experience! I've created some introductory thoughts on a blog (which needs more setting up) that ocTEL has finally inspired me to start:
http://learningtechnologist.co.uk/?p=14
I look forward to meeting and discussing in the other online areas (forums and twitter) and meeting people.
James Little. ","Hi Everyone,Glad to be part of the ocTEL experience! I've createdsome introductory thoughts on a blog (which needs more setting up) thatocTEL has finally inspired me to start:http://learningtechnologist.co.uk/?p=14I look forward to meeting and discussi...",publish,welcome-and-introduction-2,2013-04-09 11:56:26,post,"Course Reader,JISCMail,Lists",
5424,1168,2013-04-09 11:56:26,Welcome and introduction...,"Hi Everyone,
Glad to be part of the ocTEL experience! I've created some introductory thoughts on a blog (which needs more setting up) that ocTEL has finally inspired me to start:
http://learningtechnologist.co.uk/?p=14
I look forward to meeting and discussing in the other online areas (forums and twitter) and meeting people.
James Little. ","Hi Everyone,Glad to be part of the ocTEL experience! I've createdsome introductory thoughts on a blog (which needs more setting up) thatocTEL has finally inspired me to start:http://learningtechnologist.co.uk/?p=14I look forward to meeting and discussi...",publish,welcome-and-introduction-3,2013-04-09 11:56:26,post,"Lists,Course Reader,JISCMail",
5775,1168,2013-04-09 11:56:26,Welcome and introduction...,"Hi Everyone,
Glad to be part of the ocTEL experience! I've created some introductory thoughts on a blog (which needs more setting up) that ocTEL has finally inspired me to start:
http://learningtechnologist.co.uk/?p=14
I look forward to meeting and discussing in the other online areas (forums and twitter) and meeting people.
James Little. ","Hi Everyone,Glad to be part of the ocTEL experience! I've createdsome introductory thoughts on a blog (which needs more setting up) thatocTEL has finally inspired me to start:http://learningtechnologist.co.uk/?p=14I look forward to meeting and discussi...",publish,welcome-and-introduction-4,2013-04-09 11:56:26,post,"Lists,JISCMail,Course Reader",
1360,1004,2013-04-09 11:56:54,"So activity 1 for the #ocTEL mooc is to think about your big question, didnt take me long to think of...","
So activity 1 for the #ocTEL mooc is to think about your big question, didnt take me long to think of one AND I got to use "Gliddon's Heiracy of TEL" again :) - really must finish writing that one day
I think for me the biggest question has always been - "How do we get staff to engage with this (TEL)?" Now this does pre-suppose that staff engagement with TEL is a good thing and thus something we......
So activity 1 for the #ocTEL mooc is to think about your big question, didnt take me long to think of one AND I got to use ""Gliddon's Heiracy of TEL"" again :) - really must finish writing that one day
I think for me the biggest question has always been - ""How do we get staff to engage with this (TEL)?"" Now this does pre-suppose that staff engagement with TEL is a good thing and thus something we......
",publish,so-activity-1-for-the-octel-mooc-is-to-think-about-your-big-question-didnt-take-me-long-to-think-of,2013-04-09 11:56:54,post,"Social networks,Google+,Course Reader",
1359,927,2013-04-09 12:14:04,Some octel platform developments. Happy to hear your thoughts on this a wider platform functionality ...,"
Martin Hawksey
Tue, 09 Apr 2013 12:14:04 GMT
- Community
Some octel platform developments. Happy to hear your thoughts on this a wider platform functionality in this group or on the forums[1]
We aim to provide you with one easy-to-use location to which any ocTEL participant can add their activity, and then anyone can read it through an integrated interface. The feature of the ocTEL course ...
","
Martin Hawksey
Tue, 09 Apr 2013 12:14:04 GMT
- Community
Some octel platform developments. Happy to hear your thoughts on this a wider platform functionality in this group or on the forums[1]
We aim to provide you with one easy-to-use location to which any ocTEL participant can add their activity, and then anyone can read it through an integrated interface. The feature of the ocTEL course ...
",publish,some-octel-platform-developments-happy-to-hear-your-thoughts-on-this-a-wider-platform-functionality,2013-04-09 12:14:04,post,"Course Reader,Social networks,Google+",
1370,1167,2013-04-09 12:25:28,Introduction,"Hi everyone, My name is Zayneb Makki and I am the university teacher for oral pathology at Glasgow Dental School, Glasgow University. This is the first time that I have registered for a course of this kind. I use the virtual microscope to teach oral pathology to the third, and fourth years in the BDS curriculum. Slides are hosted on a commercial website and students can view these through the virtual learning envoirment MOODLE . I have prepared cases associated with each slide that contain links to clinical photos, radiographs and various websites when appropriate. There is also a questionnaire [...] ","Hi everyone,My name is Zayneb Makki and I am the university teacher for oral pathology at Glasgow Dental School, Glasgow University. This is the first time that I have registered for a course of this kind. I use the virtual microscope to teach oral pat...",publish,introduction-17,2013-04-09 12:25:28,post,"Course Reader,JISCMail,Lists",
4927,1167,2013-04-09 12:25:28,Introduction,"Hi everyone, My name is Zayneb Makki and I am the university teacher for oral pathology at Glasgow Dental School, Glasgow University. This is the first time that I have registered for a course of this kind. I use the virtual microscope to teach oral pathology to the third, and fourth years in the BDS curriculum. Slides are hosted on a commercial website and students can view these through the virtual learning envoirment MOODLE . I have prepared cases associated with each slide that contain links to clinical photos, radiographs and various websites when appropriate. There is also a questionnaire [...] ","Hi everyone,My name is Zayneb Makki and I am the university teacher for oral pathology at Glasgow Dental School, Glasgow University. This is the first time that I have registered for a course of this kind. I use the virtual microscope to teach oral pat...",publish,introduction-26,2013-04-09 12:25:28,post,"Lists,Course Reader,JISCMail",
5423,1167,2013-04-09 12:25:28,Introduction,"Hi everyone, My name is Zayneb Makki and I am the university teacher for oral pathology at Glasgow Dental School, Glasgow University. This is the first time that I have registered for a course of this kind. I use the virtual microscope to teach oral pathology to the third, and fourth years in the BDS curriculum. Slides are hosted on a commercial website and students can view these through the virtual learning envoirment MOODLE . I have prepared cases associated with each slide that contain links to clinical photos, radiographs and various websites when appropriate. There is also a questionnaire [...] ","Hi everyone,My name is Zayneb Makki and I am the university teacher for oral pathology at Glasgow Dental School, Glasgow University. This is the first time that I have registered for a course of this kind. I use the virtual microscope to teach oral pat...",publish,introduction-47,2013-04-09 12:25:28,post,"Course Reader,JISCMail,Lists",
5774,1167,2013-04-09 12:25:28,Introduction,"Hi everyone, My name is Zayneb Makki and I am the university teacher for oral pathology at Glasgow Dental School, Glasgow University. This is the first time that I have registered for a course of this kind. I use the virtual microscope to teach oral pathology to the third, and fourth years in the BDS curriculum. Slides are hosted on a commercial website and students can view these through the virtual learning envoirment MOODLE . I have prepared cases associated with each slide that contain links to clinical photos, radiographs and various websites when appropriate. There is also a questionnaire [...] ","Hi everyone,My name is Zayneb Makki and I am the university teacher for oral pathology at Glasgow Dental School, Glasgow University. This is the first time that I have registered for a course of this kind. I use the virtual microscope to teach oral pat...",publish,introduction-67,2013-04-09 12:25:28,post,"Course Reader,Lists,JISCMail",
1367,485,2013-04-09 12:34:56,Introduction on #ocTEL,"I am a Lecturer in Project Management at the University of Manchester. I am passionate about teaching, employing a broad range of innovative methods to help students enjoy and improve their learning. The three main constraints I encounter in achieving … Continue reading →","I am a Lecturer in Project Management at the University of Manchester. I am passionate about teaching, employing a broad range of innovative methods to help students enjoy and improve their learning. The three main constraints I encounter in achieving … Continue reading →",publish,introduction-on-octel,2013-04-09 12:34:56,post,"Course Reader,Blog posts",#ocTEL
4646,485,2013-04-09 12:34:56,Introduction on #ocTEL,"I am a Lecturer in Project Management at the University of Manchester. I am passionate about teaching, employing a broad range of innovative methods to help students enjoy and improve their learning. The three main constraints I encounter in achieving … Continue reading →","I am a Lecturer in Project Management at the University of Manchester. I am passionate about teaching, employing a broad range of innovative methods to help students enjoy and improve their learning. The three main constraints I encounter in achieving … Continue reading →",publish,introduction-on-octel-2,2013-04-09 12:34:56,post,"Blog posts,Course Reader",#ocTEL
4839,485,2013-04-09 12:34:56,Introduction on #ocTEL,"I am a Lecturer in Project Management at the University of Manchester. I am passionate about teaching, employing a broad range of innovative methods to help students enjoy and improve their learning. The three main constraints I encounter in achieving … Continue reading →","I am a Lecturer in Project Management at the University of Manchester. I am passionate about teaching, employing a broad range of innovative methods to help students enjoy and improve their learning. The three main constraints I encounter in achieving … Continue reading →",publish,introduction-on-octel-3,2013-04-09 12:34:56,post,"Blog posts,Course Reader",#ocTEL
5188,485,2013-04-09 12:34:56,Introduction on #ocTEL,"I am a Lecturer in Project Management at the University of Manchester. I am passionate about teaching, employing a broad range of innovative methods to help students enjoy and improve their learning. The three main constraints I encounter in achieving … Continue reading →","I am a Lecturer in Project Management at the University of Manchester. I am passionate about teaching, employing a broad range of innovative methods to help students enjoy and improve their learning. The three main constraints I encounter in achieving … Continue reading →",publish,introduction-on-octel-4,2013-04-09 12:34:56,post,"Blog posts,Course Reader",#ocTEL
1383,1074,2013-04-09 12:45:14,"ryantracey: Are you doing the #ocTEL MOOC? If yes, pop @hopkinsdavid on your blogroll! http://t.co/DgbxanBJQd #edtech","
","Are you doing the #ocTEL MOOC? If yes, pop @hopkinsdavid on your blogroll! dontwasteyourtime.co.uk #edtech— Ryan Tracey (@ryantracey) April 9, 2013",publish,ryantracey-are-you-doing-the-octel-mooc-if-yes-pop-hopkinsdavid-on-your-blogroll-httpt-codgbxanbjqd-edtech,2013-04-09 12:45:14,post,"Social networks,Twitter (Q&A)","edtech,#ocTEL"
1369,1166,2013-04-09 12:53:41,Re: Activity 0.2 Initial comments and discussions,"Just had to comment on Scott Johnson's post. I found it very powerful and it made me stop and think, ""Wow, so this is how my desperate online students feel at the beginning of each semester? I have become so comfortable with the Learning Management System our college uses and how my course is designed, but each semester poor overwhelmed souls have to navigate blindly until that ""aha"" moment (which I think for some never happens and they just give up). Thanks for making me think,Scott! [...]","Just had to comment on Scott Johnson's post. I found it very powerful and it made me stop and think, ""Wow, so this is how my desperate online students feel at the beginning of each semester? I have become so comfortable with the Learning Management Sys...",publish,re-activity-0-2-initial-comments-and-discussions-3,2013-04-09 12:53:41,post,"JISCMail,Lists,Course Reader",
4926,1166,2013-04-09 12:53:41,Re: Activity 0.2 Initial comments and discussions,"Just had to comment on Scott Johnson's post. I found it very powerful and it made me stop and think, ""Wow, so this is how my desperate online students feel at the beginning of each semester? I have become so comfortable with the Learning Management System our college uses and how my course is designed, but each semester poor overwhelmed souls have to navigate blindly until that ""aha"" moment (which I think for some never happens and they just give up). Thanks for making me think,Scott! [...]","Just had to comment on Scott Johnson's post. I found it very powerful and it made me stop and think, ""Wow, so this is how my desperate online students feel at the beginning of each semester? I have become so comfortable with the Learning Management Sys...",publish,re-activity-0-2-initial-comments-and-discussions-6,2013-04-09 12:53:41,post,"Lists,Course Reader,JISCMail",
5422,1166,2013-04-09 12:53:41,Re: Activity 0.2 Initial comments and discussions,"Just had to comment on Scott Johnson's post. I found it very powerful and it made me stop and think, ""Wow, so this is how my desperate online students feel at the beginning of each semester? I have become so comfortable with the Learning Management System our college uses and how my course is designed, but each semester poor overwhelmed souls have to navigate blindly until that ""aha"" moment (which I think for some never happens and they just give up). Thanks for making me think,Scott! [...]","Just had to comment on Scott Johnson's post. I found it very powerful and it made me stop and think, ""Wow, so this is how my desperate online students feel at the beginning of each semester? I have become so comfortable with the Learning Management Sys...",publish,re-activity-0-2-initial-comments-and-discussions-10,2013-04-09 12:53:41,post,"Lists,Course Reader,JISCMail",
5773,1166,2013-04-09 12:53:41,Re: Activity 0.2 Initial comments and discussions,"Just had to comment on Scott Johnson's post. I found it very powerful and it made me stop and think, ""Wow, so this is how my desperate online students feel at the beginning of each semester? I have become so comfortable with the Learning Management System our college uses and how my course is designed, but each semester poor overwhelmed souls have to navigate blindly until that ""aha"" moment (which I think for some never happens and they just give up). Thanks for making me think,Scott! [...]","Just had to comment on Scott Johnson's post. I found it very powerful and it made me stop and think, ""Wow, so this is how my desperate online students feel at the beginning of each semester? I have become so comfortable with the Learning Management Sys...",publish,re-activity-0-2-initial-comments-and-discussions-14,2013-04-09 12:53:41,post,"Lists,JISCMail,Course Reader",
1479,592,2013-04-09 14:03:37,OcTEL – Open Course in Technology Enhanced Learning,"
I’m participating in this MOOC and one of the induction activities is to introduce yourself to the rest of the course. There were suggestions of how you could do this, one of which was to create a blog: My Edu-thoughts was born.
I’m already feeling a little overwhelmed with the email traffic generated by this MOOC – OK, not a little bit overwhelmed, a LOT. So much so in fact, that I almost dropped out – and I haven’t even started properly yet! Some learning there perhaps?
If you only do one thing…. Write a short intro
I teach on the Postgraduate Certificate of Academic Practice (PCAP) at the University of Southampton, UK. I have used Zappers (aka clickers/electronic voting system), Blackboard, Prezi. I try and encourage course participants to use technology, but actually on reflection I don’t make much use of technology myself…. I would like to learn more about what is out there, good practice in using technology for learning, hear some success stories.
Activity 0.1; My big question. What is the most important question about TEL for me?
How and which technologies can be used in the classroom to increase deep learning?
","I’m participating in this MOOC and one of the induction activities is to introduce yourself to the rest of the course. There were suggestions of how you could do this, one of which was to create a blog: My Edu-thoughts … Continue reading →",publish,octel-open-course-in-technology-enhanced-learning-4,2013-04-09 14:03:37,post,"Course Reader,Blog posts",Uncategorized
5164,592,2013-04-09 14:03:37,OcTEL – Open Course in Technology Enhanced Learning,"
I’m participating in this MOOC and one of the induction activities is to introduce yourself to the rest of the course. There were suggestions of how you could do this, one of which was to create a blog: My Edu-thoughts was born.
I’m already feeling a little overwhelmed with the email traffic generated by this MOOC – OK, not a little bit overwhelmed, a LOT. So much so in fact, that I almost dropped out – and I haven’t even started properly yet! Some learning there perhaps?
If you only do one thing…. Write a short intro
I teach on the Postgraduate Certificate of Academic Practice (PCAP) at the University of Southampton, UK. I have used Zappers (aka clickers/electronic voting system), Blackboard, Prezi. I try and encourage course participants to use technology, but actually on reflection I don’t make much use of technology myself…. I would like to learn more about what is out there, good practice in using technology for learning, hear some success stories.
Activity 0.1; My big question. What is the most important question about TEL for me?
How and which technologies can be used in the classroom to increase deep learning?
","I’m participating in this MOOC and one of the induction activities is to introduce yourself to the rest of the course. There were suggestions of how you could do this, one of which was to create a blog: My Edu-thoughts … Continue reading →",publish,octel-open-course-in-technology-enhanced-learning-8,2013-04-09 14:03:37,post,"Course Reader,Blog posts",Uncategorized
1912,512,2013-04-09 14:07:09,My big question #OcTEL2013 Activity 0.1,"
Creative Arts Building, University of Huddersfield (Photo credit: Wikipedia)
Hello
I teach Fashion & Textiles Buying Management at the University of Huddersfield. I have been here just about 4 years after morphing into a full-time teaching post from the clothing industry. I teach global sourcing textile technology, sustainability, management and international business. I love how this job challenges me all the time. It also gives me the excuse to pander to my inner girly swot .
So I am new (ish) to teaching and keen to do a good job for our students. I recently completed my MA Professional Development following on from the PGCE and I have a real interest in helping students to learn. I also think the experience of ‘being a student’ is invaluable and so I signed up for another course. I hope this will really get me using technology better for teaching and understanding how it feels from a student point of view. I embraced our VLE and can upload, use the WIKI facility etc. – It’s OK but it really is a glorified filing cabinet, surely it could be more? So I would really like to explore external resources as I think these will be less clunky and more attractive. I very much have the ‘L-plates’ on though as none of this comes easily to me, nor do I find it engaging. It is a tool to be used creatively but I’m not dedicated enough to explore every facet of it; I just don’t have the time. I am sure this prevents lots of us from having a go so hopefully I can share what I discover over the next few weeks too.
My big question is (at this early stage) what can I adopt easily that will enhance the learning of my students? I also have an inner dialogue going of how I felt as a student on the course as I think this perspective is enlightening and I will draw on it in the future as I implement my learning.
"," Hello I teach Fashion & Textiles Buying Management at the University of Huddersfield. I have been here just about 4 years after morphing into a full-time teaching post from the clothing industry. I teach global sourcing textile technology, sustainability, management and international business. I love how this job challenges me all the time. It also gives [...]",publish,my-big-question-octel2013-activity-0-1,2013-04-09 14:07:09,post,"Blog posts,Course Reader",Uncategorized
1403,1171,2013-04-09 14:30:29,"<No subject>","I don't want to receive any emails, but just read the conversations on the JISCMail website
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC NOMAIL
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Nathalie Valerie Ticheler Sent: 08 April 2013 16:10 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: please remove me [...]","I don't want to receive any emails, but just read the conversations on the JISCMail websitesend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC NOMAILFrom: ocTEL public mailing list [mailto:...",publish,no-subject-16,2013-04-09 14:30:29,post,"Lists,Course Reader,JISCMail",
4925,1171,2013-04-09 14:30:29,"<No subject>","I don't want to receive any emails, but just read the conversations on the JISCMail website
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC NOMAIL
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Nathalie Valerie Ticheler Sent: 08 April 2013 16:10 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: please remove me [...]","I don't want to receive any emails, but just read the conversations on the JISCMail websitesend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC NOMAILFrom: ocTEL public mailing list [mailto:...",publish,no-subject-19,2013-04-09 14:30:29,post,"Lists,Course Reader,JISCMail",
5421,1171,2013-04-09 14:30:29,"<No subject>","I don't want to receive any emails, but just read the conversations on the JISCMail website
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC NOMAIL
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Nathalie Valerie Ticheler Sent: 08 April 2013 16:10 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: please remove me [...]","I don't want to receive any emails, but just read the conversations on the JISCMail websitesend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC NOMAILFrom: ocTEL public mailing list [mailto:...",publish,no-subject-36,2013-04-09 14:30:29,post,"Lists,Course Reader,JISCMail",
5772,1171,2013-04-09 14:30:29,"<No subject>","I don't want to receive any emails, but just read the conversations on the JISCMail website
send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC NOMAIL
From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Nathalie Valerie Ticheler Sent: 08 April 2013 16:10 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: please remove me [...]","I don't want to receive any emails, but just read the conversations on the JISCMail websitesend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC NOMAILFrom: ocTEL public mailing list [mailto:...",publish,no-subject-53,2013-04-09 14:30:29,post,"JISCMail,Course Reader,Lists",
1396,54,2013-04-09 15:05:19,ocTEL – attempt,"
ocTEL – I’ve been trying to follow this new MOOC type experience since Thursday 4 April 2013 – day 1. Not very successfully. There’s something about MOOCs which does not seem to agree with me and the way I learn. The biggest problem is: finding a focus. Many interesting posts/people/topics. As a learning technologist I am curious about (almost) everything related to TEL. I was supposed to formulate ‘a big question’. I don’t have one big question. Every single question seems as big as all the others, depending on the context.
Does this mean that my big question is: How does a learning technologist find his/her very own focus within TEL? Officially I can’t even call myself a ‘learning technologist’ any longer. The most recent re-structuring magically turned me into a DMeLD (digital media and elearning developer). In this context I already contemplated the focus question from a different perspective in another blog, see ‘What’s in a DMeLD‘.
I did set up this blog when recently trying another MOOC, and all I ever managed to note down were my pathetic Monday discoveries.
I’ll keep trying … taking things lightly …
","ocTEL – I’ve been trying to follow this new MOOC type experience since Thursday 4 April 2013 – day 1. Not very successfully. There’s something about MOOCs which does not seem to agree with me and the way I learn. The biggest problem is: finding a focus. Many interesting posts/people/topics. As a learning technologist I […]",publish,octel-attempt,2013-04-09 15:05:19,post,"Blog posts,Course Reader",Uncategorized
5190,54,2013-04-09 15:05:19,ocTEL – attempt,"
ocTEL – I’ve been trying to follow this new MOOC type experience since Thursday 4 April 2013 – day 1. Not very successfully. There’s something about MOOCs which does not seem to agree with me and the way I learn. The biggest problem is: finding a focus. Many interesting posts/people/topics. As a learning technologist I am curious about (almost) everything related to TEL. I was supposed to formulate ‘a big question’. I don’t have one big question. Every single question seems as big as all the others, depending on the context.
Does this mean that my big question is: How does a learning technologist find his/her very own focus within TEL? Officially I can’t even call myself a ‘learning technologist’ any longer. The most recent re-structuring magically turned me into a DMeLD (digital media and elearning developer). In this context I already contemplated the focus question from a different perspective in another blog, see ‘What’s in a DMeLD‘.
I did set up this blog when recently trying another MOOC, and all I ever managed to note down were my pathetic Monday discoveries.
I’ll keep trying … taking things lightly …
","ocTEL – I’ve been trying to follow this new MOOC type experience since Thursday 4 April 2013 – day 1. Not very successfully. There’s something about MOOCs which does not seem to agree with me and the way I learn. The biggest problem is: finding a focus. Many interesting posts/people/topics. As a learning technologist I [...]",publish,octel-attempt-3,2013-04-09 15:05:19,post,"Blog posts,Course Reader",Uncategorized
5330,54,2013-04-09 15:05:19,ocTEL – attempt,"
ocTEL – I’ve been trying to follow this new MOOC type experience since Thursday 4 April 2013 – day 1. Not very successfully. There’s something about MOOCs which does not seem to agree with me and the way I learn. The biggest problem is: finding a focus. Many interesting posts/people/topics. As a learning technologist I am curious about (almost) everything related to TEL. I was supposed to formulate ‘a big question’. I don’t have one big question. Every single question seems as big as all the others, depending on the context.
Does this mean that my big question is: How does a learning technologist find his/her very own focus within TEL? Officially I can’t even call myself a ‘learning technologist’ any longer. The most recent re-structuring magically turned me into a DMeLD (digital media and elearning developer). In this context I already contemplated the focus question from a different perspective in another blog, see ‘What’s in a DMeLD‘.
I did set up this blog when recently trying another MOOC, and all I ever managed to note down were my pathetic Monday discoveries.
I’ll keep trying … taking things lightly …
","ocTEL – I’ve been trying to follow this new MOOC type experience since Thursday 4 April 2013 – day 1. Not very successfully. There’s something about MOOCs which does not seem to agree with me and the way I learn. The biggest problem is: finding a focus. Many interesting posts/people/topics. As a learning technologist I [...]",publish,octel-attempt-4,2013-04-09 15:05:19,post,"Course Reader,Blog posts",Uncategorized
1402,1170,2013-04-09 15:10:26,Re: SET OCTEL-PUBLIC NOMAIL,"Ajitha Nayar
1. I prefer to receive just one daily email with all the conversations in it send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC DIGESTS 2. I don't want to receive any emails, but just read the conversations on the JISCMail website [...]","Ajitha Nayar 1. I prefer to receive just one daily email with all the conversations in itsend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC DIGESTS2. I don't want to receive any email...",publish,re-set-octel-public-nomail,2013-04-09 15:10:26,post,"JISCMail,Lists,Course Reader",
4924,1170,2013-04-09 15:10:26,Re: SET OCTEL-PUBLIC NOMAIL,"Ajitha Nayar
1. I prefer to receive just one daily email with all the conversations in it send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC DIGESTS 2. I don't want to receive any emails, but just read the conversations on the JISCMail website [...]","Ajitha Nayar 1. I prefer to receive just one daily email with all the conversations in itsend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC DIGESTS2. I don't want to receive any email...",publish,re-set-octel-public-nomail-2,2013-04-09 15:10:26,post,"Lists,Course Reader,JISCMail",
5420,1170,2013-04-09 15:10:26,Re: SET OCTEL-PUBLIC NOMAIL,"Ajitha Nayar
1. I prefer to receive just one daily email with all the conversations in it send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC DIGESTS 2. I don't want to receive any emails, but just read the conversations on the JISCMail website [...]","Ajitha Nayar 1. I prefer to receive just one daily email with all the conversations in itsend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC DIGESTS2. I don't want to receive any email...",publish,re-set-octel-public-nomail-3,2013-04-09 15:10:26,post,"Lists,Course Reader,JISCMail",
5771,1170,2013-04-09 15:10:26,Re: SET OCTEL-PUBLIC NOMAIL,"Ajitha Nayar
1. I prefer to receive just one daily email with all the conversations in it send an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.
SET OCTEL-PUBLIC DIGESTS 2. I don't want to receive any emails, but just read the conversations on the JISCMail website [...]","Ajitha Nayar 1. I prefer to receive just one daily email with all the conversations in itsend an email to listserv@jiscmail.ac.uk with no subject and the command in the body of the email.SET OCTEL-PUBLIC DIGESTS2. I don't want to receive any email...",publish,re-set-octel-public-nomail-4,2013-04-09 15:10:26,post,"Lists,JISCMail,Course Reader",
1409,1172,2013-04-09 15:35:00,Finally joining in with #ocTEL,Well of course had the best of intentions to get started with this last week but as ever life gets in the way. Not sure how well I'll manage to participate but hopefully enough to collaborate and benefit from others interested in technology enhanced learning. I have been involved with let's say online learning since 1999 and after working on a joint e-learning project across 10 colleges in the city of Glasgow began working with Jisc at the Regional Support Centre covering the west of Scotland in 2002. It now supports the whole of Scotland. Prior to that I lectured for 10 years in an FE college in the city. I participated in an NSMOOC (Not So Massive Online Course - maybe around 25 people) this time last year reasonably successfully but failed to engage in a MobiMOOC recently. I'm hopeful that I might be able to achieve more this time and look forward to working with other like minded professionals participating in #ocTEL ,Well of course had the best of intentions to get started with this last week but as ever life gets in the way. Not sure how well I'll manage to participate but hopefully enough to collaborate and benefit from others interested in technology enhanced le...,publish,finally-joining-in-with-octel-2,2013-04-09 15:40:47,post,"Course Reader,Blog posts",#ocTEL
4590,1172,2013-04-09 15:35:00,Finally joining in with #ocTEL,Well of course had the best of intentions to get started with this last week but as ever life gets in the way. Not sure how well I'll manage to participate but hopefully enough to collaborate and benefit from others interested in technology enhanced learning. I have been involved with let's say online learning since 1999 and after working on a joint e-learning project across 10 colleges in the city of Glasgow began working with Jisc at the Regional Support Centre covering the west of Scotland in 2002. It now supports the whole of Scotland. Prior to that I lectured for 10 years in an FE college in the city. I participated in an NSMOOC (Not So Massive Online Course - maybe around 25 people) this time last year reasonably successfully but failed to engage in a MobiMOOC recently. I'm hopeful that I might be able to achieve more this time and look forward to working with other like minded professionals participating in #ocTEL ,Well of course had the best of intentions to get started with this last week but as ever life gets in the way. Not sure how well I'll manage to participate but hopefully enough to collaborate and benefit from others interested in technology enhanced le...,publish,finally-joining-in-with-octel-3,2013-04-09 15:40:47,post,"Blog posts,Course Reader",#ocTEL
4695,1172,2013-04-09 15:35:00,Finally joining in with #ocTEL,Well of course had the best of intentions to get started with this last week but as ever life gets in the way. Not sure how well I'll manage to participate but hopefully enough to collaborate and benefit from others interested in technology enhanced learning. I have been involved with let's say online learning since 1999 and after working on a joint e-learning project across 10 colleges in the city of Glasgow began working with Jisc at the Regional Support Centre covering the west of Scotland in 2002. It now supports the whole of Scotland. Prior to that I lectured for 10 years in an FE college in the city. I participated in an NSMOOC (Not So Massive Online Course - maybe around 25 people) this time last year reasonably successfully but failed to engage in a MobiMOOC recently. I'm hopeful that I might be able to achieve more this time and look forward to working with other like minded professionals participating in #ocTEL ,Well of course had the best of intentions to get started with this last week but as ever life gets in the way. Not sure how well I'll manage to participate but hopefully enough to collaborate and benefit from others interested in technology enhanced le...,publish,finally-joining-in-with-octel-4,2013-04-09 15:40:47,post,"Blog posts,Course Reader",#ocTEL
5328,1172,2013-04-09 15:35:00,Finally joining in with #ocTEL,Well of course had the best of intentions to get started with this last week but as ever life gets in the way. Not sure how well I'll manage to participate but hopefully enough to collaborate and benefit from others interested in technology enhanced learning. I have been involved with let's say online learning since 1999 and after working on a joint e-learning project across 10 colleges in the city of Glasgow began working with Jisc at the Regional Support Centre covering the west of Scotland in 2002. It now supports the whole of Scotland. Prior to that I lectured for 10 years in an FE college in the city. I participated in an NSMOOC (Not So Massive Online Course - maybe around 25 people) this time last year reasonably successfully but failed to engage in a MobiMOOC recently. I'm hopeful that I might be able to achieve more this time and look forward to working with other like minded professionals participating in #ocTEL ,Well of course had the best of intentions to get started with this last week but as ever life gets in the way. Not sure how well I'll manage to participate but hopefully enough to collaborate and benefit from others interested in technology enhanced le...,publish,finally-joining-in-with-octel-5,2013-04-09 15:40:47,post,"Course Reader,Blog posts",#ocTEL
1394,167,2013-04-09 15:42:51,Finally joining in with #ocTEL,intro,"",publish,finally-joining-in-with-octel,2013-04-09 15:42:51,post,"Course Reader,Other",#ocTEL
2021,543,2013-04-09 15:45:57,My BIG question,"
As someone who is quite new to TEL and whose time (as a librarian) is taken up mostly doing other stuff, my question is a very basic one. It is simply
“Which aspects of TEL suit me and can be used to teach information skills?”
I’ve been enjoying looking at the TEL resources which have been recommended (love the Multi-touch tables on the SynergyNet project) but I don’t yet have a handle on the kind of resources and applications I can exploit in my particular type of teaching. Also, we only have a very limited budget to buy teaching resources so I’ll be on the look out for good free stuff!
","As someone who is quite new to TEL and whose time (as a librarian) is taken up mostly doing other stuff, my question is a very basic one. It is simply “Which aspects of TEL suit me and can be used to teach information skills?” I’ve been enjoying looking at the TEL resources which have […]",publish,my-big-question-3,2013-04-09 15:45:57,post,"Course Reader,Blog posts",Uncategorized
4826,543,2013-04-09 15:45:57,My BIG question,"
As someone who is quite new to TEL and whose time (as a librarian) is taken up mostly doing other stuff, my question is a very basic one. It is simply
“Which aspects of TEL suit me and can be used to teach information skills?”
I’ve been enjoying looking at the TEL resources which have been recommended (love the Multi-touch tables on the SynergyNet project) but I don’t yet have a handle on the kind of resources and applications I can exploit in my particular type of teaching. Also, we only have a very limited budget to buy teaching resources so I’ll be on the look out for good free stuff!
","As someone who is quite new to TEL and whose time (as a librarian) is taken up mostly doing other stuff, my question is a very basic one. It is simply “Which aspects of TEL suit me and can be used to teach information skills?” I’ve been enjoying looking at the TEL resources which have […]",publish,my-big-question-6,2013-04-09 15:45:57,post,"Course Reader,Blog posts",Uncategorized
1397,54,2013-04-09 15:57:23,ocTEL - attempt,Finding the right focus in ocTEL,"",publish,octel-attempt-2,2013-04-09 15:57:23,post,"Course Reader,Other",focus finding process TEL
1398,94,2013-04-09 16:02:45,Well I think differently!,My big question was about cultural change and was reminded that I had written this blog post back in 2010.,"",publish,well-i-think-differently,2013-04-09 16:02:45,post,"Other,Course Reader","#tel,e-learning,culture,cultural change"
1399,1012,2013-04-09 16:03:02,My Big Question for Technology Enhanced Learning,"If and how best to plan flipped classroom class teaching via open distance learning with participants from multiple and widely ranging time zones?
","",publish,my-big-question-for-technology-enhanced-learning,2013-04-09 16:03:02,post,"Other,Course Reader",#ocTEL
1432,94,2013-04-09 20:57:57,…but I’m a technophobe! ,"One of the issues with embedding technology into teaching and learning is the resistance to the embedding by practitioners.
","",publish,but-im-a-technophobe,2013-04-09 20:57:57,post,"Other,Course Reader","culture,technophobe,#tel,résistance"
1440,927,2013-04-09 21:13:43,#ocTEL– proudly powered by …,"
There have been a couple of very interesting WordPress/FeedWordPress recipe cards for open courses from Anne-Marie Scott for #edcmooc and Martin Weller for #h817open. Below is the ingredient list for #octel. Added to the pot is some homegrown veg which gives us some very personal customisation. A lot of this is to tweak the functionality achieved by using existing plugins that don’t quite do what we want. For example, to allow participants to submit individual artefacts when no rss feed is available I chose the User Submitted Posts plugin. To get this to submit to two categories (instead of the default one), add custom fields to match those use by feedwordpress and change the permalink I needed these extra lines of custom functions.php. Given the amount of investigation required to find the exact right place to add the hook more often than not it feels like it would have been better to code the functionality from scratch.
I’ll leave you with the ingredients for now and next time highlight the recipe…
Plugin
Description
Ada FeedWordPress Keyword Filters
Filters posts syndicated through FeedWordPress by keywords. You can do complicated keyword filters using AND, OR, and NOT logics. Plugin will look for user entered keywords in post_title, and post_content
An enhanced version of the default text widget where you may have Text, HTML, CSS, JavaScript, Flash, and/or PHP as content with linkable widget title.
Adds the necessary JavaScript code to enable Google’s Analytics. After enabling this plugin you need to authenticate with Google, then select your domain and you’re set.
Bring the power of the WordPress.com cloud to your self-hosted WordPress. Jetpack enables you to connect your blog to a WordPress.com account to use the powerful features normally only available to WordPress.com users.
Lists down Posts filtered by category. You can show thumbnail, modify the HTML structure of the widget and do almost whatever you want. Access it from the Widgets option under the Appearance. The shortcode is [wp_cpl_sc] Check the settings page for more info or check the documentation here
Allows users to add favorite posts. This plugin use cookies for saving data so unregistered users can favorite a post. Put <?php wpfp_link(); ?> where ever you want on a single post. Then create a page which includes that text : {{wp-favorite-posts}} That’s it!
Allows you to configure the default email address and name used for emails sent by WordPress.
Version 1.0.1 | B
",There have been a couple of very interesting WordPress/FeedWordPress recipe cards for open courses from Anne-Marie Scott for #edcmooc and Martin Weller for #h817open. Below is the ingredient list for #octel. Added to the pot is some homegrown veg which gives us some very personal customisation. A lot of this is to tweak the functionality [...],publish,octel-proudly-powered-by,2013-04-09 21:13:43,post,"Course Reader,Blog posts","WordPress,#ocTEL,mooc,Open Course"
1433,946,2013-04-09 21:16:44,Experimentation and Exploration – ocTEL,"
Activity 0.3 of the ocTEL MOOC asks
Experiment with and/or reflect on different ways of communicating with fellow ocTEL participants.
I have been using most (if not all) the different ways to communicate and chat with fellow ocTEL participants. I have posted and responded using the ocTEL JISCMail e-mail mailing list. I have posted to the Twitter and replied to other participants. Similarly I have done the same with the ocTEL forums. I have posted links and discussed using Google+. Finally I have posted blog posts to my blog (this one) and responded to blog postings from other participants.
What forms of reflection, challenge and learning do each of these do best?
How do they support relationship forming and community building? Is that important for learning?
Which do you prefer and why?
Each form of communication for me meets different needs.
For me the blog is an ideal place for reflection, well more posting my reflective thoughts. I actually do most of my writing in a word processor (Pages) on my Mac and then copy and paste into the blog. I have also made an effort to add an image to my blog posts. Partly so they stand out when linked to from in Google+ (and Facebook) but also so they add a visual identifier to those reading the blog posts and then trying to find it again.
I wonder if the ocTEL course reader would pick up the images in a similar manner to Google+ and Facebook.
Though people can post comments to the blog, one of the reasons I have posted the links to Google+ is that I find the discussion on Google+ is much more of a level playing field. My blog is mine and as a result I see it as a one to many form of communication. It’s not a place for community discussions, its a place for me to share my thoughts with others. What Google+ allows is a many to many communication. The Google+ community that was formed (sorry not sure who did that) makes it much easier to manage.
I have never felt Twitter is an ideal tool for conversations, it’s so much more of a broadcast medium. However it has worked for me as a discover tool using the #ocTEL hashtag. It is possible to have a chat with Twitter, but the 140 character limit makes more meaningful conversations much more of a challenge. This is where Google+ comes in, as there is no character limit.
As an active member of the ILT Champions mailing list and ALT-Member list, I would have anticipated that the ocTEL JISCMail e-mail mailing list would have been an ideal mechanism, and it would feed direct into my e-mail client. However the huge influx of e-mail to the list resulted in lots of people complaining and asking to be removed from the mailing list. The fact they were adding to the problem was completely missed by them! I found so many of the postings were “complaints” that in the end I stopped reading the mailing list. I am hoping that after the dust has settled that it becomes more useful.
I think one of the real challenges is using any form of communication tool to build a community. Very often the 1% rule comes into play. I am seeing similar engagement on this MOOC.
From my initial observation the rule does seem to be applying on the ocTEL course. The tools are been used, but not by most of the course participants. Will that impact on their learning? Well they will certainly lose a lot of the value that the interaction and engagement that these tools bring to learning, which will be a pity.
I am disappointed that we’re not making more use of video and audio, we’re not seeing participants creating short videos or podcasts.
Of all of the tools I use, I much prefer using the blog for posting and sharing information, however for conversations the winner for me is Google+, it works and is much more useful and flexible than the Twitter.
",Activity 0.3 of the ocTEL MOOC asks Experiment with and/or reflect on different ways of communicating with fellow ocTEL participants. I have been using most (if not all) the different ways to communicate and chat with fellow ocTEL participants. I have posted and responded using the ocTEL JISCMail e-mail mailing list. I have posted to [...],publish,experimentation-and-exploration-octel,2013-04-09 21:16:44,post,"Course Reader,Blog posts","google plus,twitter,blog,ALT,#ocTEL"
1442,1086,2013-04-09 21:18:31,#ocTEL Experimentation and Exploration,"
Google+. Activity 0.3 of the ocTEL MOOC asks. Experiment with and/or reflect on different ways of communicating with fellow ocTEL participants. I have been using most (if not all) the different ways to communicate and chat with fellow ocTEL participants. I have posted and responded using the ...
Google+. Activity 0.3 of the ocTEL MOOC asks. Experiment with and/or reflect on different ways of communicating with fellow ocTEL participants. I have been using most (if not all) the different ways to communicate and chat with fellow ocTEL participants. I have posted and responded using the ...
",publish,octel-experimentation-and-exploration,2013-04-09 21:18:31,post,"Course Reader,Google+,Social networks",
1446,200,2013-04-09 21:44:13,#oCTEL Networking with thousands of new people – yikes!,"
One of the potential benefits of taking a MOOC is that it brings an opportunity to network and learn from hundreds, potentially thousands of people. I think the terminology is ‘social learning’ and follows in part the rhizome effect that the course forms some nodes, but then the roots might go in any direction.
This raises a number of challenges, not least those for the technologists and course designers. As a participant in the OcTEL course, I am still struggling to find my way around the communication methods. This blog is new for me – it’s certainly easy to set up and update, but has been quite one-way so far – maybe I’m not been controversial or interesting enough. I find with the blog I have in blackboard on a course I run that it is often one-way communication too, though students say they like reading my posts.
I haven’t tried twitter yet at all – something next on my list.
I took my name off from receiving direct emails from the Jiscmail list as I hate having an overfull inbox and have a tendency to then miss emails which I really need to be responding to. I know that automatic procedures can be set up to sift specific emails into a separate folder, but they still need reading at some point, even if briefly.
I like the idea of the OcTEL daily news update and I think this is a good way of seeing what people are posting on the course. The page on which the summaries initially appear isn’t very inspiring, with the grey boxes, and it would help if a bit more of the message was shown in the box, before one decided if they wanted to see the full posting.
I’ve seen some postings which also appear to be on a blog based on OcTEL internet page but I can’t find the main place where these are accessed, other than the individual notices I receive by email.
Activity on the Forums has been very limited I think overall – I set up a Forum small group for Tutors in Higher Education, but there haven’t been any discussions over and above brief introductions from a few people. Perhaps things will get going more once the main course starts after this two week induction period. Or maybe the drop out rate has already taken a big hit. I read somewhere that only about 10% of people remain after signing but I’ll let OcTEL worry about that.
In a MOOC I took in the past, the pilot user group decided on using Facebook as the main social platform for communicating with other participants. So far I haven’t found anything better than that experience. The facebook page included a separate space where we could set up documents and files, and lots of different groups, and a wide range of activities and discussions took place. I certainly got a lot from the networking and information sharing that was very easy to do and keep up to date with.
It will be interesting to see how other people are getting on. Part of me still feels that maybe I am not ‘doing this course right’ and that I’m not going to where all the postings and networking is taking place. I know one person has linked to my blog so that is at least one new connection!
Beyond the technology, one of the main barriers I think to more open communication on these types of courses is that we don’t know who to be communicating with, in terms of shared interests, or in terms of people who are going to be willing to get involved in talking back. So I don’t know who I need to be linking up with to get any support, but then I also don’t know in advance what support/networking might be of help to me – so on the basis of trying to stay with an organic pedagogy, I’ll just stick with it, and see what happens.
Any ideas for better linking up appreciated.
regards
Roger
who remains to be a slightly less technophobic lecturer in public health.
","One of the potential benefits of taking a MOOC is that it brings an opportunity to network and learn from hundreds, potentially thousands of people. I think the terminology is ‘social learning’ and follows in part the rhizome effect that…
",publish,networking-with-thousands-of-new-people-yikes,2013-04-09 21:44:13,post,"Blog posts,Course Reader","Uncategorized,public health,networking,Higher Education,communicating,neural networks,moocs"
1451,1169,2013-04-09 23:37:25,Re: Introduction....and no question yet..have thought of a BIG question,"'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.'
Is a great question, and I think that we are often too close to the issue to be able to see the answer, or what the answer might be. We often see the changes that happen and the hard work in getting teachers and learners to engage with new methods. I also think that new technologies are grossly over-hyped when they are new, and all sorts of promises are made that they will fundamentally change education (or teaching [...]","'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.'Is a great question, and I think that we are often too close to the issue to be able to see the answer, or what the ...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-6,2013-04-09 23:37:25,post,"JISCMail,Course Reader,Lists",
4923,1169,2013-04-09 23:37:25,Re: Introduction....and no question yet..have thought of a BIG question,"'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.'
Is a great question, and I think that we are often too close to the issue to be able to see the answer, or what the answer might be. We often see the changes that happen and the hard work in getting teachers and learners to engage with new methods. I also think that new technologies are grossly over-hyped when they are new, and all sorts of promises are made that they will fundamentally change education (or teaching [...]","'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.'Is a great question, and I think that we are often too close to the issue to be able to see the answer, or what the ...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-9,2013-04-09 23:37:25,post,"JISCMail,Lists,Course Reader",
5419,1169,2013-04-09 23:37:25,Re: Introduction....and no question yet..have thought of a BIG question,"'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.'
Is a great question, and I think that we are often too close to the issue to be able to see the answer, or what the answer might be. We often see the changes that happen and the hard work in getting teachers and learners to engage with new methods. I also think that new technologies are grossly over-hyped when they are new, and all sorts of promises are made that they will fundamentally change education (or teaching [...]","'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.'Is a great question, and I think that we are often too close to the issue to be able to see the answer, or what the ...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-16,2013-04-09 23:37:25,post,"Lists,Course Reader,JISCMail",
5770,1169,2013-04-09 23:37:25,Re: Introduction....and no question yet..have thought of a BIG question,"'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.'
Is a great question, and I think that we are often too close to the issue to be able to see the answer, or what the answer might be. We often see the changes that happen and the hard work in getting teachers and learners to engage with new methods. I also think that new technologies are grossly over-hyped when they are new, and all sorts of promises are made that they will fundamentally change education (or teaching [...]","'Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.'Is a great question, and I think that we are often too close to the issue to be able to see the answer, or what the ...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-23,2013-04-09 23:37:25,post,"Lists,JISCMail,Course Reader",
1450,1169,2013-04-09 23:55:35,Introduction and Big question,"I have been a learning technologist of one sort or another for about 20 years. I have worked for JISC and a number of JISC funded projects and services before setting up as an independent consultant helping (mostly) universities to make more effective use of learning technology.
I am actively involved with ALT, and chair the CMALT development group, so will be encouraging you to consider becoming Certified members of ALT. Have a look at http://www.alt.ac.uk/get-involved/certified-membership [...]",I have been a learning technologist of one sort or another for about 20 years. I have worked for JISC and a number of JISC funded projects and services before setting up as an independent consultant helping (mostly) universities to make more effective ...,publish,introduction-and-big-question-6,2013-04-09 23:55:35,post,"JISCMail,Course Reader,Lists",
4922,1169,2013-04-09 23:55:35,Introduction and Big question,"I have been a learning technologist of one sort or another for about 20 years. I have worked for JISC and a number of JISC funded projects and services before setting up as an independent consultant helping (mostly) universities to make more effective use of learning technology.
I am actively involved with ALT, and chair the CMALT development group, so will be encouraging you to consider becoming Certified members of ALT. Have a look at http://www.alt.ac.uk/get-involved/certified-membership [...]",I have been a learning technologist of one sort or another for about 20 years. I have worked for JISC and a number of JISC funded projects and services before setting up as an independent consultant helping (mostly) universities to make more effective ...,publish,introduction-and-big-question-7,2013-04-09 23:55:35,post,"Lists,Course Reader,JISCMail",
5418,1169,2013-04-09 23:55:35,Introduction and Big question,"I have been a learning technologist of one sort or another for about 20 years. I have worked for JISC and a number of JISC funded projects and services before setting up as an independent consultant helping (mostly) universities to make more effective use of learning technology.
I am actively involved with ALT, and chair the CMALT development group, so will be encouraging you to consider becoming Certified members of ALT. Have a look at http://www.alt.ac.uk/get-involved/certified-membership [...]",I have been a learning technologist of one sort or another for about 20 years. I have worked for JISC and a number of JISC funded projects and services before setting up as an independent consultant helping (mostly) universities to make more effective ...,publish,introduction-and-big-question-13,2013-04-09 23:55:35,post,"Course Reader,JISCMail,Lists",
5769,1169,2013-04-09 23:55:35,Introduction and Big question,"I have been a learning technologist of one sort or another for about 20 years. I have worked for JISC and a number of JISC funded projects and services before setting up as an independent consultant helping (mostly) universities to make more effective use of learning technology.
I am actively involved with ALT, and chair the CMALT development group, so will be encouraging you to consider becoming Certified members of ALT. Have a look at http://www.alt.ac.uk/get-involved/certified-membership [...]",I have been a learning technologist of one sort or another for about 20 years. I have worked for JISC and a number of JISC funded projects and services before setting up as an independent consultant helping (mostly) universities to make more effective ...,publish,introduction-and-big-question-19,2013-04-09 23:55:35,post,"Course Reader,Lists,JISCMail",
1572,1050,2013-04-10 01:30:24,gardeninggeoff: #oer13 #ocTEL Is there a standard classification system or taxonomy for Open Educational Resources?,"
#oer13#ocTEL Is there a standard classification system or taxonomy for Open Educational Resources?
","#oer13 #ocTEL Is there a standard classification system or taxonomy for Open Educational Resources?— Geoff Constable (@gardeninggeoff) April 10, 2013",publish,gardeninggeoff-oer13-octel-is-there-a-standard-classification-system-or-taxonomy-for-open-educational-resources,2013-04-10 01:30:24,post,"Twitter (Q&A),Social networks","#ocTEL,oer13"
1571,270,2013-04-10 02:04:27,cbokhove: Did not store the chat for #octel session. Posted somewhere?,"
Did not store the chat for #octel session. Posted somewhere?
","Did not store the chat for #octel session. Posted somewhere?— Christian Bokhove (@cbokhove) April 10, 2013",publish,cbokhove-did-not-store-the-chat-for-octel-session-posted-somewhere,2013-04-10 02:04:27,post,"Social networks,Twitter (Q&A)",#ocTEL
1457,745,2013-04-10 03:43:43,Creating Twitter Groups #ocTEL,"
I am new to tiwwer and want to develop groups for students what is the best way to go about it?
Les
","I am new to tiwwer and want to develop groups for students what is the best way to go about it?
Les
",publish,creating-twitter-groups-octel,2013-04-10 03:43:43,post,"Course Reader,Blog posts",Uncategorized
1581,1051,2013-04-10 05:02:15,graphdesproject: #ocTEL Can somebody convince me that PPC is fantastic? Why am I so sceptical?,"
#ocTEL Can somebody convince me that PPC is fantastic? Why am I so sceptical?
— GraphicDesignProject (@GraphDesProject) April 10, 2013
","#ocTEL Can somebody convince me that PPC is fantastic? Why am I so sceptical?— GraphicDesignProject (@GraphDesProject) April 10, 2013",publish,graphdesproject-octel-can-somebody-convince-me-that-ppc-is-fantastic-why-am-i-so-sceptical,2013-04-10 05:02:15,post,"Twitter (Q&A),Social networks",#ocTEL
1580,202,2013-04-10 05:32:50,"clairedonlan: Big ?'s about Technology Enhanced Learning
http://t.co/s4iG2lcHyj
#ocTEL #moocs","
","Big ?'s about Technology Enhanced Learning bit.ly/10TBON5 #ocTEL #moocs— clairedonlan (@clairedonlan) April 10, 2013",publish,clairedonlan-big-s-about-technology-enhanced-learning-httpt-cos4ig2lchyj-octel-moocs,2013-04-10 05:32:50,post,"Twitter (Q&A),Social networks","moocs,#ocTEL"
1625,116,2013-04-10 07:21:51,kshjensen: RT @GraphDesProject: #ocTEL Can somebody convince me that PPC is fantastic? Why am I so sceptical?,"
RT @graphdesproject: #ocTEL Can somebody convince me that PPC is fantastic? Why am I so sceptical?
","RT @graphdesproject: #ocTEL Can somebody convince me that PPC is fantastic? Why am I so sceptical?— Kathrine Jensen (@kshjensen) April 10, 2013",publish,kshjensen-rt-graphdesproject-octel-can-somebody-convince-me-that-ppc-is-fantastic-why-am-i-so-sceptical,2013-04-10 07:21:51,post,"Twitter (Q&A),Social networks",#ocTEL
1624,94,2013-04-10 07:22:13,jamesclay: RT @Kerr63: How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning? #octel,"
RT @kerr63: How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning? #octel
","RT @kerr63: How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning? #octel— James Clay (@jamesclay) April 10, 2013",publish,jamesclay-rt-kerr63-how-do-we-create-a-culture-in-which-tel-can-be-effectively-used-by-all-staff-and-learners-to-improve-learning-octel,2013-04-10 07:22:13,post,"Social networks,Twitter (Q&A)",#ocTEL
1623,65,2013-04-10 07:44:07,"tunners78: Cold gone, back at work. Could Thursday be the new #ocTEL day? Video training ahoy!","
Cold gone, back at work. Could Thursday be the new #ocTEL day? Video training ahoy!
","Cold gone, back at work. Could Thursday be the new #ocTEL day? Video training ahoy!— Beth Tunstall (@tunners78) April 10, 2013",publish,tunners78-cold-gone-back-at-work-could-thursday-be-the-new-octel-day-video-training-ahoy,2013-04-10 07:44:07,post,"Social networks,Twitter (Q&A)",#ocTEL
1732,1197,2013-04-10 08:04:02,ocTEL Activity 0.5,"
POST #1 to thread: Are you a learning technologist? Join this group
Hi,
As profession that often works at the interface between teaching, students and technology we could consider Activity 0.5 together:
With one or more fellow participants, organise a period of reflection and discussion over two or three days and see if you can arrive at a shared view of
* What can we tell about the range of experiences and preferences among ocTEL participants?
* What challenges does this present for the course?
* In what ways is a MOOC well or poorly suited to these challenges?
POST #2 to thread: Are you a learning technologist? Join this group
What can we tell about the range of experiences and preferences among ocTEL participants?
As with many collaborative cross-education meetups (like conferences) there is a diverse range of background and contexts that participants are working in. As a generalisation all participants have an interest or are inquisitive about learning, technology and MOOCs. For some this is their first time participating in a MOOC, others this is their third or more.
I notice there are some established names from the world of learning technology and plenty of people who are just getting started.
Some participants have a specific subject-focus – others are more concerned with some of the wider questions.
What challenges does this present for the course?
I feel the challenge for any diverse range of participants is to enable the individual interests and diversities to be catered for – but this can lead to conflicting priorities and ways of engagement.
In what ways is a MOOC well or poorly suited to these challenges?
A MOOC can enable a large diverse group of people to interact. The challenge is to both encourage individual responsibility for own learning and outcomes but also provide suitable and diverse facilities for people to contribute (or not) as they wish.
For example, some people don’t like the deluge of e-mails but may prefer to read discussion forums or follow a twitter feed for information – there is no right or wrong method.
Information overload is a definite potential problem from not only a MOOC but keeping up with modern flows of information on any topic. Activities and tools available provided by the MOOC platform need to work well in order to enable participants to contribute when they want to and to connect with others.
Differnt MOOC platforms that have emeregered have tackled this in different ways. It would be interesting to compare the ocTEL facilities with those from Coursera and others.
","POST #1 to thread: Are you a learning technologist? Join this group Hi, As profession that often works at the interface between teaching, students and technology we could consider Activity 0.5 together: With one or more fellow participants, organise a period of reflection and discussion over two or three days and see …",publish,octel-activity-0-5,2013-04-10 08:04:02,post,"Course Reader,Blog posts",#ocTEL
4603,148,2013-04-10 08:04:02,ocTEL Activity 0.5,"
POST #1 to thread: Are you a learning technologist? Join this group
Hi,
As profession that often works at the interface between teaching, students and technology we could consider Activity 0.5 together:
With one or more fellow participants, organise a period of reflection and discussion over two or three days and see if you can arrive at a shared view of
* What can we tell about the range of experiences and preferences among ocTEL participants?
* What challenges does this present for the course?
* In what ways is a MOOC well or poorly suited to these challenges?
POST #2 to thread: Are you a learning technologist? Join this group
What can we tell about the range of experiences and preferences among ocTEL participants?
As with many collaborative cross-education meetups (like conferences) there is a diverse range of background and contexts that participants are working in. As a generalisation all participants have an interest or are inquisitive about learning, technology and MOOCs. For some this is their first time participating in a MOOC, others this is their third or more.
I notice there are some established names from the world of learning technology and plenty of people who are just getting started.
Some participants have a specific subject-focus – others are more concerned with some of the wider questions.
What challenges does this present for the course?
I feel the challenge for any diverse range of participants is to enable the individual interests and diversities to be catered for – but this can lead to conflicting priorities and ways of engagement.
In what ways is a MOOC well or poorly suited to these challenges?
A MOOC can enable a large diverse group of people to interact. The challenge is to both encourage individual responsibility for own learning and outcomes but also provide suitable and diverse facilities for people to contribute (or not) as they wish.
For example, some people don’t like the deluge of e-mails but may prefer to read discussion forums or follow a twitter feed for information – there is no right or wrong method.
Information overload is a definite potential problem from not only a MOOC but keeping up with modern flows of information on any topic. Activities and tools available provided by the MOOC platform need to work well in order to enable participants to contribute when they want to and to connect with others.
Differnt MOOC platforms that have emeregered have tackled this in different ways. It would be interesting to compare the ocTEL facilities with those from Coursera and others.
","POST #1 to thread: Are you a learning technologist? Join this group Hi, As profession that often works at the interface between teaching, students and technology we could consider Activity 0.5 together: With one or more fellow participants, organise a period of reflection and discussion over two or three days and see …",publish,octel-activity-0-5-2,2013-04-10 08:04:02,post,"Course Reader,Blog posts",#ocTEL
4703,1197,2013-04-10 08:04:02,ocTEL Activity 0.5,"
POST #1 to thread: Are you a learning technologist? Join this group
Hi,
As profession that often works at the interface between teaching, students and technology we could consider Activity 0.5 together:
With one or more fellow participants, organise a period of reflection and discussion over two or three days and see if you can arrive at a shared view of
* What can we tell about the range of experiences and preferences among ocTEL participants?
* What challenges does this present for the course?
* In what ways is a MOOC well or poorly suited to these challenges?
POST #2 to thread: Are you a learning technologist? Join this group
What can we tell about the range of experiences and preferences among ocTEL participants?
As with many collaborative cross-education meetups (like conferences) there is a diverse range of background and contexts that participants are working in. As a generalisation all participants have an interest or are inquisitive about learning, technology and MOOCs. For some this is their first time participating in a MOOC, others this is their third or more.
I notice there are some established names from the world of learning technology and plenty of people who are just getting started.
Some participants have a specific subject-focus – others are more concerned with some of the wider questions.
What challenges does this present for the course?
I feel the challenge for any diverse range of participants is to enable the individual interests and diversities to be catered for – but this can lead to conflicting priorities and ways of engagement.
In what ways is a MOOC well or poorly suited to these challenges?
A MOOC can enable a large diverse group of people to interact. The challenge is to both encourage individual responsibility for own learning and outcomes but also provide suitable and diverse facilities for people to contribute (or not) as they wish.
For example, some people don’t like the deluge of e-mails but may prefer to read discussion forums or follow a twitter feed for information – there is no right or wrong method.
Information overload is a definite potential problem from not only a MOOC but keeping up with modern flows of information on any topic. Activities and tools available provided by the MOOC platform need to work well in order to enable participants to contribute when they want to and to connect with others.
Differnt MOOC platforms that have emeregered have tackled this in different ways. It would be interesting to compare the ocTEL facilities with those from Coursera and others.
","POST #1 to thread: Are you a learning technologist? Join this group Hi, As profession that often works at the interface between teaching, students and technology we could consider Activity 0.5 together: With one or more fellow participants, organise a period of reflection and discussion over two or three days and see …",publish,octel-activity-0-5-3,2013-04-10 08:04:02,post,"Course Reader,Blog posts",#ocTEL
5681,1197,2013-04-10 08:04:02,ocTEL Activity 0.5,"
POST #1 to thread: Are you a learning technologist? Join this group
Hi,
As profession that often works at the interface between teaching, students and technology we could consider Activity 0.5 together:
With one or more fellow participants, organise a period of reflection and discussion over two or three days and see if you can arrive at a shared view of
* What can we tell about the range of experiences and preferences among ocTEL participants?
* What challenges does this present for the course?
* In what ways is a MOOC well or poorly suited to these challenges?
POST #2 to thread: Are you a learning technologist? Join this group
What can we tell about the range of experiences and preferences among ocTEL participants?
As with many collaborative cross-education meetups (like conferences) there is a diverse range of background and contexts that participants are working in. As a generalisation all participants have an interest or are inquisitive about learning, technology and MOOCs. For some this is their first time participating in a MOOC, others this is their third or more.
I notice there are some established names from the world of learning technology and plenty of people who are just getting started.
Some participants have a specific subject-focus – others are more concerned with some of the wider questions.
What challenges does this present for the course?
I feel the challenge for any diverse range of participants is to enable the individual interests and diversities to be catered for – but this can lead to conflicting priorities and ways of engagement.
In what ways is a MOOC well or poorly suited to these challenges?
A MOOC can enable a large diverse group of people to interact. The challenge is to both encourage individual responsibility for own learning and outcomes but also provide suitable and diverse facilities for people to contribute (or not) as they wish.
For example, some people don’t like the deluge of e-mails but may prefer to read discussion forums or follow a twitter feed for information – there is no right or wrong method.
Information overload is a definite potential problem from not only a MOOC but keeping up with modern flows of information on any topic. Activities and tools available provided by the MOOC platform need to work well in order to enable participants to contribute when they want to and to connect with others.
Differnt MOOC platforms that have emeregered have tackled this in different ways. It would be interesting to compare the ocTEL facilities with those from Coursera and others.
","POST #1 to thread: Are you a learning technologist? Join this group Hi, As profession that often works at the interface between teaching, students and technology we could consider Activity 0.5 together: With one or more fellow participants, organise a period of reflection and discussion over two or three days and see …",publish,octel-activity-0-5-4,2013-04-10 08:04:02,post,"Course Reader,Blog posts",#ocTEL
1488,1174,2013-04-10 08:07:06,Re: OCTEL-PUBLIC Digest - 8 Apr 2013 to 9 Apr 2013 (#2013-8),"Hi All,
This is my first experience of mooc and at first I was overwhelmed by all the emails that arrived in my inbox. Thank goodness my students are on holiday otherwise I would never have been able to glance at some emails never mind read some. Any way things have calmed down now I have managed to get on the automatic digest system and only receive one a day. I am looking forward to getting started as just a life experience(good or bad). I don’t know if I will have time to complete the course but I will do [...]","Hi All,
This is my first experience of mooc and at first I was overwhelmed by all the emails that arrived in my inbox. Thank goodness my students are on holiday otherwise I would never have been able to glance at some emails never mind read some. Any way things have calmed down now I have managed to get on the automatic digest system and only receive one a day. I am looking forward to getting started as just a life experience(good or bad). I don’t know if I will have time to complete the course but I will do [...]",publish,re-octel-public-digest-8-apr-2013-to-9-apr-2013-2013-8,2013-04-10 08:07:06,post,"JISCMail,Course Reader,Lists",
4921,1174,2013-04-10 08:07:06,Re: OCTEL-PUBLIC Digest - 8 Apr 2013 to 9 Apr 2013 (#2013-8),"Hi All,
This is my first experience of mooc and at first I was overwhelmed by all the emails that arrived in my inbox. Thank goodness my students are on holiday otherwise I would never have been able to glance at some emails never mind read some. Any way things have calmed down now I have managed to get on the automatic digest system and only receive one a day. I am looking forward to getting started as just a life experience(good or bad). I don’t know if I will have time to complete the course but I will do [...]","Hi All,
This is my first experience of mooc and at first I was overwhelmed by all the emails that arrived in my inbox. Thank goodness my students are on holiday otherwise I would never have been able to glance at some emails never mind read some. Any way things have calmed down now I have managed to get on the automatic digest system and only receive one a day. I am looking forward to getting started as just a life experience(good or bad). I don’t know if I will have time to complete the course but I will do [...]",publish,re-octel-public-digest-8-apr-2013-to-9-apr-2013-2013-8-2,2013-04-10 08:07:06,post,"Lists,Course Reader,JISCMail",
5417,1174,2013-04-10 08:07:06,Re: OCTEL-PUBLIC Digest - 8 Apr 2013 to 9 Apr 2013 (#2013-8),"Hi All,
This is my first experience of mooc and at first I was overwhelmed by all the emails that arrived in my inbox. Thank goodness my students are on holiday otherwise I would never have been able to glance at some emails never mind read some. Any way things have calmed down now I have managed to get on the automatic digest system and only receive one a day. I am looking forward to getting started as just a life experience(good or bad). I don’t know if I will have time to complete the course but I will do [...]","Hi All,
This is my first experience of mooc and at first I was overwhelmed by all the emails that arrived in my inbox. Thank goodness my students are on holiday otherwise I would never have been able to glance at some emails never mind read some. Any way things have calmed down now I have managed to get on the automatic digest system and only receive one a day. I am looking forward to getting started as just a life experience(good or bad). I don’t know if I will have time to complete the course but I will do [...]",publish,re-octel-public-digest-8-apr-2013-to-9-apr-2013-2013-8-3,2013-04-10 08:07:06,post,"Lists,Course Reader,JISCMail",
5768,1174,2013-04-10 08:07:06,Re: OCTEL-PUBLIC Digest - 8 Apr 2013 to 9 Apr 2013 (#2013-8),"Hi All,
This is my first experience of mooc and at first I was overwhelmed by all the emails that arrived in my inbox. Thank goodness my students are on holiday otherwise I would never have been able to glance at some emails never mind read some. Any way things have calmed down now I have managed to get on the automatic digest system and only receive one a day. I am looking forward to getting started as just a life experience(good or bad). I don’t know if I will have time to complete the course but I will do [...]","Hi All,
This is my first experience of mooc and at first I was overwhelmed by all the emails that arrived in my inbox. Thank goodness my students are on holiday otherwise I would never have been able to glance at some emails never mind read some. Any way things have calmed down now I have managed to get on the automatic digest system and only receive one a day. I am looking forward to getting started as just a life experience(good or bad). I don’t know if I will have time to complete the course but I will do [...]",publish,re-octel-public-digest-8-apr-2013-to-9-apr-2013-2013-8-4,2013-04-10 08:07:06,post,"Lists,JISCMail,Course Reader",
1727,599,2013-04-10 08:10:02,OcTEL bio and big questions!,"
Hi, my name is Tony Heyward, I have been a mental health nurse for many years in the UK and now New Zealand, it’s great to be able to experience doing something that I am really passionate about in two countries.
before I left the UK I spent four years teaching in higher education at University of Central Lancashire, I was employed as a senior lecturer teaching under and post grad mental health nursing. Whilst there I completed the post grad cert in higher education and I had an introduction to using webct to support teaching and learning.
In my current role I am grappling with using TotaraLMS which includes creating quizzes, lessons and other resources for staff working in the directorate to use for in house staff development. On the LMS we have uploaded learning plans for all staff which includes core competences for profession and the role that they are in.
I feel like I have less IT experience than a lot of people on the MOOC through ocTEL, however I am looking forward to the learning that I can experience along with lots of others.
my questions include:
How can we meet individual’s learning needs by tapping into their learning style using LMS?
How can we engage learners that are working and haven’t necessarily chose to do further academic study?
","Hi, my name is Tony Heyward, I have been a mental health nurse for many years in the UK and now New Zealand, it’s great to be able to experience doing something that I am really passionate about in two … Continue reading →",publish,octel-bio-and-big-questions,2013-04-10 08:10:02,post,"Blog posts,Course Reader",#ocTEL
4763,599,2013-04-10 08:10:02,OcTEL bio and big questions!,"
Hi, my name is Tony Heyward, I have been a mental health nurse for many years in the UK and now New Zealand, it’s great to be able to experience doing something that I am really passionate about in two countries.
before I left the UK I spent four years teaching in higher education at University of Central Lancashire, I was employed as a senior lecturer teaching under and post grad mental health nursing. Whilst there I completed the post grad cert in higher education and I had an introduction to using webct to support teaching and learning.
In my current role I am grappling with using TotaraLMS which includes creating quizzes, lessons and other resources for staff working in the directorate to use for in house staff development. On the LMS we have uploaded learning plans for all staff which includes core competences for profession and the role that they are in.
I feel like I have less IT experience than a lot of people on the MOOC through ocTEL, however I am looking forward to the learning that I can experience along with lots of others.
my questions include:
How can we meet individual’s learning needs by tapping into their learning style using LMS?
How can we engage learners that are working and haven’t necessarily chose to do further academic study?
","Hi, my name is Tony Heyward, I have been a mental health nurse for many years in the UK and now New Zealand, it’s great to be able to experience doing something that I am really passionate about in two … Continue reading →",publish,octel-bio-and-big-questions-2,2013-04-10 08:10:02,post,"Blog posts,Course Reader",#ocTEL
4844,599,2013-04-10 08:10:02,OcTEL bio and big questions!,"
Hi, my name is Tony Heyward, I have been a mental health nurse for many years in the UK and now New Zealand, it’s great to be able to experience doing something that I am really passionate about in two countries.
before I left the UK I spent four years teaching in higher education at University of Central Lancashire, I was employed as a senior lecturer teaching under and post grad mental health nursing. Whilst there I completed the post grad cert in higher education and I had an introduction to using webct to support teaching and learning.
In my current role I am grappling with using TotaraLMS which includes creating quizzes, lessons and other resources for staff working in the directorate to use for in house staff development. On the LMS we have uploaded learning plans for all staff which includes core competences for profession and the role that they are in.
I feel like I have less IT experience than a lot of people on the MOOC through ocTEL, however I am looking forward to the learning that I can experience along with lots of others.
my questions include:
How can we meet individual’s learning needs by tapping into their learning style using LMS?
How can we engage learners that are working and haven’t necessarily chose to do further academic study?
","Hi, my name is Tony Heyward, I have been a mental health nurse for many years in the UK and now New Zealand, it’s great to be able to experience doing something that I am really passionate about in two … Continue reading →",publish,octel-bio-and-big-questions-3,2013-04-10 08:10:02,post,"Blog posts,Course Reader",#ocTEL
1726,599,2013-04-10 08:24:48,#octel,"
Well I did my bio and questions I want to consider in the course….hope they are visible?
T
","Well I did my bio and questions I want to consider in the course….hope they are visible? T",publish,octel-3,2013-04-10 08:24:48,post,"Blog posts,Course Reader",Uncategorized
4762,599,2013-04-10 08:24:48,#octel,"
Well I did my bio and questions I want to consider in the course….hope they are visible?
T
","Well I did my bio and questions I want to consider in the course….hope they are visible? T",publish,octel-7,2013-04-10 08:24:48,post,"Blog posts,Course Reader",#ocTEL
4843,599,2013-04-10 08:24:48,#octel,"
Well I did my bio and questions I want to consider in the course….hope they are visible?
T
","Well I did my bio and questions I want to consider in the course….hope they are visible? T",publish,octel-9,2013-04-10 08:24:48,post,"Course Reader,Blog posts",#ocTEL
1622,1051,2013-04-10 08:54:07,"graphdesproject: @mrtimbones Interesting. U read #octel materials article about connectivism? I'm for it, but wonder about cherry picking vs industry needs.","
@mrtimbones Interesting. U read #octel materials article about connectivism? I'm for it, but wonder about cherry picking vs industry needs.
— GraphicDesignProject (@GraphDesProject) April 10, 2013
","@mrtimbones Interesting. U read #octel materials article about connectivism? I'm for it, but wonder about cherry picking vs industry needs.— GraphicDesignProject (@GraphDesProject) April 10, 2013",publish,graphdesproject-mrtimbones-interesting-u-read-octel-materials-article-about-connectivism-im-for-it-but-wonder-about-cherry-picking-vs-industry-needs,2013-04-10 08:54:07,post,"Social networks,Twitter (Q&A)",#ocTEL
1621,1186,2013-04-10 08:55:22,"geoffarcher: RT @clairedonlan: Big ?'s about Technology Enhanced Learning
http://t.co/s4iG2lcHyj
#ocTEL #moocs","
","RT @clairedonlan: Big ?'s about Technology Enhanced Learning bit.ly/10TBON5 #ocTEL #moocs— Geoff Archer (@GeoffArcher) April 10, 2013",publish,geoffarcher-rt-clairedonlan-big-s-about-technology-enhanced-learning-httpt-cos4ig2lchyj-octel-moocs,2013-04-10 08:55:22,post,"Social networks,Twitter (Q&A)","#ocTEL,moocs"
1498,1176,2013-04-10 09:38:20,First activity in #ocTEL is the big question? My big question is wich comptences and skills do learners...,"
First activity in #ocTEL is the big question? My big question is wich comptences and skills do learners and teachers need for success in TEL?
",publish,first-activity-in-octel-is-the-big-question-my-big-question-is-wich-comptences-and-skills-do-learners,2013-04-10 09:38:20,post,"Google+,Social networks,Course Reader",
1620,1169,2013-04-10 11:35:46,tomfranklin: I have posted a list of all the big questions I found at http://t.co/zcWX8dSKsQ if I missed yours email me or repost? with #octel #question,"
",publish,tomfranklin-i-have-posted-a-list-of-all-the-big-questions-i-found-at-httpt-cozcwx8dsksq-if-i-missed-yours-email-me-or-repost-with-octel-question,2013-04-10 11:35:46,post,"Social networks,Twitter (Q&A)","question,#ocTEL"
1515,1177,2013-04-10 11:45:02,"Hi everyone, glad to find Google+ for OCTEL, thanks to moderators. I did #EDCMOOC and look forward to...","
Ruth Wilson
Wed, 10 Apr 2013 11:45:02 GMT
- Community
Hi everyone, glad to find Google+ for OCTEL, thanks to moderators. I did #EDCMOOC and look forward to OCTEL. I work at Bradford College on the support side: a mix of new media, marketing, research ethics and social responsibility.
","
Ruth Wilson
Wed, 10 Apr 2013 11:45:02 GMT
- Community
Hi everyone, glad to find Google+ for OCTEL, thanks to moderators. I did #EDCMOOC and look forward to OCTEL. I work at Bradford College on the support side: a mix of new media, marketing, research ethics and social responsibility.
",publish,hi-everyone-glad-to-find-google-for-octel-thanks-to-moderators-i-did-edcmooc-and-look-forward-to,2013-04-10 11:45:02,post,"Google+,Course Reader,Social networks",
1539,544,2013-04-10 11:56:19,daranprice: #OCTEL How do we maintain the focus on learning when tec is so seductive?,"
#OCTEL How do we maintain the focus on learning when tec is so seductive?
","#OCTEL How do we maintain the focus on learning when tec is so seductive?— Daran Price (@DaranPrice) April 10, 2013",publish,daranprice-octel-how-do-we-maintain-the-focus-on-learning-when-tec-is-so-seductive,2013-04-10 11:56:19,post,"Twitter (Q&A),Social networks",#ocTEL
1538,1179,2013-04-10 12:01:35,kerr63: 1:25 student support? That's my conventional classroom... #ocTEL,"
1:25 student support?That's my conventional classroom... #ocTEL
","1:25 student support?That's my conventional classroom... #ocTEL— James Kerr (@Kerr63) April 10, 2013",publish,kerr63-125-student-support-thats-my-conventional-classroom-octel,2013-04-10 12:01:35,post,"Twitter (Q&A),Social networks",#ocTEL
1537,1179,2013-04-10 12:11:16,kerr63: How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning? #octel,"
How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning? #octel
","How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning? #octel— James Kerr (@Kerr63) April 10, 2013",publish,kerr63-how-do-we-create-a-culture-in-which-tel-can-be-effectively-used-by-all-staff-and-learners-to-improve-learning-octel,2013-04-10 12:11:16,post,"Twitter (Q&A),Social networks",#ocTEL
1536,1179,2013-04-10 12:17:04,kerr63: How do we persuade 'reluctant' members of staff to engate with TEL-especially those with limited skills/confidence/time? #octel,"
How do we persuade 'reluctant' members of staff to engate with TEL-especially those with limited skills/confidence/time? #octel
","How do we persuade 'reluctant' members of staff to engate with TEL-especially those with limited skills/confidence/time? #octel— James Kerr (@Kerr63) April 10, 2013",publish,kerr63-how-do-we-persuade-reluctant-members-of-staff-to-engate-with-tel-especially-those-with-limited-skillsconfidencetime-octel,2013-04-10 12:17:04,post,"Twitter (Q&A),Social networks",#ocTEL
1535,1179,2013-04-10 12:17:31,kerr63: Should reluctant staff be pushed to TEL if they don't fully embrace it? #ocTEL,"
Should reluctant staff be pushed to TEL if they don't fully embrace it? #ocTEL
","Should reluctant staff be pushed to TEL if they don't fully embrace it? #ocTEL— James Kerr (@Kerr63) April 10, 2013",publish,kerr63-should-reluctant-staff-be-pushed-to-tel-if-they-dont-fully-embrace-it-octel,2013-04-10 12:17:31,post,"Twitter (Q&A),Social networks",#ocTEL
1534,1178,2013-04-10 12:24:27,drwrighton: Joined the #ocTEL webinar a little late: what have I missed so far? @kateawright,"
Joined the #ocTEL webinar a little late: what have I missed so far? @kateawright
","Joined the #ocTEL webinar a little late: what have I missed so far? @kateawright— John Wrighton (@DrWrighton) April 10, 2013",publish,drwrighton-joined-the-octel-webinar-a-little-late-what-have-i-missed-so-far-kateawright,2013-04-10 12:24:27,post,"Twitter (Q&A),Social networks",#ocTEL
1533,481,2013-04-10 12:31:21,"lisaa233: #octel @thinksitthrough great webinar. Big Q, how do we get student engagement and hi standards of learning at a viable cost through MOOCs?","
#octel @thinksitthrough great webinar. Big Q, how do we get student engagement and hi standards of learning at a viable cost through MOOCs?
","#octel @thinksitthrough great webinar. Big Q, how do we get student engagement and hi standards of learning at a viable cost through MOOCs?— lisa anderson (@lisaa233) April 10, 2013",publish,lisaa233-octel-thinksitthrough-great-webinar-big-q-how-do-we-get-student-engagement-and-hi-standards-of-learning-at-a-viable-cost-through-moocs,2013-04-10 12:31:21,post,"Twitter (Q&A),Social networks",#ocTEL
1532,1178,2013-04-10 12:37:33,drwrighton: 10% of #ocTEL community online via Elluminate Live for first MOOC webinar today w. Diana Laurillard. What are your big #TEL questions?,"
10% of #ocTEL community online via Elluminate Live for first MOOC webinar today w. Diana Laurillard. What are your big #TEL questions?
","10% of #ocTEL community online via Elluminate Live for first MOOC webinar today w. Diana Laurillard. What are your big #TEL questions?— John Wrighton (@DrWrighton) April 10, 2013",publish,drwrighton-10-of-octel-community-online-via-elluminate-live-for-first-mooc-webinar-today-w-diana-laurillard-what-are-your-big-tel-questions,2013-04-10 12:37:33,post,"Twitter (Q&A),Social networks","#ocTEL,#tel"
1531,481,2013-04-10 12:55:50,lisaa233: “@thinksitthrough: The Big Questions about TEL just fit into a tweet. Good way to collect them?” #octel,"
“@thinksitthrough: The Big Questions about TEL just fit into a tweet. Good way to collect them?” #octel
",publish,lisaa233-thinksitthrough-the-big-questions-about-tel-just-fit-into-a-tweet-good-way-to-collect-them-octel,2013-04-10 12:55:50,post,"Twitter (Q&A),Social networks",#ocTEL
1524,873,2013-04-10 13:18:00,The first #ocTELwebinar...,"
David Jennings
David gave a brief update about the course so far, including lessons learned (for example, subscribing learners to digest emails automatically, rather than individual messages)
Diana Laurillard - London Knowledge Lab - Institute of Education
(selected highlights)
The Big Questions - categories
Pedagogic benefits of blended learning
Things to consider:
What does TEL offer in a MOOC compared to a standard online course?
Tutor time required to support a MOOC (example based on Duke: 2000 hours of tutor time required for 5000 students)
What resources are available to help teachers design TEL resources/activities?
Culture for improving TEL? - sharing, adapting and adopting other teachers' resources
Could this community of practice be part of solving the problem of ensuring a 1:25 student ratio worldwide in Education?
I didn't get much from this webinar about the personalised learning angle - I look forward to more on this later in the course.
I was interested in Diana's suggestion about using peer feedback for refining ideas to make tutor feedback manageable for large cohorts. In a nutshell, her suggestion was that for a particular topic/question, students work individually or in groups to devise their solutions, then vote on the best ideas (perhaps in particular group combinations), until the very best solutions are left - at this stage, there is a manageable number for the tutor to comment on/review.
My reflections
As a student, would I be happy with this use of peer feedback? There is a chance that the whole course could progress without any direct feedback on my work from the tutor, something which could be important to me.
Does this process itself suggest that peer feedback is less valuable than tutor feedback (and reinforce the power associated with the role of the tutor)?
As a tutor - would I have a lot of complaints/problems to deal with about the group work?
What risk is there of student work being overlooked by peers who have interpreted the question in a particular way and don't consider alternative perspectives?
Perhaps this is a pragmatic approach to working with large cohorts online. I'm reminded of the application of Peer Instruction for large lecture groups - a pragmatic solution and also one that research has shown to be effective in terms of learning. Is there any literature about the effectiveness of using peer feedback in the way suggested above?
The webinar overall:
Good things:
using a facilitator and a presenter in a webinar works well - there's support for anyone with problems and the ""presentation"" is interrupted with lots of techie etc queries
It is possible to save/download the slides and the chat from within the session
Areas for improvement:
Audio - it would be nice to be able to individually allow people to speak, rather than limit attendees to text chat only. I would hope that this is possible without compromising audio quality.
","David JenningsDavid gave a brief update about the course so far, including lessons learned (for example, subscribing learners to digest emails automatically, rather than individual messages)Diana Laurillard - London Knowledge Lab - ...",publish,the-first-octelwebinar,2013-04-10 13:18:00,post,"Blog posts,Course Reader",
1540,42,2013-04-10 13:28:00,ocTEL Big Question,"
As part of this I have been reflecting on my experience and ambitions for developing my teaching, in the process pondering about what I feel to be the most important question about Technology Enhanced Learning (TEL). In my teaching I have always tried to make the experience as enjoyable as possible for the learner. Placing the learner in a position of responsibility whilst showing them the relevance of the subject matter I feel goes a long way to improving not only student engagement but also attainment.
Dentistry offers great opportunity to provide an immersive learning experience for the learner and I feel TEL can provide the scaffolding on which to build these experiences, maybe not as the primary method of practical/clinical skill development but certainly as a means of introducing new concepts/procedures and offering opportunity to revisit previous concepts/procedures. There is opportunity to provide a media rich landscape for the student offering a selection of resource types to suit all learning styles. What we need to ensure is that the appropriate tools are used where they have proven successful, not using technology simply because we can but because it has proven to be successful. Therefore TEL should be adopted where a need has identified itself and the technology has been evaluated and proven appropriate for the purpose intended.
There are increasing opportunities for the adoption of TEL to assist with the delivery PG and CPD courses at a distance within dentistry. We need to carefully consider how best to instil a sense of belonging (identity) for participants and also ensure quality in respect to assessment and feedback.
","I am taking part in my first Massive Open Online Course (MOOC) – Open Course in Technology Enhanced Learning (ocTEL) hosted by the Association for Learning Technology (ALT). As part of this I have been reflecting on my experience and ambitions for developing my teaching, in the process pondering about what I feel to be [...]",publish,octel-big-question,2013-04-10 13:28:00,post,"Course Reader,Blog posts","TELT,Technology,teaching,#ocTEL,Education"
4648,42,2013-04-10 13:28:00,ocTEL Big Question,"
As part of this I have been reflecting on my experience and ambitions for developing my teaching, in the process pondering about what I feel to be the most important question about Technology Enhanced Learning (TEL). In my teaching I have always tried to make the experience as enjoyable as possible for the learner. Placing the learner in a position of responsibility whilst showing them the relevance of the subject matter I feel goes a long way to improving not only student engagement but also attainment.
Dentistry offers great opportunity to provide an immersive learning experience for the learner and I feel TEL can provide the scaffolding on which to build these experiences, maybe not as the primary method of practical/clinical skill development but certainly as a means of introducing new concepts/procedures and offering opportunity to revisit previous concepts/procedures. There is opportunity to provide a media rich landscape for the student offering a selection of resource types to suit all learning styles. What we need to ensure is that the appropriate tools are used where they have proven successful, not using technology simply because we can but because it has proven to be successful. Therefore TEL should be adopted where a need has identified itself and the technology has been evaluated and proven appropriate for the purpose intended.
There are increasing opportunities for the adoption of TEL to assist with the delivery PG and CPD courses at a distance within dentistry. We need to carefully consider how best to instil a sense of belonging (identity) for participants and also ensure quality in respect to assessment and feedback.
","I am taking part in my first Massive Open Online Course (MOOC) – Open Course in Technology Enhanced Learning (ocTEL) hosted by the Association for Learning Technology (ALT). As part of this I have been reflecting on my experience and ambitions for developing my teaching, in the process pondering about what I feel to be [...]",publish,octel-big-question-2,2013-04-10 13:28:00,post,"Blog posts,Course Reader","Technology,TELT,Education,teaching,#ocTEL"
5187,42,2013-04-10 13:28:00,ocTEL Big Question,"
As part of this I have been reflecting on my experience and ambitions for developing my teaching, in the process pondering about what I feel to be the most important question about Technology Enhanced Learning (TEL). In my teaching I have always tried to make the experience as enjoyable as possible for the learner. Placing the learner in a position of responsibility whilst showing them the relevance of the subject matter I feel goes a long way to improving not only student engagement but also attainment.
Dentistry offers great opportunity to provide an immersive learning experience for the learner and I feel TEL can provide the scaffolding on which to build these experiences, maybe not as the primary method of practical/clinical skill development but certainly as a means of introducing new concepts/procedures and offering opportunity to revisit previous concepts/procedures. There is opportunity to provide a media rich landscape for the student offering a selection of resource types to suit all learning styles. What we need to ensure is that the appropriate tools are used where they have proven successful, not using technology simply because we can but because it has proven to be successful. Therefore TEL should be adopted where a need has identified itself and the technology has been evaluated and proven appropriate for the purpose intended.
There are increasing opportunities for the adoption of TEL to assist with the delivery PG and CPD courses at a distance within dentistry. We need to carefully consider how best to instil a sense of belonging (identity) for participants and also ensure quality in respect to assessment and feedback.
","I am taking part in my first Massive Open Online Course (MOOC) – Open Course in Technology Enhanced Learning (ocTEL) hosted by the Association for Learning Technology (ALT). As part of this I have been reflecting on my experience and ambitions for developing my teaching, in the process pondering about what I feel to be [...]",publish,octel-big-question-3,2013-04-10 13:28:00,post,"Blog posts,Course Reader","#ocTEL,Technology,Education,teaching,TELT"
1553,545,2013-04-10 14:08:19,Week 0 – Introduction and Big Question,"
The “If you only do one thing…” activity for week 0 is to write a short intro about myself, so here goes…
My name is Catherine Koppe and I am a training developer at the University of Edinburgh. I work in the Skills Development Team within Information Services (IS Skills). My job involves creating training materials and organising (& presenting) face-to-face training for staff and students at the university – at the moment mostly in EndNote, Collaborate, Moodle and Business Objects. IS Skills is currently developing more online materials, including Camtasia videos and Learn VLE courses. I arrived at this job after a PhD (in biology) and working in computing support, including support specifically for disabled students.
I haven’t participated in a MOOC before, so I am partly participating in ocTEL for the experience. But what about the other part? I’m hoping it will provide some answers to my Big Question, of course! The most important question about TEL for me at the moment is, simply, how can I use it to improve the online training materials that I create?
","The “If you only do one thing…” activity for week 0 is to write a short intro about myself, so here goes… My name is Catherine Koppe and I am a training developer at the University of Edinburgh. I work in the Skills Development Team within Information Services (IS Skills). My job involves creating training materials and [...]",publish,week-0-introduction-and-big-question,2013-04-10 14:08:19,post,"Blog posts,Course Reader",Course activities
1549,15,2013-04-10 14:21:00,Pre-MOOC MOOCs,"I have just been to the first webinar of the #octel mooc https://sas.elluminate.com/m.jnlp?sid=7565&password=M.DE7761F09D9A3D6F03A998E592ED6D, where the chat window was discussing the pedagogy behind moocs, whether it is anything new, whether we can accredit from a MOOC (how can we do the marking) and other things...
To continue this thread I thought I would write down a list of projects that could have been labelled MOOC, had the term been invented yet.
iTunes U
iTunes U offers free content, from a proprietary (but free) software (iTunes). The content is hosted by the universities and fed to iTunes U via RSS. Not sure when this started, but the content is multimedia only (podcast, video), OPEN FORMATS (mp3, mp4), and arranged into courses (lecture 1 - lecture 10). I have 'attended' several Philosophy courses on iTunes U from the heavily produced (Justice with Michael Sandel) to the less so (one on Nietzche by Oxford U seemed to be nothing more than a voice recorder in a tutors pocket).
My question is to what extent does the MOOC offerings now (coursera, udacity, edX, ocTEL) enhance or change this model?
If the answer is that the other platforms have p2p communication tools and self-assesment, then to what extent does the Coursera/ Udacity MOOC platform differ from Moodle, which is open source, scalable, multimedia and open standards rich? Also a place where you can control your own content without giving it away to the coursera or udacity platform (which I believe is in the legal agreement with publishing through them)
My gut is telling me that iTunes U is no good today because it is too free. Nobody knows who has downloaded what. The other systems want you to enrol (ie give up your data), which I can only presume is profitable from a silicon valley point of view... iTunes U content is more capable of enabling 'offline' learning, as online access is not a pre-requisite, once the recordings are downloaded.
note... I do not work for iTunes U, but i think it is a good focal point for comparing what we have today.
Moodle
Moodle has been around for around 15 years now. It has always been open source, and for many years has been able to host video, quiz, discussion (wiki) activities. Why has nobody developed a moodle site and allowed thousands to self enrol for free?
I know this is very possible because my University has an open Moodle site (https://openlearning.lancs.ac.uk) which anyone can self-register and self-enrol on courses. This was intended to be a hub of open content and courses, much like the MOOCs, but perhaps more familiar? The problem is engaging tutors to see the point in opening their courses. It offers them or the university nothing (unless it is surrounded by the hype associated with FutureLearn, in which case...)
Wikipedia Seriously, we've been co-creating for a long time with Wikipedia to create the single largest body of knowledge in existence. I've talked of the university of Wikipedia half heartedly for a while now, but maybe some wiki plus discussion combination it seems at least viable. Needs a 'course format' to fit the bill here though.
Educational tablets
These are pretty new to the party, but is this the Panacea for mass education? An tablet with subscription based educational content. You can see other publishers quickly joining this game to e-leaning-y-fy their textbooks and sell units. And it fits the bill for 'university in my pocket' and 'off the shelf' technology.
I can see these selling like wildfire across schools and colleges, who want to present a tech-forward approach, and have existing subscriptions. But is the pedagogy any good, or is it good just for autonomous rote learning.
The whole thing makes me think that the game is still pretty open in terms of sales (there is lots more money to be made in Coursera courses or orange tablets), but fairly closed in terms of the pedagogy
is this orange tablet a modern learning machine that supports autonomous fact collecting from animated resources - probably
is coursera making a splash because of enrolments, rather than something new in the teaching game - probably
I'm for taking moodle and adding the toolset (such as extended RSS Reader like the ocTEL reader) to enable the massive educational experiences. That way the platform is always open for people to download and re-mix, in a way that is not possible with Coursera and Udacity.
Can anyone else think of 'the others' in this race for massive-ified education or have something to add to my post
Please comment!!
","I have just been to the first webinar of the #octel mooc https://sas.elluminate.com/m.jnlp?sid=7565&password=M.DE7761F09D9A3D6F03A998E592ED6D, where the chat window was discussing the pedagogy behind moocs, whether it is anything new, whether ...",publish,pre-mooc-moocs,2013-04-12 20:34:24,post,"Course Reader,Blog posts","#ocTEL,pedagogy,itunesu,mooc"
5315,15,2013-04-10 14:21:00,Pre-MOOC MOOCs,"I have just been to the first webinar of the #octel mooc https://sas.elluminate.com/m.jnlp?sid=7565&password=M.DE7761F09D9A3D6F03A998E592ED6D, where the chat window was discussing the pedagogy behind moocs, whether it is anything new, whether we can accredit from a MOOC (how can we do the marking) and other things...
To continue this thread I thought I would write down a list of projects that could have been labelled MOOC, had the term been invented yet.
iTunes U
iTunes U offers free content, from a proprietary (but free) software (iTunes). The content is hosted by the universities and fed to iTunes U via RSS. Not sure when this started, but the content is multimedia only (podcast, video), OPEN FORMATS (mp3, mp4), and arranged into courses (lecture 1 - lecture 10). I have 'attended' several Philosophy courses on iTunes U from the heavily produced (Justice with Michael Sandel) to the less so (one on Nietzche by Oxford U seemed to be nothing more than a voice recorder in a tutors pocket).
My question is to what extent does the MOOC offerings now (coursera, udacity, edX, ocTEL) enhance or change this model?
If the answer is that the other platforms have p2p communication tools and self-assesment, then to what extent does the Coursera/ Udacity MOOC platform differ from Moodle, which is open source, scalable, multimedia and open standards rich? Also a place where you can control your own content without giving it away to the coursera or udacity platform (which I believe is in the legal agreement with publishing through them)
My gut is telling me that iTunes U is no good today because it is too free. Nobody knows who has downloaded what. The other systems want you to enrol (ie give up your data), which I can only presume is profitable from a silicon valley point of view... iTunes U content is more capable of enabling 'offline' learning, as online access is not a pre-requisite, once the recordings are downloaded.
note... I do not work for iTunes U, but i think it is a good focal point for comparing what we have today.
Moodle
Moodle has been around for around 15 years now. It has always been open source, and for many years has been able to host video, quiz, discussion (wiki) activities. Why has nobody developed a moodle site and allowed thousands to self enrol for free?
I know this is very possible because my University has an open Moodle site (https://openlearning.lancs.ac.uk) which anyone can self-register and self-enrol on courses. This was intended to be a hub of open content and courses, much like the MOOCs, but perhaps more familiar? The problem is engaging tutors to see the point in opening their courses. It offers them or the university nothing (unless it is surrounded by the hype associated with FutureLearn, in which case...)
Wikipedia Seriously, we've been co-creating for a long time with Wikipedia to create the single largest body of knowledge in existence. I've talked of the university of Wikipedia half heartedly for a while now, but maybe some wiki plus discussion combination it seems at least viable. Needs a 'course format' to fit the bill here though.
Educational tablets
These are pretty new to the party, but is this the Panacea for mass education? An tablet with subscription based educational content. You can see other publishers quickly joining this game to e-leaning-y-fy their textbooks and sell units. And it fits the bill for 'university in my pocket' and 'off the shelf' technology.
I can see these selling like wildfire across schools and colleges, who want to present a tech-forward approach, and have existing subscriptions. But is the pedagogy any good, or is it good just for autonomous rote learning.
The whole thing makes me think that the game is still pretty open in terms of sales (there is lots more money to be made in Coursera courses or orange tablets), but fairly closed in terms of the pedagogy
is this orange tablet a modern learning machine that supports autonomous fact collecting from animated resources - probably
is coursera making a splash because of enrolments, rather than something new in the teaching game - probably
I'm for taking moodle and adding the toolset (such as extended RSS Reader like the ocTEL reader) to enable the massive educational experiences. That way the platform is always open for people to download and re-mix, in a way that is not possible with Coursera and Udacity.
Can anyone else think of 'the others' in this race for massive-ified education or have something to add to my post
Please comment!!
","I have just been to the first webinar of the #octel mooc https://sas.elluminate.com/m.jnlp?sid=7565&password=M.DE7761F09D9A3D6F03A998E592ED6D, where the chat window was discussing the pedagogy behind moocs, whether it is anything new, whether ...",publish,pre-mooc-moocs-2,2013-04-12 20:34:24,post,"Course Reader,Blog posts","mooc,pedagogy,itunesu,#ocTEL"
1545,3,2013-04-10 14:36:12,Week 0 webinar recording now available,"Thanks to everyone who took part in ocTEL's first weekly webinar this afternoon.
If you missed all or part of the week 0 webinar, the materials from the session are now available at the links below:
Webinar Recording [skip to 1:42 in the recording for the beginning of the session]
Webinar Presentation by Diana Laurillard
Webinar Chat
Everything is also available on the Course Materials page, which we will update weekly with materials from each live webinar.
Join us next Wednesday at 12:30 BST for the week 1 webinar on TEL concepts and approaches. Check the Course Materials page later this week for more information.
","",publish,week-0-webinar-recording-now-available,2013-04-10 14:36:12,post,Course information,course information
1556,1180,2013-04-10 15:17:03,Re: Gilly Salmon article and reply to Stephen and Bill,"Hi Good to hear that people with lots of experience can find these environments a challenge too! I have used your link to cut down the flood of e-mails. I also looked at the Gilly Salmon link, which was excellent ( putting it on the Moodle course for trainee teachers on my courses). Many thanks. [...] ","HiGood to hear that people with lots of experience can find these environments a challenge too! I have used your link to cut down the flood of e-mails. I also looked at the Gilly Salmon link, which was excellent ( putting it on the Moodle course for tr...",publish,re-gilly-salmon-article-and-reply-to-stephen-and-bill,2013-04-10 15:17:03,post,"Lists,Course Reader,JISCMail",
4920,1180,2013-04-10 15:17:03,Re: Gilly Salmon article and reply to Stephen and Bill,"Hi Good to hear that people with lots of experience can find these environments a challenge too! I have used your link to cut down the flood of e-mails. I also looked at the Gilly Salmon link, which was excellent ( putting it on the Moodle course for trainee teachers on my courses). Many thanks. [...] ","HiGood to hear that people with lots of experience can find these environments a challenge too! I have used your link to cut down the flood of e-mails. I also looked at the Gilly Salmon link, which was excellent ( putting it on the Moodle course for tr...",publish,re-gilly-salmon-article-and-reply-to-stephen-and-bill-2,2013-04-10 15:17:03,post,"Lists,Course Reader,JISCMail",
5416,1180,2013-04-10 15:17:03,Re: Gilly Salmon article and reply to Stephen and Bill,"Hi Good to hear that people with lots of experience can find these environments a challenge too! I have used your link to cut down the flood of e-mails. I also looked at the Gilly Salmon link, which was excellent ( putting it on the Moodle course for trainee teachers on my courses). Many thanks. [...] ","HiGood to hear that people with lots of experience can find these environments a challenge too! I have used your link to cut down the flood of e-mails. I also looked at the Gilly Salmon link, which was excellent ( putting it on the Moodle course for tr...",publish,re-gilly-salmon-article-and-reply-to-stephen-and-bill-3,2013-04-10 15:17:03,post,"Lists,Course Reader,JISCMail",
5767,1180,2013-04-10 15:17:03,Re: Gilly Salmon article and reply to Stephen and Bill,"Hi Good to hear that people with lots of experience can find these environments a challenge too! I have used your link to cut down the flood of e-mails. I also looked at the Gilly Salmon link, which was excellent ( putting it on the Moodle course for trainee teachers on my courses). Many thanks. [...] ","HiGood to hear that people with lots of experience can find these environments a challenge too! I have used your link to cut down the flood of e-mails. I also looked at the Gilly Salmon link, which was excellent ( putting it on the Moodle course for tr...",publish,re-gilly-salmon-article-and-reply-to-stephen-and-bill-4,2013-04-10 15:17:03,post,"JISCMail,Course Reader,Lists",
1555,1180,2013-04-10 15:24:30,Re: Anne Nortcliffe Introduction and Questions,Hi Anne
I really enjoyed reading this e-mail - not something I say often! You have also provided references that will be very useful for trainee teachers on the courses I deliver as a teacher educator.
Many thanks
Janet ,Hi AnneI really enjoyed reading this e-mail - not something I say often! You have also provided references that will be very useful for trainee teachers on the courses I deliver as a teacher educator.Many thanksJanet ,publish,re-anne-nortcliffe-introduction-and-questions-2,2013-04-10 15:24:30,post,"JISCMail,Lists,Course Reader",
4919,1180,2013-04-10 15:24:30,Re: Anne Nortcliffe Introduction and Questions,Hi Anne
I really enjoyed reading this e-mail - not something I say often! You have also provided references that will be very useful for trainee teachers on the courses I deliver as a teacher educator.
Many thanks
Janet ,Hi AnneI really enjoyed reading this e-mail - not something I say often! You have also provided references that will be very useful for trainee teachers on the courses I deliver as a teacher educator.Many thanksJanet ,publish,re-anne-nortcliffe-introduction-and-questions-13,2013-04-10 15:24:30,post,"Lists,Course Reader,JISCMail",
5415,1180,2013-04-10 15:24:30,Re: Anne Nortcliffe Introduction and Questions,Hi Anne
I really enjoyed reading this e-mail - not something I say often! You have also provided references that will be very useful for trainee teachers on the courses I deliver as a teacher educator.
Many thanks
Janet ,Hi AnneI really enjoyed reading this e-mail - not something I say often! You have also provided references that will be very useful for trainee teachers on the courses I deliver as a teacher educator.Many thanksJanet ,publish,re-anne-nortcliffe-introduction-and-questions-20,2013-04-10 15:24:30,post,"Lists,Course Reader,JISCMail",
5766,1180,2013-04-10 15:24:30,Re: Anne Nortcliffe Introduction and Questions,Hi Anne
I really enjoyed reading this e-mail - not something I say often! You have also provided references that will be very useful for trainee teachers on the courses I deliver as a teacher educator.
Many thanks
Janet ,Hi AnneI really enjoyed reading this e-mail - not something I say often! You have also provided references that will be very useful for trainee teachers on the courses I deliver as a teacher educator.Many thanksJanet ,publish,re-anne-nortcliffe-introduction-and-questions-27,2013-04-10 15:24:30,post,"Lists,JISCMail,Course Reader",
1567,1180,2013-04-10 16:10:08,Re: Profile and big questions,"Hi
I teach at an FE college delivering PGCE and Cert Ed courses. I think you are right about tablets. I have been trying to get more to use in teacher training for some time now. This September, without prompting, three first year students got out their i-Pads on the first session and started using them. We may need to think differently about who provides the technology. I also wonder why I am so keen on i-Pads rather than phones. Could it be that I cannot see the screen as well on a phone? Younger trainees don't seem to have [...] ","HiI teach at an FE college delivering PGCE and Cert Ed courses. I think you are right about tablets. I have been trying to get more to use in teacher training for some time now. This September, without prompting, three first year students got out their...",publish,re-profile-and-big-questions-7,2013-04-10 16:10:08,post,"Course Reader,JISCMail,Lists",
4918,1180,2013-04-10 16:10:08,Re: Profile and big questions,"Hi
I teach at an FE college delivering PGCE and Cert Ed courses. I think you are right about tablets. I have been trying to get more to use in teacher training for some time now. This September, without prompting, three first year students got out their i-Pads on the first session and started using them. We may need to think differently about who provides the technology. I also wonder why I am so keen on i-Pads rather than phones. Could it be that I cannot see the screen as well on a phone? Younger trainees don't seem to have [...] ","HiI teach at an FE college delivering PGCE and Cert Ed courses. I think you are right about tablets. I have been trying to get more to use in teacher training for some time now. This September, without prompting, three first year students got out their...",publish,re-profile-and-big-questions-10,2013-04-10 16:10:08,post,"JISCMail,Lists,Course Reader",
5414,1180,2013-04-10 16:10:08,Re: Profile and big questions,"Hi
I teach at an FE college delivering PGCE and Cert Ed courses. I think you are right about tablets. I have been trying to get more to use in teacher training for some time now. This September, without prompting, three first year students got out their i-Pads on the first session and started using them. We may need to think differently about who provides the technology. I also wonder why I am so keen on i-Pads rather than phones. Could it be that I cannot see the screen as well on a phone? Younger trainees don't seem to have [...] ","HiI teach at an FE college delivering PGCE and Cert Ed courses. I think you are right about tablets. I have been trying to get more to use in teacher training for some time now. This September, without prompting, three first year students got out their...",publish,re-profile-and-big-questions-18,2013-04-10 16:10:08,post,"Lists,Course Reader,JISCMail",
5765,1180,2013-04-10 16:10:08,Re: Profile and big questions,"Hi
I teach at an FE college delivering PGCE and Cert Ed courses. I think you are right about tablets. I have been trying to get more to use in teacher training for some time now. This September, without prompting, three first year students got out their i-Pads on the first session and started using them. We may need to think differently about who provides the technology. I also wonder why I am so keen on i-Pads rather than phones. Could it be that I cannot see the screen as well on a phone? Younger trainees don't seem to have [...] ","HiI teach at an FE college delivering PGCE and Cert Ed courses. I think you are right about tablets. I have been trying to get more to use in teacher training for some time now. This September, without prompting, three first year students got out their...",publish,re-profile-and-big-questions-26,2013-04-10 16:10:08,post,"JISCMail,Course Reader,Lists",
1563,1181,2013-04-10 16:21:41,#ocTEL week 0: volume anxiety,"
Filled with new enthusiasm after the Learning Through Technology conference (#LTT2013), I signed up for the Association for Learning Technology’s open course in technology-enhanced learning (#ocTEL), which began last week.
I’m taking this course to try and engage with a community of practice, to see what’s happening in the world of digital education and hopefully to get a few new ideas. I’m also testing myself to see what it’s like to be a student again, and if I can cope with this new type of learning. I have to admit that it’s been a tough week.
This being my first experience of a massive open online course (or MOOC), I was initially overwhelmed. So many participants posting so many comments; so many instructions in so many emails; so many options in terms of collaboration and course content. David Jennings of the ALT makes interesting observations about this, and asks if the introductory part of any MOOC can ever be non-chaotic. Dave Cormier adds, “if participants get accustomed to messy and uncertain learning experiences they seem more likely to take on projects on their own initiative and more likely to push ideas further”.
While swimming (or drowning) in textual information – emails, forum postings, web pages – I found myself longing for a webinar, a video or a screencast; a real person to help me navigate through the volume. (I missed the first live webinar but will catch up on the recording here.) Given that the bulk of my time at work is spent developing textual materials, this was quite an unsettling experience.
Things started to make a bit more sense when I joined a small group focusing on distance learning, although as usual I observed from the sidelines for several days before joining in. Time will tell, but at the minute I think the webinars and peer-to-peer learning in small groups are the things I’ll take most value from.
I have lots of questions but very few answers at the moment. Are MOOCs a viable or useful way to learn? Am I going to be able to make sense of all this content? With people working harder than ever to stay in a job, keep on top of emails, keep up with social networking and occasionally do their jobs and interact with their families and friends, is information overload the most effective way to learn? And do we still need an educator to curate relevant information for us, or can we all find our own pathway through the content jungle?
I’ll probably have even more questions over the next few weeks, and you’ll see me flailing around trying to make sense of them here. Lucky you, eh?
","Filled with new enthusiasm after the Learning Through Technology conference (#LTT2013), I signed up for the Association for Learning Technology’s open course in technology-enhanced learning (#ocTEL), which began last week. I’m taking this course to try and engage with a … Continue reading →",publish,octel-week-0-volume-anxiety,2013-04-10 16:21:41,post,"Blog posts,Course Reader","#ocTEL,Digital learning"
1566,1169,2013-04-10 16:42:41,Questions,"I was trying to understand the scope of the questions that people were asking, and struggling a bit, so I have been through most of the posts and copied and pasted them (together with the author) into a table, which I have tried to group a bit - again so that I could try and see where we were all coming from. [...]","I was trying to understand the scope of the questions that people were asking, and struggling a bit, so I have been through most of the posts and copied and pasted them (together with the author) into a table, which I have tried to group a bit - again ...",publish,questions,2013-04-10 16:42:41,post,"Course Reader,JISCMail,Lists",
4917,1169,2013-04-10 16:42:41,Questions,"I was trying to understand the scope of the questions that people were asking, and struggling a bit, so I have been through most of the posts and copied and pasted them (together with the author) into a table, which I have tried to group a bit - again so that I could try and see where we were all coming from. [...]","I was trying to understand the scope of the questions that people were asking, and struggling a bit, so I have been through most of the posts and copied and pasted them (together with the author) into a table, which I have tried to group a bit - again ...",publish,questions-2,2013-04-10 16:42:41,post,"Lists,Course Reader,JISCMail",
5413,1169,2013-04-10 16:42:41,Questions,"I was trying to understand the scope of the questions that people were asking, and struggling a bit, so I have been through most of the posts and copied and pasted them (together with the author) into a table, which I have tried to group a bit - again so that I could try and see where we were all coming from. [...]","I was trying to understand the scope of the questions that people were asking, and struggling a bit, so I have been through most of the posts and copied and pasted them (together with the author) into a table, which I have tried to group a bit - again ...",publish,questions-3,2013-04-10 16:42:41,post,"Course Reader,JISCMail,Lists",
5764,1169,2013-04-10 16:42:41,Questions,"I was trying to understand the scope of the questions that people were asking, and struggling a bit, so I have been through most of the posts and copied and pasted them (together with the author) into a table, which I have tried to group a bit - again so that I could try and see where we were all coming from. [...]","I was trying to understand the scope of the questions that people were asking, and struggling a bit, so I have been through most of the posts and copied and pasted them (together with the author) into a table, which I have tried to group a bit - again ...",publish,questions-4,2013-04-10 16:42:41,post,"Course Reader,Lists,JISCMail",
3121,1424,2013-04-10 17:31:00,Big ?'s about Technology Enhanced Learning #ocTEL,"One of the activities for week 0 of ocTEL, in addition to writing an introduction about yourself, is what is the most important question about TEL for you? I'm not sure what my big question is. Does technology enhance learning? Yes. Does technology enhance life? Yes. With the condition for both that it is used effectively and with consideration and 'for the greater good'. But that's true about everything. So maybe the question is 'how can I/we use technology to the best effect to enable students/people to learn?' I decided to have a look at what other people are saying about their big questions. I looked on the ocTEL website first intending to go to the forums but got distracted by the Twitter Conversations Visualised which is 'a graph of the Twitter interactions using the #ocTEL hashtag' created by Martin Hawksey @mhawksey. It's brilliant. I looked through the various forum posts and picked out words and phrases that summarised the subjects that people were asking their questions about. I then went to the jiscmail list and discovered that Tom Franklin had posted a table which summarised the recent posts of big questions and put them into categories. Very helpful and another quick win for me. So here are a list of words that are the most popular big questions in alphabetical order. It's interesting and reassuring to see that the most popular, apart from the directly relating to Moocs ones, are about engaging people either students or staff and ensuring that the engagement is effective and has impact. My big question is still how can we use technology enhanced learning to engage learners and enhance the student experience and this is a question shared by many other participants of this course and those involved in TEL.
","One of the activities for week 0 of ocTEL, in addition to writing an introduction about yourself, is what is the most important question about TEL for you? I'm not sure what my big question is. Does technology enhance learning? Y...",publish,big-s-about-technology-enhanced-learning-octel,2013-04-10 17:31:00,post,"Course Reader,Blog posts","#ocTEL,eLearning,#MoocsAndMe,moocs"
4637,1424,2013-04-10 17:31:00,Big ?'s about Technology Enhanced Learning #ocTEL,"One of the activities for week 0 of ocTEL, in addition to writing an introduction about yourself, is what is the most important question about TEL for you? I'm not sure what my big question is. Does technology enhance learning? Yes. Does technology enhance life? Yes. With the condition for both that it is used effectively and with consideration and 'for the greater good'. But that's true about everything. So maybe the question is 'how can I/we use technology to the best effect to enable students/people to learn?' I decided to have a look at what other people are saying about their big questions. I looked on the ocTEL website first intending to go to the forums but got distracted by the Twitter Conversations Visualised which is 'a graph of the Twitter interactions using the #ocTEL hashtag' created by Martin Hawksey @mhawksey. It's brilliant. I looked through the various forum posts and picked out words and phrases that summarised the subjects that people were asking their questions about. I then went to the jiscmail list and discovered that Tom Franklin had posted a table which summarised the recent posts of big questions and put them into categories. Very helpful and another quick win for me. So here are a list of words that are the most popular big questions in alphabetical order. It's interesting and reassuring to see that the most popular, apart from the directly relating to Moocs ones, are about engaging people either students or staff and ensuring that the engagement is effective and has impact. My big question is still how can we use technology enhanced learning to engage learners and enhance the student experience and this is a question shared by many other participants of this course and those involved in TEL.
","One of the activities for week 0 of ocTEL, in addition to writing an introduction about yourself, is what is the most important question about TEL for you? I'm not sure what my big question is. Does technology enhance learning? Y...",publish,big-s-about-technology-enhanced-learning-octel-2,2013-04-10 17:31:00,post,"Blog posts,Course Reader","#MoocsAndMe,moocs,#ocTEL,eLearning"
5169,1424,2013-04-10 17:31:00,Big ?'s about Technology Enhanced Learning #ocTEL,"One of the activities for week 0 of ocTEL, in addition to writing an introduction about yourself, is what is the most important question about TEL for you? I'm not sure what my big question is. Does technology enhance learning? Yes. Does technology enhance life? Yes. With the condition for both that it is used effectively and with consideration and 'for the greater good'. But that's true about everything. So maybe the question is 'how can I/we use technology to the best effect to enable students/people to learn?' I decided to have a look at what other people are saying about their big questions. I looked on the ocTEL website first intending to go to the forums but got distracted by the Twitter Conversations Visualised which is 'a graph of the Twitter interactions using the #ocTEL hashtag' created by Martin Hawksey @mhawksey. It's brilliant. I looked through the various forum posts and picked out words and phrases that summarised the subjects that people were asking their questions about. I then went to the jiscmail list and discovered that Tom Franklin had posted a table which summarised the recent posts of big questions and put them into categories. Very helpful and another quick win for me. So here are a list of words that are the most popular big questions in alphabetical order. It's interesting and reassuring to see that the most popular, apart from the directly relating to Moocs ones, are about engaging people either students or staff and ensuring that the engagement is effective and has impact. My big question is still how can we use technology enhanced learning to engage learners and enhance the student experience and this is a question shared by many other participants of this course and those involved in TEL.
","One of the activities for week 0 of ocTEL, in addition to writing an introduction about yourself, is what is the most important question about TEL for you? I'm not sure what my big question is. Does technology enhance learning? Y...",publish,big-s-about-technology-enhanced-learning-octel-3,2013-04-10 17:31:00,post,"Course Reader,Blog posts","eLearning,moocs,#MoocsAndMe,#ocTEL"
1578,591,2013-04-10 17:31:15,Re: Introduction....and no question yet..have thought of a BIG question,"Hi Tom,
You're right that MOOCs are best for people who already know how to learn in quasi-formal and self-directed settings so they are not likely to replace schools, at least not in their present form. They do not offer any of the pastoral functions that traditional institutional education does. Of course, we could say that much of this support apparatus exists only to overcome the many impediments to learning that schools themselves create. [...]","Hi Tom,You're right that MOOCs are best for people who already know how to learnin quasi-formal and self-directed settings so they are not likely toreplace schools, at least not in their present form. They do not offer anyof the pastoral functions that...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-7,2013-04-10 17:31:15,post,"JISCMail,Lists,Course Reader",
4916,591,2013-04-10 17:31:15,Re: Introduction....and no question yet..have thought of a BIG question,"Hi Tom,
You're right that MOOCs are best for people who already know how to learn in quasi-formal and self-directed settings so they are not likely to replace schools, at least not in their present form. They do not offer any of the pastoral functions that traditional institutional education does. Of course, we could say that much of this support apparatus exists only to overcome the many impediments to learning that schools themselves create. [...]","Hi Tom,You're right that MOOCs are best for people who already know how to learnin quasi-formal and self-directed settings so they are not likely toreplace schools, at least not in their present form. They do not offer anyof the pastoral functions that...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-8,2013-04-10 17:31:15,post,"Lists,Course Reader,JISCMail",
5412,591,2013-04-10 17:31:15,Re: Introduction....and no question yet..have thought of a BIG question,"Hi Tom,
You're right that MOOCs are best for people who already know how to learn in quasi-formal and self-directed settings so they are not likely to replace schools, at least not in their present form. They do not offer any of the pastoral functions that traditional institutional education does. Of course, we could say that much of this support apparatus exists only to overcome the many impediments to learning that schools themselves create. [...]","Hi Tom,You're right that MOOCs are best for people who already know how to learnin quasi-formal and self-directed settings so they are not likely toreplace schools, at least not in their present form. They do not offer anyof the pastoral functions that...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-15,2013-04-10 17:31:15,post,"Lists,Course Reader,JISCMail",
5763,591,2013-04-10 17:31:15,Re: Introduction....and no question yet..have thought of a BIG question,"Hi Tom,
You're right that MOOCs are best for people who already know how to learn in quasi-formal and self-directed settings so they are not likely to replace schools, at least not in their present form. They do not offer any of the pastoral functions that traditional institutional education does. Of course, we could say that much of this support apparatus exists only to overcome the many impediments to learning that schools themselves create. [...]","Hi Tom,You're right that MOOCs are best for people who already know how to learnin quasi-formal and self-directed settings so they are not likely toreplace schools, at least not in their present form. They do not offer anyof the pastoral functions that...",publish,re-introduction-and-no-question-yet-have-thought-of-a-big-question-22,2013-04-10 17:31:15,post,"Lists,JISCMail,Course Reader",
1569,202,2013-04-10 17:38:21,Big ?'s about Technology Enhanced Learning ,What are the big questions being asked about TEL? How to enhance the student experience and engage learners.,"",publish,big-s-about-technology-enhanced-learning,2013-04-10 17:38:21,post,"Course Reader,Other",
1911,512,2013-04-10 19:54:04,Activity 0.2 Initial Comments and discussion,"
I think this will be Activity 0.2 part 1 as I think I may be going off on a tangent. Or off on a tandem as my son used to say!
I have been thinking about participation and discussion today. Also about the judgments we may make about level of participation. I stumbled across James Clay’s blog http://elearningstuff.net
today and on it was a really interesting Guardian article from 2006 about the 1% rule. I’d not heard of it but is a bit like the 80/20 rule in the extreme. Anyway I got to thinking about whether it matters? Yes, for a community to work perhaps we should all contribute but is a learning community the same? If people (and then extend to our students) are seemingly passive with the material should we be concerned? Yesterday I would have said ‘yes’ and would definitely want full engagement with something I had worked hard to set up but today I am wondering about that. Also how can we tell? What measure of engagement ‘counts’? When do we make an issue of it?
Related to this (somehow) is a wonderful Radio 4 program Four Thought on Nancy Lublin self-confessed oldie of dosomething.org concerned with 21st Century social activism . Basically she says that at the poles there are a small proportion of presidents and unfortunately slackers. In the middle are lots of vice-presidents and followers. That’s just the way it is. An in-balance of presidents or slackers would both cause a problem but not to worry about VPs and followers – they just want to be part of something and actually you need this for projects to have a continued life. She refers to it as leading from the middle. Well worth a listen.
Note to self – add learn how to embed links properly to to-do list!
","I think this will be Activity 0.2 part 1 as I think I may be going off on a tangent. Or off on a tandem as my son used to say! I have been thinking about participation and discussion today. Also about the judgments we may make about level of participation. I stumbled across James [...]",publish,activity-0-2-initial-comments-and-discussion,2013-04-10 19:54:04,post,"Blog posts,Course Reader",Uncategorized
1600,1150,2013-04-10 20:42:38,No Title,"Educational Technology (2013). Pages: 1-2.
Marc Prensky et al.
I recently heard a school librarian describe her approach to getting kids to take an interest in projects she wants them to do. She offers them two alternatives: Plan A is for the kids to use any and all of the computers, phones and other technology at their disposal to do the project. Plan B is to do it the old way—hauling books, encyclopedias, dictionaries etc. off the shelves, and copying and writing only by hand. Almost all the kids choose plan A, she said. They see plan B as punishment—often severe punishment.
I recently heard a school librarian describe her approach to getting kids to take an interest in projects she wants them to do. She offers them two alternatives: Plan A is for the kids to use any and all of the computers, phones and other technology at their disposal to do the project. Plan B is to do it the old way—hauling books, encyclopedias, dictionaries etc. off the shelves, and copying and writing only by hand. Almost all the kids choose plan A, she said. They see plan B as punishment—often severe punishment.
I recently heard a school librarian describe her approach to getting kids to take an interest in projects she wants them to do. She offers them two alternatives: Plan A is for the kids to use any and all of the computers, phones and other technology at their disposal to do the project. Plan B is to do it the old way—hauling books, encyclopedias, dictionaries etc. off the shelves, and copying and writing only by hand. Almost all the kids choose plan A, she said. They see plan B as punishment—often severe punishment.
I recently heard a school librarian describe her approach to getting kids to take an interest in projects she wants them to do. She offers them two alternatives: Plan A is for the kids to use any and all of the computers, phones and other technology at their disposal to do the project. Plan B is to do it the old way—hauling books, encyclopedias, dictionaries etc. off the shelves, and copying and writing only by hand. Almost all the kids choose plan A, she said. They see plan B as punishment—often severe punishment.
I recently heard a school librarian describe her approach to getting kids to take an interest in projects she wants them to do. She offers them two alternatives: Plan A is for the kids to use any and all of the computers, phones and other technology at their disposal to do the project. Plan B is to do it the old way—hauling books, encyclopedias, dictionaries etc. off the shelves, and copying and writing only by hand. Almost all the kids choose plan A, she said. They see plan B as punishment—often severe punishment.
I recently heard a school librarian describe her approach to getting kids to take an interest in projects she wants them to do. She offers them two alternatives: Plan A is for the kids to use any and all of the computers, phones and other technology at their disposal to do the project. Plan B is to do it the old way—hauling books, encyclopedias, dictionaries etc. off the shelves, and copying and writing only by hand. Almost all the kids choose plan A, she said. They see plan B as punishment—often severe punishment.
",publish,time-travel-as-punishment-what-our-kids-really-hate-2,2013-04-10 20:42:38,post,"Course Reader,Mendeley Group,Bookmarks",Journal Article
1595,981,2013-04-10 21:09:08,Re: Profile and big questions,"Hi,
Added the Prensky reference to Mendeley, you can access the full reference and paper at ocTEL group on Mendeley.
Interesting paper, so true, but our children generation need support in filtering information soup, multiply technology makes it easy to access all these rich pickings, but not easy to filter and interpret. [...] ","Hi,Added the Prensky reference to Mendeley, you can access the full reference and paper at ocTEL group on Mendeley.Interesting paper, so true, but our children generation need support in filtering information soup, multiply technology makes it easy to ...",publish,re-profile-and-big-questions-8,2013-04-10 21:09:08,post,"JISCMail,Course Reader,Lists",
4915,981,2013-04-10 21:09:08,Re: Profile and big questions,"Hi,
Added the Prensky reference to Mendeley, you can access the full reference and paper at ocTEL group on Mendeley.
Interesting paper, so true, but our children generation need support in filtering information soup, multiply technology makes it easy to access all these rich pickings, but not easy to filter and interpret. [...] ","Hi,Added the Prensky reference to Mendeley, you can access the full reference and paper at ocTEL group on Mendeley.Interesting paper, so true, but our children generation need support in filtering information soup, multiply technology makes it easy to ...",publish,re-profile-and-big-questions-9,2013-04-10 21:09:08,post,"Lists,Course Reader,JISCMail",
5411,981,2013-04-10 21:09:08,Re: Profile and big questions,"Hi,
Added the Prensky reference to Mendeley, you can access the full reference and paper at ocTEL group on Mendeley.
Interesting paper, so true, but our children generation need support in filtering information soup, multiply technology makes it easy to access all these rich pickings, but not easy to filter and interpret. [...] ","Hi,Added the Prensky reference to Mendeley, you can access the full reference and paper at ocTEL group on Mendeley.Interesting paper, so true, but our children generation need support in filtering information soup, multiply technology makes it easy to ...",publish,re-profile-and-big-questions-17,2013-04-10 21:09:08,post,"Lists,Course Reader,JISCMail",
5762,981,2013-04-10 21:09:08,Re: Profile and big questions,"Hi,
Added the Prensky reference to Mendeley, you can access the full reference and paper at ocTEL group on Mendeley.
Interesting paper, so true, but our children generation need support in filtering information soup, multiply technology makes it easy to access all these rich pickings, but not easy to filter and interpret. [...] ","Hi,Added the Prensky reference to Mendeley, you can access the full reference and paper at ocTEL group on Mendeley.Interesting paper, so true, but our children generation need support in filtering information soup, multiply technology makes it easy to ...",publish,re-profile-and-big-questions-25,2013-04-10 21:09:08,post,"JISCMail,Course Reader,Lists",
1603,1183,2013-04-10 21:23:24,#octel,"
Phil Tubman
Wed, 10 Apr 2013 21:23:24 GMT
- Google+
",publish,octel-2,2013-04-10 21:29:13,post,"Google+,Course Reader,Social networks",
1605,1184,2013-04-10 22:23:27,"Profile & big question","My name is Kevin Brace,
I am currently working at Aston University supporting the uptake of Technology Enhanced Learning by academics & their support staff. The VLE is still the prevalent platform, although leacture casting is making great strides into the TEL arena, as is webinars, but on a lesser level. E-assessment and all of its facets still continues to dominate the big conversation, yet also still resists taming! Previously I worked for JISC RSC West Mid's helping to spread the word of using active learning online tools, and promoting the need for curriculum (re)design to ensure TEL tools are [...]","My name is Kevin Brace,
I am currently working at Aston University supporting the uptake of Technology Enhanced Learning by academics & their support staff. The VLE is still the prevalent platform, although leacture casting is making great strides into the TEL arena, as is webinars, but on a lesser level. E-assessment and all of its facets still continues to dominate the big conversation, yet also still resists taming! Previously I worked for JISC RSC West Mid's helping to spread the word of using active learning online tools, and promoting the need for curriculum (re)design to ensure TEL tools are [...]",publish,profile-big-question,2013-04-10 22:23:27,post,"Course Reader,JISCMail,Lists",
4914,1184,2013-04-10 22:23:27,"Profile & big question","My name is Kevin Brace,
I am currently working at Aston University supporting the uptake of Technology Enhanced Learning by academics & their support staff. The VLE is still the prevalent platform, although leacture casting is making great strides into the TEL arena, as is webinars, but on a lesser level. E-assessment and all of its facets still continues to dominate the big conversation, yet also still resists taming! Previously I worked for JISC RSC West Mid's helping to spread the word of using active learning online tools, and promoting the need for curriculum (re)design to ensure TEL tools are [...]","My name is Kevin Brace,
I am currently working at Aston University supporting the uptake of Technology Enhanced Learning by academics & their support staff. The VLE is still the prevalent platform, although leacture casting is making great strides into the TEL arena, as is webinars, but on a lesser level. E-assessment and all of its facets still continues to dominate the big conversation, yet also still resists taming! Previously I worked for JISC RSC West Mid's helping to spread the word of using active learning online tools, and promoting the need for curriculum (re)design to ensure TEL tools are [...]",publish,profile-big-question-2,2013-04-10 22:23:27,post,"Lists,Course Reader,JISCMail",
5410,1184,2013-04-10 22:23:27,"Profile & big question","My name is Kevin Brace,
I am currently working at Aston University supporting the uptake of Technology Enhanced Learning by academics & their support staff. The VLE is still the prevalent platform, although leacture casting is making great strides into the TEL arena, as is webinars, but on a lesser level. E-assessment and all of its facets still continues to dominate the big conversation, yet also still resists taming! Previously I worked for JISC RSC West Mid's helping to spread the word of using active learning online tools, and promoting the need for curriculum (re)design to ensure TEL tools are [...]","My name is Kevin Brace,
I am currently working at Aston University supporting the uptake of Technology Enhanced Learning by academics & their support staff. The VLE is still the prevalent platform, although leacture casting is making great strides into the TEL arena, as is webinars, but on a lesser level. E-assessment and all of its facets still continues to dominate the big conversation, yet also still resists taming! Previously I worked for JISC RSC West Mid's helping to spread the word of using active learning online tools, and promoting the need for curriculum (re)design to ensure TEL tools are [...]",publish,profile-big-question-3,2013-04-10 22:23:27,post,"Lists,Course Reader,JISCMail",
5761,1184,2013-04-10 22:23:27,"Profile & big question","My name is Kevin Brace,
I am currently working at Aston University supporting the uptake of Technology Enhanced Learning by academics & their support staff. The VLE is still the prevalent platform, although leacture casting is making great strides into the TEL arena, as is webinars, but on a lesser level. E-assessment and all of its facets still continues to dominate the big conversation, yet also still resists taming! Previously I worked for JISC RSC West Mid's helping to spread the word of using active learning online tools, and promoting the need for curriculum (re)design to ensure TEL tools are [...]","My name is Kevin Brace,
I am currently working at Aston University supporting the uptake of Technology Enhanced Learning by academics & their support staff. The VLE is still the prevalent platform, although leacture casting is making great strides into the TEL arena, as is webinars, but on a lesser level. E-assessment and all of its facets still continues to dominate the big conversation, yet also still resists taming! Previously I worked for JISC RSC West Mid's helping to spread the word of using active learning online tools, and promoting the need for curriculum (re)design to ensure TEL tools are [...]",publish,profile-big-question-4,2013-04-10 22:23:27,post,"Lists,JISCMail,Course Reader",
1608,21,2013-04-10 22:43:34,#ocTEL Visitors and residents – David White workshop,"
I attended a workshop run by David (from the University of Oxford’s continuing education department, where he co-manages the TALL (technology-assisted lifelong learning) research and development group) yesterday. Thought-provoking stuff, not least because the subject is closely linked to my big question for #ocTEL, and my musings on digital expectations gap!
‘Visitors and residents’ relates to a concept developed by David and Alison Le Cornu regarding students’ (and teachers’) online activities (not exclusively their educational activities, but with an educational focus).
David explained that he views online behaviours as a continuum. At one end there is visitor activity – where the web is used like a toolbox, thinking happens offline and the user ‘goes in’ to the web to do their task (e.g. searching for info on Google). At the other end there is resident activity – where the web is used to connect with people, and where a lasting footprint will remain of your activity (e.g. a social media profile etc). I like the idea of continuums not binaries, and I feel this is more sophisticated than Prensky’s digital natives and digital immigrants – and doesn’t make assumptions based on age, technological skills etc.
David got the participants to map them selves on the visitors and residents continuum, for each tool we use (e.g. Twitter, VLE, LinkedIn, Facebook etc) – emphasising the point that a person may exhibit visitor characteristics in one tool, but resident in another. Some tools might lend themselves to residency (e.g. social media), but you could use those as a visitor (e.g. reading a Twitter feed but not posting yourself would be a visitor type characteristic). My very rough map is attached – I was taking notes on my tablet but my drawing skills weren’t up to this so I had to resort to pen and paper!
The workshop raised interesting questions (based on interview transcripts from a range of UK and US HE students and staff) about the tensions for students between the convenience of Google, patterns of habit regarding information searching, cultural norms (e.g. is a book more authoritative than the internet?) and relatively basic critical evaluation skills in the majority – not surprising, due to speed of expansion of the information space and fact that these skills are not often taught pre-university, but implicitly expected in HE.
He suggests we need to foster these skills more explicitly, pre-HE and throughout a student’s time at university. I couldn’t agree more, and have been trying to do this with my students… but deep pedagogical shifts are needed. He’s positive about this, and suggests that now information is much more easy to find than in the pre-digital age, this can free us up to spend more time on critical thinking.
He suggests formal education is predicated on the visitor characteristics, and while there isn’t an implied superiority of resident over visitor, one of the roles of HE would be to inform and engage students in resident behaviours as well as visitor ones -i.e. scaffolding flexibility among learners, as this is likely to be demanded in the workplace of the future. We pondered whether subject discipline might affect the behaviours – and there is a strand of the project that will investigate this. There are also tensions in the interview findings about collaboration, plagiarism, and appropriate strategies – avoiding a learning ‘black market’ and developing good academic practice in this area.
","I attended a workshop run by David (from the University of Oxford’s continuing education department, where he co-manages the TALL (technology-assisted lifelong learning) research and development group) yesterday. Thought-provoking stuff, not least because the subject is closely linked to my big question for #ocTEL, and my musings on digital expectations gap! ‘Visitors and residents’ relates […]",publish,octel-visitors-and-residents-david-white-workshop,2013-04-10 22:43:34,post,"Course Reader,Blog posts",Uncategorized
4632,21,2013-04-10 22:43:34,#ocTEL Visitors and residents – David White workshop,"
I attended a workshop run by David (from the University of Oxford’s continuing education department, where he co-manages the TALL (technology-assisted lifelong learning) research and development group) yesterday. Thought-provoking stuff, not least because the subject is closely linked to my big question for #ocTEL, and my musings on digital expectations gap!
‘Visitors and residents’ relates to a concept developed by David and Alison Le Cornu regarding students’ (and teachers’) online activities (not exclusively their educational activities, but with an educational focus).
David explained that he views online behaviours as a continuum. At one end there is visitor activity – where the web is used like a toolbox, thinking happens offline and the user ‘goes in’ to the web to do their task (e.g. searching for info on Google). At the other end there is resident activity – where the web is used to connect with people, and where a lasting footprint will remain of your activity (e.g. a social media profile etc). I like the idea of continuums not binaries, and I feel this is more sophisticated than Prensky’s digital natives and digital immigrants – and doesn’t make assumptions based on age, technological skills etc.
David got the participants to map them selves on the visitors and residents continuum, for each tool we use (e.g. Twitter, VLE, LinkedIn, Facebook etc) – emphasising the point that a person may exhibit visitor characteristics in one tool, but resident in another. Some tools might lend themselves to residency (e.g. social media), but you could use those as a visitor (e.g. reading a Twitter feed but not posting yourself would be a visitor type characteristic). My very rough map is attached – I was taking notes on my tablet but my drawing skills weren’t up to this so I had to resort to pen and paper!
The workshop raised interesting questions (based on interview transcripts from a range of UK and US HE students and staff) about the tensions for students between the convenience of Google, patterns of habit regarding information searching, cultural norms (e.g. is a book more authoritative than the internet?) and relatively basic critical evaluation skills in the majority – not surprising, due to speed of expansion of the information space and fact that these skills are not often taught pre-university, but implicitly expected in HE.
He suggests we need to foster these skills more explicitly, pre-HE and throughout a student’s time at university. I couldn’t agree more, and have been trying to do this with my students… but deep pedagogical shifts are needed. He’s positive about this, and suggests that now information is much more easy to find than in the pre-digital age, this can free us up to spend more time on critical thinking.
He suggests formal education is predicated on the visitor characteristics, and while there isn’t an implied superiority of resident over visitor, one of the roles of HE would be to inform and engage students in resident behaviours as well as visitor ones -i.e. scaffolding flexibility among learners, as this is likely to be demanded in the workplace of the future. We pondered whether subject discipline might affect the behaviours – and there is a strand of the project that will investigate this. There are also tensions in the interview findings about collaboration, plagiarism, and appropriate strategies – avoiding a learning ‘black market’ and developing good academic practice in this area.
","I attended a workshop run by David (from the University of Oxford’s continuing education department, where he co-manages the TALL (technology-assisted lifelong learning) research and development group) yesterday. Thought-provoking stuff, not least because the subject is closely linked to my big question for #ocTEL, and my musings on digital expectations gap! ‘Visitors and residents’ relates […]",publish,octel-visitors-and-residents-david-white-workshop-2,2013-04-10 22:43:34,post,"Blog posts,Course Reader",Uncategorized
4756,21,2013-04-10 22:43:34,#ocTEL Visitors and residents – David White workshop,"
I attended a workshop run by David (from the University of Oxford’s continuing education department, where he co-manages the TALL (technology-assisted lifelong learning) research and development group) yesterday. Thought-provoking stuff, not least because the subject is closely linked to my big question for #ocTEL, and my musings on digital expectations gap!
‘Visitors and residents’ relates to a concept developed by David and Alison Le Cornu regarding students’ (and teachers’) online activities (not exclusively their educational activities, but with an educational focus).
David explained that he views online behaviours as a continuum. At one end there is visitor activity – where the web is used like a toolbox, thinking happens offline and the user ‘goes in’ to the web to do their task (e.g. searching for info on Google). At the other end there is resident activity – where the web is used to connect with people, and where a lasting footprint will remain of your activity (e.g. a social media profile etc). I like the idea of continuums not binaries, and I feel this is more sophisticated than Prensky’s digital natives and digital immigrants – and doesn’t make assumptions based on age, technological skills etc.
David got the participants to map them selves on the visitors and residents continuum, for each tool we use (e.g. Twitter, VLE, LinkedIn, Facebook etc) – emphasising the point that a person may exhibit visitor characteristics in one tool, but resident in another. Some tools might lend themselves to residency (e.g. social media), but you could use those as a visitor (e.g. reading a Twitter feed but not posting yourself would be a visitor type characteristic). My very rough map is attached – I was taking notes on my tablet but my drawing skills weren’t up to this so I had to resort to pen and paper!
The workshop raised interesting questions (based on interview transcripts from a range of UK and US HE students and staff) about the tensions for students between the convenience of Google, patterns of habit regarding information searching, cultural norms (e.g. is a book more authoritative than the internet?) and relatively basic critical evaluation skills in the majority – not surprising, due to speed of expansion of the information space and fact that these skills are not often taught pre-university, but implicitly expected in HE.
He suggests we need to foster these skills more explicitly, pre-HE and throughout a student’s time at university. I couldn’t agree more, and have been trying to do this with my students… but deep pedagogical shifts are needed. He’s positive about this, and suggests that now information is much more easy to find than in the pre-digital age, this can free us up to spend more time on critical thinking.
He suggests formal education is predicated on the visitor characteristics, and while there isn’t an implied superiority of resident over visitor, one of the roles of HE would be to inform and engage students in resident behaviours as well as visitor ones -i.e. scaffolding flexibility among learners, as this is likely to be demanded in the workplace of the future. We pondered whether subject discipline might affect the behaviours – and there is a strand of the project that will investigate this. There are also tensions in the interview findings about collaboration, plagiarism, and appropriate strategies – avoiding a learning ‘black market’ and developing good academic practice in this area.
","I attended a workshop run by David (from the University of Oxford’s continuing education department, where he co-manages the TALL (technology-assisted lifelong learning) research and development group) yesterday. Thought-provoking stuff, not least because the subject is closely linked to my big question for #ocTEL, and my musings on digital expectations gap! ‘Visitors and residents’ relates […]",publish,octel-visitors-and-residents-david-white-workshop-3,2013-04-10 22:43:34,post,"Course Reader,Blog posts",Uncategorized
1604,986,2013-04-10 22:47:59,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne,
Have to agree with Janet that your email is full of great information. I'm starting to see electronic devices as a means of equalizing access to institutions like ours that wish to provide inclusion but are prevented by government intrusion, uneven staff adoption and institutional barriers that drive talent away. In these days when people know they need education and the schools simply can't deliver devices allow students to go out and get what they need while institutions fumble in the dark. This leaves a lot of the population out but isn't that what society wants? It's certainly [...] ","Hi Anne,Have to agree with Janet that your email is full of great information. I'mstarting to see electronic devices as a means of equalizing access toinstitutions like ours that wish to provide inclusion but are prevented bygovernment intrusion, uneve...",publish,re-anne-nortcliffe-introduction-and-questions-3,2013-04-10 22:47:59,post,"Lists,Course Reader,JISCMail",
4913,986,2013-04-10 22:47:59,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne,
Have to agree with Janet that your email is full of great information. I'm starting to see electronic devices as a means of equalizing access to institutions like ours that wish to provide inclusion but are prevented by government intrusion, uneven staff adoption and institutional barriers that drive talent away. In these days when people know they need education and the schools simply can't deliver devices allow students to go out and get what they need while institutions fumble in the dark. This leaves a lot of the population out but isn't that what society wants? It's certainly [...] ","Hi Anne,Have to agree with Janet that your email is full of great information. I'mstarting to see electronic devices as a means of equalizing access toinstitutions like ours that wish to provide inclusion but are prevented bygovernment intrusion, uneve...",publish,re-anne-nortcliffe-introduction-and-questions-12,2013-04-10 22:47:59,post,"JISCMail,Lists,Course Reader",
5409,986,2013-04-10 22:47:59,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne,
Have to agree with Janet that your email is full of great information. I'm starting to see electronic devices as a means of equalizing access to institutions like ours that wish to provide inclusion but are prevented by government intrusion, uneven staff adoption and institutional barriers that drive talent away. In these days when people know they need education and the schools simply can't deliver devices allow students to go out and get what they need while institutions fumble in the dark. This leaves a lot of the population out but isn't that what society wants? It's certainly [...] ","Hi Anne,Have to agree with Janet that your email is full of great information. I'mstarting to see electronic devices as a means of equalizing access toinstitutions like ours that wish to provide inclusion but are prevented bygovernment intrusion, uneve...",publish,re-anne-nortcliffe-introduction-and-questions-19,2013-04-10 22:47:59,post,"Lists,Course Reader,JISCMail",
5760,986,2013-04-10 22:47:59,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne,
Have to agree with Janet that your email is full of great information. I'm starting to see electronic devices as a means of equalizing access to institutions like ours that wish to provide inclusion but are prevented by government intrusion, uneven staff adoption and institutional barriers that drive talent away. In these days when people know they need education and the schools simply can't deliver devices allow students to go out and get what they need while institutions fumble in the dark. This leaves a lot of the population out but isn't that what society wants? It's certainly [...] ","Hi Anne,Have to agree with Janet that your email is full of great information. I'mstarting to see electronic devices as a means of equalizing access toinstitutions like ours that wish to provide inclusion but are prevented bygovernment intrusion, uneve...",publish,re-anne-nortcliffe-introduction-and-questions-26,2013-04-10 22:47:59,post,"JISCMail,Course Reader,Lists",
1602,1182,2013-04-10 22:58:22,"#ocTEL James for your post which I saw on the ocTEL website, flagging up this community - I'm trying...","
Ali Sheph
Wed, 10 Apr 2013 22:58:22 GMT
- Community
#ocTEL James for your post which I saw on the ocTEL website, flagging up this community - I'm trying Google+ out for the first time (all part of week 0, isn't it!).
I thought I would share a blog I have written after attending a fascinating workshop yesterday by David White of Oxford University about online behaviours - visitors and residents. My big question for ocTEL is about this area. There are some links to find out more about the project in my blog entry...
I attended a workshop run by David (from the University of Oxford's continuing education department, where he co-manages the TALL (technology-assisted lifelong learning) research and development gr...
","
Ali Sheph
Wed, 10 Apr 2013 22:58:22 GMT
- Community
#ocTEL James for your post which I saw on the ocTEL website, flagging up this community - I'm trying Google+ out for the first time (all part of week 0, isn't it!).
I thought I would share a blog I have written after attending a fascinating workshop yesterday by David White of Oxford University about online behaviours - visitors and residents. My big question for ocTEL is about this area. There are some links to find out more about the project in my blog entry...
I attended a workshop run by David (from the University of Oxford's continuing education department, where he co-manages the TALL (technology-assisted lifelong learning) research and development gr...
",publish,octel-james-for-your-post-which-i-saw-on-the-octel-website-flagging-up-this-community-im-trying,2013-04-10 22:58:22,post,"Course Reader,Social networks,Google+",
1613,1185,2013-04-11 00:24:49,"Here are the week 0 slides with a voice over:
http://slidespeech.com/s/s6gLaTh6en?autoplay=true
To edit...","
John Graves
Thu, 11 Apr 2013 00:24:49 GMT
- Community
","
John Graves
Thu, 11 Apr 2013 00:24:49 GMT
- Community
Here are the week 0 slides with a voice over:http:...",publish,here-are-the-week-0-slides-with-a-voice-overhttpslidespeech-comss6glath6enautoplaytrueto-edit,2013-04-11 00:24:49,post,"Course Reader,Social networks,Google+",
1619,611,2013-04-11 01:18:11,gotanda: @Kerr63 Saw prelim study from Israeli uni that compulsory top down Moodle intro more effective. #ocTEL 1/2,"
@kerr63 Saw prelim study from Israeli uni that compulsory top down Moodle intro more effective. #ocTEL 1/2
","@kerr63 Saw prelim study from Israeli uni that compulsory top down Moodle intro more effective. #ocTEL 1/2— Ted O'Neill (@gotanda) April 11, 2013",publish,gotanda-kerr63-saw-prelim-study-from-israeli-uni-that-compulsory-top-down-moodle-intro-more-effective-octel-12,2013-04-11 01:18:11,post,"Social networks,Twitter (Q&A)",#ocTEL
1987,770,2013-04-11 02:58:00,#ocTEL Activity 0.1: My Big Question?,"I've been pondering My Big Question for the use of TEL in my teaching for the last week or so. It's been an amorphous sort of blob of an idea swimming around in the depths, resistant to taking a concrete form. It's been teasing and eluding me.
So, I went back to the acronyms and tried to define what they mean to me.
TEL = Technology Enhanced Learning. What does this mean in a practical, at the coal-face sense in my day to day teaching?
Do I use the technology primarily as a tool to aid my student's learning?
Am I only seeking to use the technology to mimic what I know works in building understanding in a face to face setting for remote and online students?
Is technology just serving as 'bells and whistles' to keep generation X and Y entertained and awake in my classes? Is technology making me a performer rather than a teacher?
Or is the forced use of certain technologies (i.e: compulsory use of Moodle as a VLE at my University) that dictates how I teach? Do I twist the way I do things just to make use of the technology available?
Man the Master, not the Slave of Technology 1952
National Polytechnic Institute, Mexico City, Mexico Pyroxylin on aluminum
I don't know the answers. The questions sort of worry me and make me vaguely uneasy about what I'm currently doing. But I do know my big question.
In creating real learning, is technology the master or the servant?
I suspect this is a sort of chicken and egg sort of philosophical argument. ","I've been pondering My Big Question for the use of TEL in my teaching for the last week or so. It's been an amorphous sort of blob of an idea swimming around in the depths, resistant to taking a concrete form. It's been teasing and eluding me.So,...",publish,octel-activity-0-1-my-big-question,2013-04-11 02:58:00,post,"Blog posts,Course Reader","my big question,#ocTEL"
4757,770,2013-04-11 02:58:00,#ocTEL Activity 0.1: My Big Question?,"I've been pondering My Big Question for the use of TEL in my teaching for the last week or so. It's been an amorphous sort of blob of an idea swimming around in the depths, resistant to taking a concrete form. It's been teasing and eluding me.
So, I went back to the acronyms and tried to define what they mean to me.
TEL = Technology Enhanced Learning. What does this mean in a practical, at the coal-face sense in my day to day teaching?
Do I use the technology primarily as a tool to aid my student's learning?
Am I only seeking to use the technology to mimic what I know works in building understanding in a face to face setting for remote and online students?
Is technology just serving as 'bells and whistles' to keep generation X and Y entertained and awake in my classes? Is technology making me a performer rather than a teacher?
Or is the forced use of certain technologies (i.e: compulsory use of Moodle as a VLE at my University) that dictates how I teach? Do I twist the way I do things just to make use of the technology available?
Man the Master, not the Slave of Technology 1952
National Polytechnic Institute, Mexico City, Mexico Pyroxylin on aluminum
I don't know the answers. The questions sort of worry me and make me vaguely uneasy about what I'm currently doing. But I do know my big question.
In creating real learning, is technology the master or the servant?
I suspect this is a sort of chicken and egg sort of philosophical argument. ","I've been pondering My Big Question for the use of TEL in my teaching for the last week or so. It's been an amorphous sort of blob of an idea swimming around in the depths, resistant to taking a concrete form. It's been teasing and eluding me.So,...",publish,octel-activity-0-1-my-big-question-2,2013-04-11 02:58:00,post,"Blog posts,Course Reader","#ocTEL,my big question"
1626,200,2013-04-11 03:53:57,A New Pedagogy is Emerging…And Online Learning is a Key Contributing Factor | Contact North,"
","A New Pedagogy is Emerging…And Online Learning is a Key Contributing Factor | Contact North.",publish,a-new-pedagogy-is-emergingand-online-learning-is-a-key-contributing-factor-contact-north,2013-04-11 03:53:57,post,"Blog posts,Course Reader",Uncategorized
1649,388,2013-04-11 05:35:27,glynnmark: RT @Kerr63: How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning? #octel #heie,"
RT @kerr63: How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning? #octel#heie
","RT @kerr63: How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning? #octel #heie— Mark Glynn (@glynnmark) April 11, 2013",publish,glynnmark-rt-kerr63-how-do-we-create-a-culture-in-which-tel-can-be-effectively-used-by-all-staff-and-learners-to-improve-learning-octel-heie,2013-04-11 05:35:27,post,"Twitter (Q&A),Social networks","heie,#ocTEL"
1627,946,2013-04-11 06:46:10,The real question – ocTEL,"
Many years ago, in 1999, I facilitated and delivered an online course, using First Class on how to facilitate and deliver online.
The participants were college staff, many of whom had limited experience of using the internet. My own experience was quite limited, but I had since 1998 really immersed myself in the internet and the web.
What was interesting and relevant to the ocTEL MOOC I am currently undertaking was the type of things participants were saying back in 1998 were very similar to the things the ocTEL participants are saying now.
In the main having the time and technical skills to deal with the quantity of conversations and handling the “platform”. A lot of people have posted to the ocTEL JISCMail list saying that they can’t handle the amount of e-mail and to remove them from the mailing list, I recall similar conversations with staff back in 1998 about notifications coming from the First Class system. Likewise the “too much to read, too many e-mails” reminds me of the “too many red flags, too much to read” from First Class.
It’s true that a lot has changed, technically and culturally, in the last fifteen years, but I do find it interesting that in other areas we’ve not changed at all!
One question that does appear to resonate a lot with ocTEL participants is how do we get reluctant practitioners to engage with TEL? That’s one question we were also asking back in 1998. Back then a lot of the TEL we wanted practitioners to use was e-mail, word processing and Powerpoint.
Don’t you think it’s interesting that back in 1998 we were trying really hard to get people to use Powerpoint, and now that they are all using it really badly we are trying to stop them using it and stop them doing “death by Powerpoint”!
I wrote a few years ago a post called Well I think differently in which I explained how I had moved away from the “let’s convince people how good TEL is” to one of changing the culture of an organisation. That for me is the only way to move forward.
The question “how do we get reluctant practitioners to engage with TEL” is for me the wrong question. It’s hard to get individuals to change as they are individuals and have different personal needs. There is an assumption that “reluctancy” is a common trait that can be overcome. What I recognise when I meet a reluctant practitioner is that there is no commonality for the reasons behind the reluctancy. Sometimes it as simple as a training issue, for others it requires a complete overhaul of the way that they work. As a result you need different strategies that work with all the different individuals that work within an organisation.
Another aspect of this is that by “getting practitioners to engage with TEL” implies that TEL is a problem that needs to be solved, rather than do what most technologies actually do, which is solve problems.
We may talk about reluctancy in using TEL as though this is stopping things from changing, the reality is that though there is a undercurrent of reluctancy, and that there is consistent change and people are engaging and embracing technology all the time. The reasons they choose to use technology vary, but the main one is because it solves a problem and makes life easier.
As far as I am concerned question should be “how do we create a culture in which practitioners engage with TEL as a matter of course”. Practitioners will want to engage with TEL as they see it as part of the solution to their individual problems and not a problem in itself.
","Many years ago, in 1999, I facilitated and delivered an online course, using First Class on how to facilitate and deliver online. The participants were college staff, many of whom had limited experience of using the internet. My own experience was quite limited, but I had since 1998 really immersed myself in the internet and [...]",publish,the-real-question-octel,2013-04-11 06:46:10,post,"Blog posts,Course Reader","ALT,first class,#ocTEL,culture"
1636,946,2013-04-11 06:47:35,#ocTEL The real question,"
James Clay
Thu, 11 Apr 2013 06:47:35 GMT
- Community
Red Flags. Many years ago, in 1999, I facilitated and delivered an online course, using First Class on how to facilitate and deliver online. The participants were college staff, many of whom had limited experience of using the internet. My own experience was quite limited, but I had since 1998 ...
","
James Clay
Thu, 11 Apr 2013 06:47:35 GMT
- Community
Red Flags. Many years ago, in 1999, I facilitated and delivered an online course, using First Class on how to facilitate and deliver online. The participants were college staff, many of whom had limited experience of using the internet. My own experience was quite limited, but I had since 1998 ...
",publish,octel-the-real-question,2013-04-11 06:47:35,post,"Google+,Social networks,Course Reader",
1910,512,2013-04-11 07:03:31,"Webinar Diana Laurillard, London Knowledge Lab, Institute of Education #OcTEL","
As I couldn’t make the webinar live I have watched it this morning and really enjoyed it. I decided to read the slides first and then listen which proved to be a good technique as then I could also follow the chat. I loved the chat. Funny how irony can be missed though. Apparently is what we need. Anyway I need to let the ideas from the session and the chat percolate in my brain today but thought I would upload the practical bits
What are the BIG QUESTIONS in TEL?
Diana Laurillard, London Knowledge Lab, Institute of Education
Participant big questions:
Pedagogic
• How to plan flipped classroom class teaching via open distance learning with participants from multiple and widely ranging time zones?
• How can I use TEL to engage and support students across a large, lecture-only course?
• What TEL is appropriate to achieve the desired outcomes in the learning and teaching environment?
• How can TEL support personalised learning in a way that works for both teachers and students?
• Where should the balance lie between learner guidance and learner freedom?
• How do we evaluate the technology-enhanced learning impact on the learning experience and outcomes of individual students?
Strategic
• How do we persuade ‘reluctant’ members of staff to engage with TEL –especially those with limited skills/confidence/time?
Candidate big questions
• Cultural: How do we create a culture in which TEL can be effectively used by all staff and learners to improve learning?
• Management: Can teachers become a collaborative professional community with responsibility for directing innovation in TEL?
• Economic: Which TEL pedagogies will help solve the 1:25 staff-student ratio problem in educating the world?
• Strategic: How can we get adequate investment in TEL innovation by teachers themselves?
• Creative: Will the new ‘computing’ curriculum use TEL to build the ‘computational thinking’ AND the ‘digital literacies’ all students need?
• Technical: What are the emergent technologies that schools, colleges and HE should be working to introduce over the next few years?
Useful links:
","As I couldn’t make the webinar live I have watched it this morning and really enjoyed it. I decided to read the slides first and then listen which proved to be a good technique as then I could also follow the chat. I loved the chat. Funny how irony can be missed though. Apparently is [...]",publish,webinar-diana-laurillard-london-knowledge-lab-institute-of-education-octel,2013-04-11 07:03:31,post,"Blog posts,Course Reader",Uncategorized
1640,1187,2013-04-11 07:45:22,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne, Scott and Janet
Great post that supports some of my current practice but also takes it to the next level. I have beed using verbal tagging to give detailed feedback at draft stage of assignments and would like to use more creatively - thanks for all the info. I have used podcasts as a lesson summary but never post class - I will try this Thanks [...] ","Hi Anne, Scott and JanetGreat post that supports some of my current practice but also takes it to the next level. I have beed using verbal tagging to give detailed feedback at draft stage of assignments and would like to use more creatively - thanks fo...",publish,re-anne-nortcliffe-introduction-and-questions-4,2013-04-11 07:45:22,post,"Course Reader,JISCMail,Lists",
4912,1187,2013-04-11 07:45:22,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne, Scott and Janet
Great post that supports some of my current practice but also takes it to the next level. I have beed using verbal tagging to give detailed feedback at draft stage of assignments and would like to use more creatively - thanks for all the info. I have used podcasts as a lesson summary but never post class - I will try this Thanks [...] ","Hi Anne, Scott and JanetGreat post that supports some of my current practice but also takes it to the next level. I have beed using verbal tagging to give detailed feedback at draft stage of assignments and would like to use more creatively - thanks fo...",publish,re-anne-nortcliffe-introduction-and-questions-11,2013-04-11 07:45:22,post,"Lists,Course Reader,JISCMail",
5408,1187,2013-04-11 07:45:22,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne, Scott and Janet
Great post that supports some of my current practice but also takes it to the next level. I have beed using verbal tagging to give detailed feedback at draft stage of assignments and would like to use more creatively - thanks for all the info. I have used podcasts as a lesson summary but never post class - I will try this Thanks [...] ","Hi Anne, Scott and JanetGreat post that supports some of my current practice but also takes it to the next level. I have beed using verbal tagging to give detailed feedback at draft stage of assignments and would like to use more creatively - thanks fo...",publish,re-anne-nortcliffe-introduction-and-questions-18,2013-04-11 07:45:22,post,"JISCMail,Lists,Course Reader",
5759,1187,2013-04-11 07:45:22,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne, Scott and Janet
Great post that supports some of my current practice but also takes it to the next level. I have beed using verbal tagging to give detailed feedback at draft stage of assignments and would like to use more creatively - thanks for all the info. I have used podcasts as a lesson summary but never post class - I will try this Thanks [...] ","Hi Anne, Scott and JanetGreat post that supports some of my current practice but also takes it to the next level. I have beed using verbal tagging to give detailed feedback at draft stage of assignments and would like to use more creatively - thanks fo...",publish,re-anne-nortcliffe-introduction-and-questions-25,2013-04-11 07:45:22,post,"Course Reader,Lists,JISCMail",
1634,53,2013-04-11 07:46:19,1:25? what is a typical SSR?,"
During yesterday’s ocTEL webinar Diana Laurillard suggested that one of the major challenges facing MOOCs is breaking through the 1:25 SSR ceiling. In other words how to achieve a satisfactory level of learning support without having to have att least 1 learning supporter per 25 students. A conversation in the sidebar of the Webinar suggested that 1:25 may not be typical. Im interested in discovering what the range of SSRs is acoss sthe organisations participants in this MOOC are familiar with. Can you post replies to this blog post please if you are interested in helping with this survey?
","During yesterday’s ocTEL webinar Diana Laurillard suggested that one of the major challenges facing MOOCs is breaking through the 1:25 SSR ceiling. In other words how to achieve a satisfactory level of learning support without having to have att least … Continue reading →",publish,125-what-is-a-typical-ssr,2013-04-11 07:46:19,post,"Blog posts,Course Reader",Uncategorized
5324,53,2013-04-11 07:46:19,1:25? what is a typical SSR?,"
During yesterday’s ocTEL webinar Diana Laurillard suggested that one of the major challenges facing MOOCs is breaking through the 1:25 SSR ceiling. In other words how to achieve a satisfactory level of learning support without having to have att least 1 learning supporter per 25 students. A conversation in the sidebar of the Webinar suggested that 1:25 may not be typical. Im interested in discovering what the range of SSRs is acoss sthe organisations participants in this MOOC are familiar with. Can you post replies to this blog post please if you are interested in helping with this survey?
","During yesterday’s ocTEL webinar Diana Laurillard suggested that one of the major challenges facing MOOCs is breaking through the 1:25 SSR ceiling. In other words how to achieve a satisfactory level of learning support without having to have att least … Continue reading →",publish,125-what-is-a-typical-ssr-2,2013-04-11 07:46:19,post,"Blog posts,Course Reader",Uncategorized
1648,94,2013-04-11 07:59:47,"jamesclay: @GraphDesProject that is an important issue, learner expectations can be a real problem, ""we came to be taught"" is very often heard #ocTEL","
@graphdesproject that is an important issue, learner expectations can be a real problem, ""we came to be taught"" is very often heard #ocTEL
","@graphdesproject that is an important issue, learner expectations can be a real problem, ""we came to be taught"" is very often heard #ocTEL— James Clay (@jamesclay) April 11, 2013",publish,jamesclay-graphdesproject-that-is-an-important-issue-learner-expectations-can-be-a-real-problem-we-came-to-be-taught-is-very-often-heard-octel,2013-04-11 07:59:47,post,"Social networks,Twitter (Q&A)",#ocTEL
1647,271,2013-04-11 08:01:04,veecam: @mhawksey yes that would definitely be very interesting. Following #octel myself and I think that MCQs would be a very good practice.,"
@mhawksey yes that would definitely be very interesting. Following #octel myself and I think that MCQs would be a very good practice.
","@mhawksey yes that would definitely be very interesting. Following #octel myself and I think that MCQs would be a very good practice.— Vanessa Camilleri (@veecam) April 11, 2013",publish,veecam-mhawksey-yes-that-would-definitely-be-very-interesting-following-octel-myself-and-i-think-that-mcqs-would-be-a-very-good-practice,2013-04-11 08:01:04,post,"Twitter (Q&A),Social networks",#ocTEL
1677,1189,2013-04-11 08:20:21,"elenizazani: Have you explored the #ocTel reader? http://t.co/QJBSJqRqVS
Invaluable source even if you don't participate in the #mooc","
",publish,elenizazani-have-you-explored-the-octel-reader-httpt-coqjbsjqrqvsinvaluable-source-even-if-you-dont-participate-in-the-mooc,2013-04-11 08:20:21,post,"Twitter (Q&A),Social networks","mooc,#ocTEL"
1676,1188,2013-04-11 08:22:25,"pepsmccrea: Fancy building your own -OOC? Here's an ingredients list: http://t.co/fHmV8oK7U8 #ocTEL > yes, I know ingredients not enough by themselves","
Fancy building your own -OOC? Here's an ingredients list: goo.gl/CqXxY#ocTEL > yes, I know ingredients not enough by themselves
","Fancy building your own -OOC? Here's an ingredients list: goo.gl/CqXxY #ocTEL > yes, I know ingredients not enough by themselves— Peps Mccrea (@pepsmccrea) April 11, 2013",publish,pepsmccrea-fancy-building-your-own-ooc-heres-an-ingredients-list-httpt-cofhmv8ok7u8-octel-gt-yes-i-know-ingredients-not-enough-by-themselves,2013-04-11 08:22:25,post,"Twitter (Q&A),Social networks",#ocTEL
1675,55,2013-04-11 10:38:46,"hopkinsdavid: Any Leicester tweeps interested in an #ocTEL & MOOC tweet-up next week?","
Any Leicester tweeps interested in an #ocTEL & MOOC tweet-up next week?
","Any Leicester tweeps interested in an #ocTEL & MOOC tweet-up next week?— David Hopkins (@hopkinsdavid) April 11, 2013",publish,hopkinsdavid-any-leicester-tweeps-interested-in-an-octel-amp-mooc-tweet-up-next-week,2013-04-11 10:38:46,post,"Twitter (Q&A),Social networks",#ocTEL
1731,1197,2013-04-11 12:47:44,Digital Visitors and Digital Residents – food for thought for #ocTEL and work,"
Used under CC Licence from: http://www.flickr.com/photos/duboc/7896404652/
I had my mind opened wide on Tuesday this week. It’s always fun, exciting and confusing to come across a new idea or way of thinking and totally changes your current perspectives.
Perspectives
Often as a learning technologist there is a tension between enabling your colleagues to develop content and ideas themselves, working in tandem and using your more specialised technical or pedagogical knowledge to do work on their behalf.
When thinking about enabling confidence with using new technologies or providing recommendations for use in education it leads onto thinking about skills and knowledge development. This can apply equally to students as to academic staff.
One of the debates which has been raging for a few years is around the notion of a gap between the innate skills of younger people ‘digital natives’ and those who were around in an era when there was less technology about ‘digital immigrants’ (i.e. staff / academics / teachers) .
I’ve always been uncomfortable with this notion as it assumes that:
There is a point at which new digital technology has sprung into life and altered society so much. I view this as a simplification – technology has been modifying our society for hundreds of years – it’s just more document-able, visible and fast-paced.
People don’t adapt and that somehow you have to be born into an era to be using it in a consummate way.
It’s divisive suggesting an age-related barrier to technology. (The largest demographic of growth of users on the Internet is now the ‘silver surfers’ 50+)
The event on Tuesday at The University of Leeds entitled “Visitors and Residents: What do students really get up to online and why should we care?” which was by David White, University of Oxford who put forward the idea that it was all about how we engaged and used new technology and services that could be defined.
Digital Visitors and Digital Residents versus Immigrants and Natives
It was this new idea that opened my mind, and addressed the dissatisfaction I’d been feeling about the concept of immigrants and natives.
Essentially, digital visitors are those that use a technology, and when they are not using it no presence or engagement is left. Use is perhaps ad-hoc. Work e-mail could be an example – when you’re not deleting, writing and responding to e-mails nothing remains until you fire it up the next day and start interacting.
FaceBook, on the otherhand with photo albums and comments represents you when you are not using it – a part of you is now ‘resident’ online as part of that technology.
What is not real?
David White also articulated very well dissatisfaction with another concept that had been bugging me – the idea of real and non-real interactions. This was tied with social normalisation of technology. Often people claim the interactions on FaceBook or other technology are not real – their point of reference being they are not physically here. However, it doesn’t make sense anymore to think of a telephone call to your parent(s) as not real – even though you are not physically right next to them when speaking.
Maybe this will change throughout society for newer technologies such as FaceBook – but it would certainly seem for those that engage with technology as a ‘resident’ that this is not even an issue anymore – it is real – just taking place in a new context.
Mapping use of technology
Through the latter section of the session there was a focus on mapping the technology people used and understanding how both ourselves and students may engage with different technology.
This was also very revealing and also provided me with a clear way to address another question I’d been thinking about:
Students are often assumed to be good with technology because they are residents in one or more ways (use of Twitter, FaceBook, etc). But, this does not mean that they would be able to use technology effectively for self-education any more or less than anyone else.
Summary thoughts and further questions
The more you think about something the more there is to know… so lots of questions and things to think about…
I think I have experienced and found a great new way to think about technology approaches to its use in education and society from a individual human-centered perspective (banishing the digital natives concept – this could now be considered just a ‘what I experience when I grow up’ phenomenon which makes generations distinct)
Helps highlights the BIG questions which taking part in #ocTEL and impending dissertation is making me think about:
Changes in society affecting education
How to enable confidence and skills development in students and academics
Tensions between doing and enabling within the role of a learning technologist
Undoubtably there are many points and ideas raised during the session which are not covered here but covered elsewhere – everyone’s interpretation / memory is different:
","I had my mind opened wide on Tuesday this week. It’s always fun, exciting and confusing to come across a new idea or way of thinking and totally changes your current perspectives. Perspectives Often as a learning technologist there is a tension between enabling your colleagues to develop content and …",publish,digital-visitors-and-digital-residents-food-for-thought-for-octel-and-work,2013-04-11 12:47:44,post,"Blog posts,Course Reader","immigrants,dissertation,white,digitial natives,skills,#ocTEL,Technology,student,david"
4602,148,2013-04-11 12:47:44,Digital Visitors and Digital Residents – food for thought for #ocTEL and work,"
Used under CC Licence from: http://www.flickr.com/photos/duboc/7896404652/
I had my mind opened wide on Tuesday this week. It’s always fun, exciting and confusing to come across a new idea or way of thinking and totally changes your current perspectives.
Perspectives
Often as a learning technologist there is a tension between enabling your colleagues to develop content and ideas themselves, working in tandem and using your more specialised technical or pedagogical knowledge to do work on their behalf.
When thinking about enabling confidence with using new technologies or providing recommendations for use in education it leads onto thinking about skills and knowledge development. This can apply equally to students as to academic staff.
One of the debates which has been raging for a few years is around the notion of a gap between the innate skills of younger people ‘digital natives’ and those who were around in an era when there was less technology about ‘digital immigrants’ (i.e. staff / academics / teachers) .
I’ve always been uncomfortable with this notion as it assumes that:
There is a point at which new digital technology has sprung into life and altered society so much. I view this as a simplification – technology has been modifying our society for hundreds of years – it’s just more document-able, visible and fast-paced.
People don’t adapt and that somehow you have to be born into an era to be using it in a consummate way.
It’s divisive suggesting an age-related barrier to technology. (The largest demographic of growth of users on the Internet is now the ‘silver surfers’ 50+)
The event on Tuesday at The University of Leeds entitled “Visitors and Residents: What do students really get up to online and why should we care?” which was by David White, University of Oxford who put forward the idea that it was all about how we engaged and used new technology and services that could be defined.
Digital Visitors and Digital Residents versus Immigrants and Natives
It was this new idea that opened my mind, and addressed the dissatisfaction I’d been feeling about the concept of immigrants and natives.
Essentially, digital visitors are those that use a technology, and when they are not using it no presence or engagement is left. Use is perhaps ad-hoc. Work e-mail could be an example – when you’re not deleting, writing and responding to e-mails nothing remains until you fire it up the next day and start interacting.
FaceBook, on the otherhand with photo albums and comments represents you when you are not using it – a part of you is now ‘resident’ online as part of that technology.
What is not real?
David White also articulated very well dissatisfaction with another concept that had been bugging me – the idea of real and non-real interactions. This was tied with social normalisation of technology. Often people claim the interactions on FaceBook or other technology are not real – their point of reference being they are not physically here. However, it doesn’t make sense anymore to think of a telephone call to your parent(s) as not real – even though you are not physically right next to them when speaking.
Maybe this will change throughout society for newer technologies such as FaceBook – but it would certainly seem for those that engage with technology as a ‘resident’ that this is not even an issue anymore – it is real – just taking place in a new context.
Mapping use of technology
Through the latter section of the session there was a focus on mapping the technology people used and understanding how both ourselves and students may engage with different technology.
This was also very revealing and also provided me with a clear way to address another question I’d been thinking about:
Students are often assumed to be good with technology because they are residents in one or more ways (use of Twitter, FaceBook, etc). But, this does not mean that they would be able to use technology effectively for self-education any more or less than anyone else.
Summary thoughts and further questions
The more you think about something the more there is to know… so lots of questions and things to think about…
I think I have experienced and found a great new way to think about technology approaches to its use in education and society from a individual human-centered perspective (banishing the digital natives concept – this could now be considered just a ‘what I experience when I grow up’ phenomenon which makes generations distinct)
Helps highlights the BIG questions which taking part in #ocTEL and impending dissertation is making me think about:
Changes in society affecting education
How to enable confidence and skills development in students and academics
Tensions between doing and enabling within the role of a learning technologist
Undoubtably there are many points and ideas raised during the session which are not covered here but covered elsewhere – everyone’s interpretation / memory is different:
","I had my mind opened wide on Tuesday this week. It’s always fun, exciting and confusing to come across a new idea or way of thinking and totally changes your current perspectives. Perspectives Often as a learning technologist there is a tension between enabling your colleagues to develop content and …",publish,digital-visitors-and-digital-residents-food-for-thought-for-octel-and-work-2,2013-04-11 12:47:44,post,"Blog posts,Course Reader","david,Technology,student,immigrants,skills,dissertation,white,#ocTEL,digitial natives"
4702,1197,2013-04-11 12:47:44,Digital Visitors and Digital Residents – food for thought for #ocTEL and work,"
Used under CC Licence from: http://www.flickr.com/photos/duboc/7896404652/
I had my mind opened wide on Tuesday this week. It’s always fun, exciting and confusing to come across a new idea or way of thinking and totally changes your current perspectives.
Perspectives
Often as a learning technologist there is a tension between enabling your colleagues to develop content and ideas themselves, working in tandem and using your more specialised technical or pedagogical knowledge to do work on their behalf.
When thinking about enabling confidence with using new technologies or providing recommendations for use in education it leads onto thinking about skills and knowledge development. This can apply equally to students as to academic staff.
One of the debates which has been raging for a few years is around the notion of a gap between the innate skills of younger people ‘digital natives’ and those who were around in an era when there was less technology about ‘digital immigrants’ (i.e. staff / academics / teachers) .
I’ve always been uncomfortable with this notion as it assumes that:
There is a point at which new digital technology has sprung into life and altered society so much. I view this as a simplification – technology has been modifying our society for hundreds of years – it’s just more document-able, visible and fast-paced.
People don’t adapt and that somehow you have to be born into an era to be using it in a consummate way.
It’s divisive suggesting an age-related barrier to technology. (The largest demographic of growth of users on the Internet is now the ‘silver surfers’ 50+)
The event on Tuesday at The University of Leeds entitled “Visitors and Residents: What do students really get up to online and why should we care?” which was by David White, University of Oxford who put forward the idea that it was all about how we engaged and used new technology and services that could be defined.
Digital Visitors and Digital Residents versus Immigrants and Natives
It was this new idea that opened my mind, and addressed the dissatisfaction I’d been feeling about the concept of immigrants and natives.
Essentially, digital visitors are those that use a technology, and when they are not using it no presence or engagement is left. Use is perhaps ad-hoc. Work e-mail could be an example – when you’re not deleting, writing and responding to e-mails nothing remains until you fire it up the next day and start interacting.
FaceBook, on the otherhand with photo albums and comments represents you when you are not using it – a part of you is now ‘resident’ online as part of that technology.
What is not real?
David White also articulated very well dissatisfaction with another concept that had been bugging me – the idea of real and non-real interactions. This was tied with social normalisation of technology. Often people claim the interactions on FaceBook or other technology are not real – their point of reference being they are not physically here. However, it doesn’t make sense anymore to think of a telephone call to your parent(s) as not real – even though you are not physically right next to them when speaking.
Maybe this will change throughout society for newer technologies such as FaceBook – but it would certainly seem for those that engage with technology as a ‘resident’ that this is not even an issue anymore – it is real – just taking place in a new context.
Mapping use of technology
Through the latter section of the session there was a focus on mapping the technology people used and understanding how both ourselves and students may engage with different technology.
This was also very revealing and also provided me with a clear way to address another question I’d been thinking about:
Students are often assumed to be good with technology because they are residents in one or more ways (use of Twitter, FaceBook, etc). But, this does not mean that they would be able to use technology effectively for self-education any more or less than anyone else.
Summary thoughts and further questions
The more you think about something the more there is to know… so lots of questions and things to think about…
I think I have experienced and found a great new way to think about technology approaches to its use in education and society from a individual human-centered perspective (banishing the digital natives concept – this could now be considered just a ‘what I experience when I grow up’ phenomenon which makes generations distinct)
Helps highlights the BIG questions which taking part in #ocTEL and impending dissertation is making me think about:
Changes in society affecting education
How to enable confidence and skills development in students and academics
Tensions between doing and enabling within the role of a learning technologist
Undoubtably there are many points and ideas raised during the session which are not covered here but covered elsewhere – everyone’s interpretation / memory is different:
","I had my mind opened wide on Tuesday this week. It’s always fun, exciting and confusing to come across a new idea or way of thinking and totally changes your current perspectives. Perspectives Often as a learning technologist there is a tension between enabling your colleagues to develop content and …",publish,digital-visitors-and-digital-residents-food-for-thought-for-octel-and-work-3,2013-04-11 12:47:44,post,"Blog posts,Course Reader","digitial natives,student,david,#ocTEL,Technology,immigrants,skills,dissertation,white"
5680,1197,2013-04-11 12:47:44,Digital Visitors and Digital Residents – food for thought for #ocTEL and work,"
Used under CC Licence from: http://www.flickr.com/photos/duboc/7896404652/
I had my mind opened wide on Tuesday this week. It’s always fun, exciting and confusing to come across a new idea or way of thinking and totally changes your current perspectives.
Perspectives
Often as a learning technologist there is a tension between enabling your colleagues to develop content and ideas themselves, working in tandem and using your more specialised technical or pedagogical knowledge to do work on their behalf.
When thinking about enabling confidence with using new technologies or providing recommendations for use in education it leads onto thinking about skills and knowledge development. This can apply equally to students as to academic staff.
One of the debates which has been raging for a few years is around the notion of a gap between the innate skills of younger people ‘digital natives’ and those who were around in an era when there was less technology about ‘digital immigrants’ (i.e. staff / academics / teachers) .
I’ve always been uncomfortable with this notion as it assumes that:
There is a point at which new digital technology has sprung into life and altered society so much. I view this as a simplification – technology has been modifying our society for hundreds of years – it’s just more document-able, visible and fast-paced.
People don’t adapt and that somehow you have to be born into an era to be using it in a consummate way.
It’s divisive suggesting an age-related barrier to technology. (The largest demographic of growth of users on the Internet is now the ‘silver surfers’ 50+)
The event on Tuesday at The University of Leeds entitled “Visitors and Residents: What do students really get up to online and why should we care?” which was by David White, University of Oxford who put forward the idea that it was all about how we engaged and used new technology and services that could be defined.
Digital Visitors and Digital Residents versus Immigrants and Natives
It was this new idea that opened my mind, and addressed the dissatisfaction I’d been feeling about the concept of immigrants and natives.
Essentially, digital visitors are those that use a technology, and when they are not using it no presence or engagement is left. Use is perhaps ad-hoc. Work e-mail could be an example – when you’re not deleting, writing and responding to e-mails nothing remains until you fire it up the next day and start interacting.
FaceBook, on the otherhand with photo albums and comments represents you when you are not using it – a part of you is now ‘resident’ online as part of that technology.
What is not real?
David White also articulated very well dissatisfaction with another concept that had been bugging me – the idea of real and non-real interactions. This was tied with social normalisation of technology. Often people claim the interactions on FaceBook or other technology are not real – their point of reference being they are not physically here. However, it doesn’t make sense anymore to think of a telephone call to your parent(s) as not real – even though you are not physically right next to them when speaking.
Maybe this will change throughout society for newer technologies such as FaceBook – but it would certainly seem for those that engage with technology as a ‘resident’ that this is not even an issue anymore – it is real – just taking place in a new context.
Mapping use of technology
Through the latter section of the session there was a focus on mapping the technology people used and understanding how both ourselves and students may engage with different technology.
This was also very revealing and also provided me with a clear way to address another question I’d been thinking about:
Students are often assumed to be good with technology because they are residents in one or more ways (use of Twitter, FaceBook, etc). But, this does not mean that they would be able to use technology effectively for self-education any more or less than anyone else.
Summary thoughts and further questions
The more you think about something the more there is to know… so lots of questions and things to think about…
I think I have experienced and found a great new way to think about technology approaches to its use in education and society from a individual human-centered perspective (banishing the digital natives concept – this could now be considered just a ‘what I experience when I grow up’ phenomenon which makes generations distinct)
Helps highlights the BIG questions which taking part in #ocTEL and impending dissertation is making me think about:
Changes in society affecting education
How to enable confidence and skills development in students and academics
Tensions between doing and enabling within the role of a learning technologist
Undoubtably there are many points and ideas raised during the session which are not covered here but covered elsewhere – everyone’s interpretation / memory is different:
","I had my mind opened wide on Tuesday this week. It’s always fun, exciting and confusing to come across a new idea or way of thinking and totally changes your current perspectives. Perspectives Often as a learning technologist there is a tension between enabling your colleagues to develop content and …",publish,digital-visitors-and-digital-residents-food-for-thought-for-octel-and-work-4,2013-04-11 12:47:44,post,"Blog posts,Course Reader","immigrants,skills,dissertation,white,Technology,digitial natives,#ocTEL,student,david"
1691,1191,2013-04-11 13:32:13,King taps tech industry veteran Robert Cohn as a new member of its board of directors http://ow.ly/2w6oxv...,"
Game company King today announce that it's adding tech industry veteran and former co-founder and CEO of voice mail supplier Octel Communications Robert Cohn to its board of directors. "We are excited to have Bob join our board given his broad…
Game company King today announce that it's adding tech industry veteran and former co-founder and CEO of voice mail supplier Octel Communications Robert Cohn to its board of directors. ""We are excited to have Bob join our board given his broad…
",publish,king-taps-tech-industry-veteran-robert-cohn-as-a-new-member-of-its-board-of-directors-httpow-ly2w6oxv,2013-04-11 13:32:13,post,"Social networks,Course Reader,Google+",
1687,637,2013-04-11 14:42:26,"Introduction & Big Question","
My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics so the knowledge gained via this MOOC should help me better support academic colleagues at UoH.
I have signed up for three Coursera MOOCs in the last 8 months which I have not completed. I am part of the massive participant drop-out stats cited against MOOCS. I am hoping that I will be able to complete the OCTEL MOOC. I believe I have a better chance because doing the OCTEL MOOC is part of my work activity whereas I have had to do previous Coursera MOOCs at home outside work hours when I was too tired and busy to engage with them.
My big question is:
What makes academics adopt good TEL practices – what makes them cross the change threshold of dropping an old TEL practice and adopting a new one?
","My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics so the knowledge gained via this MOOC should help me better support academic colleagues at UoH. I have signed up for [...]",publish,introduction-big-question,2013-04-11 14:42:26,post,"Blog posts,Course Reader",Uncategorized
4647,637,2013-04-11 14:42:26,"Introduction & Big Question","
My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics so the knowledge gained via this MOOC should help me better support academic colleagues at UoH.
I have signed up for three Coursera MOOCs in the last 8 months which I have not completed. I am part of the massive participant drop-out stats cited against MOOCS. I am hoping that I will be able to complete the OCTEL MOOC. I believe I have a better chance because doing the OCTEL MOOC is part of my work activity whereas I have had to do previous Coursera MOOCs at home outside work hours when I was too tired and busy to engage with them.
My big question is:
What makes academics adopt good TEL practices – what makes them cross the change threshold of dropping an old TEL practice and adopting a new one?
","My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics so the knowledge gained via this MOOC should help me better support academic colleagues at UoH. I have signed up for [...]",publish,introduction-big-question-2,2013-04-11 14:42:26,post,"Course Reader,Blog posts",Uncategorized
4665,637,2013-04-11 14:42:26,"Introduction & Big Question","
My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics so the knowledge gained via this MOOC should help me better support academic colleagues at UoH.
I have signed up for three Coursera MOOCs in the last 8 months which I have not completed. I am part of the massive participant drop-out stats cited against MOOCS. I am hoping that I will be able to complete the OCTEL MOOC. I believe I have a better chance because doing the OCTEL MOOC is part of my work activity whereas I have had to do previous Coursera MOOCs at home outside work hours when I was too tired and busy to engage with them.
My big question is:
What makes academics adopt good TEL practices – what makes them cross the change threshold of dropping an old TEL practice and adopting a new one?
","My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics so the knowledge gained via this MOOC should help me better support academic colleagues at UoH. I have signed up for [...]",publish,introduction-big-question-3,2013-04-11 14:42:26,post,"Course Reader,Blog posts",Uncategorized
4842,637,2013-04-11 14:42:26,"Introduction & Big Question","
My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics so the knowledge gained via this MOOC should help me better support academic colleagues at UoH.
I have signed up for three Coursera MOOCs in the last 8 months which I have not completed. I am part of the massive participant drop-out stats cited against MOOCS. I am hoping that I will be able to complete the OCTEL MOOC. I believe I have a better chance because doing the OCTEL MOOC is part of my work activity whereas I have had to do previous Coursera MOOCs at home outside work hours when I was too tired and busy to engage with them.
My big question is:
What makes academics adopt good TEL practices – what makes them cross the change threshold of dropping an old TEL practice and adopting a new one?
","My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics so the knowledge gained via this MOOC should help me better support academic colleagues at UoH. I have signed up for [...]",publish,introduction-big-question-4,2013-04-11 14:42:26,post,"Course Reader,Blog posts",Uncategorized
2226,1190,2013-04-11 15:11:32,My first OCTEL blog post - Introduction and Big Question:,"
My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics ...
My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics ...
",publish,my-first-octel-blog-post-introduction-and-big-question-2,2013-04-11 15:11:32,post,"Course Reader,Social networks,Google+",
1690,1190,2013-04-11 15:14:30,My first OCTEL blog post - Introduction and Big Question:,"
My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics ...
My name is Olaojo Aiyegbayo and I work as a Research Assistant at the University of Huddersfield’s Teaching and Learning Institute. I don’t do any teaching at the moment but I do support academics ...
",publish,my-first-octel-blog-post-introduction-and-big-question,2013-04-11 15:14:30,post,"Social networks,Course Reader,Google+",
2020,543,2013-04-11 16:54:32,My BIG question part II,"
Thanks to Kathrine Jensen for pointing me to The Tidy Librarian’s blog, in particular her post reflecting on the recent LILAC conference (http://thetidylibrarian.blogspot.co.uk/2013/04/lilac-conference-25th-27th-march-2013.html). Reading this has made me think about my own practice and what it is I really want to achieve through TEL. Central to this is the importance of active learning – I was reminded of this looking through the slides of Emily Shields, Rosie Jones and Karen Peters’ presentation. According to Dale’s 1969 Cone of Learning model, two weeks after being taught something, we retain only 10% of what we have read, but 90% of what we have said and done. My main objective for myself at present is to incorporate more active learning into my teaching sessions so my 2nd big question is
“How can TEL help me to incorporate more active learning into my sessions?”
","Thanks to Kathrine Jensen for pointing me to The Tidy Librarian’s blog, in particular her post reflecting on the recent LILAC conference (http://thetidylibrarian.blogspot.co.uk/2013/04/lilac-conference-25th-27th-march-2013.html). Reading this has made me think about my own practice and what it is I really want to achieve through TEL. Central to this is the importance of active learning – I was reminded […]",publish,my-big-question-part-ii,2013-04-11 16:54:32,post,"Blog posts,Course Reader",Uncategorized
4825,543,2013-04-11 16:54:32,My BIG question part II,"
Thanks to Kathrine Jensen for pointing me to The Tidy Librarian’s blog, in particular her post reflecting on the recent LILAC conference (http://thetidylibrarian.blogspot.co.uk/2013/04/lilac-conference-25th-27th-march-2013.html). Reading this has made me think about my own practice and what it is I really want to achieve through TEL. Central to this is the importance of active learning – I was reminded of this looking through the slides of Emily Shields, Rosie Jones and Karen Peters’ presentation. According to Dale’s 1969 Cone of Learning model, two weeks after being taught something, we retain only 10% of what we have read, but 90% of what we have said and done. My main objective for myself at present is to incorporate more active learning into my teaching sessions so my 2nd big question is
“How can TEL help me to incorporate more active learning into my sessions?”
","Thanks to Kathrine Jensen for pointing me to The Tidy Librarian’s blog, in particular her post reflecting on the recent LILAC conference (http://thetidylibrarian.blogspot.co.uk/2013/04/lilac-conference-25th-27th-march-2013.html). Reading this has made me think about my own practice and what it is I really want to achieve through TEL. Central to this is the importance of active learning – I was reminded […]",publish,my-big-question-part-ii-2,2013-04-11 16:54:32,post,"Course Reader,Blog posts",Uncategorized
1695,1192,2013-04-11 17:14:12,King now sees 12 billion gameplay sessions a month worldwide,"
Game company King today announce that it's adding tech industry veteran and former co-founder and CEO of voice mail supplier Octel Communications Robert Cohn to its board of directors. "We are excited...
Game company King today announce that it's adding tech industry veteran and former co-founder and CEO of voice mail supplier Octel Communications Robert Cohn to its board of directors. ""We are excited...
",publish,king-now-sees-12-billion-gameplay-sessions-a-month-worldwide,2013-04-11 17:14:12,post,"Google+,Course Reader,Social networks",
1696,1193,2013-04-11 17:14:12,King now sees 12 billion gameplay sessions a month worldwide,"
Game company King today announce that it's adding tech industry veteran and former co-founder and CEO of voice mail supplier Octel Communications Robert Cohn to its board of directors. "We are excited...
Game company King today announce that it's adding tech industry veteran and former co-founder and CEO of voice mail supplier Octel Communications Robert Cohn to its board of directors. ""We are excited...
",publish,king-now-sees-12-billion-gameplay-sessions-a-month-worldwide-2,2013-04-11 17:14:12,post,"Course Reader,Social networks,Google+",
1701,1183,2013-04-11 21:17:01,Creating a culture of TEL,"
Phil Tubman
Thu, 11 Apr 2013 21:17:01 GMT
- Mobile
Red Flags. Many years ago, in 1999, I facilitated and delivered an online course, using First Class on how to facilitate and deliver online. The participants were college staff, many of whom had limit...
","
Phil Tubman
Thu, 11 Apr 2013 21:17:01 GMT
- Mobile
Red Flags. Many years ago, in 1999, I facilitated and delivered an online course, using First Class on how to facilitate and deliver online. The participants were college staff, many of whom had limit...
","
Phil Tubman
Thu, 11 Apr 2013 21:21:00 GMT
- Mobile
#octel g+ community
",publish,octel-g-community,2013-04-11 21:21:00,post,"Google+,Course Reader,Social networks",
1703,1194,2013-04-11 22:37:54,introduction,Hi veryone
My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com
Thanks
Tony,Hi veryoneMy bio and questions can be foubnd at my blogg... tonyh161a@wordpress.comThanksTony,publish,introduction-18,2013-04-11 22:37:54,post,"JISCMail,Course Reader,Lists",
4911,1194,2013-04-11 22:37:54,introduction,Hi veryone
My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com
Thanks
Tony,Hi veryoneMy bio and questions can be foubnd at my blogg... tonyh161a@wordpress.comThanksTony,publish,introduction-25,2013-04-11 22:37:54,post,"Course Reader,JISCMail,Lists",
5407,1194,2013-04-11 22:37:54,introduction,Hi veryone
My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com
Thanks
Tony,Hi veryoneMy bio and questions can be foubnd at my blogg... tonyh161a@wordpress.comThanksTony,publish,introduction-46,2013-04-11 22:37:54,post,"Lists,Course Reader,JISCMail",
5758,1194,2013-04-11 22:37:54,introduction,Hi veryone
My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com
Thanks
Tony,Hi veryoneMy bio and questions can be foubnd at my blogg... tonyh161a@wordpress.comThanksTony,publish,introduction-66,2013-04-11 22:37:54,post,"Lists,JISCMail,Course Reader",
1706,1195,2013-04-12 00:12:11,Re: Questions,"Thanks Tom, That's really helpful to get a big picture of where people are coming from.
Diane Hockridge Distance & Online Education Coordinator Sydney College of Divinity
email: dianeh@scd.edu.au
PO Box 1882 Macquarie Centre NSW 2113 Tel:(02) 9889 1969 Fax: (02) 9889 2281 Mobile: 0402 978 038 Web: scd.edu.au
The Sydney College of Divinity is a Higher Education Institution providing Quality Theological Education through its member institutions: Australian College of Ministries (Sydney), Catholic Institute of Sydney (Sydney and Auckland), Emmaus Bible College (Sydney and Perth), Nazarene Theological College (Brisbane), NSW College of Clinical Pastoral Education (Sydney), St Andrew's Greek Orthodox Theological [...]","Thanks Tom, That's really helpful to get a big picture of where people are coming from.
Diane Hockridge Distance & Online Education Coordinator Sydney College of Divinity
email: dianeh@scd.edu.au
PO Box 1882 Macquarie Centre NSW 2113 Tel:(02) 9889 1969 Fax: (02) 9889 2281 Mobile: 0402 978 038 Web: scd.edu.au
The Sydney College of Divinity is a Higher Education Institution providing Quality Theological Education through its member institutions: Australian College of Ministries (Sydney), Catholic Institute of Sydney (Sydney and Auckland), Emmaus Bible College (Sydney and Perth), Nazarene Theological College (Brisbane), NSW College of Clinical Pastoral Education (Sydney), St Andrew's Greek Orthodox Theological [...]",publish,re-questions,2013-04-12 00:12:11,post,"JISCMail,Lists,Course Reader",
4910,1195,2013-04-12 00:12:11,Re: Questions,"Thanks Tom, That's really helpful to get a big picture of where people are coming from.
Diane Hockridge Distance & Online Education Coordinator Sydney College of Divinity
email: dianeh@scd.edu.au
PO Box 1882 Macquarie Centre NSW 2113 Tel:(02) 9889 1969 Fax: (02) 9889 2281 Mobile: 0402 978 038 Web: scd.edu.au
The Sydney College of Divinity is a Higher Education Institution providing Quality Theological Education through its member institutions: Australian College of Ministries (Sydney), Catholic Institute of Sydney (Sydney and Auckland), Emmaus Bible College (Sydney and Perth), Nazarene Theological College (Brisbane), NSW College of Clinical Pastoral Education (Sydney), St Andrew's Greek Orthodox Theological [...]","Thanks Tom, That's really helpful to get a big picture of where people are coming from.
Diane Hockridge Distance & Online Education Coordinator Sydney College of Divinity
email: dianeh@scd.edu.au
PO Box 1882 Macquarie Centre NSW 2113 Tel:(02) 9889 1969 Fax: (02) 9889 2281 Mobile: 0402 978 038 Web: scd.edu.au
The Sydney College of Divinity is a Higher Education Institution providing Quality Theological Education through its member institutions: Australian College of Ministries (Sydney), Catholic Institute of Sydney (Sydney and Auckland), Emmaus Bible College (Sydney and Perth), Nazarene Theological College (Brisbane), NSW College of Clinical Pastoral Education (Sydney), St Andrew's Greek Orthodox Theological [...]",publish,re-questions-2,2013-04-12 00:12:11,post,"Lists,Course Reader,JISCMail",
5406,1195,2013-04-12 00:12:11,Re: Questions,"Thanks Tom, That's really helpful to get a big picture of where people are coming from.
Diane Hockridge Distance & Online Education Coordinator Sydney College of Divinity
email: dianeh@scd.edu.au
PO Box 1882 Macquarie Centre NSW 2113 Tel:(02) 9889 1969 Fax: (02) 9889 2281 Mobile: 0402 978 038 Web: scd.edu.au
The Sydney College of Divinity is a Higher Education Institution providing Quality Theological Education through its member institutions: Australian College of Ministries (Sydney), Catholic Institute of Sydney (Sydney and Auckland), Emmaus Bible College (Sydney and Perth), Nazarene Theological College (Brisbane), NSW College of Clinical Pastoral Education (Sydney), St Andrew's Greek Orthodox Theological [...]","Thanks Tom, That's really helpful to get a big picture of where people are coming from.
Diane Hockridge Distance & Online Education Coordinator Sydney College of Divinity
email: dianeh@scd.edu.au
PO Box 1882 Macquarie Centre NSW 2113 Tel:(02) 9889 1969 Fax: (02) 9889 2281 Mobile: 0402 978 038 Web: scd.edu.au
The Sydney College of Divinity is a Higher Education Institution providing Quality Theological Education through its member institutions: Australian College of Ministries (Sydney), Catholic Institute of Sydney (Sydney and Auckland), Emmaus Bible College (Sydney and Perth), Nazarene Theological College (Brisbane), NSW College of Clinical Pastoral Education (Sydney), St Andrew's Greek Orthodox Theological [...]",publish,re-questions-3,2013-04-12 00:12:11,post,"Course Reader,JISCMail,Lists",
5757,1195,2013-04-12 00:12:11,Re: Questions,"Thanks Tom, That's really helpful to get a big picture of where people are coming from.
Diane Hockridge Distance & Online Education Coordinator Sydney College of Divinity
email: dianeh@scd.edu.au
PO Box 1882 Macquarie Centre NSW 2113 Tel:(02) 9889 1969 Fax: (02) 9889 2281 Mobile: 0402 978 038 Web: scd.edu.au
The Sydney College of Divinity is a Higher Education Institution providing Quality Theological Education through its member institutions: Australian College of Ministries (Sydney), Catholic Institute of Sydney (Sydney and Auckland), Emmaus Bible College (Sydney and Perth), Nazarene Theological College (Brisbane), NSW College of Clinical Pastoral Education (Sydney), St Andrew's Greek Orthodox Theological [...]","Thanks Tom, That's really helpful to get a big picture of where people are coming from.
Diane Hockridge Distance & Online Education Coordinator Sydney College of Divinity
email: dianeh@scd.edu.au
PO Box 1882 Macquarie Centre NSW 2113 Tel:(02) 9889 1969 Fax: (02) 9889 2281 Mobile: 0402 978 038 Web: scd.edu.au
The Sydney College of Divinity is a Higher Education Institution providing Quality Theological Education through its member institutions: Australian College of Ministries (Sydney), Catholic Institute of Sydney (Sydney and Auckland), Emmaus Bible College (Sydney and Perth), Nazarene Theological College (Brisbane), NSW College of Clinical Pastoral Education (Sydney), St Andrew's Greek Orthodox Theological [...]",publish,re-questions-4,2013-04-12 00:12:11,post,"Course Reader,Lists,JISCMail",
1710,896,2013-04-12 01:23:17,Open Course in Technology Enhanced Learning - week 0,Storify digital article on the week 0 webinar of the ocTEL course.,"",publish,open-course-in-technology-enhanced-learning-week-0,2013-04-12 01:23:17,post,"Other,Course Reader","Pedagogical Pattern Collector,#ocTEL,Diana Laurillard"
2409,689,2013-04-12 03:54:06,ocTEL Week 0,"ocTEL Week 0:
",ocTEL Week 0: My Week 0 submission. Summarizes all the Week 0 offerings I could find.http://slidespeech.com/s/ms5W0ikPen?autoplay=trueTo modify the voice over of this presentation:http://slidespeech.com/edit.html?code=ms5W0ikPen,publish,octel-week-0,2013-04-12 03:54:06,post,"Blog posts,Course Reader",#ocTEL
4651,689,2013-04-12 03:54:06,ocTEL Week 0,"ocTEL Week 0:
",ocTEL Week 0: My Week 0 submission. Summarizes all the Week 0 offerings I could find.http://slidespeech.com/s/ms5W0ikPen?autoplay=trueTo modify the voice over of this presentation:http://slidespeech.com/edit.html?code=ms5W0ikPen,publish,octel-week-0-2,2013-04-12 03:54:06,post,"Blog posts,Course Reader",#ocTEL
5126,689,2013-04-12 03:54:06,ocTEL Week 0,"ocTEL Week 0:
",ocTEL Week 0: My Week 0 submission. Summarizes all the Week 0 offerings I could find.http://slidespeech.com/s/ms5W0ikPen?autoplay=trueTo modify the voice over of this presentation:http://slidespeech.com/edit.html?code=ms5W0ikPen,publish,octel-week-0-3,2013-04-12 03:54:06,post,"Course Reader,Blog posts",#ocTEL
5186,689,2013-04-12 03:54:06,ocTEL Week 0,"ocTEL Week 0:
",ocTEL Week 0: My Week 0 submission. Summarizes all the Week 0 offerings I could find.http://slidespeech.com/s/ms5W0ikPen?autoplay=trueTo modify the voice over of this presentation:http://slidespeech.com/edit.html?code=ms5W0ikPen,publish,octel-week-0-4,2013-04-12 03:54:06,post,"Course Reader,Blog posts",#ocTEL
1712,1185,2013-04-12 03:56:00,"My Week 0 submission at ocTEL. Summarizes all the Week 0 offerings I could find.
http://slidespeech.com...","
John Graves
Fri, 12 Apr 2013 03:56:00 GMT
- Community
The MOOC: This is an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges. http://octel.alt.ac.uk/
The MOOC: This is an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges. http://octel.alt.ac.uk/
","RT @philtubman: anyone want to join me in phil100 on mystudycloud.com ? student centred social network vle looks interesting... #octel— ALT ocTEL course (@ALTocTEL) April 12, 2013",publish,altoctel-rt-philtubman-anyone-want-to-join-me-in-phil100-on-httpt-co3jf0gbrdfs-student-centred-social-network-vle-looks-interesting-octel,2013-04-12 04:14:00,post,"Social networks,Twitter (Q&A)",#ocTEL
1909,512,2013-04-12 05:36:28,Creating Our Own Narratives,"
I downloaded my Twitter archive and started sifting through tweets of the past, beginning in April 2009. Revisiting this archive is a bit like sorting through handwritten letters in a shoebox, mixed with flipping through the pages of my old hardbound journals -- grounding myself in certain moments of time and opening that magical window to ideas first thought, to emotions once felt.
Experiment with Twitter - activity 0.3 #OcTEL. First, read this to be inspired about twitter. Beautiful blog too so enjoy it all.
","Reblogged from Writing Through the Fog: I downloaded my Twitter archive and started sifting through tweets of the past, beginning in April 2009. Revisiting this archive is a bit like sorting through handwritten letters in a shoebox, mixed with flipping through the pages of my old hardbound journals -- grounding myself in certain moments of time [...]",publish,creating-our-own-narratives,2013-04-12 05:36:28,post,"Blog posts,Course Reader",Uncategorized
1830,1179,2013-04-12 06:20:53,kerr63: RT @MITOCW Why Do Students Enroll in (But Don’t Complete) MOOC Courses? (Mind/Shift KQED) http://t.co/sUF0cDsluU #mooc #ocTEL,"
RT @mitocw Why Do Students Enroll in (But Don’t Complete) MOOC Courses? (Mind/Shift KQED) ow.ly/jVzZF#mooc#ocTEL
",publish,kerr63-rt-mitocw-why-do-students-enroll-in-but-dont-complete-mooc-courses-mindshift-kqed-httpt-cosuf0cdsluu-mooc-octel,2013-04-12 06:20:53,post,"Twitter (Q&A),Social networks","mooc,#ocTEL"
1908,512,2013-04-12 07:00:47,Digital Visitors and Residents,"
My twitter explorations lead to finding this today. So there’s a positive. I guess that I was searching for ‘motivations to engage with the digital environment’ in my musings over the meaning of participation whilst also wondering if I am too old to get to grips with this. I was inspired by Diana Laurillard response to a big question in the webinar yesterday about ‘reluctant’ staff – aren’t we all unskilled / time-short and lacking in confidence? This also linked with a later discussion on whether as teachers we could do this for ourselves – if we don’t it will be some bright spark from Computer Engineering that gives us what they think we need. That’s a rallying call to get involved or get lumbered! Love carrot and stick – works for me every time.
So from the work below I can see that I tick quite a lot of the visitor boxes – seeking out authoritative sources, thinking taking place offline – users not members…back to participation. But can definitely see some potential in the other side. Off to muse offline, obviously.
","My twitter explorations lead to finding this today. So there’s a positive. I guess that I was searching for ‘motivations to engage with the digital environment’ in my musings over the meaning of participation whilst also wondering if I am too old to get to grips with this. I was inspired by Diana Laurillard response [...]",publish,digital-visitors-and-residents,2013-04-12 07:00:47,post,"Blog posts,Course Reader",Uncategorized
1717,946,2013-04-12 07:20:51,It’s not Napster,"
Interesting Examples of Technology Enhanced Learning – ocTEL
Probably the most interesting example of TEL for me at the moment is the MOOC, but probably not in the way you would expect.
What interests me about MOOCs is the hype surrounding them and a belief that they will have a significant impact on the HE sector. Some have been saying that MOOCs are to HE, in the same way that Napster was to the music industry. I am less confident in that view, but I do wonder (as someone who works in formal education) if I am thinking as a record company rather than an innovator.
The thing is that over the last few years there have been a fair few ideas and technologies that people have talked about as revolutionising education.
Go back to the 1990s and lots of people back then were talking about how online learning and VLEs were going to revolutionise education. Fast forward to today and VLEs are embedded in a fair few educational organisations (and used intermittently in others) however the VLE is in the main used to enhance and enrich an existing educational experience. You still have traditional classroom and lecture theatre delivery, but there is support, communication tools, extra resources and activities on the VLE that allow for a more personalised and individual learning experience. Rarely will you see a course delivered wholly on the VLE and where you do, it’s usually by an organisation that was doing that kind of remote learning before with paper.
In 2006 many people were talking about mobile learning (oh and still are) and how mobile devices were going to break apart traditional education delivery allowing learning to happen at a time and place to suit the learner. Fast forward again and what we find is that mobile devices are again in the main used to enhance and enrich an existing educational experience. Learners use mobile devices to access additional information and resources, as well as communicate. Services such as Twitter which work well on mobile devices allows back channel communication and sharing of resources and links. You aren’t seeing in the mainstream whole courses designed to be delivered on a mobile device. Some subject areas have made good use of mobile learning, but as with the VLE, the real strength of mobile has been to add value to a traditional learning experience.
Go back just a few years and everyone was talking about the PLE (Personal Learning Environment), how every learner could create their own learning environment, how Web 2.0 tools could take learning outside not just the institutional VLE, but also allow learning in communities and add an element of social learning. At a simple level, in a PLE, a learner would use a range of web based tools and services to create their own learning environment, engaging with learning communities across a range of institutions. Though that is happening today, it certainly isn’t mainstream.
I don’t see mainstream education using the PLE concept, yes individuals are pushing it and encouraging their learners to engage with web tools and services, but the PLE revolution that was talked about, just hasn’t happened and the term is rarely referred to or mentioned today in discussions about learning technologies. Certainly I don’t think I have seen the term PLE in any of the discussions in this MOOC.
In many ways I do think that MOOC is similar to what we have seen before. A lot of people evangelise how this “concept” will revolutionise education and cause traditional institutions to change. Personally I don’t see that happening.
In many ways MOOCs for me are an evolution of the PLE. By adding content and structure to the PLE you get a MOOC.
So will MOOCs revolutionise education in the same way that Napster changed the music industry?
What needs to be remembered is that there were lots of other services at that time, as well as other technologies, it wasn’t just Napster that had an impact on the music industry. Well maybe we should look whether it was just Napster, in many ways I think mp3 and the iPod (and iTunes) had a bigger impact. Also where is Napster now, the original Napster concept that is? It’s gone.
MOOCs will change education, the fact we are talking and discussing them implies that this will feed into how we work and support learning. But is it Napster? I don’t think it is.
","Interesting Examples of Technology Enhanced Learning – ocTEL Probably the most interesting example of TEL for me at the moment is the MOOC, but probably not in the way you would expect. What interests me about MOOCs is the hype surrounding them and a belief that they will have a significant impact on the HE [...]",publish,its-not-napster,2013-04-12 07:20:51,post,"Blog posts,Course Reader","ple,VLE,ALT,#ocTEL,mobile,mooc,napster,mobile learning"
1714,946,2013-04-12 07:22:14,#ocTEL It's not Napster ,"
James Clay
Fri, 12 Apr 2013 07:22:14 GMT
- Google+
Interesting Examples of Technology Enhanced Learning – ocTEL. Probably the most interesting example of TEL for me at the moment is the MOOC, but probably not in the way you would expect. What interest...
","
James Clay
Fri, 12 Apr 2013 07:22:14 GMT
- Google+
Interesting Examples of Technology Enhanced Learning – ocTEL. Probably the most interesting example of TEL for me at the moment is the MOOC, but probably not in the way you would expect. What interest...
",publish,octel-its-not-napster,2013-04-12 07:22:14,post,"Course Reader,Google+,Social networks",
1829,388,2013-04-12 07:40:07,"glynnmark: RT @EleniZazani: Have you explored the #ocTel reader? http://t.co/ex718tOgHE
Invaluable source even if you don't participate in the #mooc","
",publish,glynnmark-rt-elenizazani-have-you-explored-the-octel-reader-httpt-coex718togheinvaluable-source-even-if-you-dont-participate-in-the-mooc,2013-04-12 07:40:07,post,"Social networks,Twitter (Q&A)","mooc,#ocTEL"
1752,1203,2013-04-12 09:16:52,paulbrichardson: @gardeninggeoff Did you get any responses? Pretty sure answer is 'no'. That would be one BIG project! #oer13 #ocTEL,"
@gardeninggeoff Did you get any responses? Pretty sure answer is 'no'. That would be one BIG project! #oer13#ocTEL
","@gardeninggeoff Did you get any responses? Pretty sure answer is 'no'. That would be one BIG project! #oer13 #ocTEL— Paul Richardson (@paulbrichardson) April 12, 2013",publish,paulbrichardson-gardeninggeoff-did-you-get-any-responses-pretty-sure-answer-is-no-that-would-be-one-big-project-oer13-octel,2013-04-12 09:16:52,post,"Twitter (Q&A),Social networks","oer13,#ocTEL"
1751,15,2013-04-12 09:31:52,philtubman: anyone want to join me in phil100 on http://t.co/3JF0GbRdfs ? student centred social network vle looks interesting... #octel,"
anyone want to join me in phil100 on mystudycloud.com ? student centred social network vle looks interesting... #octel
","anyone want to join me in phil100 on mystudycloud.com ? student centred social network vle looks interesting... #octel— Phil Tubman (@philtubman) April 12, 2013",publish,philtubman-anyone-want-to-join-me-in-phil100-on-httpt-co3jf0gbrdfs-student-centred-social-network-vle-looks-interesting-octel,2013-04-12 09:31:52,post,"Social networks,Twitter (Q&A)",#ocTEL
1722,1183,2013-04-12 09:36:48,come and join me on phil100 course in new social network style vle www.mystudycloud.com its a very interesting...,"
Phil Tubman
Fri, 12 Apr 2013 09:36:48 GMT
- Community
come and join me on phil100 course in new social network style vle www.mystudycloud.com its a very interesting idea friends through facebook #octel
We learn better when we learn together. Studycloud helps you connect and collaborate with the students in your course. Expand your Network. Meet the people in your courses, create connections and lear...
","
Phil Tubman
Fri, 12 Apr 2013 09:36:48 GMT
- Community
come and join me on phil100 course in new social network style vle www.mystudycloud.com its a very interesting idea friends through facebook #octel
We learn better when we learn together. Studycloud helps you connect and collaborate with the students in your course. Expand your Network. Meet the people in your courses, create connections and lear...
",publish,come-and-join-me-on-phil100-course-in-new-social-network-style-vle-www-mystudycloud-com-its-a-very-interesting,2013-04-12 09:36:48,post,"Course Reader,Social networks,Google+",
1828,1060,2013-04-12 09:41:15,alejandroa: End of #ocTEL week 0: end of the email avalanche? http://t.co/AvNxgmykBV,"
","End of #ocTEL week 0: end of the email avalanche? wp.me/p3mEHo-1c— Alejandro Armellini (@alejandroa) April 12, 2013",publish,alejandroa-end-of-octel-week-0-end-of-the-email-avalanche-httpt-coavnxgmykbv,2013-04-12 09:41:15,post,"Twitter (Q&A),Social networks",#ocTEL
1739,1183,2013-04-12 09:51:10,https://plus.google.com/u/0/communities/101382199434711534938 ,"
Phil Tubman
Fri, 12 Apr 2013 09:51:10 GMT
- Google+
Thanks for that - I think the web address you meant to provide was http://tonyh161a.wordpress.com/2013/04/10/octel-bio-and-big-questions/
I've posted some comments there, and also added your blog to our register of participant blogs.
Good to have you along, David
On 11 Apr 02013, at 23:37, Tony heyward wrote:
> Hi veryone > > My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com > > Thanks > > Tony > > -- > How to manage your subscription > > 1. I prefer to receive just one daily email with all the conversations in it > > send [...] ","Hi Tony,
Thanks for that - I think the web address you meant to provide was http://tonyh161a.wordpress.com/2013/04/10/octel-bio-and-big-questions/
I've posted some comments there, and also added your blog to our register of participant blogs.
Good to have you along, David
On 11 Apr 02013, at 23:37, Tony heyward wrote:
> Hi veryone > > My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com > > Thanks > > Tony > > -- > How to manage your subscription > > 1. I prefer to receive just one daily email with all the conversations in it > > send [...]",publish,re-introduction-14,2013-04-12 09:54:19,post,"Lists,Course Reader,JISCMail",
4909,2,2013-04-12 09:54:19,Re: introduction,"Hi Tony,
Thanks for that - I think the web address you meant to provide was http://tonyh161a.wordpress.com/2013/04/10/octel-bio-and-big-questions/
I've posted some comments there, and also added your blog to our register of participant blogs.
Good to have you along, David
On 11 Apr 02013, at 23:37, Tony heyward wrote:
> Hi veryone > > My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com > > Thanks > > Tony > > -- > How to manage your subscription > > 1. I prefer to receive just one daily email with all the conversations in it > > send [...] ","Hi Tony,
Thanks for that - I think the web address you meant to provide was http://tonyh161a.wordpress.com/2013/04/10/octel-bio-and-big-questions/
I've posted some comments there, and also added your blog to our register of participant blogs.
Good to have you along, David
On 11 Apr 02013, at 23:37, Tony heyward wrote:
> Hi veryone > > My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com > > Thanks > > Tony > > -- > How to manage your subscription > > 1. I prefer to receive just one daily email with all the conversations in it > > send [...]",publish,re-introduction-15,2013-04-12 09:54:19,post,"Lists,Course Reader,JISCMail",
5405,2,2013-04-12 09:54:19,Re: introduction,"Hi Tony,
Thanks for that - I think the web address you meant to provide was http://tonyh161a.wordpress.com/2013/04/10/octel-bio-and-big-questions/
I've posted some comments there, and also added your blog to our register of participant blogs.
Good to have you along, David
On 11 Apr 02013, at 23:37, Tony heyward wrote:
> Hi veryone > > My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com > > Thanks > > Tony > > -- > How to manage your subscription > > 1. I prefer to receive just one daily email with all the conversations in it > > send [...] ","Hi Tony,
Thanks for that - I think the web address you meant to provide was http://tonyh161a.wordpress.com/2013/04/10/octel-bio-and-big-questions/
I've posted some comments there, and also added your blog to our register of participant blogs.
Good to have you along, David
On 11 Apr 02013, at 23:37, Tony heyward wrote:
> Hi veryone > > My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com > > Thanks > > Tony > > -- > How to manage your subscription > > 1. I prefer to receive just one daily email with all the conversations in it > > send [...]",publish,re-introduction-29,2013-04-12 09:54:19,post,"Lists,Course Reader,JISCMail",
5756,2,2013-04-12 09:54:19,Re: introduction,"Hi Tony,
Thanks for that - I think the web address you meant to provide was http://tonyh161a.wordpress.com/2013/04/10/octel-bio-and-big-questions/
I've posted some comments there, and also added your blog to our register of participant blogs.
Good to have you along, David
On 11 Apr 02013, at 23:37, Tony heyward wrote:
> Hi veryone > > My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com > > Thanks > > Tony > > -- > How to manage your subscription > > 1. I prefer to receive just one daily email with all the conversations in it > > send [...] ","Hi Tony,
Thanks for that - I think the web address you meant to provide was http://tonyh161a.wordpress.com/2013/04/10/octel-bio-and-big-questions/
I've posted some comments there, and also added your blog to our register of participant blogs.
Good to have you along, David
On 11 Apr 02013, at 23:37, Tony heyward wrote:
> Hi veryone > > My bio and questions can be foubnd at my blogg... tonyh161a@wordpress.com > > Thanks > > Tony > > -- > How to manage your subscription > > 1. I prefer to receive just one daily email with all the conversations in it > > send [...]",publish,re-introduction-43,2013-04-12 09:54:19,post,"Lists,JISCMail,Course Reader",
1827,1280,2013-04-12 10:29:53,"georgeroberts: My ""big question"" (?) for #ocTEL & #fslt Fostering collegiality @ncurrant @mazwaite http://t.co/AhnXtURNmo","
",publish,georgeroberts-my-big-question-for-octel-amp-fslt-fostering-collegiality-ncurrant-mazwaite-httpt-coahnxturnmo,2013-04-17 14:43:34,post,"Twitter (Q&A),Social networks","fslt,#ocTEL"
1745,947,2013-04-12 11:59:34,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne,
This is really interesting and raises a lot of questions about the importance (or not) of the visual.
I read a report (on a homeschool network) that discussed US maths teachers getting better results if they naturally gestured a lot when teaching - showing how visualisation is very important. In my teaching field (graphic design) it is something we are drawn to at all times to teach and to help solve our design problems. [...]","Hi Anne,This is really interesting and raises a lot of questions about the importance (or not) of the visual.I read a report (on a homeschool network) that discussed US maths teachers getting better results if they naturally gestured a lot when teachin...",publish,re-anne-nortcliffe-introduction-and-questions-5,2013-04-12 11:59:34,post,"JISCMail,Lists,Course Reader",
4908,947,2013-04-12 11:59:34,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne,
This is really interesting and raises a lot of questions about the importance (or not) of the visual.
I read a report (on a homeschool network) that discussed US maths teachers getting better results if they naturally gestured a lot when teaching - showing how visualisation is very important. In my teaching field (graphic design) it is something we are drawn to at all times to teach and to help solve our design problems. [...]","Hi Anne,This is really interesting and raises a lot of questions about the importance (or not) of the visual.I read a report (on a homeschool network) that discussed US maths teachers getting better results if they naturally gestured a lot when teachin...",publish,re-anne-nortcliffe-introduction-and-questions-10,2013-04-12 11:59:34,post,"Lists,Course Reader,JISCMail",
5404,947,2013-04-12 11:59:34,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne,
This is really interesting and raises a lot of questions about the importance (or not) of the visual.
I read a report (on a homeschool network) that discussed US maths teachers getting better results if they naturally gestured a lot when teaching - showing how visualisation is very important. In my teaching field (graphic design) it is something we are drawn to at all times to teach and to help solve our design problems. [...]","Hi Anne,This is really interesting and raises a lot of questions about the importance (or not) of the visual.I read a report (on a homeschool network) that discussed US maths teachers getting better results if they naturally gestured a lot when teachin...",publish,re-anne-nortcliffe-introduction-and-questions-17,2013-04-12 11:59:34,post,"Lists,Course Reader,JISCMail",
5755,947,2013-04-12 11:59:34,Re: Anne Nortcliffe Introduction and Questions,"Hi Anne,
This is really interesting and raises a lot of questions about the importance (or not) of the visual.
I read a report (on a homeschool network) that discussed US maths teachers getting better results if they naturally gestured a lot when teaching - showing how visualisation is very important. In my teaching field (graphic design) it is something we are drawn to at all times to teach and to help solve our design problems. [...]","Hi Anne,This is really interesting and raises a lot of questions about the importance (or not) of the visual.I read a report (on a homeschool network) that discussed US maths teachers getting better results if they naturally gestured a lot when teachin...",publish,re-anne-nortcliffe-introduction-and-questions-24,2013-04-12 11:59:34,post,"JISCMail,Course Reader,Lists",
3325,1075,2013-04-12 12:39:16,Open Course in Technology Enhanced Learning - week 0,"
After a calm introduction (that is my personal experience of this course so far) the first webinar took place.
This webinar was a condensed version of the presentation I attended the previous evening at the Institute of Education.The text chat during the webinar was fast and furious and certainly put me to the test in listening to one thing, reading another and responding to questions all at the same time! My take away key points are as follows: * Technology is a tool and not the objective, * Education and #MOOCs (cMOOCs or xMOOCs) are currently riding on the crest of a wave but this too will pass, when this plateaus education baseline will have changed * The economics of scaling up the guidance, quality subject and student support is not possible given the thousands of participants that enrol on MOOCs. * To release the necessary time for teachers to be able to provide the above one approach could be to use the 'Pedagogical Pattern Collector' (a collaborative course design tool) * Education sector needs to harness technology and use it to further enhance teaching be it face-to-face, distance, mobile or blended learning. The various modes of delivery all have a place and a role to play in the education landscape.
The response to Diana's presentation was varied and generated many more questions amongst the attendees with very few answers but that is what this course is all about - finding those answers! The following selected tweets from #ocTEL participants reflect this.
Pedagogical Pattern Collector: a suite of tools that enables teachers to share their good teaching ideas. web.lkldev.ioe.ac.uk/PPC/live/ODC.h… #ocTEL
This webinar was a condensed version of the presentation I attended the previous evening at the Institute of Education.The text chat during the webinar was fast and furious and certainly put me to the test in listening to one thing, reading another and responding to questions all at the same time! My take away key points are as follows: * Technology is a tool and not the objective, * Education and #MOOCs (cMOOCs or xMOOCs) are currently riding on the crest of a wave but this too will pass, when this plateaus education baseline will have changed * The economics of scaling up the guidance, quality subject and student support is not possible given the thousands of participants that enrol on MOOCs. * To release the necessary time for teachers to be able to provide the above one approach could be to use the 'Pedagogical Pattern Collector' (a collaborative course design tool) * Education sector needs to harness technology and use it to further enhance teaching be it face-to-face, distance, mobile or blended learning. The various modes of delivery all have a place and a role to play in the education landscape.
The response to Diana's presentation was varied and generated many more questions amongst the attendees with very few answers but that is what this course is all about - finding those answers! The following selected tweets from #ocTEL participants reflect this.
Pedagogical Pattern Collector: a suite of tools that enables teachers to share their good teaching ideas. web.lkldev.ioe.ac.uk/PPC/live/ODC.h… #ocTEL
",publish,open-course-in-technology-enhanced-learning-week-0-2,2013-04-12 12:39:16,post,"Blog posts,Course Reader",
1748,3,2013-04-12 13:12:14,ocTEL Week 1 Webinar,"Join our weekly webinar at 12.30 on Wednesday 17 April, via Blackboard Collaborate 11.
You can access the Week 1 webinar via this link (please note the session will not be live until Wednesday morning).
This week's webinar
This week's webinar has two parts. First, there will be a short introduction and networking session, allowing participants to introduce themselves and raise any questions. The main presentation will be led by Liz Masterman, Academic IT Services, University of Oxford. Liz will draw together some of the key themes that have emerged from her research interviews with lecturers, staff developers and learning technologists, in which she explored the different ways in which they engage with technology-enhanced learning. These themes include the role of theory, accommodating students' varied needs and preferences, reusing and sharing learning materials, and the relationship between institutional and grass-roots initiatives in promoting TEL. In the discussion that will follow Liz's presentation, participants will be encouraged to reflect on the relevance of each theme to their own practice.
About the presenter
Liz Masterman is a Senior Researcher in the Academic IT Services group at the University of Oxford. She has been conducting research into lecturers' engagement with digital technologies in both HE and FE since 2004, primarily in the fields of learning design and open educational resources. She has also led two investigations into the student digital experience, which additionally included eliciting the perspectives of academic staff. Liz was a trustee of ALT from 2009-2012.
We will make the recording of this session available via the Course Materials page on the ocTEL website.
Webinar help and FAQ's
For help prior to the webinar and some frequently asked questions please visit our help page.
If you have any questions contact octel-tech@alt.ac.uk.","",publish,octel-week-1-webinar,2013-06-09 08:44:36,post,Course information,course information
1767,34,2013-04-12 13:32:00,0.4 Interesting examples of Technology Enhanced Learning,"
""Explore the resources on Technology Enhanced Learning ... and identify examples of TEL that you find interesting and why.""
What is a MOOC? Video (4.5 minutes) by Dave Cormier (University of Prince Edward Island, 2010) introducing the MOOC concept http://www.youtube.com/watch?v=eW3gMGqcZQc
Mean Streets
JOEY We won't pay...
JIMMY Why? We just said...
JOHNNY BOY (interrupting) We won't pay...because this guy (pointing to JIMMY) is a...mook.
JIMMY But I didn't say nothin.
The fellows look at each other bewildered.
JOEY (to JIMMY) We don't pay mooks!
Nobody knows what a mook is. JIMMY'S attitude now changes.
JIMMY (angrily) A mook...I'm a mook... (pauses) What's a mook?
CHARLIE can no longer control the situation as tempers rise.
So, I went straight for the cookie jar and clicked on a YouTube video about MOOCs. Why is that interesting?
I'd seen the video before, but hadn't paid close attention because I thought I already new what a MOOC was. (Lesson 1: we don't invest ourselves in learning what we already believe we know. That's most often a good thing. Life is short.)
Actually, the first time around I was looking for this clip from the movie Mean Streets which came up in (highly productive) conversation in the office, ""What's a mook?"" (some violence, edited for swearing). Someone else obviously had the same idea, because that particular video was posted more recently.
I watched the video more carefully this time.
I should say that I'm not focussing on this because of the word ""MOOC"" but simply as practical example of real Technology Enhanced Learning. I think that that MOOC topic could easily be a distraction for ocTEL and I'd want to put MOOCs in perspective as one of many expressions of TEL. Needless to say, I also chose it because, as a student, I anticipated that watching a video would be more fun than reading a paper! I expect that is a risk and opportunity for TEL generally.
In explaining what a MOOC is there is a lot of subtlety and conviction in his definition. I'm most struck by the idea that participants are expected to be engaged at a very high level in the act and direction of learning itself; not merely learning but also understanding the learning process (1.33 ""Engaging in the learning process that engages what it means to be a student."").
That raises a challenge for TEL in this mode, as in the wide world of education there are many scenarios in which individuals are not equipped to engage at that level. One constraint of online learning generally (or at least the kind I have in mind when I say ""online learning"") is the level of self-direction and motivation required for success (e.g. as in the completion rates for online learning). Students / learners at different levels need different supports.
For me, that highlights the necessity to view TEL as a landscape rather than a topic. Perhaps that's obvious, but I do often feel that people debate TEL in phrases such as ""online learning is..."", ""the strength of TEL is..."", ""the problem with TEL is..."", ""online learning generally..."", when in practice the context in which it's applied has a huge bearing on what it is and what it's strengths are.
There's a very striking top comment on the video followed by what I expect was a very satisfying reply from Dave Cormier. If you invent something you get to say what it is. There may be a need for more MOOC prefixes to cover the variety of permutations (xMOOC, cMOOC, ?MOOC).
","""Explore the resources on Technology Enhanced Learning ... and identify examples of TEL that you find interesting and why.""What is a MOOC?Video (4.5 minutes) by Dave Cormier (University of Prince Edward Island, 2010) introducing the MOOC concept http:/...",publish,0-4-interesting-examples-of-technology-enhanced-learning,2013-04-12 20:43:36,post,"Course Reader,Blog posts",
4841,34,2013-04-12 13:32:00,0.4 Interesting examples of Technology Enhanced Learning,"
""Explore the resources on Technology Enhanced Learning ... and identify examples of TEL that you find interesting and why.""
What is a MOOC? Video (4.5 minutes) by Dave Cormier (University of Prince Edward Island, 2010) introducing the MOOC concept http://www.youtube.com/watch?v=eW3gMGqcZQc
Mean Streets
JOEY We won't pay...
JIMMY Why? We just said...
JOHNNY BOY (interrupting) We won't pay...because this guy (pointing to JIMMY) is a...mook.
JIMMY But I didn't say nothin.
The fellows look at each other bewildered.
JOEY (to JIMMY) We don't pay mooks!
Nobody knows what a mook is. JIMMY'S attitude now changes.
JIMMY (angrily) A mook...I'm a mook... (pauses) What's a mook?
CHARLIE can no longer control the situation as tempers rise.
So, I went straight for the cookie jar and clicked on a YouTube video about MOOCs. Why is that interesting?
I'd seen the video before, but hadn't paid close attention because I thought I already new what a MOOC was. (Lesson 1: we don't invest ourselves in learning what we already believe we know. That's most often a good thing. Life is short.)
Actually, the first time around I was looking for this clip from the movie Mean Streets which came up in (highly productive) conversation in the office, ""What's a mook?"" (some violence, edited for swearing). Someone else obviously had the same idea, because that particular video was posted more recently.
I watched the video more carefully this time.
I should say that I'm not focussing on this because of the word ""MOOC"" but simply as practical example of real Technology Enhanced Learning. I think that that MOOC topic could easily be a distraction for ocTEL and I'd want to put MOOCs in perspective as one of many expressions of TEL. Needless to say, I also chose it because, as a student, I anticipated that watching a video would be more fun than reading a paper! I expect that is a risk and opportunity for TEL generally.
In explaining what a MOOC is there is a lot of subtlety and conviction in his definition. I'm most struck by the idea that participants are expected to be engaged at a very high level in the act and direction of learning itself; not merely learning but also understanding the learning process (1.33 ""Engaging in the learning process that engages what it means to be a student."").
That raises a challenge for TEL in this mode, as in the wide world of education there are many scenarios in which individuals are not equipped to engage at that level. One constraint of online learning generally (or at least the kind I have in mind when I say ""online learning"") is the level of self-direction and motivation required for success (e.g. as in the completion rates for online learning). Students / learners at different levels need different supports.
For me, that highlights the necessity to view TEL as a landscape rather than a topic. Perhaps that's obvious, but I do often feel that people debate TEL in phrases such as ""online learning is..."", ""the strength of TEL is..."", ""the problem with TEL is..."", ""online learning generally..."", when in practice the context in which it's applied has a huge bearing on what it is and what it's strengths are.
There's a very striking top comment on the video followed by what I expect was a very satisfying reply from Dave Cormier. If you invent something you get to say what it is. There may be a need for more MOOC prefixes to cover the variety of permutations (xMOOC, cMOOC, ?MOOC).
","""Explore the resources on Technology Enhanced Learning ... and identify examples of TEL that you find interesting and why.""What is a MOOC?Video (4.5 minutes) by Dave Cormier (University of Prince Edward Island, 2010) introducing the MOOC concept http:/...",publish,0-4-interesting-examples-of-technology-enhanced-learning-2,2013-04-12 20:43:36,post,"Course Reader,Blog posts",
5302,34,2013-04-12 13:32:00,0.4 Interesting examples of Technology Enhanced Learning,"
""Explore the resources on Technology Enhanced Learning ... and identify examples of TEL that you find interesting and why.""
What is a MOOC? Video (4.5 minutes) by Dave Cormier (University of Prince Edward Island, 2010) introducing the MOOC concept http://www.youtube.com/watch?v=eW3gMGqcZQc
Mean Streets
JOEY We won't pay...
JIMMY Why? We just said...
JOHNNY BOY (interrupting) We won't pay...because this guy (pointing to JIMMY) is a...mook.
JIMMY But I didn't say nothin.
The fellows look at each other bewildered.
JOEY (to JIMMY) We don't pay mooks!
Nobody knows what a mook is. JIMMY'S attitude now changes.
JIMMY (angrily) A mook...I'm a mook... (pauses) What's a mook?
CHARLIE can no longer control the situation as tempers rise.
So, I went straight for the cookie jar and clicked on a YouTube video about MOOCs. Why is that interesting?
I'd seen the video before, but hadn't paid close attention because I thought I already new what a MOOC was. (Lesson 1: we don't invest ourselves in learning what we already believe we know. That's most often a good thing. Life is short.)
Actually, the first time around I was looking for this clip from the movie Mean Streets which came up in (highly productive) conversation in the office, ""What's a mook?"" (some violence, edited for swearing). Someone else obviously had the same idea, because that particular video was posted more recently.
I watched the video more carefully this time.
I should say that I'm not focussing on this because of the word ""MOOC"" but simply as practical example of real Technology Enhanced Learning. I think that that MOOC topic could easily be a distraction for ocTEL and I'd want to put MOOCs in perspective as one of many expressions of TEL. Needless to say, I also chose it because, as a student, I anticipated that watching a video would be more fun than reading a paper! I expect that is a risk and opportunity for TEL generally.
In explaining what a MOOC is there is a lot of subtlety and conviction in his definition. I'm most struck by the idea that participants are expected to be engaged at a very high level in the act and direction of learning itself; not merely learning but also understanding the learning process (1.33 ""Engaging in the learning process that engages what it means to be a student."").
That raises a challenge for TEL in this mode, as in the wide world of education there are many scenarios in which individuals are not equipped to engage at that level. One constraint of online learning generally (or at least the kind I have in mind when I say ""online learning"") is the level of self-direction and motivation required for success (e.g. as in the completion rates for online learning). Students / learners at different levels need different supports.
For me, that highlights the necessity to view TEL as a landscape rather than a topic. Perhaps that's obvious, but I do often feel that people debate TEL in phrases such as ""online learning is..."", ""the strength of TEL is..."", ""the problem with TEL is..."", ""online learning generally..."", when in practice the context in which it's applied has a huge bearing on what it is and what it's strengths are.
There's a very striking top comment on the video followed by what I expect was a very satisfying reply from Dave Cormier. If you invent something you get to say what it is. There may be a need for more MOOC prefixes to cover the variety of permutations (xMOOC, cMOOC, ?MOOC).
","""Explore the resources on Technology Enhanced Learning ... and identify examples of TEL that you find interesting and why.""What is a MOOC?Video (4.5 minutes) by Dave Cormier (University of Prince Edward Island, 2010) introducing the MOOC concept http:/...",publish,0-4-interesting-examples-of-technology-enhanced-learning-3,2013-04-12 20:43:36,post,"Blog posts,Course Reader",
1768,2,2013-04-12 15:28:53,Big questions and learning the ropes,"Here's quick overview and recap as the induction part of ocTEL draws to a close and we approach the start of the main course next week.
The aims we set for this part were for you to
have a sense of different Technology Enhanced Learning (TEL) contexts and some of their strengths and weaknesses
understand the range of prior experiences and expectations of the course participants, including those from different cultures, and the implications of these for this form of TEL
achieve basic confidence in navigating, discussing and otherwise participating in the ocTEL course.
One of the main activities was to frame a 'big question' about Technology Enhanced Learning and there's been a great array of these. Diana Laurillard gave us a classification of them in her webinar presentation:
[caption id=""attachment_1770"" align=""alignnone"" width=""629""] Diana Laurillard's analysis of the TEL questions raised by participants[/caption]
Thanks also to Tom Franklin who provided a more fine-grained analysis of questions posed via the JiscMail list (simple version below, or more comprehensive version on Tom's blog):
One of the observations I've made in commenting on a few of the blog posts I've seen is that our suggestion that you come up with a 'big' question has led many of you (not unreasonably) to frame your questions in general and abstract terms that could be applied to the whole sweep of Higher Education and the role of technology within it. That's fine, but big questions can also be personal and concrete ones. For example, your interest in peer assessment and support is a big issue for you if you see this as the only way that you can make your new course work effectively. So don't be afraid to frame your questions in personal and local terms, as this will mean that, if you hold the questions in mind as you work through the rest of the course, it will focus you on practical ideas that you can apply in your day-to-day practice.
We also encouraged you to introduce yourselves to others, and this has demonstrated both the diversity of experience among participants and the enthusiasm for TEL-related professional development. The diversity was a lesson for us as course designers as well, as we saw the Death by Acronyms forum topic emerge. We will be reviewing all the materials for the rest of the course to ensure we are not too blinkered by the UK-centric origin of ocTEL.
Some questioned whether it was really such a good idea to encourage a thousand people to introduce themselves to each other. In the process of the introductions and the sharing of big questions, a lot of 'discussion traffic' was generated and some people felt overwhelmed (indeed some may still do so). The JiscMail list is probably where there's been most evidence of people being uncomfortable with the communication channel (and I've said what we would do differently, with hindsight). We've taken the lessons for this course, but hopefully there are also lessons in terms of the strengths and weaknesses of different communication channels that have broader implications for TEL. Meanwhile, the JiscMail list seems to have established at least temporary equilibrium (many unsubscribed in the early, busy days as numbers fell from around 800 to just over 700, but they're now back up to 790+ as we welcome new registrations).
I hope some of you will feel that, over the last nine days, you've got some new insights about what works and doesn't work for you, as in Sandra Huskinson's message:
Experimenting has been interesting via the different channels of communication. I've found I get replies relatively quickly via all forms of media. Keeping tweets short is a challenge. The learning in either format is good although things are limited in twitter useful links are posted. I don't think there is a 'best' for reflection, challenging or learning as I found each format did this in its own way.
In case you're a bit of a numbers and trends geek, here are a few figures on the different channels of ocTEL communication as of the time of writing (mostly taken from our Course Reader, which is the best way to track all ocTEL discussions) :
Please be assured that no one person is keeping on top of all of this activity! ocTEL deliberately gives you the choice of which of these channels to use for each activity, according to what you feel is most convenient and rewarding. I'll be interested to see the trends in how these figures change over the coming weeks.
If you've read all the way down to here, thank you, and I hope you feel you're getting the hang of it. That basic confidence really is the one most valuable thing you can carry forward into the rest of the course.
The materials for Week 1, TEL Concepts and Approaches, will be emailed round on Monday. If you're eager to get under way with them, they will be available on the website some time on Saturday morning (UK time), under Course Materials.
","",publish,big-questions-and-learning-the-ropes,2013-06-06 11:28:00,post,"Course information,progress report,About this course",course information
1793,17,2013-04-12 21:18:33,Big question wordle,"
I made a wordle from Tom Franklin’s collection of big questions
","I made a wordle from Tom Franklin’s collection of big questions",publish,big-question-wordle,2013-04-12 21:18:33,post,"Course Reader,Blog posts","Uncategorized,Wordle,Big questions"
1811,921,2013-04-12 21:39:26,End of week 0: end of the email avalanche?,"
The number of emails received via the ocTEL list has dropped dramatically in a week, to just a handful a day. This might be due to a number of reasons – for example, we may have become used to other media and other locations to host our discussions (including the forum, social media, blogs, etc). Another reason could be that some people have stopped posting altogether, or they have dropped out of the course already in week zero. Some might have switched from initial bubbliness to lurking.
Given the amount of angst expressed by so many users on the list as a result of the volume of emails, it could well be that many ocTEL participants have chosen to limit their posts. Perhaps the course has made us think about fitness for purpose, or it has sparked a desire to explore other tools – and how they might apply to our own teaching and research. It is clear, however, that email remains what is often referred to as a ‘normalised technology’, probably the one that the majority of participants felt most familiar or comfortable with – although their comfort probably triggered the discomfort of many other users.
It would be good to see evidence of activity by ocTEL participants over time, as well as channels chosen for our contributions. Do we know how many active contributors we have at this point, i.e. by the end of week zero?
A. Armellini
12 April 2013
","The number of emails received via the ocTEL list has dropped dramatically in a week, to just a handful a day. This might be due to a number of reasons – for example, we may have become used to other … Continue reading →",publish,end-of-week-0-end-of-the-email-avalanche,2013-04-12 21:39:26,post,"Course Reader,Blog posts","angst,#ocTEL,drop-out,alternative channels,Uncategorized,Avalanche,Email,active,social media,normalised technology"
4616,921,2013-04-12 21:39:26,End of week 0: end of the email avalanche?,"
The number of emails received via the ocTEL list has dropped dramatically in a week, to just a handful a day. This might be due to a number of reasons – for example, we may have become used to other media and other locations to host our discussions (including the forum, social media, blogs, etc). Another reason could be that some people have stopped posting altogether, or they have dropped out of the course already in week zero. Some might have switched from initial bubbliness to lurking.
Given the amount of angst expressed by so many users on the list as a result of the volume of emails, it could well be that many ocTEL participants have chosen to limit their posts. Perhaps the course has made us think about fitness for purpose, or it has sparked a desire to explore other tools – and how they might apply to our own teaching and research. It is clear, however, that email remains what is often referred to as a ‘normalised technology’, probably the one that the majority of participants felt most familiar or comfortable with – although their comfort probably triggered the discomfort of many other users.
It would be good to see evidence of activity by ocTEL participants over time, as well as channels chosen for our contributions. Do we know how many active contributors we have at this point, i.e. by the end of week zero?
A. Armellini
12 April 2013
","The number of emails received via the ocTEL list has dropped dramatically in a week, to just a handful a day. This might be due to a number of reasons – for example, we may have become used to other … Continue reading →",publish,end-of-week-0-end-of-the-email-avalanche-2,2013-04-12 21:39:26,post,"Blog posts,Course Reader","Avalanche,Email,active,normalised technology,angst,drop-out,#ocTEL,social media,alternative channels,Uncategorized"
4641,921,2013-04-12 21:39:26,End of week 0: end of the email avalanche?,"
The number of emails received via the ocTEL list has dropped dramatically in a week, to just a handful a day. This might be due to a number of reasons – for example, we may have become used to other media and other locations to host our discussions (including the forum, social media, blogs, etc). Another reason could be that some people have stopped posting altogether, or they have dropped out of the course already in week zero. Some might have switched from initial bubbliness to lurking.
Given the amount of angst expressed by so many users on the list as a result of the volume of emails, it could well be that many ocTEL participants have chosen to limit their posts. Perhaps the course has made us think about fitness for purpose, or it has sparked a desire to explore other tools – and how they might apply to our own teaching and research. It is clear, however, that email remains what is often referred to as a ‘normalised technology’, probably the one that the majority of participants felt most familiar or comfortable with – although their comfort probably triggered the discomfort of many other users.
It would be good to see evidence of activity by ocTEL participants over time, as well as channels chosen for our contributions. Do we know how many active contributors we have at this point, i.e. by the end of week zero?
A. Armellini
12 April 2013
","The number of emails received via the ocTEL list has dropped dramatically in a week, to just a handful a day. This might be due to a number of reasons – for example, we may have become used to other … Continue reading →",publish,end-of-week-0-end-of-the-email-avalanche-3,2013-04-12 21:39:26,post,"Blog posts,Course Reader","drop-out,social media,alternative channels,Uncategorized,Avalanche,Email,active,normalised technology,#ocTEL,angst"
4696,921,2013-04-12 21:39:26,End of week 0: end of the email avalanche?,"
The number of emails received via the ocTEL list has dropped dramatically in a week, to just a handful a day. This might be due to a number of reasons – for example, we may have become used to other media and other locations to host our discussions (including the forum, social media, blogs, etc). Another reason could be that some people have stopped posting altogether, or they have dropped out of the course already in week zero. Some might have switched from initial bubbliness to lurking.
Given the amount of angst expressed by so many users on the list as a result of the volume of emails, it could well be that many ocTEL participants have chosen to limit their posts. Perhaps the course has made us think about fitness for purpose, or it has sparked a desire to explore other tools – and how they might apply to our own teaching and research. It is clear, however, that email remains what is often referred to as a ‘normalised technology’, probably the one that the majority of participants felt most familiar or comfortable with – although their comfort probably triggered the discomfort of many other users.
It would be good to see evidence of activity by ocTEL participants over time, as well as channels chosen for our contributions. Do we know how many active contributors we have at this point, i.e. by the end of week zero?
A. Armellini
12 April 2013
","The number of emails received via the ocTEL list has dropped dramatically in a week, to just a handful a day. This might be due to a number of reasons – for example, we may have become used to other … Continue reading →",publish,end-of-week-0-end-of-the-email-avalanche-4,2013-04-12 21:39:26,post,"Blog posts,Course Reader","normalised technology,Uncategorized,angst,drop-out,social media,alternative channels,#ocTEL,Avalanche,Email,active"
2408,689,2013-04-13 00:45:22,Interactive Introduction to Creating Online Learning,"Interactive Introduction to Creating Online Learning:
A few questions to help those who need it find their way to ocTEL, the open course in technology enhanced learning.
","Interactive Introduction to Creating Online Learning: A few questions to help those who need it find their way to ocTEL, the open course in technology enhanced learning.",publish,interactive-introduction-to-creating-online-learning,2013-04-13 00:45:22,post,"Blog posts,Course Reader",#ocTEL
4650,689,2013-04-13 00:45:22,Interactive Introduction to Creating Online Learning,"Interactive Introduction to Creating Online Learning:
A few questions to help those who need it find their way to ocTEL, the open course in technology enhanced learning.
","Interactive Introduction to Creating Online Learning: A few questions to help those who need it find their way to ocTEL, the open course in technology enhanced learning.",publish,interactive-introduction-to-creating-online-learning-2,2013-04-13 00:45:22,post,"Course Reader,Blog posts",#ocTEL
5125,689,2013-04-13 00:45:22,Interactive Introduction to Creating Online Learning,"Interactive Introduction to Creating Online Learning:
A few questions to help those who need it find their way to ocTEL, the open course in technology enhanced learning.
","Interactive Introduction to Creating Online Learning: A few questions to help those who need it find their way to ocTEL, the open course in technology enhanced learning.",publish,interactive-introduction-to-creating-online-learning-3,2013-04-13 00:45:22,post,"Course Reader,Blog posts",#ocTEL
5185,689,2013-04-13 00:45:22,Interactive Introduction to Creating Online Learning,"Interactive Introduction to Creating Online Learning:
A few questions to help those who need it find their way to ocTEL, the open course in technology enhanced learning.
","Interactive Introduction to Creating Online Learning: A few questions to help those who need it find their way to ocTEL, the open course in technology enhanced learning.",publish,interactive-introduction-to-creating-online-learning-4,2013-04-13 00:45:22,post,"Blog posts,Course Reader",#ocTEL
1831,461,2013-04-13 02:43:08,email filtering,"I also set up an email filter at the start of the course, so far the mail server at work is coping well.
I opted to contribute by blog, my first, those inclined to step out of email and read my musings can do so here ----> http://jillianpawlynoctel.blogspot.co.nz/
:-)
Jillian Pawlyn Lecturer in e-Learning [...] ","I also set up an email filter at the start of the course, so far the mail server at work is coping well.
I opted to contribute by blog, my first, those inclined to step out of email and read my musings can do so here ----> http://jillianpawlynoctel.blogspot.co.nz/
:-)
Jillian Pawlyn Lecturer in e-Learning [...]",publish,email-filtering,2013-04-13 02:43:08,post,"JISCMail,Course Reader,Lists",
4907,461,2013-04-13 02:43:08,email filtering,"I also set up an email filter at the start of the course, so far the mail server at work is coping well.
I opted to contribute by blog, my first, those inclined to step out of email and read my musings can do so here ----> http://jillianpawlynoctel.blogspot.co.nz/
:-)
Jillian Pawlyn Lecturer in e-Learning [...] ","I also set up an email filter at the start of the course, so far the mail server at work is coping well.
I opted to contribute by blog, my first, those inclined to step out of email and read my musings can do so here ----> http://jillianpawlynoctel.blogspot.co.nz/
:-)
Jillian Pawlyn Lecturer in e-Learning [...]",publish,email-filtering-2,2013-04-13 02:43:08,post,"Lists,Course Reader,JISCMail",
5403,461,2013-04-13 02:43:08,email filtering,"I also set up an email filter at the start of the course, so far the mail server at work is coping well.
I opted to contribute by blog, my first, those inclined to step out of email and read my musings can do so here ----> http://jillianpawlynoctel.blogspot.co.nz/
:-)
Jillian Pawlyn Lecturer in e-Learning [...] ","I also set up an email filter at the start of the course, so far the mail server at work is coping well.
I opted to contribute by blog, my first, those inclined to step out of email and read my musings can do so here ----> http://jillianpawlynoctel.blogspot.co.nz/
:-)
Jillian Pawlyn Lecturer in e-Learning [...]",publish,email-filtering-3,2013-04-13 02:43:08,post,"Lists,Course Reader,JISCMail",
5754,461,2013-04-13 02:43:08,email filtering,"I also set up an email filter at the start of the course, so far the mail server at work is coping well.
I opted to contribute by blog, my first, those inclined to step out of email and read my musings can do so here ----> http://jillianpawlynoctel.blogspot.co.nz/
:-)
Jillian Pawlyn Lecturer in e-Learning [...] ","I also set up an email filter at the start of the course, so far the mail server at work is coping well.
I opted to contribute by blog, my first, those inclined to step out of email and read my musings can do so here ----> http://jillianpawlynoctel.blogspot.co.nz/
:-)
Jillian Pawlyn Lecturer in e-Learning [...]",publish,email-filtering-4,2013-04-13 02:43:08,post,"Course Reader,Lists,JISCMail",
2113,461,2013-04-13 03:13:00,Activity 0.2,"Initial comments and discussion
So having finally finished viewing the emails from the first week of the course.
I am pleased that there are a range of people participating in the course from the newly engaging in technology in learning through the the experienced researchers and well published, innovaters in the field.
Some participants appear daunted by the experience in the course, many of the introductions are very impressive reading. I am pleased to see the range and depth of expertise and experiences and I have been happy to say to myself wow, I do/have done that too.. I just haven't written about it!.
Note to self: Start doing proper research and publishing... Anyone in ocTEL willing to volunteer as a mentor?
Characteristics? a willingness to try something new, to extend their experience using technology, to share their expertise globally, take risks with technology, passion to enhance learning of self and others.
different or atypical? I think that for many of the colleagues I have been learning with at work there are strong similarities. However some colleagues are only interested in the basics to meet the need/ demand and not to take it further.
For the students at the institutions I have worked, on occasion they have lead the direction for technology use and adoption in teaching, for example the creation of repositories of digital assets to support learning out of class, the increase in digital library content as off campus access is increased, the purchase of personal devices and the demand for multi platform operation to meet the wide number of devices.
Outside work, my learning has often been discreetly influenced by digital technologies. The areas which come to mind are dance, yoga, skiing and kayaking. In all of these hobbies/activities technology is essential to the activity but are more discreet. To enjoy the activity I don't have to know all there is to know about the technology.
","Initial comments and discussionhttp://octel.alt.ac.uk/course-materials/induction-activities/So having finally finished viewing the emails from the first week of the course. I am pleased that there are a range of people participating in the course ...",publish,activity-0-2,2013-04-13 05:18:40,post,"Course Reader,Blog posts","#ocTEL,Technology,mooc"
1863,896,2013-04-13 03:17:23,"elizabethecharl: #ocTEL B?:How will TEL enhance/change current teaching practice & will it provide opportunities rather than challenges to time-poorstudents?","
#ocTEL B?:How will TEL enhance/change current teaching practice & will it provide opportunities rather than challenges to time-poorstudents?
","#ocTEL B?:How will TEL enhance/change current teaching practice & will it provide opportunities rather than challenges to time-poorstudents?— Elizabeth E Charles (@ElizabethECharl) April 13, 2013",publish,elizabethecharl-octel-bhow-will-tel-enhancechange-current-teaching-practice-amp-will-it-provide-opportunities-rather-than-challenges-to-time-poorstudents,2013-04-13 03:17:23,post,"Twitter (Q&A),Social networks",#ocTEL
2112,461,2013-04-13 03:42:00,Activity 0.3,"
Although I really enjoy technology and have a role which is to inspire and encourage others to use technology in their learning and teaching. I feel more confident in closed environments where I can get to know the audience, feel safe to engage in the discussion and build trust in the discourse. So my open contributions are sparse.
I admit it was a bold move for me to start a twitter account (the number of tweets so far can be counted on one hand) this was created as it seemed like a good idea at the time and was being promoted for communications at the ascilite 2012 conference I attended , and this blog (I so wanted to lock it down and restrict viewing only to ocTEL participants!
So what are they for:
Twitter - for short points, those times when you think aloud to yourself and don't usually require an answer. Now you can think aloud and tweet and there may be someone out there who wants to respond. If you are really luck they you may gather some followers, hopefully they are not the unwelcome kind :-)
Blog - (a digital diary of sorts) a space for collecting your thoughts and reflecting on events and writing it down, sharing online so others can read it.. I have started using a blog (this one), however I realise this take the discussion outside the course environment. I am still reflecting on whether this is the right thing to do or whether I should stick to the email list to feel more inside the community.
Reflecting on this I feel compelled to Tweet! OMG
",Exploring and experimentinghttp://octel.alt.ac.uk/course-materials/induction-activities/Although I really enjoy technology and have a role which is to inspire and encourage others to use technology in their learning and teaching. I feel more confident ...,publish,activity-0-3,2013-04-13 05:18:40,post,"Course Reader,Blog posts","#ocTEL,Technology,mooc"
2111,461,2013-04-13 05:40:00,Diigo list," https://groups.diigo.com/group/alt-octel
Thanks David Jennings"," https://groups.diigo.com/group/alt-octelThanks David Jennings",publish,diigo-list,2013-04-13 05:42:44,post,"Blog posts,Course Reader","mooc,#ocTEL,Technology"
2110,461,2013-04-13 05:42:00,Mendeley group,"http://www.mendeley.com/groups/3241271/octel/
Thanks Anne Nortcliffe",http://www.mendeley.com/groups/3241271/octel/Thanks Anne Nortcliffe,publish,mendeley-group,2013-04-13 05:42:03,post,"Course Reader,Blog posts","#ocTEL,Technology,mooc"
1836,1177,2013-04-13 06:43:56,"Hi everyone. Have sat on the sidelines for a week, checking things out. Very pleased to find this list...","
Ruth Wilson
Sat, 13 Apr 2013 06:43:56 GMT
- Community
My big question is around policy/guidelines. What is effective digital comms or social media policy/guidelines in Higher and Further Education? This needs to encompass both internal/classroom communications and external. Perhaps that is a line that is increasingly blurred.
If this is an area of interest for you, do get in touch. Am also interested in ethics...
My big question is around policy/guidelines. What is effective digital comms or social media policy/guidelines in Higher and Further Education? This needs to encompass both internal/classroom communications and external. Perhaps that is a line that is increasingly blurred.
If this is an area of interest for you, do get in touch. Am also interested in ethics...
I have added to the table of big questions from twitter. Apologies to those I have misclassified and those questions I have midded ...
",publish,hi-everyone-have-sat-on-the-sidelines-for-a-week-checking-things-out-very-pleased-to-find-this-list,2013-04-14 11:08:45,post,"Social networks,Course Reader,Google+",
1844,784,2013-04-13 06:49:29,collegeethics: my big #ocTEL qu: What makes for an effective digital comms or social media policy in Higher and Further Education?,"
my big#ocTEL qu:What makes for an effective digital comms or social media policy in Higher and Further Education?
","my big#ocTEL qu:What makes for an effective digital comms or social media policy in Higher and Further Education?— CollegeEthics (@CollegeEthics) April 13, 2013",publish,collegeethics-my-big-octel-qu-what-makes-for-an-effective-digital-comms-or-social-media-policy-in-higher-and-further-education,2013-04-13 06:49:29,post,"Social networks,Twitter (Q&A)",#ocTEL
1843,784,2013-04-13 06:51:31,collegeethics: @TomFranklin my big #ocTEL #question: What makes for an effective digital comms or social media policy in Higher and Further Education?,"
@tomfranklin my big#ocTEL#question:What makes for an effective digital comms or social media policy in Higher and Further Education?
","@tomfranklin my big#ocTEL #question:What makes for an effective digital comms or social media policy in Higher and Further Education?— CollegeEthics (@CollegeEthics) April 13, 2013",publish,collegeethics-tomfranklin-my-big-octel-question-what-makes-for-an-effective-digital-comms-or-social-media-policy-in-higher-and-further-education,2013-04-13 06:51:31,post,"Social networks,Twitter (Q&A)","#ocTEL,question"
1842,611,2013-04-13 07:06:31,"gotanda: @Kerr63 Got home and dug out the cd-rom (!?) conference proceedings. Sitman et al. did not submit a paper, just abstract. #ocTEL","
@kerr63 Got home and dug out the cd-rom (!?) conference proceedings. Sitman et al. did not submit a paper, just abstract. #ocTEL
","@kerr63 Got home and dug out the cd-rom (!?) conference proceedings. Sitman et al. did not submit a paper, just abstract. #ocTEL— Ted O'Neill (@gotanda) April 13, 2013",publish,gotanda-kerr63-got-home-and-dug-out-the-cd-rom-conference-proceedings-sitman-et-al-did-not-submit-a-paper-just-abstract-octel,2013-04-13 07:06:31,post,"Social networks,Twitter (Q&A)",#ocTEL
1837,611,2013-04-13 07:59:07,Any COETAILers care to join me in the Open Course in Technology Enhanced Learning?,"
Yes, I am once again jumping into another MOOC. Once again, I am quite confident that I will “complete” the Open Course in Technology Enhanced Education. (Whatever “complete” means in a MOOC, but that is a different question for a later blogpost.)
There are several good things about this MOOC compared to my previous experience on #edcmooc that give me some confidence: the size is more manageable (about 700-750 enrolled); the conveners and participants are already actively engaged and committed to the use of technology for education, and they are moving with agility to fix early problems based on input like this from Stephen Downes; they are using WordPress instead of Coursera’s lame not-invented-here-syndrome version of course management software.
Enrollment is still open if any of my #COETAIL buddies want to jump in with me. Give it a try! I think you’ll find that the content and approaches are complementary to what we are doing at YIS this year. Week One content prompts include these options, some of which will look familiar:
How Eric Mazur brought peer instruction into the lecture theatre using simple ‘clicker’ technology in his lectures
How Sugata Mitra designed a physical and social environment around computers so that young children would self-organise and teach themselves new skills through peer interaction and ‘emergent learning’
How Stephen Downes and George Siemens pioneered the development of massive open online courses
How Margaret Cox and colleagues developed technology that could simulate the tactile and visual experience of drilling a tooth
How Helen Keegan devised a full Augmented Reality Game (ARG)
The organizers do a really nice job of selecting short excerpts from the longer videos, linking to exact start times and specifying how long to match minimum. Saves time and keeps the discussion tighter.
I’ve started my own very short list of ocTEL tweeps, and just following the #ocTEL hashtag won’t cause you to drown in Tweets, but will link you to some interesting people and resources. Come on and login. You decide your level of participation. Even if you just find one cool, new video or idea, then you’ve gotten something out of this MOOC from the Association for Learning Technology.
","Yes, I am once again jumping into another MOOC. Once again, I am quite confident that I will “complete” the Open Course in Technology Enhanced Education. (Whatever “complete” means in a MOOC, but that is a different question for a … Continue reading →",publish,any-coetailers-care-to-join-me-in-the-open-course-in-technology-enhanced-learning,2013-04-13 07:59:07,post,"Course Reader,Blog posts","eLearning,#ocTEL,COETAIL,mooc,intro"
4597,611,2013-04-13 07:59:07,Any COETAILers care to join me in the Open Course in Technology Enhanced Learning?,"
Yes, I am once again jumping into another MOOC. Once again, I am quite confident that I will “complete” the Open Course in Technology Enhanced Education. (Whatever “complete” means in a MOOC, but that is a different question for a later blogpost.)
There are several good things about this MOOC compared to my previous experience on #edcmooc that give me some confidence: the size is more manageable (about 700-750 enrolled); the conveners and participants are already actively engaged and committed to the use of technology for education, and they are moving with agility to fix early problems based on input like this from Stephen Downes; they are using WordPress instead of Coursera’s lame not-invented-here-syndrome version of course management software.
Enrollment is still open if any of my #COETAIL buddies want to jump in with me. Give it a try! I think you’ll find that the content and approaches are complementary to what we are doing at YIS this year. Week One content prompts include these options, some of which will look familiar:
How Eric Mazur brought peer instruction into the lecture theatre using simple ‘clicker’ technology in his lectures
How Sugata Mitra designed a physical and social environment around computers so that young children would self-organise and teach themselves new skills through peer interaction and ‘emergent learning’
How Stephen Downes and George Siemens pioneered the development of massive open online courses
How Margaret Cox and colleagues developed technology that could simulate the tactile and visual experience of drilling a tooth
How Helen Keegan devised a full Augmented Reality Game (ARG)
The organizers do a really nice job of selecting short excerpts from the longer videos, linking to exact start times and specifying how long to match minimum. Saves time and keeps the discussion tighter.
I’ve started my own very short list of ocTEL tweeps, and just following the #ocTEL hashtag won’t cause you to drown in Tweets, but will link you to some interesting people and resources. Come on and login. You decide your level of participation. Even if you just find one cool, new video or idea, then you’ve gotten something out of this MOOC from the Association for Learning Technology.
","Yes, I am once again jumping into another MOOC. Once again, I am quite confident that I will “complete” the Open Course in Technology Enhanced Education. (Whatever “complete” means in a MOOC, but that is a different question for a … Continue reading →",publish,any-coetailers-care-to-join-me-in-the-open-course-in-technology-enhanced-learning-2,2013-04-13 07:59:07,post,"Blog posts,Course Reader","mooc,COETAIL,#ocTEL,intro,eLearning"
5162,611,2013-04-13 07:59:07,Any COETAILers care to join me in the Open Course in Technology Enhanced Learning?,"
Yes, I am once again jumping into another MOOC. Once again, I am quite confident that I will “complete” the Open Course in Technology Enhanced Education. (Whatever “complete” means in a MOOC, but that is a different question for a later blogpost.)
There are several good things about this MOOC compared to my previous experience on #edcmooc that give me some confidence: the size is more manageable (about 700-750 enrolled); the conveners and participants are already actively engaged and committed to the use of technology for education, and they are moving with agility to fix early problems based on input like this from Stephen Downes; they are using WordPress instead of Coursera’s lame not-invented-here-syndrome version of course management software.
Enrollment is still open if any of my #COETAIL buddies want to jump in with me. Give it a try! I think you’ll find that the content and approaches are complementary to what we are doing at YIS this year. Week One content prompts include these options, some of which will look familiar:
How Eric Mazur brought peer instruction into the lecture theatre using simple ‘clicker’ technology in his lectures
How Sugata Mitra designed a physical and social environment around computers so that young children would self-organise and teach themselves new skills through peer interaction and ‘emergent learning’
How Stephen Downes and George Siemens pioneered the development of massive open online courses
How Margaret Cox and colleagues developed technology that could simulate the tactile and visual experience of drilling a tooth
How Helen Keegan devised a full Augmented Reality Game (ARG)
The organizers do a really nice job of selecting short excerpts from the longer videos, linking to exact start times and specifying how long to match minimum. Saves time and keeps the discussion tighter.
I’ve started my own very short list of ocTEL tweeps, and just following the #ocTEL hashtag won’t cause you to drown in Tweets, but will link you to some interesting people and resources. Come on and login. You decide your level of participation. Even if you just find one cool, new video or idea, then you’ve gotten something out of this MOOC from the Association for Learning Technology.
","Yes, I am once again jumping into another MOOC. Once again, I am quite confident that I will “complete” the Open Course in Technology Enhanced Education. (Whatever “complete” means in a MOOC, but that is a different question for a … Continue reading →",publish,any-coetailers-care-to-join-me-in-the-open-course-in-technology-enhanced-learning-3,2013-04-13 07:59:07,post,"Course Reader,Blog posts","intro,eLearning,COETAIL,#ocTEL,mooc"
1841,611,2013-04-13 08:05:00,gotanda: New post: Any #COETAILers care to join me in the Open Course in Technology Enhanced Learning? http://t.co/H3IyeMpUPB #mooc #ocTEL,"
","New post: Any #COETAILers care to join me in the Open Course in Technology Enhanced Learning? wp.me/p1RBAA-7L #mooc #ocTEL— Ted O'Neill (@gotanda) April 13, 2013",publish,gotanda-new-post-any-coetailers-care-to-join-me-in-the-open-course-in-technology-enhanced-learning-httpt-coh3iyempupb-mooc-octel,2013-04-13 08:05:00,post,"Twitter (Q&A),Social networks","mooc,coetailers,#ocTEL"
1862,270,2013-04-13 08:24:18,cbokhove: Any stats on the background of #octel participants? More Learning Technologists than educational researchers?,"
Any stats on the background of #octel participants? More Learning Technologists than educational researchers?
","Any stats on the background of #octel participants? More Learning Technologists than educational researchers?— Christian Bokhove (@cbokhove) April 13, 2013",publish,cbokhove-any-stats-on-the-background-of-octel-participants-more-learning-technologists-than-educational-researchers,2013-04-13 08:24:18,post,"Twitter (Q&A),Social networks",#ocTEL
1840,1282,2013-04-13 09:19:11,"rjsharpe: RT @georgeroberts: My ""big question"" (?) for #ocTEL & #fslt Fostering collegiality @ncurrant @mazwaite http://t.co/AhnXtURNmo","
",publish,rjsharpe-rt-georgeroberts-my-big-question-for-octel-amp-fslt-fostering-collegiality-ncurrant-mazwaite-httpt-coahnxturnmo,2013-04-17 14:44:34,post,"Social networks,Twitter (Q&A)","#ocTEL,fslt"
1848,52,2013-04-13 10:18:22,suebecks: Interested in reading more about #moocs? Here is a collection of articles http://t.co/Phe9INJig2 #ocTEL,"
",publish,suebecks-interested-in-reading-more-about-moocs-here-is-a-collection-of-articles-httpt-cophe9injig2-octel,2013-04-13 10:18:22,post,"Social networks,Twitter (Q&A)","moocs,#ocTEL"
2123,52,2013-04-13 11:20:00,Standing out in the #ocTEL crowd,"
Two weeks into the #ocTEL MOOC the mass of emails, tweets, Forum entries and now posts in the Google Community have grown like wild fire. I think the key advice I have taken on is that there is no way you can engage with all of it, let alone read it. Some of the messages are repeated in the different channels, so picking your favoured channel or two seems the best coping strategy. Simply reading other people's posts however is fine to start with but to really engage then you also need to join in the conversation to get the most out of it. Last week I joined the first webinar of the course which commenced with a poll asking how many people had engaged with the tasks set. The majority hadn't. My advice would be to give blogging a go. It is a useful way to collate information and reflect upon it. If you don't feel you are ready for publishing publicly, then create a private reflective blog. (You can select this option from settings). Getting your voice heard For me I have found that Twitter is a great way to engage with a learning community and where a hashtag is used you can quickly see who is tweeting. For this course #ocTEL is being used. By searching for this hashtag in Twitter you can bring together all of the tweets in one stream. Start by listening to what others are saying and then jump in and reply to comments made, raise questions or simply retweet a useful tweet so that your followers can also read it. Other tools to view who is tweeting include Martin Hawksey'sTAGSExplorer which visualises the tweets that include #ocTEL.
Another example is the twitwheel which shows interactions between tweeters.
I recently read an article in Inc titled 'Self Promotion: 6 Ways to get Noticed'. The caption below made me think back about my initial steps interacting online. Worried I would say something that others thought was daft, irrelevant or uninteresting. Say nothing at all and you are the wallflower; talk just about yourself can quickly sound like me, me, me.
Effective self-promotion lies somewhere
between being a wallflower and a flaming narcissist.
The author's suggestions can be applied to the way we communicate using social media.
Let your results speak for you
Promote others
Talk about what you believe
Admit your failures
Decide what you want to be known for
Put yourself out there I know I have enjoyed reading both tweets and blog posts where I have felt I have seen the personal side of the author. This can still be done in a professional way - many worry that the personal and professional blurring of our online interactions is a bad thing, but this depends upon what you share. One rule of thumb I tend to follow is that if you wouldn't want your boss or your Mum to read it than don't broadcast it.
","Two weeks into the #ocTEL MOOC the mass of emails, tweets, Forum entries and now posts in the Google Community have grown like wild fire. I think the key advice I have taken on is that there is no way you can engage with all of it, let alone read ...",publish,standing-out-in-the-octel-crowd,2013-04-13 11:55:00,post,"Blog posts,Course Reader","twitter,#ocTEL"
4846,52,2013-04-13 11:20:00,Standing out in the #ocTEL crowd,"
Two weeks into the #ocTEL MOOC the mass of emails, tweets, Forum entries and now posts in the Google Community have grown like wild fire. I think the key advice I have taken on is that there is no way you can engage with all of it, let alone read it. Some of the messages are repeated in the different channels, so picking your favoured channel or two seems the best coping strategy. Simply reading other people's posts however is fine to start with but to really engage then you also need to join in the conversation to get the most out of it. Last week I joined the first webinar of the course which commenced with a poll asking how many people had engaged with the tasks set. The majority hadn't. My advice would be to give blogging a go. It is a useful way to collate information and reflect upon it. If you don't feel you are ready for publishing publicly, then create a private reflective blog. (You can select this option from settings). Getting your voice heard For me I have found that Twitter is a great way to engage with a learning community and where a hashtag is used you can quickly see who is tweeting. For this course #ocTEL is being used. By searching for this hashtag in Twitter you can bring together all of the tweets in one stream. Start by listening to what others are saying and then jump in and reply to comments made, raise questions or simply retweet a useful tweet so that your followers can also read it. Other tools to view who is tweeting include Martin Hawksey'sTAGSExplorer which visualises the tweets that include #ocTEL.
Another example is the twitwheel which shows interactions between tweeters.
I recently read an article in Inc titled 'Self Promotion: 6 Ways to get Noticed'. The caption below made me think back about my initial steps interacting online. Worried I would say something that others thought was daft, irrelevant or uninteresting. Say nothing at all and you are the wallflower; talk just about yourself can quickly sound like me, me, me.
Effective self-promotion lies somewhere
between being a wallflower and a flaming narcissist.
The author's suggestions can be applied to the way we communicate using social media.
Let your results speak for you
Promote others
Talk about what you believe
Admit your failures
Decide what you want to be known for
Put yourself out there I know I have enjoyed reading both tweets and blog posts where I have felt I have seen the personal side of the author. This can still be done in a professional way - many worry that the personal and professional blurring of our online interactions is a bad thing, but this depends upon what you share. One rule of thumb I tend to follow is that if you wouldn't want your boss or your Mum to read it than don't broadcast it.
","Two weeks into the #ocTEL MOOC the mass of emails, tweets, Forum entries and now posts in the Google Community have grown like wild fire. I think the key advice I have taken on is that there is no way you can engage with all of it, let alone read ...",publish,standing-out-in-the-octel-crowd-2,2013-04-13 11:55:00,post,"Course Reader,Blog posts","#ocTEL,twitter"
1849,2,2013-04-13 16:53:15,"Goodbye Week 0, Hello Week 1","Hello all,
We're coming to the end of the induction period of ocTEL. I've posted a quick round-up -- as much as it is possible to round-up the activity of a thousand people -- at http://octel.alt.ac.uk/big-questions-and-learning-the-ropes/
As I said in reply to a recent blog post, the first week in a MOOC is partly a sorting out process. Traditional courses usually do some ""sorting out"" in advance of the start, using (a) course fees to filter out people with uncertain motivation and (b) some sort of assessment to pre-qualify people who have the skills and experience to take part effectively [...] ","Hello all,We're coming to the end of the induction period of ocTEL. I've posted a quick round-up -- as much as it is possible to round-up the activity of a thousand people -- at http://octel.alt.ac.uk/big-questions-and-learning-the-ropes/As I said in r...",publish,goodbye-week-0-hello-week-1,2013-04-13 16:53:15,post,"Course Reader,JISCMail,Lists",
4906,2,2013-04-13 16:53:15,"Goodbye Week 0, Hello Week 1","Hello all,
We're coming to the end of the induction period of ocTEL. I've posted a quick round-up -- as much as it is possible to round-up the activity of a thousand people -- at http://octel.alt.ac.uk/big-questions-and-learning-the-ropes/
As I said in reply to a recent blog post, the first week in a MOOC is partly a sorting out process. Traditional courses usually do some ""sorting out"" in advance of the start, using (a) course fees to filter out people with uncertain motivation and (b) some sort of assessment to pre-qualify people who have the skills and experience to take part effectively [...] ","Hello all,We're coming to the end of the induction period of ocTEL. I've posted a quick round-up -- as much as it is possible to round-up the activity of a thousand people -- at http://octel.alt.ac.uk/big-questions-and-learning-the-ropes/As I said in r...",publish,goodbye-week-0-hello-week-1-2,2013-04-13 16:53:15,post,"Course Reader,JISCMail,Lists",
5402,2,2013-04-13 16:53:15,"Goodbye Week 0, Hello Week 1","Hello all,
We're coming to the end of the induction period of ocTEL. I've posted a quick round-up -- as much as it is possible to round-up the activity of a thousand people -- at http://octel.alt.ac.uk/big-questions-and-learning-the-ropes/
As I said in reply to a recent blog post, the first week in a MOOC is partly a sorting out process. Traditional courses usually do some ""sorting out"" in advance of the start, using (a) course fees to filter out people with uncertain motivation and (b) some sort of assessment to pre-qualify people who have the skills and experience to take part effectively [...] ","Hello all,We're coming to the end of the induction period of ocTEL. I've posted a quick round-up -- as much as it is possible to round-up the activity of a thousand people -- at http://octel.alt.ac.uk/big-questions-and-learning-the-ropes/As I said in r...",publish,goodbye-week-0-hello-week-1-3,2013-04-13 16:53:15,post,"Lists,Course Reader,JISCMail",
5753,2,2013-04-13 16:53:15,"Goodbye Week 0, Hello Week 1","Hello all,
We're coming to the end of the induction period of ocTEL. I've posted a quick round-up -- as much as it is possible to round-up the activity of a thousand people -- at http://octel.alt.ac.uk/big-questions-and-learning-the-ropes/
As I said in reply to a recent blog post, the first week in a MOOC is partly a sorting out process. Traditional courses usually do some ""sorting out"" in advance of the start, using (a) course fees to filter out people with uncertain motivation and (b) some sort of assessment to pre-qualify people who have the skills and experience to take part effectively [...] ","Hello all,We're coming to the end of the induction period of ocTEL. I've posted a quick round-up -- as much as it is possible to round-up the activity of a thousand people -- at http://octel.alt.ac.uk/big-questions-and-learning-the-ropes/As I said in r...",publish,goodbye-week-0-hello-week-1-4,2013-04-13 16:53:15,post,"Lists,JISCMail,Course Reader",
1850,17,2013-04-13 16:53:42,Twitter visualised – end of week 1,"
From nothing to something!
","
From nothing to something!
",publish,twitter-visualised-end-of-week-1,2013-04-13 16:53:42,post,"Blog posts,Course Reader","twitter,Uncategorized,links"
4615,17,2013-04-13 16:53:42,Twitter visualised – end of week 1,"
From nothing to something!
","
From nothing to something!
",publish,twitter-visualised-end-of-week-1-2,2013-04-13 16:53:42,post,"Course Reader,Blog posts","links,twitter,Uncategorized"
2405,1319,2013-04-13 20:49:03,MOOC Course Statistics - Scala Documentation,"
","Highlights and Sticky Notes:Canada500,000 registrations in online courses.Tags: online learning, open university, recruitmentby: Roger Harrison",publish,game-changers-in-online-learning-series-contact-north,2013-04-13 20:50:07,post,"Diigo,Course Reader,Bookmarks","online learning,open university,recruitment"
2402,1319,2013-04-13 20:50:22,Giving knowledge for free: the emergence of open educational resources,"
","Tags: OER, open source, JISCby: Roger Harrison",publish,oer-impact-jisc,2013-04-13 20:52:47,post,"Diigo,Course Reader,Bookmarks","oer,open source,JISC"
2400,1319,2013-04-13 20:53:07,The London Met Elearning Matrix |,"
To be a ‘real’ learning technologist or e-learning professional I feel I need to give regular blogging a go. I have tried this before but not very seriously so have not got much from the experience. I am more if a doer than a writer or reader (although I read fiction avidly for relaxation) but I get the feeling there is much to be gained from the experience if I put in a bit of effort and self discipline (I am known to start things and not stick to them).
Having experienced the pre #ocTEL experience I have got a feeling for the Waltham of quality blogging that is going on in the TEL domain and I would like to join in. My contributions might not be impressive to start with but I hope I find some worthwhile things to say that will be of interest to others. Mostly, I hope that I will learn useful things from this experience.
","To be a ‘real’ learning technologist or e-learning professional I feel I need to give regular blogging a go. I have tried this before but not very seriously so have not got much from the experience. I am more if a doer than a writer or reader (although I read fiction avidly for relaxation) but […]",publish,a-blogging-start,2013-04-13 21:11:41,post,"Blog posts,Course Reader","Uncategorized,learning technologist,blog"
4614,17,2013-04-13 21:11:41,A blogging start,"
To be a ‘real’ learning technologist or e-learning professional I feel I need to give regular blogging a go. I have tried this before but not very seriously so have not got much from the experience. I am more if a doer than a writer or reader (although I read fiction avidly for relaxation) but I get the feeling there is much to be gained from the experience if I put in a bit of effort and self discipline (I am known to start things and not stick to them).
Having experienced the pre #ocTEL experience I have got a feeling for the Waltham of quality blogging that is going on in the TEL domain and I would like to join in. My contributions might not be impressive to start with but I hope I find some worthwhile things to say that will be of interest to others. Mostly, I hope that I will learn useful things from this experience.
","To be a ‘real’ learning technologist or e-learning professional I feel I need to give regular blogging a go. I have tried this before but not very seriously so have not got much from the experience. I am more if a doer than a writer or reader (although I read fiction avidly for relaxation) but […]",publish,a-blogging-start-2,2013-04-13 21:11:41,post,"Blog posts,Course Reader","Uncategorized,blog,learning technologist"
1860,1175,2013-04-13 21:18:58,#ocTEL mooc – ponderings “Technology” is a force multiplier and a cost reducer (part 2),"When I did my last mooc (#edcmooc), I started wondering what technology actually was (see previous post worth reading before you read this) At the end I said I would write a follow up post about what it means when computers … Continue reading →","When I did my last mooc (#edcmooc), I started wondering what technology actually was (see previous post worth reading before you read this) At the end I said I would write a follow up post about what it means when computers … Continue reading →",publish,octel-mooc-ponderings-technology-is-a-force-multiplier-and-a-cost-reducer-part-2,2013-04-13 21:18:58,post,"Blog posts,Course Reader","mooc,#ocTEL"
1861,1004,2013-04-13 21:39:58,"Ok so this week at #ocTEL aim 3 is "get a feel for what learning technology is and what learning tec...","
Joseph Gliddon
Sat, 13 Apr 2013 21:39:58 GMT
- Community
Ok so this week at #ocTEL aim 3 is "get a feel for what learning technology is and what learning technologists do" These 2 posts might give an idea of what technology is http://wp.me/p1gWAk-3b "part 1" http://wp.me/p1gWAk-5a "part 2" Or at the very least, what I think it is :)
A lot of the reading for week one got me thinking about what is "Technology" or a particular bit of technology. Jesse B posted a link to a good article on cyborg humans and then followed it up wit......
","
Joseph Gliddon
Sat, 13 Apr 2013 21:39:58 GMT
- Community
Ok so this week at #ocTEL aim 3 is ""get a feel for what learning technology is and what learning technologists do"" These 2 posts might give an idea of what technology is http://wp.me/p1gWAk-3b ""part 1"" http://wp.me/p1gWAk-5a ""part 2"" Or at the very least, what I think it is :)
A lot of the reading for week one got me thinking about what is ""Technology"" or a particular bit of technology. Jesse B posted a link to a good article on cyborg humans and then followed it up wit......
",publish,ok-so-this-week-at-octel-aim-3-is-get-a-feel-for-what-learning-technology-is-and-what-learning-tec,2013-04-13 21:39:58,post,"Course Reader,Social networks,Google+",
1886,1248,2013-04-14 01:29:44,cathywint: wow. the future of educational tech?!? this kinda scares even me. #ocTEL #techforlearning http://t.co/WfS9T4TkI6,"
",publish,cathywint-wow-the-future-of-educational-tech-this-kinda-scares-even-me-octel-techforlearning-httpt-cowfs9t4tki6,2013-04-14 01:29:44,post,"Social networks,Twitter (Q&A)","techforlearning,#ocTEL"
1885,1248,2013-04-14 02:32:26,cathywint: NetworkedTeacher http://t.co/yrSeaGU2jN Is this the Big Question?? #ocTEL,"
","NetworkedTeacher flic.kr/p/wtmHv Is this the Big Question?? #ocTEL— Cathy Clarkson (@cathywint) April 14, 2013",publish,cathywint-networkedteacher-httpt-coyrseagu2jn-is-this-the-big-question-octel,2013-04-14 02:32:26,post,"Social networks,Twitter (Q&A)",#ocTEL
1867,1268,2013-04-14 03:38:29,"<No subject>","Please could you do the same for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Jean Mullin To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 10:15 Subject: Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked. I would be very grateful if you could expedite this as soon as possible. Kind regards Jean ________________________________ University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. Registered [...] ","Please could you do the same for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Jean Mullin To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 10:15 Subject: Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked. I would be very grateful if you could expedite this as soon as possible. Kind regards Jean ________________________________ University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. Registered [...]",publish,no-subject-17,2013-04-14 03:38:29,post,"JISCMail,Lists,Course Reader",
4905,1268,2013-04-14 03:38:29,"<No subject>","Please could you do the same for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Jean Mullin To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 10:15 Subject: Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked. I would be very grateful if you could expedite this as soon as possible. Kind regards Jean ________________________________ University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. Registered [...] ","Please could you do the same for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Jean Mullin To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 10:15 Subject: Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked. I would be very grateful if you could expedite this as soon as possible. Kind regards Jean ________________________________ University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. Registered [...]",publish,no-subject-18,2013-04-14 03:38:29,post,"Lists,Course Reader,JISCMail",
5401,1268,2013-04-14 03:38:29,"<No subject>","Please could you do the same for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Jean Mullin To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 10:15 Subject: Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked. I would be very grateful if you could expedite this as soon as possible. Kind regards Jean ________________________________ University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. Registered [...] ","Please could you do the same for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Jean Mullin To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 10:15 Subject: Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked. I would be very grateful if you could expedite this as soon as possible. Kind regards Jean ________________________________ University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. Registered [...]",publish,no-subject-35,2013-04-14 03:38:29,post,"Course Reader,JISCMail,Lists",
5752,1268,2013-04-14 03:38:29,"<No subject>","Please could you do the same for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Jean Mullin To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 10:15 Subject: Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked. I would be very grateful if you could expedite this as soon as possible. Kind regards Jean ________________________________ University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. Registered [...] ","Please could you do the same for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Jean Mullin To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 10:15 Subject: Please can you remove me from the e-mail list. I have tried to do this myself but it has obviously not worked. I would be very grateful if you could expedite this as soon as possible. Kind regards Jean ________________________________ University Campus Suffolk is the trading name of University Campus Suffolk Ltd. Registered in England and Wales, company number: 05078498. Registered [...]",publish,no-subject-52,2013-04-14 03:38:29,post,"Course Reader,Lists,JISCMail",
1866,1268,2013-04-14 03:40:21,Re: 'Death by email' and my intro,"Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Martell Linsdell (M.Linsdell) To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 8:34 Subject: Re: 'Death by email' and my intro Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort. Thank you Martell Linsdell MA FHEA Widening Participation Co-ordinator -----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of David Jennings Sent: 05 April 2013 10:31 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ","Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Martell Linsdell (M.Linsdell) To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 Apr...",publish,re-death-by-email-and-my-intro-5,2013-04-14 03:40:21,post,"Lists,Course Reader,JISCMail",
4904,1268,2013-04-14 03:40:21,Re: 'Death by email' and my intro,"Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Martell Linsdell (M.Linsdell) To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 8:34 Subject: Re: 'Death by email' and my intro Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort. Thank you Martell Linsdell MA FHEA Widening Participation Co-ordinator -----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of David Jennings Sent: 05 April 2013 10:31 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ","Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Martell Linsdell (M.Linsdell) To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 Apr...",publish,re-death-by-email-and-my-intro-6,2013-04-14 03:40:21,post,"Lists,Course Reader,JISCMail",
5400,1268,2013-04-14 03:40:21,Re: 'Death by email' and my intro,"Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Martell Linsdell (M.Linsdell) To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 8:34 Subject: Re: 'Death by email' and my intro Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort. Thank you Martell Linsdell MA FHEA Widening Participation Co-ordinator -----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of David Jennings Sent: 05 April 2013 10:31 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ","Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Martell Linsdell (M.Linsdell) To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 Apr...",publish,re-death-by-email-and-my-intro-11,2013-04-14 03:40:21,post,"Lists,Course Reader,JISCMail",
5751,1268,2013-04-14 03:40:21,Re: 'Death by email' and my intro,"Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Martell Linsdell (M.Linsdell) To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 April 2013, 8:34 Subject: Re: 'Death by email' and my intro Please remove me from this course. I do not have the time to tip toe around the correct way to communicate with the cohort. Thank you Martell Linsdell MA FHEA Widening Participation Co-ordinator -----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of David Jennings Sent: 05 April 2013 10:31 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: [...] ","Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Martell Linsdell (M.Linsdell) To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Monday, 8 Apr...",publish,re-death-by-email-and-my-intro-16,2013-04-14 03:40:21,post,"Lists,JISCMail,Course Reader",
1865,1268,2013-04-14 03:43:25,Re: Please remove me from your mailing list,"Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Juan Felipe Gómez To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Sunday, 7 April 2013, 0:10 Subject: Please remove me from your mailing list > I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > -- How to manage your subscription 1. I prefer to receive just one daily email with all the conversations in it send an [...] ","Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Juan Felipe Gómez To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Sunday, 7 April 2013, 0:10 Subject: Please remove me from your mailing list > I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > -- How to manage your subscription 1. I prefer to receive just one daily email with all the conversations in it send an [...]",publish,re-please-remove-me-from-your-mailing-list-3,2013-04-14 03:43:25,post,"Course Reader,JISCMail,Lists",
4903,1268,2013-04-14 03:43:25,Re: Please remove me from your mailing list,"Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Juan Felipe Gómez To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Sunday, 7 April 2013, 0:10 Subject: Please remove me from your mailing list > I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > -- How to manage your subscription 1. I prefer to receive just one daily email with all the conversations in it send an [...] ","Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Juan Felipe Gómez To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Sunday, 7 April 2013, 0:10 Subject: Please remove me from your mailing list > I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > -- How to manage your subscription 1. I prefer to receive just one daily email with all the conversations in it send an [...]",publish,re-please-remove-me-from-your-mailing-list-4,2013-04-14 03:43:25,post,"Lists,Course Reader,JISCMail",
5399,1268,2013-04-14 03:43:25,Re: Please remove me from your mailing list,"Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Juan Felipe Gómez To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Sunday, 7 April 2013, 0:10 Subject: Please remove me from your mailing list > I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > -- How to manage your subscription 1. I prefer to receive just one daily email with all the conversations in it send an [...] ","Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Juan Felipe Gómez To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Sunday, 7 April 2013, 0:10 Subject: Please remove me from your mailing list > I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > -- How to manage your subscription 1. I prefer to receive just one daily email with all the conversations in it send an [...]",publish,re-please-remove-me-from-your-mailing-list-7,2013-04-14 03:43:25,post,"Lists,Course Reader,JISCMail",
5750,1268,2013-04-14 03:43:25,Re: Please remove me from your mailing list,"Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Juan Felipe Gómez To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Sunday, 7 April 2013, 0:10 Subject: Please remove me from your mailing list > I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > -- How to manage your subscription 1. I prefer to receive just one daily email with all the conversations in it send an [...] ","Please could you remove my e mail address for me as I am having difficulty limiting the number of emails received. Best wishes Uni ________________________________ From: Juan Felipe Gómez To: OCTEL-PUBLIC@JISCMAIL.AC.UK Sent: Sunday, 7 April 2013, 0:10 Subject: Please remove me from your mailing list > I am sorry, but I cannot cope with this amount of emails in my inbox. > > Please remove me from your mailing list. > > Juan Felipe Gómez > -- How to manage your subscription 1. I prefer to receive just one daily email with all the conversations in it send an [...]",publish,re-please-remove-me-from-your-mailing-list-10,2013-04-14 03:43:25,post,"JISCMail,Course Reader,Lists",
1869,1185,2013-04-14 04:23:03,Please add a link directly to http://octel.alt.ac.uk/ and the ocTEL forum or Course Reader from this ...,"
John Graves
Sun, 14 Apr 2013 04:23:03 GMT
- Community
Please add a link directly to http://octel.alt.ac.uk/ and the ocTEL forum or Course Reader from this group. Moderators can do this under Actions > Edit community.
Home · About OCTEL · Course Materials · Induction: guidance · Induction: activities · 1. TEL Concepts and Approaches · Course Discussions · Forums · Course Reader · Participants List · Participant blo...
","
John Graves
Sun, 14 Apr 2013 04:23:03 GMT
- Community
Please add a link directly to http://octel.alt.ac.uk/ and the ocTEL forum or Course Reader from this group. Moderators can do this under Actions > Edit community.
Home · About OCTEL · Course Materials · Induction: guidance · Induction: activities · 1. TEL Concepts and Approaches · Course Discussions · Forums · Course Reader · Participants List · Participant blo...
",publish,please-add-a-link-directly-to-httpoctel-alt-ac-uk-and-the-octel-forum-or-course-reader-from-this,2013-04-14 04:23:03,post,"Social networks,Google+,Course Reader",
1881,1199,2013-04-14 11:53:55,My Big #ocTEL Question,"
“Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?”
I don’t do any formal teaching. I work with people who teach, helping to support & develop their use of technologies in their teaching activities. My big TEL related question is how do we take advantage of the everyday? Why do so many people who use technologies so much in their everyday life – shopping, consuming news, communicating with family and friends, finding information etc etc. not use & take advantage of the same technologies to the same level in their core work activities of teaching (& in HE, research)? How can we close this gap?
","“Reflecting on your own work experience and ambitions for developing your teaching, what is the most important question about TEL for you?” I don’t do any formal teaching. I work with people who teach, helping to support & develop their use of technologies in their teaching activities. My big TEL related question is how do [...]",publish,my-big-octel-question,2013-04-14 11:53:55,post,"Blog posts,Course Reader","wk0,#ocTEL"
1882,1269,2013-04-14 12:44:54,Introduction,"I'm a Faculty E-Learning Development Manager at UWE, Bristol. I've spent a number of years working on projects, using in-house software to develop online learning resources for about 13 programmes, ranging from CPD, degree and masters programmes. This has typically involved providing guidance for staff (and external authors) on writing for the web, sourcing video clips, images, developing activities, clearing copyright items, uploading the resources onto our VLE, Blackboard, and actioning any student evaluations to continually improve the resources. I am now a member of a new Learning Innovation Unit, moving away from content production and focusing on web 2 [...]","I'm a Faculty E-Learning Development Manager at UWE, Bristol. I've spent a number of years working on projects, using in-house software to develop online learning resources for about 13 programmes, ranging from CPD, degree and masters programmes. This ...",publish,introduction-19,2013-04-14 12:44:54,post,"Course Reader,JISCMail,Lists",
4902,1269,2013-04-14 12:44:54,Introduction,"I'm a Faculty E-Learning Development Manager at UWE, Bristol. I've spent a number of years working on projects, using in-house software to develop online learning resources for about 13 programmes, ranging from CPD, degree and masters programmes. This has typically involved providing guidance for staff (and external authors) on writing for the web, sourcing video clips, images, developing activities, clearing copyright items, uploading the resources onto our VLE, Blackboard, and actioning any student evaluations to continually improve the resources. I am now a member of a new Learning Innovation Unit, moving away from content production and focusing on web 2 [...]","I'm a Faculty E-Learning Development Manager at UWE, Bristol. I've spent a number of years working on projects, using in-house software to develop online learning resources for about 13 programmes, ranging from CPD, degree and masters programmes. This ...",publish,introduction-24,2013-04-14 12:44:54,post,"Lists,Course Reader,JISCMail",
5398,1269,2013-04-14 12:44:54,Introduction,"I'm a Faculty E-Learning Development Manager at UWE, Bristol. I've spent a number of years working on projects, using in-house software to develop online learning resources for about 13 programmes, ranging from CPD, degree and masters programmes. This has typically involved providing guidance for staff (and external authors) on writing for the web, sourcing video clips, images, developing activities, clearing copyright items, uploading the resources onto our VLE, Blackboard, and actioning any student evaluations to continually improve the resources. I am now a member of a new Learning Innovation Unit, moving away from content production and focusing on web 2 [...]","I'm a Faculty E-Learning Development Manager at UWE, Bristol. I've spent a number of years working on projects, using in-house software to develop online learning resources for about 13 programmes, ranging from CPD, degree and masters programmes. This ...",publish,introduction-45,2013-04-14 12:44:54,post,"Lists,Course Reader,JISCMail",
5749,1269,2013-04-14 12:44:54,Introduction,"I'm a Faculty E-Learning Development Manager at UWE, Bristol. I've spent a number of years working on projects, using in-house software to develop online learning resources for about 13 programmes, ranging from CPD, degree and masters programmes. This has typically involved providing guidance for staff (and external authors) on writing for the web, sourcing video clips, images, developing activities, clearing copyright items, uploading the resources onto our VLE, Blackboard, and actioning any student evaluations to continually improve the resources. I am now a member of a new Learning Innovation Unit, moving away from content production and focusing on web 2 [...]","I'm a Faculty E-Learning Development Manager at UWE, Bristol. I've spent a number of years working on projects, using in-house software to develop online learning resources for about 13 programmes, ranging from CPD, degree and masters programmes. This ...",publish,introduction-65,2013-04-14 12:44:54,post,"Lists,JISCMail,Course Reader",
1884,849,2013-04-14 14:20:12,FW: Questions,"Tom - I would like to thank you too. This is really helpful. I consider myself as an outlier - being interested in developing a platform for a personalised learning approach for lifelong learners. However, I have found so much of interest and relevance in JISCMAIL in areas seemingly unrelated to this central focus of personal interest. I would like to give something back to this platform by doing what you have done - in the event of me being able to make sense of all the disparate links I am currently building up! [...]","Tom - I would like to thank you too. This is really helpful. I consider myself as an outlier - being interested in developing a platform for a personalised learning approach for lifelong learners. However, I have found so much of interest and relevance...",publish,fw-questions,2013-04-14 14:20:12,post,"Course Reader,JISCMail,Lists",
4901,849,2013-04-14 14:20:12,FW: Questions,"Tom - I would like to thank you too. This is really helpful. I consider myself as an outlier - being interested in developing a platform for a personalised learning approach for lifelong learners. However, I have found so much of interest and relevance in JISCMAIL in areas seemingly unrelated to this central focus of personal interest. I would like to give something back to this platform by doing what you have done - in the event of me being able to make sense of all the disparate links I am currently building up! [...]","Tom - I would like to thank you too. This is really helpful. I consider myself as an outlier - being interested in developing a platform for a personalised learning approach for lifelong learners. However, I have found so much of interest and relevance...",publish,fw-questions-2,2013-04-14 14:20:12,post,"Course Reader,JISCMail,Lists",
5397,849,2013-04-14 14:20:12,FW: Questions,"Tom - I would like to thank you too. This is really helpful. I consider myself as an outlier - being interested in developing a platform for a personalised learning approach for lifelong learners. However, I have found so much of interest and relevance in JISCMAIL in areas seemingly unrelated to this central focus of personal interest. I would like to give something back to this platform by doing what you have done - in the event of me being able to make sense of all the disparate links I am currently building up! [...]","Tom - I would like to thank you too. This is really helpful. I consider myself as an outlier - being interested in developing a platform for a personalised learning approach for lifelong learners. However, I have found so much of interest and relevance...",publish,fw-questions-3,2013-04-14 14:20:12,post,"Lists,Course Reader,JISCMail",
5748,849,2013-04-14 14:20:12,FW: Questions,"Tom - I would like to thank you too. This is really helpful. I consider myself as an outlier - being interested in developing a platform for a personalised learning approach for lifelong learners. However, I have found so much of interest and relevance in JISCMAIL in areas seemingly unrelated to this central focus of personal interest. I would like to give something back to this platform by doing what you have done - in the event of me being able to make sense of all the disparate links I am currently building up! [...]","Tom - I would like to thank you too. This is really helpful. I consider myself as an outlier - being interested in developing a platform for a personalised learning approach for lifelong learners. However, I have found so much of interest and relevance...",publish,fw-questions-4,2013-04-14 14:20:12,post,"Lists,JISCMail,Course Reader",
1891,976,2013-04-14 20:30:48,Re: Activity 0.2 Initial comments and discussions,"The discussions and comments that has being made on the use of email to introduce ourselves, has been interesting, as an interesting analysis that has been made is the medium that all felt comfortable to use was via an email as oppose to all the other suggestions that were made on the OCTEL website. This has lead to some positive where people int the group have been forced to read some emails or on the other hand got a bit fed up of receiving emails as its blocking up their mail quota. Personally, I have found that via email I [...]","The discussions and comments that has being made on the use of email to introduce ourselves, has been interesting, as an interesting analysis that has been made is the medium that all felt comfortable to use was via an email as oppose to all the other ...",publish,re-activity-0-2-initial-comments-and-discussions-4,2013-04-14 20:30:48,post,"Course Reader,JISCMail,Lists",
4900,976,2013-04-14 20:30:48,Re: Activity 0.2 Initial comments and discussions,"The discussions and comments that has being made on the use of email to introduce ourselves, has been interesting, as an interesting analysis that has been made is the medium that all felt comfortable to use was via an email as oppose to all the other suggestions that were made on the OCTEL website. This has lead to some positive where people int the group have been forced to read some emails or on the other hand got a bit fed up of receiving emails as its blocking up their mail quota. Personally, I have found that via email I [...]","The discussions and comments that has being made on the use of email to introduce ourselves, has been interesting, as an interesting analysis that has been made is the medium that all felt comfortable to use was via an email as oppose to all the other ...",publish,re-activity-0-2-initial-comments-and-discussions-5,2013-04-14 20:30:48,post,"Lists,Course Reader,JISCMail",
5396,976,2013-04-14 20:30:48,Re: Activity 0.2 Initial comments and discussions,"The discussions and comments that has being made on the use of email to introduce ourselves, has been interesting, as an interesting analysis that has been made is the medium that all felt comfortable to use was via an email as oppose to all the other suggestions that were made on the OCTEL website. This has lead to some positive where people int the group have been forced to read some emails or on the other hand got a bit fed up of receiving emails as its blocking up their mail quota. Personally, I have found that via email I [...]","The discussions and comments that has being made on the use of email to introduce ourselves, has been interesting, as an interesting analysis that has been made is the medium that all felt comfortable to use was via an email as oppose to all the other ...",publish,re-activity-0-2-initial-comments-and-discussions-9,2013-04-14 20:30:48,post,"Course Reader,JISCMail,Lists",
5747,976,2013-04-14 20:30:48,Re: Activity 0.2 Initial comments and discussions,"The discussions and comments that has being made on the use of email to introduce ourselves, has been interesting, as an interesting analysis that has been made is the medium that all felt comfortable to use was via an email as oppose to all the other suggestions that were made on the OCTEL website. This has lead to some positive where people int the group have been forced to read some emails or on the other hand got a bit fed up of receiving emails as its blocking up their mail quota. Personally, I have found that via email I [...]","The discussions and comments that has being made on the use of email to introduce ourselves, has been interesting, as an interesting analysis that has been made is the medium that all felt comfortable to use was via an email as oppose to all the other ...",publish,re-activity-0-2-initial-comments-and-discussions-13,2013-04-14 20:30:48,post,"Course Reader,Lists,JISCMail",
1897,1185,2013-04-14 23:13:59,"One of the features "missing" from Google Apps may be a blog post/bookmark aggregation functionality ...","
John Graves
Sun, 14 Apr 2013 23:13:59 GMT
- Community
One of the features "missing" from Google Apps may be a blog post/bookmark aggregation functionality which reaches out across Twitter, WordPress, Tumblr, Delicious, Diigo, Mendeley Group (and more?) and collects all the material tagged for a course.
John Graves
Sun, 14 Apr 2013 23:13:59 GMT
- Community
One of the features ""missing"" from Google Apps may be a blog post/bookmark aggregation functionality which reaches out across Twitter, WordPress, Tumblr, Delicious, Diigo, Mendeley Group (and more?) and collects all the material tagged for a course.
Hello, I am Dr Deepa George, working as an assistant professor at the Central Institute of Educational Technology in New Delhi. I am involved in developing a professional development course (blended mode- face to face and on Moodle) for school teachers, teaching different curricular areas, on ICT tools and applications that can be embedded in their classrooms to connect with the world and each other, to create using ICT, web 2.0 in teaching-learning and on reaching out and bridging technological divides. [...]","IntroductionHello, I am Dr Deepa George, working as an assistant professor at the Central Institute of Educational Technology in New Delhi. I am involved in developing a professional development course (blended mode- face to face and on Moodle) for sch...",publish,introduction-20,2013-04-15 00:47:21,post,"JISCMail,Lists,Course Reader",
4899,1270,2013-04-15 00:47:21,Introduction,"Introduction
Hello, I am Dr Deepa George, working as an assistant professor at the Central Institute of Educational Technology in New Delhi. I am involved in developing a professional development course (blended mode- face to face and on Moodle) for school teachers, teaching different curricular areas, on ICT tools and applications that can be embedded in their classrooms to connect with the world and each other, to create using ICT, web 2.0 in teaching-learning and on reaching out and bridging technological divides. [...]","IntroductionHello, I am Dr Deepa George, working as an assistant professor at the Central Institute of Educational Technology in New Delhi. I am involved in developing a professional development course (blended mode- face to face and on Moodle) for sch...",publish,introduction-23,2013-04-15 00:47:21,post,"Lists,Course Reader,JISCMail",
5395,1270,2013-04-15 00:47:21,Introduction,"Introduction
Hello, I am Dr Deepa George, working as an assistant professor at the Central Institute of Educational Technology in New Delhi. I am involved in developing a professional development course (blended mode- face to face and on Moodle) for school teachers, teaching different curricular areas, on ICT tools and applications that can be embedded in their classrooms to connect with the world and each other, to create using ICT, web 2.0 in teaching-learning and on reaching out and bridging technological divides. [...]","IntroductionHello, I am Dr Deepa George, working as an assistant professor at the Central Institute of Educational Technology in New Delhi. I am involved in developing a professional development course (blended mode- face to face and on Moodle) for sch...",publish,introduction-44,2013-04-15 00:47:21,post,"Lists,Course Reader,JISCMail",
5746,1270,2013-04-15 00:47:21,Introduction,"Introduction
Hello, I am Dr Deepa George, working as an assistant professor at the Central Institute of Educational Technology in New Delhi. I am involved in developing a professional development course (blended mode- face to face and on Moodle) for school teachers, teaching different curricular areas, on ICT tools and applications that can be embedded in their classrooms to connect with the world and each other, to create using ICT, web 2.0 in teaching-learning and on reaching out and bridging technological divides. [...]","IntroductionHello, I am Dr Deepa George, working as an assistant professor at the Central Institute of Educational Technology in New Delhi. I am involved in developing a professional development course (blended mode- face to face and on Moodle) for sch...",publish,introduction-64,2013-04-15 00:47:21,post,"Lists,JISCMail,Course Reader",
1899,1185,2013-04-15 01:12:17,"726 participants - and growing? By copying and pasting the participants list into Excel and sorting, ...","
John Graves
Mon, 15 Apr 2013 01:12:17 GMT
- Community
726 participants - and growing? By copying and pasting the participants list into Excel and sorting, the user names of ocTEL participants, from AdamButt to Zohra Mahmood AliSurani, number 726 as of 15 April 2013.
+John Duhring in another forum ([1] or [2]) observed the community interested in this topic is actually rather small -- today. I wonder if we are just at the start of the kind of transformation illustrated by the "Announcement of the Pope: 2005 vs 2013" images: http://instagram.com/p/W2BuMLQLRB/
John Graves
Mon, 15 Apr 2013 01:12:17 GMT
- Community
726 participants - and growing? By copying and pasting the participants list into Excel and sorting, the user names of ocTEL participants, from AdamButt to Zohra Mahmood AliSurani, number 726 as of 15 April 2013.
+John Duhring in another forum ([1] or [2]) observed the community interested in this topic is actually rather small -- today. I wonder if we are just at the start of the kind of transformation illustrated by the ""Announcement of the Pope: 2005 vs 2013"" images: http://instagram.com/p/W2BuMLQLRB/
",publish,726-participants-and-growing-by-copying-and-pasting-the-participants-list-into-excel-and-sorting,2013-04-15 01:12:17,post,"Google+,Social networks,Course Reader",
1957,1203,2013-04-15 02:03:51,"paulbrichardson: I have just commented on ""What Are MOOCs (Good For)? I Don’t Really Know…"" Great post, btw. http://t.co/Dw3BkRO6sJ #ocTEL","
I have just commented on ""What Are MOOCs (Good For)? I Don’t Really Know…"" Great post, btw. bit.ly/11gReh0#ocTEL
",publish,paulbrichardson-i-have-just-commented-on-what-are-moocs-good-for-i-dont-really-know-great-post-btw-httpt-codw3bkro6sj-octel,2013-04-15 02:03:51,post,"Twitter (Q&A),Social networks",#ocTEL
1956,1203,2013-04-15 02:09:02,"paulbrichardson: @helenbeetham I am in the same boat. I am over here: http://t.co/Qj8aVRmr9L at the moment, checking the list of 'big questions'.....#ocTEL","
@helenbeetham I am in the same boat. I am over here: bit.ly/11gSjp8 at the moment, checking the list of 'big questions'.....#ocTEL
","@helenbeetham I am in the same boat. I am over here: bit.ly/11gSjp8 at the moment, checking the list of 'big questions'.....#ocTEL— Paul Richardson (@paulbrichardson) April 15, 2013",publish,paulbrichardson-helenbeetham-i-am-in-the-same-boat-i-am-over-here-httpt-coqj8avrmr9l-at-the-moment-checking-the-list-of-big-questions-octel,2013-04-15 02:09:02,post,"Social networks,Twitter (Q&A)",#ocTEL
1975,1272,2013-04-15 03:41:47,saadat_m: Why Do Students Enroll in (But Don’t Complete) #MOOC Courses? | http://t.co/DY7IlEl3Ps #etmooc #octel #phdchat @myen,"
","ocTEL |Week 1: (1.1) Champions & critics of TM : patterns detected? Initial findingssfy.co/hHyN #storify #octel— Elizabeth E Charles (@ElizabethECharl) April 15, 2013",publish,elizabethecharl-octel-week-1-1-1-champions-amp-critics-of-tm-patterns-detected-initial-findings-httpt-coe2g9gusnhp-storify-octel,2013-04-15 04:13:07,post,"Social networks,Twitter (Q&A)","storify,#ocTEL"
1973,1179,2013-04-15 04:48:53,kerr63: RT @ecampusnews: Can you MOOC your way through #college in one year? http://t.co/A2lVfUbwkw #MOOCs #highered #mooc #octel,"
","RT @ecampusnews: Can you MOOC your way through #college in one year? ow.ly/k4ZG9 #MOOCs #highered #mooc #octel— James Kerr (@Kerr63) April 15, 2013",publish,kerr63-rt-ecampusnews-can-you-mooc-your-way-through-college-in-one-year-httpt-coa2lvfubwkw-moocs-highered-mooc-octel,2013-04-15 04:48:53,post,"Social networks,Twitter (Q&A)","#ocTEL,mooc,college,highered,moocs"
1940,52,2013-04-15 06:31:01,"suebecks: RT @georgeroberts: My ""big question"" (?) for #ocTEL & #fslt Fostering collegiality @ncurrant @mazwaite http://t.co/AhnXtURNmo","
",publish,suebecks-rt-georgeroberts-my-big-question-for-octel-amp-fslt-fostering-collegiality-ncurrant-mazwaite-httpt-coahnxturnmo,2013-04-15 06:31:01,post,"Social networks,Twitter (Q&A)","#ocTEL,fslt"
1939,55,2013-04-15 07:40:16,"hopkinsdavid: I wonder how many MOOCs will be submitted to the @elearningawards ""Best online distance learning programme"" category? #elawards #ocTEL","
I wonder how many MOOCs will be submitted to the @elearningawards ""Best online distance learning programme"" category? #elawards#ocTEL
","I wonder how many MOOCs will be submitted to the @elearningawards ""Best online distance learning programme"" category? #elawards #ocTEL— David Hopkins (@hopkinsdavid) April 15, 2013",publish,hopkinsdavid-i-wonder-how-many-moocs-will-be-submitted-to-the-elearningawards-best-online-distance-learning-programme-category-elawards-octel,2013-04-15 07:40:16,post,"Social networks,Twitter (Q&A)","elawards,#ocTEL"
1938,55,2013-04-15 07:48:40,"hopkinsdavid: and so to #ocTEL ""TEL Concepts and Approaches"" (confusingly labelled as week 1 - I thought that was last week?) http://t.co/JAva6eckJb","
",publish,hopkinsdavid-and-so-to-octel-tel-concepts-and-approaches-confusingly-labelled-as-week-1-i-thought-that-was-last-week-httpt-cojava6eckjb,2013-04-15 07:48:40,post,"Social networks,Twitter (Q&A)",#ocTEL
2193,94,2013-04-15 08:09:35,"jamesclay: #ocTEL
So what if I am not connected?
http://t.co/caOFgW3anW","
",publish,jamesclay-octel-so-what-if-i-am-not-connectedhttpt-cocaofgw3anw,2013-04-15 08:09:35,post,"Social networks,Twitter (Q&A)",#ocTEL
1946,7,2013-04-15 08:15:26,octel.alt.ac.uk,"
add this on Delicious
- saved by
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by
to
octel
from twitter
- more about this link
...",publish,octel-alt-ac-uk,2013-04-15 08:15:26,post,"Bookmarks,Delicious,Course Reader","#ocTEL,twitter,from,from twitter"
1968,171,2013-04-15 08:15:26,octel.alt.ac.uk,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,octel-alt-ac-uk-2,2013-04-15 08:15:26,post,"Bookmarks,Delicious,Course Reader","from,from twitter,#ocTEL,twitter"
1990,55,2013-04-15 08:17:23,hopkinsdavid: RT @jamesclay: #ocTEL So what if I am not connected? http://t.co/3gpuJvI8C1,"
",publish,hopkinsdavid-rt-jamesclay-octel-so-what-if-i-am-not-connected-httpt-co3gpujvi8c1,2013-04-15 08:17:23,post,"Social networks,Twitter (Q&A)",#ocTEL
1937,1050,2013-04-15 08:38:58,gardeninggeoff: @paulbrichardson There are some slides available from the abstract list at http://t.co/hGk3mgqrDp #OER13 #ocTEL,"
","@paulbrichardson There are some slides available from the abstract list at oer13.org #OER13 #ocTEL— Geoff Constable (@gardeninggeoff) April 15, 2013",publish,gardeninggeoff-paulbrichardson-there-are-some-slides-available-from-the-abstract-list-at-httpt-cohgk3mgqrdp-oer13-octel,2013-04-15 08:38:58,post,"Social networks,Twitter (Q&A)","oer13,#ocTEL"
1936,793,2013-04-15 09:16:20,"openplanpub: Finally caught up on #ocTEL week 0 webinar. Peer support would be useful, but is peer assessment appropriate to HE? http://t.co/WcI4UemXhi","
",publish,openplanpub-finally-caught-up-on-octel-week-0-webinar-peer-support-would-be-useful-but-is-peer-assessment-appropriate-to-he-httpt-cowci4uemxhi,2013-04-15 09:16:20,post,"Twitter (Q&A),Social networks",#ocTEL
1919,512,2013-04-15 09:52:57,Giving Twitter a chance,"
As earlier posting I have been inspired to give Twitter another chance. First thing was to unfollw some very prolific tweeters to lighten the load. Also added some authoritive HE sources (digital visitor?) Although I aspire to having an annual archiving session from my twitter shoebox but am not sure that is going to happen. I am seeing a benefit in it as a source of news. I just need to develop the habit of checking the twitter feed though! Have also learnt that Twitter has an automatic URL shorttener so I can cross learning how to do that off my list. Thanks Twitter: All links (URLs) posted in Tweets are shortened using our t.co service.
","As earlier posting I have been inspired to give Twitter another chance. First thing was to unfollw some very prolific tweeters to lighten the load. Also added some authoritive HE sources (digital visitor?) Although I aspire to having an annual archiving session from my twitter shoebox but am not sure that is going to happen. I am seeing [...]",publish,giving-twitter-a-chance,2013-04-15 09:52:57,post,"Blog posts,Course Reader",Uncategorized
1926,5,2013-04-15 10:31:21,Taking advice,"ocTEL has been up and running for over a week now. After a start where the momentum of the email discussion threatened to run away with itself, Stephen Downes, who is a 'critical friend' on the project, shared his advice to OcTEL. We've taken that advice to heart and this post outlines how we've sought to embrace his suggestions.
Stephen advises:
set up a system whereby you are sending out one email a day to people
in this email, put your course announcements at the top
also put a link to the mailing list archives, or (even better) links to the current topics on the board archives
… you can use this system to incorporate 'publish in your own space' responses
create a mechanism to allow people to register their blogs
set up an aggregator of participant blogs
include the aggregator listings in the once-a-day email
Additionally
aggregate the Twitter posts for the course tag (I forget what it was; I'm sure it's in an email somewhere)
When creating the ocTEL platform we were conscious of the need to push information to participants in a timely and useful way. From day one we had included the MailPress plugin for WordPress for distributing a daily and weekly newsletter. Below is a screenshot of the newsletter from day one sent on the 4th April. Other than there not being much content (it was day one) we recognised there were a number of areas to improve.
Put your course announcements at the top, plus links to the current topics on the board archives…incorporate 'publish in your own space' responses
The newsletter currently contains five sections:
Course information – displays any full post made by the course team tagged ‘course information’.
Recent activity – is used to summaries new aggregated content from the course reader
Forum activity – currently configured to display the last 5 recent topics and recent replies
Participant blogs – excerpts from participant blogs
Bookmarks – a summary of bookmarks from delicious and diigo tagged ocTEL
As the course evolves our plan is to refine the newsletter to maximise effectiveness. This will be in part to respond to the dynamics of the course, but also to experiment with different configurations and features. If you have any suggestions for these we’ve created a topic on the forum or contact us by any other means that you prefer.
Create a mechanism to allow people to register their blogs, aggregate them and include in daily email
The 'publish in your own space' (or wherever you prefer) principle is at the core of our platform design and has directly influenced a number of our fundamental decisions including the adoption of WordPress. As part of the registration form we asked participants to include a link to their existing blog and these were imported into our platform from the start, after which participants could login to review and edit their details — as shown in the video below. This includes selecting an RSS feed so that we can aggregated their posts into our site allowing other participants to review content via the Course Reader or as part of the daily newsletter.
Like a number of other open online courses we achieve this by using the FeedWordPress plugin for WordPress which has the ability to aggregate RSS data. In addition to this we recently developed the ability for participants to submit additional artefacts not accessible using RSS.
Cease sending out mailing list emails, give people a few days to catch their breath
This was the one element of Stephen's advice we haven't yet followed. We trusted ocTEL participants to self-regulate and catch their breath of their own accord, and happily they did. We know that email discussion lists have the capacity to flare up suddenly, and that may happen again. However, our parent organisation ALT successfully runs an email list with a thousand members, and, at present, ocTEL's list of just under 800 participants is going through a quiet phase.
To conclude
When launching this course for the first time, we wondered what decisions would look daft with hindsight. Now I think we know at least one such decision. We have made changes quickly where we could, while still operating within our original principles. I hope this post highlights in a number of other areas we are not only on top of the problem but proactive in developing and sharing new solutions to help others who might be interested in delivering their own open online courses. I hope it also illustrates that we are trying to respond to the needs of our participants and we welcome any suggestions you have to improve the course (you are free to choose how to submit these for example the forum, email or other…)","",publish,taking-advice,2013-06-06 11:27:50,post,Course information,
1929,1150,2013-04-15 10:47:28,Smart Publishers Guide to LRMI Tagging,"Pages: 15.
","Pages: 15. David Gladney, Michael Jay, Steve Nordmark et al.Published using Mendeley: The reference software for researchers",publish,smart-publishers-guide-to-lrmi-tagging,2013-04-15 10:47:28,post,"Bookmarks,Mendeley Group,Course Reader",Report
1941,1150,2013-04-15 10:47:28,Smart Publishers Guide to LRMI Tagging,"Pages: 15.
","Pages: 15. David Gladney, Michael Jay, Steve Nordmark et al.Published using Mendeley: The research paper manager",publish,smart-publishers-guide-to-lrmi-tagging-2,2013-04-15 10:47:28,post,"Course Reader,Mendeley Group,Bookmarks",Report
3127,1150,2013-04-15 10:47:28,Smart Publishers Guide to LRMI Tagging,"Pages: 15.
","Pages: 15. David Gladney, Michael Jay, Steve Nordmark et al.Published using Mendeley: The reference software for researchers",publish,smart-publishers-guide-to-lrmi-tagging-3,2013-04-15 10:47:28,post,"Bookmarks,Course Reader,Mendeley Group",Report
1955,5,2013-04-15 11:05:15,mhawksey: @raharris there is also an opportunity to specify what would be useful to capture. Are you in the #octel hangout at 2?,"
@raharris there is also an opportunity to specify what would be useful to capture. Are you in the #octel hangout at 2?
","@raharris there is also an opportunity to specify what would be useful to capture. Are you in the #octel hangout at 2?— Martin Hawksey (@mhawksey) April 15, 2013",publish,mhawksey-raharris-there-is-also-an-opportunity-to-specify-what-would-be-useful-to-capture-are-you-in-the-octel-hangout-at-2,2013-04-15 11:05:15,post,"Twitter (Q&A),Social networks",#ocTEL
1945,873,2013-04-15 11:42:00,Week 1 - if you only do one thing - my chosen topics,"
For this week's key task, I've chosen these stories about technology enhanced learning:
a physical and social environment around computers so that young children would self-organise and teach themselves new skills through peer interaction and ‘emergent learning’
For this week's key task, I've chosen these stories about technology enhanced learning:
a physical and social environment around computers so that young children would self-organise and teach themselves new skills through peer interaction and ‘emergent learning’
",publish,week-1-if-you-only-do-one-thing-my-chosen-topics,2013-04-15 11:42:00,post,"Course Reader,Blog posts",
1900,689,2013-04-15 12:02:52,"slidespeech: @cbokhove ""300 people registered"" at #ocTEL as of 12 March 2013 http://t.co/rqY779Tgjw This grew to 726 on participant list 15 April 2013","
",publish,slidespeech-cbokhove-300-people-registered-at-octel-as-of-12-march-2013-httpt-corqy779tgjw-this-grew-to-726-on-participant-list-15-april-2013,2013-04-15 12:02:52,post,"Social networks,Twitter (Q&A)",#ocTEL
1943,512,2013-04-15 12:14:16,‘The future is …,"
‘The future is not a result of choices among alternative paths offered by the present, but a place that is created – created first in the mind and will, created next in activity. The future is not some place we are going to, but one we are creating. The paths to it are not found but made, and the activity of making them changes both the maker and destination.’
John Schaar, American writer and scholar and Professor Emeritus, University of California
","‘The future is not a result of choices among alternative paths offered by the present, but a place that is created – created first in the mind and will, created next in activity. The future is not some place we are going to, but one we are creating. The paths to it are not found [...]",publish,the-future-is,2013-04-15 12:14:16,post,"Blog posts,Course Reader",Uncategorized
1942,166,2013-04-15 12:25:30,#ocTEL Introduction,"
I’m taking part in #ocTEL, the Open Course in Technology Enhanced Learning that ALT are running, partly to experience taking part in a MOOC, and because it seems like a great opportunity to find out what other people are up to.
So by way of an introduction, I’ve been supporting learning technology for over 10 years, initially mainly dealing with supporting the VLE but more recently I’ve really repositioned my role to be a lot more about looking at ways that TEL can enhance the learning experience rather than being just about dumping a few Powerpoint files on the VLE.
I’m currently leading a project piloting the flipped classroom model of blended learning.The project has really opened my eyes to how much of the “traditional” classroom based approach is a compromise, with lectures used as the primary means of teaching due to resource constraints rather than because lectures are a particularly effective way of learning. It’s becoming clear that the main challenge in increasing the take up of TEL is now a people problem rather than a technology problem.
","I’m taking part in #ocTEL, the Open Course in Technology Enhanced Learning that ALT are running, partly to experience taking part in a MOOC, and because it seems like a great opportunity to find out what other people are up … Continue reading →",publish,octel-introduction,2013-04-15 12:25:30,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
5333,166,2013-04-15 12:25:30,#ocTEL Introduction,"
I’m taking part in #ocTEL, the Open Course in Technology Enhanced Learning that ALT are running, partly to experience taking part in a MOOC, and because it seems like a great opportunity to find out what other people are up to.
So by way of an introduction, I’ve been supporting learning technology for over 10 years, initially mainly dealing with supporting the VLE but more recently I’ve really repositioned my role to be a lot more about looking at ways that TEL can enhance the learning experience rather than being just about dumping a few Powerpoint files on the VLE.
I’m currently leading a project piloting the flipped classroom model of blended learning.The project has really opened my eyes to how much of the “traditional” classroom based approach is a compromise, with lectures used as the primary means of teaching due to resource constraints rather than because lectures are a particularly effective way of learning. It’s becoming clear that the main challenge in increasing the take up of TEL is now a people problem rather than a technology problem.
","I’m taking part in #ocTEL, the Open Course in Technology Enhanced Learning that ALT are running, partly to experience taking part in a MOOC, and because it seems like a great opportunity to find out what other people are up … Continue reading →",publish,octel-introduction-2,2013-04-15 12:25:30,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
1944,198,2013-04-15 12:49:00,"First ""International"" MOOC","Week 1 of the ocTEL MOOC has begun, and with it, some reflections on Induction Week 0:
Although every MOOC has the potential of being ""international"", this is the first one I have participated in that is hosted by a University outside of the US. This raises interesting points, some I have considered before, and some new.
Timezones - I have discussed supporting different timezones in online learning before, and ocTEL is driving those points home for me. Even though the vast majority of this MOOC's content is asynchronous, there are bursts of activity at different times than I am used to, and it adds more delay into responses from colleagues. It's really just an inconvenience, but I get used to receiving responses rapidly, even in asynchronous modes, from colleagues in the same time zone.
Syntax - Acronyms are not universal! Even date formats differ! I will admit, it's making me think to rearrange 15/4/2013 to 4/15/2013. I'm not arguing who is right or wrong, which is better, or which makes more logical sense, but I am used to seeing the date in a particular format, and having it different causes me to think. This is not a bad thing, just an observation! Exercise the brain!
Local law/policy/regulation - whether it is district, regional, city, or national, different places have different standards, rules, policies, and laws. Practices most certainly differ. While in broad strokes, many things are the same, in the details one finds the differences. Pay attention to the details.
Embrace exploration - What an opportunity participating in a MOOC like ocTEL is! All the sharing with colleagues, learning new things, and networking, potentially much more than at a conference, without the hassles of travel or the expenses! I am grateful for the opportunity and for the effort put forth by the organizers. Thank you!
Now, thinking about Week 1, and TEL Practices and Approaches; my philosophy has been to always remember to stay focused on the content topic and not get lost in teaching the technology (unless the course is ABOUT the specific technology). For example, in an introductory computer course, teach about the concepts of computing and applications, and not become a training course in the application itself. Teaching about spreadsheets should be about the concepts of spreadsheets, and not just specifically MS Excel. Additionally, we should strive to expose and introduce students to multiple application platforms when teaching concepts, as much as is available and applicable. To further use the spreadsheet example, it is alright to use MS Excel, but also use OpenOffice and Google Docs spreadsheet. Do the same examples in multiple places so students can see the similarities and the differences, and also be able to understand the differences between core concepts and application-specific instructions.
#ocTEL #tel #edtech #adult_learning #learning ","Week 1 of the ocTEL MOOC has begun, and with it, some reflections on Induction Week 0:Although every MOOC has the potential of being ""international"", this is the first one I have participated in that is hosted by a University outside of the US. T...",publish,first-international-mooc,2013-04-15 12:49:00,post,"Course Reader,Blog posts","mooc,international,edtech,#ocTEL,#tel"
5285,198,2013-04-15 12:49:00,"First ""International"" MOOC","Week 1 of the ocTEL MOOC has begun, and with it, some reflections on Induction Week 0:
Although every MOOC has the potential of being ""international"", this is the first one I have participated in that is hosted by a University outside of the US. This raises interesting points, some I have considered before, and some new.
Timezones - I have discussed supporting different timezones in online learning before, and ocTEL is driving those points home for me. Even though the vast majority of this MOOC's content is asynchronous, there are bursts of activity at different times than I am used to, and it adds more delay into responses from colleagues. It's really just an inconvenience, but I get used to receiving responses rapidly, even in asynchronous modes, from colleagues in the same time zone.
Syntax - Acronyms are not universal! Even date formats differ! I will admit, it's making me think to rearrange 15/4/2013 to 4/15/2013. I'm not arguing who is right or wrong, which is better, or which makes more logical sense, but I am used to seeing the date in a particular format, and having it different causes me to think. This is not a bad thing, just an observation! Exercise the brain!
Local law/policy/regulation - whether it is district, regional, city, or national, different places have different standards, rules, policies, and laws. Practices most certainly differ. While in broad strokes, many things are the same, in the details one finds the differences. Pay attention to the details.
Embrace exploration - What an opportunity participating in a MOOC like ocTEL is! All the sharing with colleagues, learning new things, and networking, potentially much more than at a conference, without the hassles of travel or the expenses! I am grateful for the opportunity and for the effort put forth by the organizers. Thank you!
Now, thinking about Week 1, and TEL Practices and Approaches; my philosophy has been to always remember to stay focused on the content topic and not get lost in teaching the technology (unless the course is ABOUT the specific technology). For example, in an introductory computer course, teach about the concepts of computing and applications, and not become a training course in the application itself. Teaching about spreadsheets should be about the concepts of spreadsheets, and not just specifically MS Excel. Additionally, we should strive to expose and introduce students to multiple application platforms when teaching concepts, as much as is available and applicable. To further use the spreadsheet example, it is alright to use MS Excel, but also use OpenOffice and Google Docs spreadsheet. Do the same examples in multiple places so students can see the similarities and the differences, and also be able to understand the differences between core concepts and application-specific instructions.
#ocTEL #tel #edtech #adult_learning #learning ","Week 1 of the ocTEL MOOC has begun, and with it, some reflections on Induction Week 0:Although every MOOC has the potential of being ""international"", this is the first one I have participated in that is hosted by a University outside of the US. T...",publish,first-international-mooc-2,2013-04-15 12:49:00,post,"Course Reader,Blog posts","#tel,#ocTEL,mooc,international,edtech"
5658,198,2013-04-15 12:49:00,"First ""International"" MOOC","Week 1 of the ocTEL MOOC has begun, and with it, some reflections on Induction Week 0:
Although every MOOC has the potential of being ""international"", this is the first one I have participated in that is hosted by a University outside of the US. This raises interesting points, some I have considered before, and some new.
Timezones - I have discussed supporting different timezones in online learning before, and ocTEL is driving those points home for me. Even though the vast majority of this MOOC's content is asynchronous, there are bursts of activity at different times than I am used to, and it adds more delay into responses from colleagues. It's really just an inconvenience, but I get used to receiving responses rapidly, even in asynchronous modes, from colleagues in the same time zone.
Syntax - Acronyms are not universal! Even date formats differ! I will admit, it's making me think to rearrange 15/4/2013 to 4/15/2013. I'm not arguing who is right or wrong, which is better, or which makes more logical sense, but I am used to seeing the date in a particular format, and having it different causes me to think. This is not a bad thing, just an observation! Exercise the brain!
Local law/policy/regulation - whether it is district, regional, city, or national, different places have different standards, rules, policies, and laws. Practices most certainly differ. While in broad strokes, many things are the same, in the details one finds the differences. Pay attention to the details.
Embrace exploration - What an opportunity participating in a MOOC like ocTEL is! All the sharing with colleagues, learning new things, and networking, potentially much more than at a conference, without the hassles of travel or the expenses! I am grateful for the opportunity and for the effort put forth by the organizers. Thank you!
Now, thinking about Week 1, and TEL Practices and Approaches; my philosophy has been to always remember to stay focused on the content topic and not get lost in teaching the technology (unless the course is ABOUT the specific technology). For example, in an introductory computer course, teach about the concepts of computing and applications, and not become a training course in the application itself. Teaching about spreadsheets should be about the concepts of spreadsheets, and not just specifically MS Excel. Additionally, we should strive to expose and introduce students to multiple application platforms when teaching concepts, as much as is available and applicable. To further use the spreadsheet example, it is alright to use MS Excel, but also use OpenOffice and Google Docs spreadsheet. Do the same examples in multiple places so students can see the similarities and the differences, and also be able to understand the differences between core concepts and application-specific instructions.
#ocTEL #tel #edtech #adult_learning #learning ","Week 1 of the ocTEL MOOC has begun, and with it, some reflections on Induction Week 0:Although every MOOC has the potential of being ""international"", this is the first one I have participated in that is hosted by a University outside of the US. T...",publish,first-international-mooc-3,2013-04-15 12:49:00,post,"Blog posts,Course Reader","#tel,edtech,international,#ocTEL,mooc"
1948,259,2013-04-15 13:22:12,Mooc – email storm,"
New Mooc – Octel
I have returned to work after 2 weeks off and found a lot of emails from people all over the world introducing themselves so half delighted and half annoyed. I have switched to digest version of the email - thanks for great instructions and will be using my blog to do the work I have to do.
First things I must register the blogs RSS feed so someone can actually read what I am saying
","New Mooc – Octel I have returned to work after 2 weeks off and found a lot of emails from people all over the world introducing themselves so half delighted and half annoyed. I have switched to digest version of the email - thanks for great instructions and will be using my blog to do [...]",publish,mooc-email-storm,2013-04-15 13:22:12,post,"Course Reader,Blog posts",Uncategorized
1959,15,2013-04-15 15:34:00,"Sugata Mitra, understanding teaching practice ad hominem and the role of the LT","
Just responding to a forum post on the #ocTEL website and though I would write this down as a blog.
Having spoken with Sugata at the 2009 ALT-C, it was clear to me that the idea of 4-5 kids working together was the key, and the problem solving inquiry based learning style. He certainly has a style that makes this type of learning fun, and a personality to back this up, which makes me think if this success is a result of him (ad hominem) or of his pedagogy.
I wonder how well these ideas ‘scale’ or ‘transfer’ too. For example i have read critiques of Montessori practice that point right back to her (ad-hominem) as the success factor. I wonder how much this can be said of Mitra’s methodology, (or homeschool for that matter)…
I guess what I am coming to is that I believe it is the ‘personality’ of the tutor as much as anything that motivates learning. Learners will adapt to their tutor's style if s/he has passion for the subject.
I think this is problematic from a tech perspective as the ‘techs’ are trying to create ‘replicable’ or ‘transferrable’ pedagogic situations but they will work one year and then fail mysteriously the next, and then work again.
The ‘learning’ part of ‘learning technology’ means that suddenly all the rules of ‘technological development’ (eg. replicability, consistency) do not apply any more.
This is a headache in one sense, but when we start to fit the technology around the tutor (ad hominem) as well as the learning context or educational content, we can stop worrying about trying to embed technology in the same way and concentrate on personalised technology choices that empower people to teach and learn
It certainly broadens the task of an LT, but I think that with the diverse array of technology choices, the conversations we have with tutors can be more along the lines of ‘what do you feel comfortable with trying’ and less the exasperated ‘but don’t you see that if you use lecture capture, VLE, [take your pick] it will be better for everyone’.
Its like taking the constructivism that eLearning bods cherish, and actually applying it to our own practice – ie taking our tutors one step at a time into their ‘zones of proximal development’ rather than forcing new technology paint-by-numbers style on peoples working practices.
","
Just responding to a forum post on the #ocTEL website and though I would write this down as a blog.
Having spoken with Sugata at the 2009 ALT-C, it was clear to me that the idea of 4-5 kids working together was the key, and the problem solving inquiry based learning style. He certainly has a style that makes this type of learning fun, and a personality to back this up, which makes me think if this success is a result of him (ad hominem) or of his pedagogy.
I wonder how well these ideas ‘scale’ or ‘transfer’ too. For example i have read critiques of Montessori practice that point right back to her (ad-hominem) as the success factor. I wonder how much this can be said of Mitra’s methodology, (or homeschool for that matter)…
I guess what I am coming to is that I believe it is the ‘personality’ of the tutor as much as anything that motivates learning. Learners will adapt to their tutor's style if s/he has passion for the subject.
I think this is problematic from a tech perspective as the ‘techs’ are trying to create ‘replicable’ or ‘transferrable’ pedagogic situations but they will work one year and then fail mysteriously the next, and then work again.
The ‘learning’ part of ‘learning technology’ means that suddenly all the rules of ‘technological development’ (eg. replicability, consistency) do not apply any more.
This is a headache in one sense, but when we start to fit the technology around the tutor (ad hominem) as well as the learning context or educational content, we can stop worrying about trying to embed technology in the same way and concentrate on personalised technology choices that empower people to teach and learn
It certainly broadens the task of an LT, but I think that with the diverse array of technology choices, the conversations we have with tutors can be more along the lines of ‘what do you feel comfortable with trying’ and less the exasperated ‘but don’t you see that if you use lecture capture, VLE, [take your pick] it will be better for everyone’.
Its like taking the constructivism that eLearning bods cherish, and actually applying it to our own practice – ie taking our tutors one step at a time into their ‘zones of proximal development’ rather than forcing new technology paint-by-numbers style on peoples working practices.
",publish,sugata-mitra-understanding-teaching-practice-ad-hominem-and-the-role-of-the-lt,2013-04-16 08:29:07,post,"Blog posts,Course Reader","Learning Technology,mooc,e-learning,mitra,pedagogy,Education,#ocTEL"
5314,15,2013-04-15 15:34:00,"Sugata Mitra, understanding teaching practice ad hominem and the role of the LT","
Just responding to a forum post on the #ocTEL website and though I would write this down as a blog.
Having spoken with Sugata at the 2009 ALT-C, it was clear to me that the idea of 4-5 kids working together was the key, and the problem solving inquiry based learning style. He certainly has a style that makes this type of learning fun, and a personality to back this up, which makes me think if this success is a result of him (ad hominem) or of his pedagogy.
I wonder how well these ideas ‘scale’ or ‘transfer’ too. For example i have read critiques of Montessori practice that point right back to her (ad-hominem) as the success factor. I wonder how much this can be said of Mitra’s methodology, (or homeschool for that matter)…
I guess what I am coming to is that I believe it is the ‘personality’ of the tutor as much as anything that motivates learning. Learners will adapt to their tutor's style if s/he has passion for the subject.
I think this is problematic from a tech perspective as the ‘techs’ are trying to create ‘replicable’ or ‘transferrable’ pedagogic situations but they will work one year and then fail mysteriously the next, and then work again.
The ‘learning’ part of ‘learning technology’ means that suddenly all the rules of ‘technological development’ (eg. replicability, consistency) do not apply any more.
This is a headache in one sense, but when we start to fit the technology around the tutor (ad hominem) as well as the learning context or educational content, we can stop worrying about trying to embed technology in the same way and concentrate on personalised technology choices that empower people to teach and learn
It certainly broadens the task of an LT, but I think that with the diverse array of technology choices, the conversations we have with tutors can be more along the lines of ‘what do you feel comfortable with trying’ and less the exasperated ‘but don’t you see that if you use lecture capture, VLE, [take your pick] it will be better for everyone’.
Its like taking the constructivism that eLearning bods cherish, and actually applying it to our own practice – ie taking our tutors one step at a time into their ‘zones of proximal development’ rather than forcing new technology paint-by-numbers style on peoples working practices.
","
Just responding to a forum post on the #ocTEL website and though I would write this down as a blog.
Having spoken with Sugata at the 2009 ALT-C, it was clear to me that the idea of 4-5 kids working together was the key, and the problem solving inquiry based learning style. He certainly has a style that makes this type of learning fun, and a personality to back this up, which makes me think if this success is a result of him (ad hominem) or of his pedagogy.
I wonder how well these ideas ‘scale’ or ‘transfer’ too. For example i have read critiques of Montessori practice that point right back to her (ad-hominem) as the success factor. I wonder how much this can be said of Mitra’s methodology, (or homeschool for that matter)…
I guess what I am coming to is that I believe it is the ‘personality’ of the tutor as much as anything that motivates learning. Learners will adapt to their tutor's style if s/he has passion for the subject.
I think this is problematic from a tech perspective as the ‘techs’ are trying to create ‘replicable’ or ‘transferrable’ pedagogic situations but they will work one year and then fail mysteriously the next, and then work again.
The ‘learning’ part of ‘learning technology’ means that suddenly all the rules of ‘technological development’ (eg. replicability, consistency) do not apply any more.
This is a headache in one sense, but when we start to fit the technology around the tutor (ad hominem) as well as the learning context or educational content, we can stop worrying about trying to embed technology in the same way and concentrate on personalised technology choices that empower people to teach and learn
It certainly broadens the task of an LT, but I think that with the diverse array of technology choices, the conversations we have with tutors can be more along the lines of ‘what do you feel comfortable with trying’ and less the exasperated ‘but don’t you see that if you use lecture capture, VLE, [take your pick] it will be better for everyone’.
Its like taking the constructivism that eLearning bods cherish, and actually applying it to our own practice – ie taking our tutors one step at a time into their ‘zones of proximal development’ rather than forcing new technology paint-by-numbers style on peoples working practices.
",publish,sugata-mitra-understanding-teaching-practice-ad-hominem-and-the-role-of-the-lt-2,2013-04-16 08:29:07,post,"Course Reader,Blog posts","Education,e-learning,Learning Technology,#ocTEL,mooc,pedagogy,mitra"
1960,1183,2013-04-15 15:34:39,"Sugata Mitra, teaching practice as ad hominem and the role of the LT","
Phil Tubman
Mon, 15 Apr 2013 15:34:39 GMT
- Google+
Just responding to a forum post on the #ocTEL website and though I would write this down as a blog. Sugata Mitra presents of a Self Organising Learning Environment at ALT-C in 2009. There is also a...
","
Phil Tubman
Mon, 15 Apr 2013 15:34:39 GMT
- Google+
Just responding to a forum post on the #ocTEL website and though I would write this down as a blog. Sugata Mitra presents of a Self Organising Learning Environment at ALT-C in 2009. There is also a...
",publish,sugata-mitra-teaching-practice-as-ad-hominem-and-the-role-of-the-lt,2013-04-15 15:34:39,post,"Social networks,Google+,Course Reader",
1965,1086,2013-04-15 19:19:21,e-Learning Stuff » Blog Archive » The real question – ocTEL,"
Red Flags. Many years ago, in 1999, I facilitated and delivered an online course, using First Class on how to facilitate and deliver online. The participants were college staff, many of whom had limit...
Red Flags. Many years ago, in 1999, I facilitated and delivered an online course, using First Class on how to facilitate and deliver online. The participants were college staff, many of whom had limit...
",publish,e-learning-stuff-blog-archive-the-real-question-octel,2013-04-15 19:19:21,post,"Social networks,Google+,Course Reader",
1964,1086,2013-04-15 19:19:39,e-Learning Stuff » Blog Archive » It’s not Napster,"
Interesting Examples of Technology Enhanced Learning – ocTEL. Probably the most interesting example of TEL for me at the moment is the MOOC, but probably not in the way you would expect. What interest...
Interesting Examples of Technology Enhanced Learning – ocTEL. Probably the most interesting example of TEL for me at the moment is the MOOC, but probably not in the way you would expect. What interest...
This is working well (for me) thanks Roger. Easy to navigate, I like the daily digest of postings, and I don't feel swamped as in the ocTEL forums (should that be fora? not sure!). To keep it simple, I'd be happy to have a single forum, perhaps with a new thread for each activity, and other threads for anything else we want to discuss. I'm also happy not to have tutor style editing rights, and risk messing It up! (I'd have a whole pack of mongrels after me then.....) I think we should make it viewable to ocTEL participants and moderators, in the spirit of this being an Open course. What does everyone else think?
","by Belinda Green.
This is working well (for me) thanks Roger. Easy to navigate, I like the daily digest of postings, and I don't feel swamped as in the ocTEL forums (should that be fora? not sure!). To keep it simple, I'd be happy to have a single forum, perhaps with a new thread for each activity, and other threads for anything else we want to discuss. I'm also happy not to have tutor style editing rights, and risk messing It up! (I'd have a whole pack of mongrels after me then.....) I think we should make it viewable to ocTEL participants and moderators, in the spirit of this being an Open course. What does everyone else think?
",publish,re-octel-discussion-3,2013-04-15 20:00:43,post,"Blog posts,Course Reader",
1967,946,2013-04-15 20:08:50,So what if I am not connected?,"
One of the challenges with any MOOC is finding the time to engage with the course, especially if you are doing it in your own time and have no dedicated staff development time slot to fit it in. I am sure that I am not that different to many others undertaking ocTEL in undertaking the course in “spare” time as I like others are generally quite busy.
However what I have found with this MOOC, and I guess is an issue with many different MOOCs is that you need to be online! Well one of the “O”s in MOOC does stand for online.
Well in order to be online you need an internet connection, and I am finding that when I have time to engage with the course I am either offline or have a slow 3G phone connection.
Most of my reading and reflection is being done offline. I am writing this blog post in a word processor and will post it on my blog later when I have some internet.
As I said though, most of the time I am engaging with this course is when I am commuting by train when I have no internet (well not a stable consistent connection).
As a result I was unable to view the Diana Laurillard webinar recording, well that when I had a decent internet connection, I couldn’t as the machine I was on was having a problem with the Java required for Blackboard Collaborate (which I have used before on the same machine).
Of course it is proving a little easier to engage with ocTEL through Social Media, Twitter seems to work just as well on GPRS as it does on 3G and even Google+ isn’t too bandwith hungry.
Now we are in week one, there are a fair few YouTube videos to watch and in order to watch YouTube videos you need a relatively fast and stable internet connection. When travelling by train, this is something I don’t always have. CrossCountry for example block YouTube on their wifi on their trains, so no chance of watching it when connected on one of their rail services. First Great Western don’t even have wifi! It would have also been useful for me, as someone who listens to podcasts in the car to possible have downloadable mp3 audio versions of the “videos” to listen to. The option to download the video to an iPad or media device, or audio versions would have helped me enormously.
It would also appear to be crucial to view these videos first before I can progress on the course. As a result I am going to need to set time aside on a computer with a decent internet connection to view the videos.
What I have learnt from this part of the MOOC is that never assume your learners always have a decent always on internet connection. They may at times, but there may be circumstances which means that they don’t. As a result think about ensuring content is accessible in different media, or provide opportunities to convert formats into accessible formats.
Okay time to find the time to watch those videos.
","One of the challenges with any MOOC is finding the time to engage with the course, especially if you are doing it in your own time and have no dedicated staff development time slot to fit it in. I am sure that I am not that different to many others undertaking ocTEL in undertaking the [...]",publish,so-what-if-i-am-not-connected,2013-04-15 20:08:50,post,"Course Reader,Blog posts","ALT,#ocTEL,cross-country,mooc,first great western"
1976,946,2013-04-15 20:12:14,"#ocTEL
So what if I am not connected?","
James Clay
Mon, 15 Apr 2013 20:12:14 GMT
- Google+
First Great Western. One of the challenges with any MOOC is finding the time to engage with the course, especially if you are doing it in your own time and have no dedicated staff development time slo...
","
James Clay
Mon, 15 Apr 2013 20:12:14 GMT
- Google+
First Great Western. One of the challenges with any MOOC is finding the time to engage with the course, especially if you are doing it in your own time and have no dedicated staff development time slo...
",publish,octel-so-what-if-i-am-not-connected,2013-04-15 20:12:14,post,"Social networks,Google+,Course Reader",
2103,5,2013-04-16 02:02:51,"mhawksey: RT @mdpistilli: Bigger Q: How can #learninganalytics drive pedagogical change? // We must address this. #gcc13 #edtech #lak13 < #ocTEL","
","RT @mdpistilli: Bigger Q: How can #learninganalytics drive pedagogical change? // We must address this. #gcc13 #edtech #lak13 < #ocTEL— Martin Hawksey (@mhawksey) April 16, 2013",publish,mhawksey-rt-mdpistilli-bigger-q-how-can-learninganalytics-drive-pedagogical-change-we-must-address-this-gcc13-edtech-lak13-lt-octel,2013-04-16 02:02:51,post,"Social networks,Twitter (Q&A)","lak13,learninganalytics,gcc13,#ocTEL,edtech"
2279,400,2013-04-16 02:59:17,"sharonlflynn: @mhawksey Is there an option for ""not even started yet""? #octel","
@mhawksey Is there an option for ""not even started yet""? #octel
","@mhawksey Is there an option for ""not even started yet""? #octel— Sharon Flynn (@sharonlflynn) April 16, 2013",publish,sharonlflynn-mhawksey-is-there-an-option-for-not-even-started-yet-octel,2013-04-16 02:59:17,post,"Twitter (Q&A),Social networks",#ocTEL
2102,5,2013-04-16 06:17:53,mhawksey: @gotanda agree it's a nice way to frame it. Wondering if it would be a useful weekly self assessment Q (mcq in newsletter)? #octel,"
@gotanda agree it's a nice way to frame it. Wondering if it would be a useful weekly self assessment Q (mcq in newsletter)? #octel
","@gotanda agree it's a nice way to frame it. Wondering if it would be a useful weekly self assessment Q (mcq in newsletter)? #octel— Martin Hawksey (@mhawksey) April 16, 2013",publish,mhawksey-gotanda-agree-its-a-nice-way-to-frame-it-wondering-if-it-would-be-a-useful-weekly-self-assessment-q-mcq-in-newsletter-octel,2013-04-16 06:17:53,post,"Twitter (Q&A),Social networks",#ocTEL
2101,5,2013-04-16 06:31:10,"mhawksey: @sharonlflynn perhaps #c = cram ;) In the paper I recall this group wasn't measured (the massaging of figures begins ;) #octel","
@sharonlflynn perhaps #c = cram ;) In the paper I recall this group wasn't measured (the massaging of figures begins ;) #octel
","@sharonlflynn perhaps #c = cram ;) In the paper I recall this group wasn't measured (the massaging of figures begins ;) #octel— Martin Hawksey (@mhawksey) April 16, 2013",publish,mhawksey-sharonlflynn-perhaps-c-cram-in-the-paper-i-recall-this-group-wasnt-measured-the-massaging-of-figures-begins-octel,2013-04-16 06:31:10,post,"Social networks,Twitter (Q&A)","c,#ocTEL"
2009,1225,2013-04-16 06:33:42,"leonie_learning: Decided to properly engage with #octel course last night. Only 1 week behind. & who needs sleep?","
Decided to properly engage with #octel course last night. Only 1 week behind. & who needs sleep?
","Decided to properly engage with #octel course last night. Only 1 week behind. & who needs sleep?— Leonie (@leonie_learning) April 16, 2013",publish,leonie_learning-decided-to-properly-engage-with-octel-course-last-night-only-1-week-behind-amp-who-needs-sleep,2013-04-16 06:33:42,post,"Twitter (Q&A),Social networks",#ocTEL
2001,17,2013-04-16 06:46:52,Two online courses,"
Yesterday saw the start of ocTEL proper and the start of our own Teaching and Learning Online (TALON) do I have my work cut out. It will be good to compare the two online courses as they progress. On TALON we have 8 staff members compared to the 800 or so on ocTEL so presumably very different experiences. This week our TALON participants are going through their orientation week and will experience the ‘flood’ of emails although the flood will be more controlled. I will send out the ‘manage the flood’ forum post today.
","Yesterday saw the start of ocTEL proper and the start of our own Teaching and Learning Online (TALON) do I have my work cut out. It will be good to compare the two online courses as they progress. On TALON we have 8 staff members compared to the 800 or so on ocTEL so presumably […]",publish,two-online-courses,2013-04-16 06:46:52,post,"Blog posts,Course Reader","online,#ocTEL,TALON,learning,Uncategorized"
4613,17,2013-04-16 06:46:52,Two online courses,"
Yesterday saw the start of ocTEL proper and the start of our own Teaching and Learning Online (TALON) do I have my work cut out. It will be good to compare the two online courses as they progress. On TALON we have 8 staff members compared to the 800 or so on ocTEL so presumably very different experiences. This week our TALON participants are going through their orientation week and will experience the ‘flood’ of emails although the flood will be more controlled. I will send out the ‘manage the flood’ forum post today.
","Yesterday saw the start of ocTEL proper and the start of our own Teaching and Learning Online (TALON) do I have my work cut out. It will be good to compare the two online courses as they progress. On TALON we have 8 staff members compared to the 800 or so on ocTEL so presumably […]",publish,two-online-courses-2,2013-04-16 06:46:52,post,"Course Reader,Blog posts","online,#ocTEL,Uncategorized,TALON,learning"
2192,1225,2013-04-16 07:06:40,"leonie_learning: Big question 1 for #octel How to use lecturers' TEL interest to spur thinking on course design & teaching approaches in non-threatening way?","
Big question 1 for #octel How to use lecturers' TEL interest to spur thinking on course design & teaching approaches in non-threatening way?
","Big question 1 for #octel How to use lecturers' TEL interest to spur thinking on course design & teaching approaches in non-threatening way?— Leonie (@leonie_learning) April 16, 2013",publish,leonie_learning-big-question-1-for-octel-how-to-use-lecturers-tel-interest-to-spur-thinking-on-course-design-amp-teaching-approaches-in-non-threatening-way,2013-04-16 07:06:40,post,"Twitter (Q&A),Social networks",#ocTEL
2008,1225,2013-04-16 07:09:47,leonie_learning: Big question 2 for #octel Can I firm up my understanding of learning into one framework that would appeal to lecturers to improve teaching?,"
Big question 2 for #octel Can I firm up my understanding of learning into one framework that would appeal to lecturers to improve teaching?
","Big question 2 for #octel Can I firm up my understanding of learning into one framework that would appeal to lecturers to improve teaching?— Leonie (@leonie_learning) April 16, 2013",publish,leonie_learning-big-question-2-for-octel-can-i-firm-up-my-understanding-of-learning-into-one-framework-that-would-appeal-to-lecturers-to-improve-teaching,2013-04-16 07:09:47,post,"Social networks,Twitter (Q&A)",#ocTEL
2007,1225,2013-04-16 07:11:12,leonie_learning: Big question 3 for #octel Will the course help me make suggestions about specific hardware/software/activities to use?,"
Big question 3 for #octel Will the course help me make suggestions about specific hardware/software/activities to use?
","Big question 3 for #octel Will the course help me make suggestions about specific hardware/software/activities to use?— Leonie (@leonie_learning) April 16, 2013",publish,leonie_learning-big-question-3-for-octel-will-the-course-help-me-make-suggestions-about-specific-hardwaresoftwareactivities-to-use,2013-04-16 07:11:12,post,"Twitter (Q&A),Social networks",#ocTEL
2006,1225,2013-04-16 07:25:32,"leonie_learning: Already found some answers via @kshjensen MT UCISA guide: Engaging with academics in the use of TEL #octel
http://t.co/QIEbOu0nyr","
","Already found some answers via @kshjensen MT UCISA guide: Engaging with academics in the use of TEL #octeltinyurl.com/cquamxj— Leonie (@leonie_learning) April 16, 2013",publish,leonie_learning-already-found-some-answers-via-kshjensen-mt-ucisa-guide-engaging-with-academics-in-the-use-of-tel-octelhttpt-coqiebou0nyr,2013-04-16 07:25:32,post,"Twitter (Q&A),Social networks",#ocTEL
2098,2,2013-04-16 08:22:40,Re: OcTEL discussion,"by Roger Emery.
I've enabled the RSS feed for this forum so we can push this to the Course Reader if all in agreement?
","by Roger Emery. I've enabled the RSS feed for this forum so we can push this to the Course Reader if all in agreement?",publish,re-octel-discussion-2,2013-04-16 08:22:40,post,"Course Reader,Blog posts",
2106,1225,2013-04-16 10:24:16,leonie_learning: RT @alejandroa: #ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'? http://t.co/A8b0tMQ7ZI,"
","RT @alejandroa: #ocTEL Week 0: big questions - How can we get rid of the 'T' in 'TEL'?wp.me/p3mEHo-15— Leonie (@leonie_learning) April 16, 2013",publish,leonie_learning-rt-alejandroa-octel-week-0-big-questions-how-can-we-get-rid-of-the-t-in-tel-httpt-coa8b0tmq7zi,2013-04-16 10:24:16,post,"Social networks,Twitter (Q&A)",#ocTEL
3324,1075,2013-04-16 11:45:38,ocTEL | Week 1: TEL concepts and approaches,"
We’re looking at TEL concepts and approaches this week. The challenge for this week is to work out what doing your course or learning opportunity feels like. #octel
From the 5 stories presented I initially selected: Eric Mazur, Sugata Mitra, and Stephen Downes and George Siemens. #ocTEL
After reviewing them I was more drawn towards Eric Mazur's and Sugata Mitra's stories. That is not to say that I am less interested in MOOCs because if that was the case I wouldn't be on this course but I felt that the first two had points of interest that would have a greater impact on my teaching practice at this time.
The reason I find Eric Mazur's approach so powerful is because it seems to more closely align itself to the subject I teach - information and information skills. The bringing of ""peer instruction into the lecture theatre"" [1] results in students having to actively engage with the subject, assimilation to take place, and collaboration. The idea of posing questions along with small group work (2-4 in a
group) with clickers or any other type/method of voting device is doable
and scaleable; from delivering a session in a large lecturer theatre, or a workstation rooom, through to a room with just one PC. It would also work in an online/distance learning environment using perhaps 'Blackboard Collaborate' and break-out rooms for small group work to take place - then reconvening and sharing findings with the whole group.
My current practice is all about the transfer - telling how to do it, mainly because with large groups and very little time for hands-on sessions there or afterwards one has to cover as much as possible. There is also no time or opportunity to find out what their previous levels of experience/attainment are! It is also not possible for me to know how many of them actually move from the transfer to using what they have learnt. The variety of previous experiences that students bring to the class, further lends itself to this approach of having small group work - to get them to collaborate and share their experience before hearing how others have undertaken the task. That sharing of experiences and ideas can then be augmented by any guidance that might be needed to bring about better/more refined results before they depart. That is a powerful enough reason for me to choose this story instead of any of the others. I am sure that if I was teaching a different subject/discipline my choice might well be very different.
We’re looking at TEL concepts and approaches this week. The challenge for this week is to work out what doing your course or learning opportunity feels like. #octel
From the 5 stories presented I initially selected: Eric Mazur, Sugata Mitra, and Stephen Downes and George Siemens. #ocTEL
After reviewing them I was more drawn towards Eric Mazur's and Sugata Mitra's stories. That is not to say that I am less interested in MOOCs because if that was the case I wouldn't be on this course but I felt that the first two had points of interest that would have a greater impact on my teaching practice at this time.
The reason I find Eric Mazur's approach so powerful is because it seems to more closely align itself to the subject I teach - information and information skills. The bringing of ""peer instruction into the lecture theatre"" [1] results in students having to actively engage with the subject, assimilation to take place, and collaboration. The idea of posing questions along with small group work (2-4 in a
group) with clickers or any other type/method of voting device is doable
and scaleable; from delivering a session in a large lecturer theatre, or a workstation rooom, through to a room with just one PC. It would also work in an online/distance learning environment using perhaps 'Blackboard Collaborate' and break-out rooms for small group work to take place - then reconvening and sharing findings with the whole group.
My current practice is all about the transfer - telling how to do it, mainly because with large groups and very little time for hands-on sessions there or afterwards one has to cover as much as possible. There is also no time or opportunity to find out what their previous levels of experience/attainment are! It is also not possible for me to know how many of them actually move from the transfer to using what they have learnt. The variety of previous experiences that students bring to the class, further lends itself to this approach of having small group work - to get them to collaborate and share their experience before hearing how others have undertaken the task. That sharing of experiences and ideas can then be augmented by any guidance that might be needed to bring about better/more refined results before they depart. That is a powerful enough reason for me to choose this story instead of any of the others. I am sure that if I was teaching a different subject/discipline my choice might well be very different.
",publish,octel-week-1-tel-concepts-and-approaches-2,2013-04-16 11:45:38,post,"Blog posts,Course Reader",
3323,1075,2013-04-16 12:29:33,"ocTEL |Week 1: (1.1) Champions & critics of TM : patterns detected?","
Having chosen one or two teaching approaches to compare with B F Skinner's Teaching Machine see below - we review each other's posts for themes running through them.
What do you think they would like about the Teaching Machines approach?
Both Socrates and Illich would like that Skinner’s Teaching Machine
(TM) views learning as not being a chore (pleasurable perhaps), and that this method should also draw out of the individual what they know. It can be applied to both advanced and standard learners as individually they are able to
progress at their own speed whilst covering the same programme of
study. Independent learning is accommodated irrespective of the size of the class. The step-by-step or ’chunking’ of learning content and
the importance of high quality course materials is also a winner. Hints and suggestions
with immediate feedback equates to Socratic guidance and support
resulting in formative learning rather than summative.
What would they oppose?
The Socratic method would oppose the prescriptiveness of TM and
although undertaken in the classroom not much social
discussion/communication was taking place, they all appear to be working
separately under test-like conditions – but I could be wrong. This
method of teaching does not appear to allow for independent /original thought and mirrors a rather robotic/factory production line approach to education. Illich would
see attending only schools for teaching and learning as a mistake with the social agency of other social and or institutions or groups being bypassed as being valid.
What alternatives would they propose?
Socrates would have wanted a more social environment for teaching and
learning with the individual’s learning being ‘challenged’ by other students to check the underlying integrity/understanding of ideas being
presented. Illich would move the teaching of particular subjects/topics
where appropriate outside the school and encourage social activities so as to promulgate
learning. The social and communication elements that are missing from TM would need to be integrated
in some aspect into the use of TM both in and around it, with
a facilitator/teacher supporting these interchanges.
My findings of the themes I have noticed in others' post are here...
* Communication and the social element is very important and is missing in Skinner's TM approach or need to be more explictly expressed * We all agree that each of the approaches have some merit to them as well as drawbacks * They each demonstrate how at a different time in education and discipline educators have tried to use technology to enhance learning, some more successfully than others but always with good intentions * In all cases the technology used was simply a tool and not the object of the exercise * There is a need for the role of teacher/facilitator - someone with expertise in that subject, who guides and support and sometimes leads the learner in navigating the learning landscape * Luckily we don't have to choose one approch and stick to it religiously, we do have the freedom to choose the right technology for the job and part of that choice may be to forego technology - as long as it is a conscious decision!
Having chosen one or two teaching approaches to compare with B F Skinner's Teaching Machine see below - we review each other's posts for themes running through them.
What do you think they would like about the Teaching Machines approach?
Both Socrates and Illich would like that Skinner’s Teaching Machine
(TM) views learning as not being a chore (pleasurable perhaps), and that this method should also draw out of the individual what they know. It can be applied to both advanced and standard learners as individually they are able to
progress at their own speed whilst covering the same programme of
study. Independent learning is accommodated irrespective of the size of the class. The step-by-step or ’chunking’ of learning content and
the importance of high quality course materials is also a winner. Hints and suggestions
with immediate feedback equates to Socratic guidance and support
resulting in formative learning rather than summative.
What would they oppose?
The Socratic method would oppose the prescriptiveness of TM and
although undertaken in the classroom not much social
discussion/communication was taking place, they all appear to be working
separately under test-like conditions – but I could be wrong. This
method of teaching does not appear to allow for independent /original thought and mirrors a rather robotic/factory production line approach to education. Illich would
see attending only schools for teaching and learning as a mistake with the social agency of other social and or institutions or groups being bypassed as being valid.
What alternatives would they propose?
Socrates would have wanted a more social environment for teaching and
learning with the individual’s learning being ‘challenged’ by other students to check the underlying integrity/understanding of ideas being
presented. Illich would move the teaching of particular subjects/topics
where appropriate outside the school and encourage social activities so as to promulgate
learning. The social and communication elements that are missing from TM would need to be integrated
in some aspect into the use of TM both in and around it, with
a facilitator/teacher supporting these interchanges.
My findings of the themes I have noticed in others' post are here...
* Communication and the social element is very important and is missing in Skinner's TM approach or need to be more explictly expressed * We all agree that each of the approaches have some merit to them as well as drawbacks * They each demonstrate how at a different time in education and discipline educators have tried to use technology to enhance learning, some more successfully than others but always with good intentions * In all cases the technology used was simply a tool and not the object of the exercise * There is a need for the role of teacher/facilitator - someone with expertise in that subject, who guides and support and sometimes leads the learner in navigating the learning landscape * Luckily we don't have to choose one approch and stick to it religiously, we do have the freedom to choose the right technology for the job and part of that choice may be to forego technology - as long as it is a conscious decision!
",publish,octel-week-1-1-1-champions-critics-of-tm-patterns-detected,2013-04-16 12:29:33,post,"Blog posts,Course Reader",
2064,1167,2013-04-16 14:14:31,Re: Anne Nortcliffe Introduction and Questions,"Dear Anne, I am gradually reading through various interesting emails on the list. Tablets were introduced in 2012 for teaching at Glasgow Dental School together with the virtual microscope. Students use these in practical sessions to view pathology and histology slides. Not all students (or staff!) had experience using these so this was quite a good learning experience for all concerned. But I think that this proves the point that you are making- we have to look at every new technological advance and how we are going to use these in our teaching. Students have now ditched the microscopes for [...] ","Dear Anne,I am gradually reading through various interesting emails on the list. Tablets were introduced in 2012 for teaching at Glasgow Dental School together with the virtual microscope. Students use these in practical sessions to view pathology and ...",publish,re-anne-nortcliffe-introduction-and-questions-6,2013-04-16 14:14:31,post,"JISCMail,Lists,Course Reader",
4898,1167,2013-04-16 14:14:31,Re: Anne Nortcliffe Introduction and Questions,"Dear Anne, I am gradually reading through various interesting emails on the list. Tablets were introduced in 2012 for teaching at Glasgow Dental School together with the virtual microscope. Students use these in practical sessions to view pathology and histology slides. Not all students (or staff!) had experience using these so this was quite a good learning experience for all concerned. But I think that this proves the point that you are making- we have to look at every new technological advance and how we are going to use these in our teaching. Students have now ditched the microscopes for [...] ","Dear Anne,I am gradually reading through various interesting emails on the list. Tablets were introduced in 2012 for teaching at Glasgow Dental School together with the virtual microscope. Students use these in practical sessions to view pathology and ...",publish,re-anne-nortcliffe-introduction-and-questions-9,2013-04-16 14:14:31,post,"Lists,Course Reader,JISCMail",
5394,1167,2013-04-16 14:14:31,Re: Anne Nortcliffe Introduction and Questions,"Dear Anne, I am gradually reading through various interesting emails on the list. Tablets were introduced in 2012 for teaching at Glasgow Dental School together with the virtual microscope. Students use these in practical sessions to view pathology and histology slides. Not all students (or staff!) had experience using these so this was quite a good learning experience for all concerned. But I think that this proves the point that you are making- we have to look at every new technological advance and how we are going to use these in our teaching. Students have now ditched the microscopes for [...] ","Dear Anne,I am gradually reading through various interesting emails on the list. Tablets were introduced in 2012 for teaching at Glasgow Dental School together with the virtual microscope. Students use these in practical sessions to view pathology and ...",publish,re-anne-nortcliffe-introduction-and-questions-16,2013-04-16 14:14:31,post,"Lists,Course Reader,JISCMail",
5745,1167,2013-04-16 14:14:31,Re: Anne Nortcliffe Introduction and Questions,"Dear Anne, I am gradually reading through various interesting emails on the list. Tablets were introduced in 2012 for teaching at Glasgow Dental School together with the virtual microscope. Students use these in practical sessions to view pathology and histology slides. Not all students (or staff!) had experience using these so this was quite a good learning experience for all concerned. But I think that this proves the point that you are making- we have to look at every new technological advance and how we are going to use these in our teaching. Students have now ditched the microscopes for [...] ","Dear Anne,I am gradually reading through various interesting emails on the list. Tablets were introduced in 2012 for teaching at Glasgow Dental School together with the virtual microscope. Students use these in practical sessions to view pathology and ...",publish,re-anne-nortcliffe-introduction-and-questions-23,2013-04-16 14:14:31,post,"JISCMail,Course Reader,Lists",
2073,512,2013-04-16 14:24:52,"Reading & some thoughts collated:","
It is in 3 sections – the first two of which I have skipped over in order to get to the ‘how’ of the matter.
Section 1: National policy
Section 2: Institutional approaches
Section 3: Technology and pedagogy – tools facilitating transformation
Today’s reading is Sharpe, R. Chapter 13 – The impact of learner experience research on transforming institutional practices
The following is not a review of the book – I have been prompted to put some thoughts together after reading it.
First stop a sign-up to ELESIG http://elesig.ning.com – projects working in learner experience research. First impression: looks really interesting and manageable. But back to the book chapter:
Case Study 1 Currant p184 on DevelopMe!
Develop Me! is a social network space for the University of Bradford. The site is open to anyone involved in the University of Bradford.
From the PowerPoint above you can see includes the social space via ning, online resources, online self-assessment tool which I find interesting. So it seems to be a ‘one-stop shop’ – pre-entry, orientation, online resources, skills tracking…I guess students probably then migrate to Facebook once they feel more established but I thought it appeared to have lots of benefits. Obviously very helpful for pre-entry students, pre-Christmas wobbles etc. I am struggling to find much commentary on whether this is the case but it appeals to me.
For me this also links to the acquisition of tacit knowledge / transitions which are discussed in Wenger’s CoP. It is this awkward fumbling forward due to a lack of knowledge on ‘how things are done around here’ that make us uncertain even though we are capable. So I think anything that helps with this has to be a good thing. It has one very interesting additional part which is discussed further in the book and this is the ‘student voice’ part which is helping to shape changes at the Uni.
Case Study 2 Benfield & Francis p185
I extracted this from the case study p186 because it articulates so well what we would like to see at the end of our efforts:
In the digital age, along with proficiently handling information, Oxford Brookes graduates should be adept at managing human interactions and knowledge building using digital tools. Specifically, they should be:
self-regulating citizens in a globally connected society;
able to handle multiple, diverse information sources and media;
proficiently mediating their interactions with social and professional groups using an ever changing and expanding range of technologies; and
able confidently to use digital technologies to reflect on, record and manage their lifelong learning.
This struck a chord with me because I attended a JISC event where the Beetham and Sharpe model below was used in a workshop. If we can articulate the practices that we hope to see as a result then it is easier to find a route to it, also that this can be aspirational and lifts us beyond ‘skills lists’ onto practices and then attributes/ identity.
Wenger (1998: 215) describes how learning informs identity,
‘Because learning transforms who we are and what we can do, it is an experience of identity. It is not just an accumulation of skills and information, but a process of becoming – to become a certain person or, conversely to avoid becoming a certain person [...] We accumulate skills and information in the service of an identity.’
Therefore more reading and thinking about COP and identity…
"," One of the links in the OcTEL orientation resources takes you to this publication. As it is a whole book don’t even think about pressing ‘print’! Transforming Higher Education Through Technology Enhanced Learning Publication Date: 23-12-2009 Available at http://www.heacademy.ac.uk/resources/detail/learningandtech/transforming_he_through_technology_enhanced_learning It is in 3 sections – the first two of which I have skipped over in [...]",publish,reading-some-thoughts-collated,2013-04-16 14:24:52,post,"Course Reader,Blog posts","Communities of practice,emerging identities,Uncategorized"
2066,1175,2013-04-16 14:29:42,Flipped classroom vs MOOC,"Pedagogic thoughts on a sunny afternoon for #octel",Pedagogic thoughts on a sunny afternoon for #octel,publish,flipped-classroom-vs-mooc-2,2013-04-16 14:29:42,post,"Course Reader,Blog posts","mooc,mooc octel,#ocTEL"
2065,1175,2013-04-16 14:32:20,Flipped classroom vs MOOC,"
Pedagogic thoughts on a sunny afternoon for #octel
","Pedagogic thoughts on a sunny afternoon for #octel
",publish,flipped-classroom-vs-mooc,2013-04-16 14:32:20,post,"Course Reader,Blog posts","mooc octel,#ocTEL,mooc"
2081,1167,2013-04-16 14:39:19,Activity 0.1 : Are students smarter now?,Apologies to anyone who may have already asked this question ( I just can't read through all the emails). My big question is: Are students smarter now that they use TEL? A lot has been previously discussed about how we assess the efficiency of learning using TEL ( very good question Jamilia). I think that students may be more motivated in studying certain topics because of the use of the new technology ( it's cool!) . Do we assess the technology itself such as ease in delivery and student use? This point may play a role in improving student learning. [...] ,Apologies to anyone who may have already asked this question ( I just can't read through all the emails).My big question is:Are students smarter now that they use TEL?A lot has been previously discussed about how we assess the efficiency of learning us...,publish,activity-0-1-are-students-smarter-now,2013-04-16 14:39:19,post,"Lists,Course Reader,JISCMail",
4897,1167,2013-04-16 14:39:19,Activity 0.1 : Are students smarter now?,Apologies to anyone who may have already asked this question ( I just can't read through all the emails). My big question is: Are students smarter now that they use TEL? A lot has been previously discussed about how we assess the efficiency of learning using TEL ( very good question Jamilia). I think that students may be more motivated in studying certain topics because of the use of the new technology ( it's cool!) . Do we assess the technology itself such as ease in delivery and student use? This point may play a role in improving student learning. [...] ,Apologies to anyone who may have already asked this question ( I just can't read through all the emails).My big question is:Are students smarter now that they use TEL?A lot has been previously discussed about how we assess the efficiency of learning us...,publish,activity-0-1-are-students-smarter-now-2,2013-04-16 14:39:19,post,"Lists,Course Reader,JISCMail",
5393,1167,2013-04-16 14:39:19,Activity 0.1 : Are students smarter now?,Apologies to anyone who may have already asked this question ( I just can't read through all the emails). My big question is: Are students smarter now that they use TEL? A lot has been previously discussed about how we assess the efficiency of learning using TEL ( very good question Jamilia). I think that students may be more motivated in studying certain topics because of the use of the new technology ( it's cool!) . Do we assess the technology itself such as ease in delivery and student use? This point may play a role in improving student learning. [...] ,Apologies to anyone who may have already asked this question ( I just can't read through all the emails).My big question is:Are students smarter now that they use TEL?A lot has been previously discussed about how we assess the efficiency of learning us...,publish,activity-0-1-are-students-smarter-now-3,2013-04-16 14:39:19,post,"Lists,Course Reader,JISCMail",
5744,1167,2013-04-16 14:39:19,Activity 0.1 : Are students smarter now?,Apologies to anyone who may have already asked this question ( I just can't read through all the emails). My big question is: Are students smarter now that they use TEL? A lot has been previously discussed about how we assess the efficiency of learning using TEL ( very good question Jamilia). I think that students may be more motivated in studying certain topics because of the use of the new technology ( it's cool!) . Do we assess the technology itself such as ease in delivery and student use? This point may play a role in improving student learning. [...] ,Apologies to anyone who may have already asked this question ( I just can't read through all the emails).My big question is:Are students smarter now that they use TEL?A lot has been previously discussed about how we assess the efficiency of learning us...,publish,activity-0-1-are-students-smarter-now-4,2013-04-16 14:39:19,post,"Lists,JISCMail,Course Reader",
2076,1004,2013-04-16 15:17:56,For #ocTEL we are looking at the flipped classroom. Professor Mazur is one of the key figures in why...,"
For #ocTEL we are looking at the flipped classroom. Professor Mazur is one of the key figures in why this has become so popular. Here is a video of one of his classes where he is flipping. Compare the noise levels at 3.01 with the noise of a normal lecture. Also - I would love to know what the answers the students gave before and after were, I think I can guess but would like comfirmation
For #ocTEL we are looking at the flipped classroom. Professor Mazur is one of the key figures in why this has become so popular. Here is a video of one of his classes where he is flipping. Compare the noise levels at 3.01 with the noise of a normal lecture. Also - I would love to know what the answers the students gave before and after were, I think I can guess but would like comfirmation
",publish,for-octel-we-are-looking-at-the-flipped-classroom-professor-mazur-is-one-of-the-key-figures-in-why,2013-04-16 15:17:56,post,"Google+,Course Reader,Social networks",
2075,1004,2013-04-16 15:27:35,"So I have my thoughts on first activity this week for #octel I looked at Mazur and Downes, Flipped classroom...","
Joseph Gliddon
Tue, 16 Apr 2013 15:27:35 GMT
- Community
So I have my thoughts on first activity this week for #octel I looked at Mazur and Downes, Flipped classroom vs MOOC
","
Joseph Gliddon
Tue, 16 Apr 2013 15:27:35 GMT
- Community
So I have my thoughts on first activity this week for #octel I looked at Mazur and Downes, Flipped classroom vs MOOC
",publish,so-i-have-my-thoughts-on-first-activity-this-week-for-octel-i-looked-at-mazur-and-downes-flipped-classroom,2013-04-16 15:27:35,post,"Google+,Course Reader,Social networks",
2097,2,2013-04-16 16:20:17,Re: OcTEL discussion,"by Scott Johnson.
I agree we should be open to the rest of the OCTEL community. Where I work we've tried discussion forums limited to on-campus staff and topics either dwindled down to trading cake recipies or collapsed under attacks from upper admin. Not that this group is harbouring closet tyrants but there is great value in being conscious of others--especially when they may have neat things to offer.
Thanks for this Roger!
","by Scott Johnson. I agree we should be open to the rest of the OCTEL community. Where I work we've tried discussion forums limited to on-campus staff and topics either dwindled down to trading cake recipies or collapsed under attacks from upper a...",publish,re-octel-discussion,2013-04-16 16:20:17,post,"Blog posts,Course Reader",
4831,1388,2013-04-16 16:20:17,Re: OcTEL discussion,"by Scott Johnson.
I agree we should be open to the rest of the OCTEL community. Where I work we've tried discussion forums limited to on-campus staff and topics either dwindled down to trading cake recipies or collapsed under attacks from upper admin. Not that this group is harbouring closet tyrants but there is great value in being conscious of others--especially when they may have neat things to offer.
Thanks for this Roger!
","by Scott Johnson. I agree we should be open to the rest of the OCTEL community. Where I work we've tried discussion forums limited to on-campus staff and topics either dwindled down to trading cake recipies or collapsed under attacks from upper a...",publish,re-octel-discussion-4,2013-04-16 16:20:17,post,"Course Reader,Blog posts",
2087,21,2013-04-16 19:33:53,#ocTEL week 1 – My Practice,"
I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and am placing more of an emphasis on discursive skills, hence group discussion activities and open questions.
I came into HE from a professional training background, so I do tend toward traditional approaches, albeit facilitated with technology. I can’t decide if institutional constraints and student resistance/unfamiliarity with new ways of doing things are really stopping me from using more innovative approaches, or whether I am just making excuses!
Next year, we’re going to run a new module using a business game, in which the students will have some direction but also some autonomy in running a business within the game, in groups of 4. So, there are dual skills and content learning outcomes. It will be a new experience for me as well as the students!
Considering my current course further, it’s a blended learning approach. I have sought student feedback formally halfway through teaching and again at the end of the course, and informally when students come and see me for appointments. There is a significant element of information absorption, so I use a traditional lecture format for this, plus a range of supplementary resources including screencasts, weblinks, ebooks, journal articles and tweeted links via the VLE. Application of the knowledge is important, however, and this guides my approach to the workshops which accompany every week’s lecture. I have structured this with some preparation work, which is then built on and extended in class. There have been informal opportunities for students to work in pairs and ‘buzz groups’ within the class. However, there is individually assessed coursework and a summative exam.
For me, as long as there is balance in the approaches across a programme of study, then you don’t necessarily need to have a balance within each module/course.
","I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and […]",publish,octel-week-1-my-practice,2013-04-16 19:33:53,post,"Course Reader,Blog posts",Uncategorized
4631,21,2013-04-16 19:33:53,#ocTEL week 1 – My Practice,"
I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and am placing more of an emphasis on discursive skills, hence group discussion activities and open questions.
I came into HE from a professional training background, so I do tend toward traditional approaches, albeit facilitated with technology. I can’t decide if institutional constraints and student resistance/unfamiliarity with new ways of doing things are really stopping me from using more innovative approaches, or whether I am just making excuses!
Next year, we’re going to run a new module using a business game, in which the students will have some direction but also some autonomy in running a business within the game, in groups of 4. So, there are dual skills and content learning outcomes. It will be a new experience for me as well as the students!
Considering my current course further, it’s a blended learning approach. I have sought student feedback formally halfway through teaching and again at the end of the course, and informally when students come and see me for appointments. There is a significant element of information absorption, so I use a traditional lecture format for this, plus a range of supplementary resources including screencasts, weblinks, ebooks, journal articles and tweeted links via the VLE. Application of the knowledge is important, however, and this guides my approach to the workshops which accompany every week’s lecture. I have structured this with some preparation work, which is then built on and extended in class. There have been informal opportunities for students to work in pairs and ‘buzz groups’ within the class. However, there is individually assessed coursework and a summative exam.
For me, as long as there is balance in the approaches across a programme of study, then you don’t necessarily need to have a balance within each module/course.
","I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and […]",publish,octel-week-1-my-practice-2,2013-04-16 19:33:53,post,"Blog posts,Course Reader",Uncategorized
4755,21,2013-04-16 19:33:53,#ocTEL week 1 – My Practice,"
I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and am placing more of an emphasis on discursive skills, hence group discussion activities and open questions.
I came into HE from a professional training background, so I do tend toward traditional approaches, albeit facilitated with technology. I can’t decide if institutional constraints and student resistance/unfamiliarity with new ways of doing things are really stopping me from using more innovative approaches, or whether I am just making excuses!
Next year, we’re going to run a new module using a business game, in which the students will have some direction but also some autonomy in running a business within the game, in groups of 4. So, there are dual skills and content learning outcomes. It will be a new experience for me as well as the students!
Considering my current course further, it’s a blended learning approach. I have sought student feedback formally halfway through teaching and again at the end of the course, and informally when students come and see me for appointments. There is a significant element of information absorption, so I use a traditional lecture format for this, plus a range of supplementary resources including screencasts, weblinks, ebooks, journal articles and tweeted links via the VLE. Application of the knowledge is important, however, and this guides my approach to the workshops which accompany every week’s lecture. I have structured this with some preparation work, which is then built on and extended in class. There have been informal opportunities for students to work in pairs and ‘buzz groups’ within the class. However, there is individually assessed coursework and a summative exam.
For me, as long as there is balance in the approaches across a programme of study, then you don’t necessarily need to have a balance within each module/course.
","I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and […]",publish,octel-week-1-my-practice-3,2013-04-16 19:33:53,post,"Blog posts,Course Reader",Uncategorized
5136,21,2013-04-16 19:33:53,#ocTEL week 1 – My Practice,"
I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and am placing more of an emphasis on discursive skills, hence group discussion activities and open questions.
I came into HE from a professional training background, so I do tend toward traditional approaches, albeit facilitated with technology. I can’t decide if institutional constraints and student resistance/unfamiliarity with new ways of doing things are really stopping me from using more innovative approaches, or whether I am just making excuses!
Next year, we’re going to run a new module using a business game, in which the students will have some direction but also some autonomy in running a business within the game, in groups of 4. So, there are dual skills and content learning outcomes. It will be a new experience for me as well as the students!
Considering my current course further, it’s a blended learning approach. I have sought student feedback formally halfway through teaching and again at the end of the course, and informally when students come and see me for appointments. There is a significant element of information absorption, so I use a traditional lecture format for this, plus a range of supplementary resources including screencasts, weblinks, ebooks, journal articles and tweeted links via the VLE. Application of the knowledge is important, however, and this guides my approach to the workshops which accompany every week’s lecture. I have structured this with some preparation work, which is then built on and extended in class. There have been informal opportunities for students to work in pairs and ‘buzz groups’ within the class. However, there is individually assessed coursework and a summative exam.
For me, as long as there is balance in the approaches across a programme of study, then you don’t necessarily need to have a balance within each module/course.
","I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and […]",publish,octel-week-1-my-practice-4,2013-04-16 19:33:53,post,"Blog posts,Course Reader",Uncategorized
5312,21,2013-04-16 19:33:53,#ocTEL week 1 – My Practice,"
I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and am placing more of an emphasis on discursive skills, hence group discussion activities and open questions.
I came into HE from a professional training background, so I do tend toward traditional approaches, albeit facilitated with technology. I can’t decide if institutional constraints and student resistance/unfamiliarity with new ways of doing things are really stopping me from using more innovative approaches, or whether I am just making excuses!
Next year, we’re going to run a new module using a business game, in which the students will have some direction but also some autonomy in running a business within the game, in groups of 4. So, there are dual skills and content learning outcomes. It will be a new experience for me as well as the students!
Considering my current course further, it’s a blended learning approach. I have sought student feedback formally halfway through teaching and again at the end of the course, and informally when students come and see me for appointments. There is a significant element of information absorption, so I use a traditional lecture format for this, plus a range of supplementary resources including screencasts, weblinks, ebooks, journal articles and tweeted links via the VLE. Application of the knowledge is important, however, and this guides my approach to the workshops which accompany every week’s lecture. I have structured this with some preparation work, which is then built on and extended in class. There have been informal opportunities for students to work in pairs and ‘buzz groups’ within the class. However, there is individually assessed coursework and a summative exam.
For me, as long as there is balance in the approaches across a programme of study, then you don’t necessarily need to have a balance within each module/course.
","I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and […]",publish,octel-week-1-my-practice-5,2013-04-16 19:33:53,post,"Blog posts,Course Reader",Uncategorized
5672,21,2013-04-16 19:33:53,#ocTEL week 1 – My Practice,"
I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and am placing more of an emphasis on discursive skills, hence group discussion activities and open questions.
I came into HE from a professional training background, so I do tend toward traditional approaches, albeit facilitated with technology. I can’t decide if institutional constraints and student resistance/unfamiliarity with new ways of doing things are really stopping me from using more innovative approaches, or whether I am just making excuses!
Next year, we’re going to run a new module using a business game, in which the students will have some direction but also some autonomy in running a business within the game, in groups of 4. So, there are dual skills and content learning outcomes. It will be a new experience for me as well as the students!
Considering my current course further, it’s a blended learning approach. I have sought student feedback formally halfway through teaching and again at the end of the course, and informally when students come and see me for appointments. There is a significant element of information absorption, so I use a traditional lecture format for this, plus a range of supplementary resources including screencasts, weblinks, ebooks, journal articles and tweeted links via the VLE. Application of the knowledge is important, however, and this guides my approach to the workshops which accompany every week’s lecture. I have structured this with some preparation work, which is then built on and extended in class. There have been informal opportunities for students to work in pairs and ‘buzz groups’ within the class. However, there is individually assessed coursework and a summative exam.
For me, as long as there is balance in the approaches across a programme of study, then you don’t necessarily need to have a balance within each module/course.
","I’ve been considering my approach to teaching using this matrix. I vary my approach depending on the cohort, subject and context. For example, in accounting, there is some emphasis on technical proficiency, which can prompt ‘individual, autonomous’ self-testing and drilling approaches. However, I am currently teaching a current issues module to final year undergraduates, and […]",publish,octel-week-1-my-practice-6,2013-04-16 19:33:53,post,"Blog posts,Course Reader",Uncategorized
2096,2,2013-04-16 20:55:43,Re: 1. TEL Concepts and Approaches,"by Roger Emery.
That comment lead from a discussion in the office here (amongst a few parents I may add) at how open minded young children are and then how, as they work their way through education, they/we become used to a more and more regimented education and our expectation of education structures narrow. Hence the possible reasons for many to find ocTEL a little difficult to get used to in its free open less structured nature in week 0.
Had we set a five year old loose on ocTEL from week 0, beyond their age limitations, would they have simply said OK and got on with it without being constrained by their own experiences of education as many, myself included, may be in the way we have approached ocTEL?
Maybe that is a better way of expressing my early flippant remark.
","by Roger Emery. That comment lead from a discussion in the office here (amongst a few parents I may add) at how open minded young children are and then how, as they work their way through education, they/we become used to a more and more regiment...",publish,re-1-tel-concepts-and-approaches,2013-04-16 20:55:43,post,"Blog posts,Course Reader",
4830,1388,2013-04-16 20:55:43,Re: 1. TEL Concepts and Approaches,"by Roger Emery.
That comment lead from a discussion in the office here (amongst a few parents I may add) at how open minded young children are and then how, as they work their way through education, they/we become used to a more and more regimented education and our expectation of education structures narrow. Hence the possible reasons for many to find ocTEL a little difficult to get used to in its free open less structured nature in week 0.
Had we set a five year old loose on ocTEL from week 0, beyond their age limitations, would they have simply said OK and got on with it without being constrained by their own experiences of education as many, myself included, may be in the way we have approached ocTEL?
Maybe that is a better way of expressing my early flippant remark.
","by Roger Emery. That comment lead from a discussion in the office here (amongst a few parents I may add) at how open minded young children are and then how, as they work their way through education, they/we become used to a more and more regiment...",publish,re-1-tel-concepts-and-approaches-2,2013-04-16 20:55:43,post,"Course Reader,Blog posts",
2093,2,2013-04-16 21:22:21,Meet the team,"With apologies for the fact that it's twelve days into the course before we've made this available, we now have an ocTEL team page on the site. Here you can see photos and bios of the people who have played a part in putting the course together. ocTEL is very much a virtual team — we've had one face-to-face meeting in the seven months of the project — so in some cases this is as much as I've ever seen of my colleagues too.
The writing and tutoring of ocTEL are being provided without charge, so I hope everyone will at some point extend some thanks to those who have given their time for this. You can see who's done what on the Course Materials page. The webinar presenters throughout the course are also gifting their time. The management, administration, technical infrastructure and evaluation are being supported through the Leadership Foundation in Higher Education, and we're grateful to them as well. For more details see our About page.
Not included on the team page yet are our many volunteer support tutors on the course. So let me add a big thank you to the tutors who have taken part so far: Sue Barnes, John Davies, Clare Denholm, Devampika Getkahn, Doug Gowan, Sarah Horrigan and Ruth Johnstone. Later on you'll be meeting tutors with surnames in the second half of the alphabet! We'll add all the names to the team page in due course.","",publish,meet-the-team,2013-06-06 11:27:34,post,"Course information,About this course",
2104,981,2013-04-16 21:28:18,Re: Anne Nortcliffe Introduction and Questions,"Sancha,
Here at SHU the graphic design team has been using the use iPhone audio feedback approach this year, which could be interpreted as interesting concept when the subject medium is visual.
There are screencasting type apps; Notability or Explain Everything apps (links to my blog entries reviewing these apps for learning) on the iPad may lend themselves or maybe more appropiate for a visual subject as can import or take a photo image in the app, the user can add write/type comments, arrows, image overlays etc on top of the imported image and audio record the users verbal feedback, [...] ","Sancha,Here at SHU the graphic design team has been using the use iPhone audio feedback approach this year, which could be interpreted as interesting concept when the subject medium is visual.There are screencasting type apps; Notability or Explain Eve...",publish,re-anne-nortcliffe-introduction-and-questions-7,2013-04-16 21:28:18,post,"JISCMail,Lists,Course Reader",
4896,981,2013-04-16 21:28:18,Re: Anne Nortcliffe Introduction and Questions,"Sancha,
Here at SHU the graphic design team has been using the use iPhone audio feedback approach this year, which could be interpreted as interesting concept when the subject medium is visual.
There are screencasting type apps; Notability or Explain Everything apps (links to my blog entries reviewing these apps for learning) on the iPad may lend themselves or maybe more appropiate for a visual subject as can import or take a photo image in the app, the user can add write/type comments, arrows, image overlays etc on top of the imported image and audio record the users verbal feedback, [...] ","Sancha,Here at SHU the graphic design team has been using the use iPhone audio feedback approach this year, which could be interpreted as interesting concept when the subject medium is visual.There are screencasting type apps; Notability or Explain Eve...",publish,re-anne-nortcliffe-introduction-and-questions-8,2013-04-16 21:28:18,post,"Course Reader,JISCMail,Lists",
5392,981,2013-04-16 21:28:18,Re: Anne Nortcliffe Introduction and Questions,"Sancha,
Here at SHU the graphic design team has been using the use iPhone audio feedback approach this year, which could be interpreted as interesting concept when the subject medium is visual.
There are screencasting type apps; Notability or Explain Everything apps (links to my blog entries reviewing these apps for learning) on the iPad may lend themselves or maybe more appropiate for a visual subject as can import or take a photo image in the app, the user can add write/type comments, arrows, image overlays etc on top of the imported image and audio record the users verbal feedback, [...] ","Sancha,Here at SHU the graphic design team has been using the use iPhone audio feedback approach this year, which could be interpreted as interesting concept when the subject medium is visual.There are screencasting type apps; Notability or Explain Eve...",publish,re-anne-nortcliffe-introduction-and-questions-15,2013-04-16 21:28:18,post,"Lists,Course Reader,JISCMail",
5743,981,2013-04-16 21:28:18,Re: Anne Nortcliffe Introduction and Questions,"Sancha,
Here at SHU the graphic design team has been using the use iPhone audio feedback approach this year, which could be interpreted as interesting concept when the subject medium is visual.
There are screencasting type apps; Notability or Explain Everything apps (links to my blog entries reviewing these apps for learning) on the iPad may lend themselves or maybe more appropiate for a visual subject as can import or take a photo image in the app, the user can add write/type comments, arrows, image overlays etc on top of the imported image and audio record the users verbal feedback, [...] ","Sancha,Here at SHU the graphic design team has been using the use iPhone audio feedback approach this year, which could be interpreted as interesting concept when the subject medium is visual.There are screencasting type apps; Notability or Explain Eve...",publish,re-anne-nortcliffe-introduction-and-questions-22,2013-04-16 21:28:18,post,"Lists,JISCMail,Course Reader",
3308,1431,2013-04-17 00:24:26,Flipped classroom vs MOOC,"
Pedagogic thoughts on a sunny afternoon for #octel
","
Scooped by Peter Mellow onto Massively MOOC
Flipped classroom vs MOOC
From morethanjustcontent.wordpress.com - Wed, ...",publish,flipped-classroom-vs-mooc-3,2013-04-17 23:40:24,post,"Bookmarks,Scoopit,Course Reader",
2191,1288,2013-04-17 02:51:40,"lizkirrane: @helenbeetham I'm also trying to work out what I need to do this week! I am starting with the ""If you do only one thing....."" too! #ocTEL","
@helenbeetham I'm also trying to work out what I need to do this week!I am starting with the ""If you do only one thing....."" too! #ocTEL
","@helenbeetham I'm also trying to work out what I need to do this week!I am starting with the ""If you do only one thing....."" too! #ocTEL— Liz Kirrane (@LizKirrane) April 17, 2013",publish,lizkirrane-helenbeetham-im-also-trying-to-work-out-what-i-need-to-do-this-week-i-am-starting-with-the-if-you-do-only-one-thing-too-octel,2013-04-17 02:51:40,post,"Social networks,Twitter (Q&A)",#ocTEL
2139,530,2013-04-17 06:22:22,lubsstudented: #OCTEL reflections on doing a degree the MOOC way. Do you agree with points about optimum discussion group sizes? http://t.co/nDtS2YQpQv,"
#OCTEL reflections on doing a degree the MOOC way.Do you agreewith points about optimum discussion group sizes?ht.ly/k3qU8
","#OCTEL reflections on doing a degree the MOOC way.Do you agreewith points about optimum discussion group sizes?ht.ly/k3qU8— Julia Clarke (@LUBSStudentEd) April 17, 2013",publish,lubsstudented-octel-reflections-on-doing-a-degree-the-mooc-way-do-you-agree-with-points-about-optimum-discussion-group-sizes-httpt-condts2yqpqv,2013-04-17 06:22:22,post,"Social networks,Twitter (Q&A)",#ocTEL
2138,855,2013-04-17 06:55:08,bulgenen: RT @LUBSStudentEd: #OCTEL reflections on doing a degree the MOOC way. Do you agree with points about optimum discussion group sizes? ...,"
RT @lubsstudented: #OCTEL reflections on doing a degree the MOOC way.Do you agreewith points about optimum discussion group sizes?...
","RT @lubsstudented: #OCTEL reflections on doing a degree the MOOC way.Do you agreewith points about optimum discussion group sizes?...— Rich Goodman (@Bulgenen) April 17, 2013",publish,bulgenen-rt-lubsstudented-octel-reflections-on-doing-a-degree-the-mooc-way-do-you-agree-with-points-about-optimum-discussion-group-sizes,2013-04-17 06:55:08,post,"Twitter (Q&A),Social networks",#ocTEL
2453,943,2013-04-17 08:34:00,#ocTEL Week 1: reflecting on my practice,"
Well this is timely. In our institution we are just reflecting on module feedback, marking final assignments, planning for the coming year. I am also personally involved in compiling a portfolio for professional recognition.
Reflecting on my practice is something I do as a matter of course through this blog in particular and I think that in itself tends to shape the way I teach, as well as reflect some of my beliefs.
I trained, many years ago, as a person centred counsellor and later took on the role of facilitator in a course that trained other counsellors. It is only recently, reading about various pedagogical approaches and learning theories that I have come to acknowledge that my approach is essentially person centred.
I generally have a great trust in students' ability to think and decide for themselves I talk to them as equals and I expect them to respond with equal respect and honesty. Of course at times I am disappointed - first year students in particular struggle with the transition to University and a student/tutor relationship that may be very different from what they have previously experienced. They seem to either sit quietly expecting to be fed knowledge or switch off from the class and turn on their social networking sites: they don't see themselves as learners so much as hostages trapped in some great anonymous institution.
Getting students to accept responsibility for their own learning is the first, most vital task in year one. So how do we accomplish this?
In my level one module we offer a range of learning activities from sit and listen to the lecture; go away and read something then comment on it in the discussion board; in class paper- or computer-based activities guided by tutor/worksheet; to a final collaborative group project.
On the teaching styles matrix I would say that over the year I move from directed individual towards social autonomous. It can be a painful journey, but having just marked their group projects, I believe it has succeeded.
For collaborative work to be meaningful there has to be some advantage for the students - although these may not be immediately apparent to them. By working collaboratively, weaker students can get to see how other, perhaps stronger, students write and organise themselves. (Learning by proxy). In my view, lurking can be positive. Equally though it is possible to see quieter students coming to the fore when communication is in small groups and especially in virtual communication. (This has been evident in informal student led social networking groups). They also learn how to work together in teams - the hard way.
The other modules I teach are for final year students. From the outset the module is social/autonomous as students form small groups to research and create an online resource. They get very minimal input from me about the technology - they have to go away and pretty much learn this stuff for themselves I provide on line learning materials related to the subject, which are a springboard for further research. I ask that they also maintain a personal blog or reflective journal about the process the group goes through. The final grading for the module is split into a peer assessment of the final online project - including leaving feedback via the discussion board for one another - and a short reflective individual piece, based on their blogs, which I grade.
Carl Rogers' Freedom to Learn is a great read for educators. His basic precepts are:
We cannot teach another person directly; we can only facilitate his learning.The structure and organization of the self appears to become more rigid under threat; to relax its boundaries when completely free from threat... The educational situation which most effectively promotes significant learning is one in which 1) threat to the self of the learner is reduced a minimum, and 2) differentiated perception of the field of experience is facilitated.
The greatest buzz I get out of ""teaching"" is when I am not - that is, when students are discovering for themselves and feel proud of their own achievements. I don't win plaudits from my students about the brilliance of my lectures, but they do say that I am supportive, that I treat them like adults, that they have fun and that they learn stuff without really realizing they are doing so.
I use a lot of tech in my teaching - videos to bring in other voices and views; Facebook and Twitter to connect to the outside world; blogs, wikis, Diigo, Dropbox and Evernote for reflection and information management. At the moment this is all fairly chaotic (my students also notice that and tell me about it!) and I hope to use the ocTEL course to become more systematic in the way I share my love of tech with my students.
","Well this is timely. In our institution we are just reflecting on module feedback, marking final assignments, planning for the coming year. I am also personally involved in compiling a portfolio for professional recognition.Reflecting on my p...",publish,octel-week-1-reflecting-on-my-practice,2013-04-17 08:34:00,post,"Blog posts,Course Reader","teaching,collaboration,blog,diigo,learning design,Rogers,#ocTEL"
4596,943,2013-04-17 08:34:00,#ocTEL Week 1: reflecting on my practice,"
Well this is timely. In our institution we are just reflecting on module feedback, marking final assignments, planning for the coming year. I am also personally involved in compiling a portfolio for professional recognition.
Reflecting on my practice is something I do as a matter of course through this blog in particular and I think that in itself tends to shape the way I teach, as well as reflect some of my beliefs.
I trained, many years ago, as a person centred counsellor and later took on the role of facilitator in a course that trained other counsellors. It is only recently, reading about various pedagogical approaches and learning theories that I have come to acknowledge that my approach is essentially person centred.
I generally have a great trust in students' ability to think and decide for themselves I talk to them as equals and I expect them to respond with equal respect and honesty. Of course at times I am disappointed - first year students in particular struggle with the transition to University and a student/tutor relationship that may be very different from what they have previously experienced. They seem to either sit quietly expecting to be fed knowledge or switch off from the class and turn on their social networking sites: they don't see themselves as learners so much as hostages trapped in some great anonymous institution.
Getting students to accept responsibility for their own learning is the first, most vital task in year one. So how do we accomplish this?
In my level one module we offer a range of learning activities from sit and listen to the lecture; go away and read something then comment on it in the discussion board; in class paper- or computer-based activities guided by tutor/worksheet; to a final collaborative group project.
On the teaching styles matrix I would say that over the year I move from directed individual towards social autonomous. It can be a painful journey, but having just marked their group projects, I believe it has succeeded.
For collaborative work to be meaningful there has to be some advantage for the students - although these may not be immediately apparent to them. By working collaboratively, weaker students can get to see how other, perhaps stronger, students write and organise themselves. (Learning by proxy). In my view, lurking can be positive. Equally though it is possible to see quieter students coming to the fore when communication is in small groups and especially in virtual communication. (This has been evident in informal student led social networking groups). They also learn how to work together in teams - the hard way.
The other modules I teach are for final year students. From the outset the module is social/autonomous as students form small groups to research and create an online resource. They get very minimal input from me about the technology - they have to go away and pretty much learn this stuff for themselves I provide on line learning materials related to the subject, which are a springboard for further research. I ask that they also maintain a personal blog or reflective journal about the process the group goes through. The final grading for the module is split into a peer assessment of the final online project - including leaving feedback via the discussion board for one another - and a short reflective individual piece, based on their blogs, which I grade.
Carl Rogers' Freedom to Learn is a great read for educators. His basic precepts are:
We cannot teach another person directly; we can only facilitate his learning.The structure and organization of the self appears to become more rigid under threat; to relax its boundaries when completely free from threat... The educational situation which most effectively promotes significant learning is one in which 1) threat to the self of the learner is reduced a minimum, and 2) differentiated perception of the field of experience is facilitated.
The greatest buzz I get out of ""teaching"" is when I am not - that is, when students are discovering for themselves and feel proud of their own achievements. I don't win plaudits from my students about the brilliance of my lectures, but they do say that I am supportive, that I treat them like adults, that they have fun and that they learn stuff without really realizing they are doing so.
I use a lot of tech in my teaching - videos to bring in other voices and views; Facebook and Twitter to connect to the outside world; blogs, wikis, Diigo, Dropbox and Evernote for reflection and information management. At the moment this is all fairly chaotic (my students also notice that and tell me about it!) and I hope to use the ocTEL course to become more systematic in the way I share my love of tech with my students.
","Well this is timely. In our institution we are just reflecting on module feedback, marking final assignments, planning for the coming year. I am also personally involved in compiling a portfolio for professional recognition.Reflecting on my p...",publish,octel-week-1-reflecting-on-my-practice-2,2013-04-17 08:34:00,post,"Course Reader,Blog posts","#ocTEL,Rogers,diigo,learning design,blog,teaching,collaboration"
4645,943,2013-04-17 08:34:00,#ocTEL Week 1: reflecting on my practice,"
Well this is timely. In our institution we are just reflecting on module feedback, marking final assignments, planning for the coming year. I am also personally involved in compiling a portfolio for professional recognition.
Reflecting on my practice is something I do as a matter of course through this blog in particular and I think that in itself tends to shape the way I teach, as well as reflect some of my beliefs.
I trained, many years ago, as a person centred counsellor and later took on the role of facilitator in a course that trained other counsellors. It is only recently, reading about various pedagogical approaches and learning theories that I have come to acknowledge that my approach is essentially person centred.
I generally have a great trust in students' ability to think and decide for themselves I talk to them as equals and I expect them to respond with equal respect and honesty. Of course at times I am disappointed - first year students in particular struggle with the transition to University and a student/tutor relationship that may be very different from what they have previously experienced. They seem to either sit quietly expecting to be fed knowledge or switch off from the class and turn on their social networking sites: they don't see themselves as learners so much as hostages trapped in some great anonymous institution.
Getting students to accept responsibility for their own learning is the first, most vital task in year one. So how do we accomplish this?
In my level one module we offer a range of learning activities from sit and listen to the lecture; go away and read something then comment on it in the discussion board; in class paper- or computer-based activities guided by tutor/worksheet; to a final collaborative group project.
On the teaching styles matrix I would say that over the year I move from directed individual towards social autonomous. It can be a painful journey, but having just marked their group projects, I believe it has succeeded.
For collaborative work to be meaningful there has to be some advantage for the students - although these may not be immediately apparent to them. By working collaboratively, weaker students can get to see how other, perhaps stronger, students write and organise themselves. (Learning by proxy). In my view, lurking can be positive. Equally though it is possible to see quieter students coming to the fore when communication is in small groups and especially in virtual communication. (This has been evident in informal student led social networking groups). They also learn how to work together in teams - the hard way.
The other modules I teach are for final year students. From the outset the module is social/autonomous as students form small groups to research and create an online resource. They get very minimal input from me about the technology - they have to go away and pretty much learn this stuff for themselves I provide on line learning materials related to the subject, which are a springboard for further research. I ask that they also maintain a personal blog or reflective journal about the process the group goes through. The final grading for the module is split into a peer assessment of the final online project - including leaving feedback via the discussion board for one another - and a short reflective individual piece, based on their blogs, which I grade.
Carl Rogers' Freedom to Learn is a great read for educators. His basic precepts are:
We cannot teach another person directly; we can only facilitate his learning.The structure and organization of the self appears to become more rigid under threat; to relax its boundaries when completely free from threat... The educational situation which most effectively promotes significant learning is one in which 1) threat to the self of the learner is reduced a minimum, and 2) differentiated perception of the field of experience is facilitated.
The greatest buzz I get out of ""teaching"" is when I am not - that is, when students are discovering for themselves and feel proud of their own achievements. I don't win plaudits from my students about the brilliance of my lectures, but they do say that I am supportive, that I treat them like adults, that they have fun and that they learn stuff without really realizing they are doing so.
I use a lot of tech in my teaching - videos to bring in other voices and views; Facebook and Twitter to connect to the outside world; blogs, wikis, Diigo, Dropbox and Evernote for reflection and information management. At the moment this is all fairly chaotic (my students also notice that and tell me about it!) and I hope to use the ocTEL course to become more systematic in the way I share my love of tech with my students.
","Well this is timely. In our institution we are just reflecting on module feedback, marking final assignments, planning for the coming year. I am also personally involved in compiling a portfolio for professional recognition.Reflecting on my p...",publish,octel-week-1-reflecting-on-my-practice-3,2013-04-17 08:34:00,post,"Course Reader,Blog posts","diigo,learning design,teaching,blog,collaboration,Rogers,#ocTEL"
5199,943,2013-04-17 08:34:00,#ocTEL Week 1: reflecting on my practice,"
Well this is timely. In our institution we are just reflecting on module feedback, marking final assignments, planning for the coming year. I am also personally involved in compiling a portfolio for professional recognition.
Reflecting on my practice is something I do as a matter of course through this blog in particular and I think that in itself tends to shape the way I teach, as well as reflect some of my beliefs.
I trained, many years ago, as a person centred counsellor and later took on the role of facilitator in a course that trained other counsellors. It is only recently, reading about various pedagogical approaches and learning theories that I have come to acknowledge that my approach is essentially person centred.
I generally have a great trust in students' ability to think and decide for themselves I talk to them as equals and I expect them to respond with equal respect and honesty. Of course at times I am disappointed - first year students in particular struggle with the transition to University and a student/tutor relationship that may be very different from what they have previously experienced. They seem to either sit quietly expecting to be fed knowledge or switch off from the class and turn on their social networking sites: they don't see themselves as learners so much as hostages trapped in some great anonymous institution.
Getting students to accept responsibility for their own learning is the first, most vital task in year one. So how do we accomplish this?
In my level one module we offer a range of learning activities from sit and listen to the lecture; go away and read something then comment on it in the discussion board; in class paper- or computer-based activities guided by tutor/worksheet; to a final collaborative group project.
On the teaching styles matrix I would say that over the year I move from directed individual towards social autonomous. It can be a painful journey, but having just marked their group projects, I believe it has succeeded.
For collaborative work to be meaningful there has to be some advantage for the students - although these may not be immediately apparent to them. By working collaboratively, weaker students can get to see how other, perhaps stronger, students write and organise themselves. (Learning by proxy). In my view, lurking can be positive. Equally though it is possible to see quieter students coming to the fore when communication is in small groups and especially in virtual communication. (This has been evident in informal student led social networking groups). They also learn how to work together in teams - the hard way.
The other modules I teach are for final year students. From the outset the module is social/autonomous as students form small groups to research and create an online resource. They get very minimal input from me about the technology - they have to go away and pretty much learn this stuff for themselves I provide on line learning materials related to the subject, which are a springboard for further research. I ask that they also maintain a personal blog or reflective journal about the process the group goes through. The final grading for the module is split into a peer assessment of the final online project - including leaving feedback via the discussion board for one another - and a short reflective individual piece, based on their blogs, which I grade.
Carl Rogers' Freedom to Learn is a great read for educators. His basic precepts are:
We cannot teach another person directly; we can only facilitate his learning.The structure and organization of the self appears to become more rigid under threat; to relax its boundaries when completely free from threat... The educational situation which most effectively promotes significant learning is one in which 1) threat to the self of the learner is reduced a minimum, and 2) differentiated perception of the field of experience is facilitated.
The greatest buzz I get out of ""teaching"" is when I am not - that is, when students are discovering for themselves and feel proud of their own achievements. I don't win plaudits from my students about the brilliance of my lectures, but they do say that I am supportive, that I treat them like adults, that they have fun and that they learn stuff without really realizing they are doing so.
I use a lot of tech in my teaching - videos to bring in other voices and views; Facebook and Twitter to connect to the outside world; blogs, wikis, Diigo, Dropbox and Evernote for reflection and information management. At the moment this is all fairly chaotic (my students also notice that and tell me about it!) and I hope to use the ocTEL course to become more systematic in the way I share my love of tech with my students.
","Well this is timely. In our institution we are just reflecting on module feedback, marking final assignments, planning for the coming year. I am also personally involved in compiling a portfolio for professional recognition.Reflecting on my p...",publish,octel-week-1-reflecting-on-my-practice-4,2013-04-17 08:34:00,post,"Blog posts,Course Reader","teaching,Rogers,collaboration,diigo,#ocTEL,learning design,blog"
2137,1012,2013-04-17 08:49:10,agdturner: @mhawksey Stir the cauldron with sporadic sampling and feedback. Bootstrapping enrichment is marvellous medicine for #ocTEL wiki next?,"
@mhawksey Stir the cauldron with sporadic sampling and feedback. Bootstrapping enrichment is marvellous medicine for #ocTEL wiki next?
","@mhawksey Stir the cauldron with sporadic sampling and feedback. Bootstrapping enrichment is marvellous medicine for #ocTEL wiki next?— Andy Turner (@agdturner) April 17, 2013",publish,agdturner-mhawksey-stir-the-cauldron-with-sporadic-sampling-and-feedback-bootstrapping-enrichment-is-marvellous-medicine-for-octel-wiki-next,2013-04-17 08:49:10,post,"Social networks,Twitter (Q&A)",#ocTEL
2132,141,2013-04-17 08:51:10,#ocTEL,"
Trying to get started on the ocTEL MOOC but feeling rather overwhelmed. There have been lots of concerns expressed by people that thye are getting overloaded with SPAM but luckily that doesn’t seem to be happening to me….yet!
","Trying to get started on the ocTEL MOOC but feeling rather overwhelmed. There have been lots of concerns expressed by people that thye are getting overloaded with SPAM but luckily that doesn’t seem to be happening to me….yet!",publish,octel-4,2013-04-17 08:51:10,post,"Course Reader,Blog posts",Uncategorized
4619,141,2013-04-17 08:51:10,#ocTEL,"
Trying to get started on the ocTEL MOOC but feeling rather overwhelmed. There have been lots of concerns expressed by people that thye are getting overloaded with SPAM but luckily that doesn’t seem to be happening to me….yet!
","Trying to get started on the ocTEL MOOC but feeling rather overwhelmed. There have been lots of concerns expressed by people that thye are getting overloaded with SPAM but luckily that doesn’t seem to be happening to me….yet!",publish,octel-6,2013-04-17 08:51:10,post,"Blog posts,Course Reader",Uncategorized
4767,141,2013-04-17 08:51:10,#ocTEL,"
Trying to get started on the ocTEL MOOC but feeling rather overwhelmed. There have been lots of concerns expressed by people that thye are getting overloaded with SPAM but luckily that doesn’t seem to be happening to me….yet!
","Trying to get started on the ocTEL MOOC but feeling rather overwhelmed. There have been lots of concerns expressed by people that thye are getting overloaded with SPAM but luckily that doesn’t seem to be happening to me….yet!",publish,octel-8,2013-04-17 08:51:10,post,"Blog posts,Course Reader",Uncategorized
2143,1275,2013-04-17 08:51:41,Re: Activity 0.1 : Are students smarter now?,"Hi all,
Working in educational videoconferencing for remote teaching or distance learning, as I did for 10 years until recently, I have heard both sides of this argument from students, parents and teachers. On the one hand school age students went ""Wow! Cool!"" when they saw a classroom fitted out with high quality remote teaching equipment, and telling me that they enjoyed and were motivated by having a 'different type of lesson' which broke up their day and which they looked forward to. I also heard students say that this was a second-class experience compared to having the teacher in [...] ","Hi all,Working in educational videoconferencing for remote teaching or distance learning, as I did for 10 years until recently, I have heard both sides of this argument from students, parents and teachers. On the one hand school age students went ""Wow!...",publish,re-activity-0-1-are-students-smarter-now-2,2013-04-17 08:51:41,post,"JISCMail,Lists,Course Reader",
4895,1275,2013-04-17 08:51:41,Re: Activity 0.1 : Are students smarter now?,"Hi all,
Working in educational videoconferencing for remote teaching or distance learning, as I did for 10 years until recently, I have heard both sides of this argument from students, parents and teachers. On the one hand school age students went ""Wow! Cool!"" when they saw a classroom fitted out with high quality remote teaching equipment, and telling me that they enjoyed and were motivated by having a 'different type of lesson' which broke up their day and which they looked forward to. I also heard students say that this was a second-class experience compared to having the teacher in [...] ","Hi all,Working in educational videoconferencing for remote teaching or distance learning, as I did for 10 years until recently, I have heard both sides of this argument from students, parents and teachers. On the one hand school age students went ""Wow!...",publish,re-activity-0-1-are-students-smarter-now-12,2013-04-17 08:51:41,post,"Lists,Course Reader,JISCMail",
5391,1275,2013-04-17 08:51:41,Re: Activity 0.1 : Are students smarter now?,"Hi all,
Working in educational videoconferencing for remote teaching or distance learning, as I did for 10 years until recently, I have heard both sides of this argument from students, parents and teachers. On the one hand school age students went ""Wow! Cool!"" when they saw a classroom fitted out with high quality remote teaching equipment, and telling me that they enjoyed and were motivated by having a 'different type of lesson' which broke up their day and which they looked forward to. I also heard students say that this was a second-class experience compared to having the teacher in [...] ","Hi all,Working in educational videoconferencing for remote teaching or distance learning, as I did for 10 years until recently, I have heard both sides of this argument from students, parents and teachers. On the one hand school age students went ""Wow!...",publish,re-activity-0-1-are-students-smarter-now-18,2013-04-17 08:51:41,post,"Course Reader,JISCMail,Lists",
5742,1275,2013-04-17 08:51:41,Re: Activity 0.1 : Are students smarter now?,"Hi all,
Working in educational videoconferencing for remote teaching or distance learning, as I did for 10 years until recently, I have heard both sides of this argument from students, parents and teachers. On the one hand school age students went ""Wow! Cool!"" when they saw a classroom fitted out with high quality remote teaching equipment, and telling me that they enjoyed and were motivated by having a 'different type of lesson' which broke up their day and which they looked forward to. I also heard students say that this was a second-class experience compared to having the teacher in [...] ","Hi all,Working in educational videoconferencing for remote teaching or distance learning, as I did for 10 years until recently, I have heard both sides of this argument from students, parents and teachers. On the one hand school age students went ""Wow!...",publish,re-activity-0-1-are-students-smarter-now-24,2013-04-17 08:51:41,post,"Course Reader,Lists,JISCMail",
2136,1225,2013-04-17 09:21:49,leonie_learning: .@philtubman tried to have a look at mystudycloud for #octel but couldn't explore without signing up Worth it? Whats added vs ALT site?,"
.@philtubman tried to have a look at mystudycloud for #octel but couldn't explore without signing up Worth it? Whats added vs ALT site?
",".@philtubman tried to have a look at mystudycloud for #octel but couldn't explore without signing up Worth it? Whats added vs ALT site?— Leonie (@leonie_learning) April 17, 2013",publish,leonie_learning-philtubman-tried-to-have-a-look-at-mystudycloud-for-octel-but-couldnt-explore-without-signing-up-worth-it-whats-added-vs-alt-site,2013-04-17 09:21:49,post,"Twitter (Q&A),Social networks",#ocTEL
2130,1150,2013-04-17 09:25:48,Contribution of lower order skills to the written composition of college students with and without dyslexia,"Volume: 29, Issue: 1. Pages: 175–196.
",No description available.Published using Mendeley: The reference manager for researchers,publish,supplemental-instruction-a-higher-level-learning-2,2013-04-17 09:25:48,post,"Course Reader,Bookmarks,Mendeley Group",Generic
2592,1150,2013-04-17 09:25:48,Contribution of lower order skills to the written composition of college students with and without dyslexia,"Volume: 29, Issue: 1. Pages: 175–196.
Published using Mendeley: The research tool for desktop & web
","Volume: 29, Issue: 1. Pages: 175–196.
Published using Mendeley: The research tool for desktop & web
",publish,contribution-of-lower-order-skills-to-the-written-composition-of-college-students-with-and-without-dyslexia-2,2013-04-17 09:25:48,post,"Course Reader,Bookmarks,Mendeley Group",Generic
2140,1150,2013-04-17 09:25:49,Experiential Learning: Experience as the source of learning and development,"No description available.
Published using Mendeley: The digital library for researchers
",No description available.Published using Mendeley: The digital library for researchers,publish,experiential-learning-experience-as-the-source-of-learning-and-development,2013-04-17 09:25:49,post,"Mendeley Group,Course Reader,Bookmarks",Generic
2590,1150,2013-04-17 09:25:49,Experiential Learning: Experience as the source of learning and development,"No description available.
",No description available.Published using Mendeley: The research paper manager,publish,experiential-learning-experience-as-the-source-of-learning-and-development-2,2013-04-17 09:25:49,post,"Bookmarks,Mendeley Group,Course Reader",Generic
2426,5,2013-04-17 09:29:49,mhawksey: @kshjensen making some good new connections? #octel,"
","@kshjensen making some good new connections? #octel— Martin Hawksey (@mhawksey) April 17, 2013",publish,mhawksey-kshjensen-making-some-good-new-connections-octel,2013-04-17 09:29:49,post,"Twitter (Q&A),Social networks",#ocTEL
2241,116,2013-04-17 09:33:06,"kshjensen: @mhawksey yes think so. Discussion forum on mazur made me think that I need to test a student response system, might try socrative #octel","
@mhawksey yes think so. Discussion forum on mazur made me think that I need to test a student response system, might try socrative #octel
","@mhawksey yes think so. Discussion forum on mazur made me think that I need to test a student response system, might try socrative #octel— Kathrine Jensen (@kshjensen) April 17, 2013",publish,kshjensen-mhawksey-yes-think-so-discussion-forum-on-mazur-made-me-think-that-i-need-to-test-a-student-response-system-might-try-socrative-octel,2013-04-17 09:33:06,post,"Social networks,Twitter (Q&A)",#ocTEL
2165,512,2013-04-17 10:28:46,Index of Learning Theories (website),"
‘A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction.’
","http://www.learning-theories.com/ ‘A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction.’",publish,index-of-learning-theories-website,2013-04-17 10:28:46,post,"Course Reader,Blog posts",Uncategorized
2142,1163,2013-04-17 11:04:47,Re: Activity 0.1 : Are students smarter now?,"Eyup!
I think that still the best teachers are humans and most of the best teaching is done in part face to face with the aid of advanced technology. If ""smarter"" means more capable then I suspect it is true that learners are generally smarter these days, but that all depends on if the capabilities are measured as absolutes, or relatives. I have heard talk that many brains now work differently as a result of use of technology, the volume of data input, and simultaneous exposure to multiple channels of communication. Many brains now find it easier to flick between [...] ","Eyup!I think that still the best teachers are humans and most of the best teaching is done in part face to face with the aid of advanced technology. If ""smarter"" means more capable then I suspect it is true that learners are generally smarter these day...",publish,re-activity-0-1-are-students-smarter-now,2013-04-17 11:04:47,post,"JISCMail,Lists,Course Reader",
4894,1163,2013-04-17 11:04:47,Re: Activity 0.1 : Are students smarter now?,"Eyup!
I think that still the best teachers are humans and most of the best teaching is done in part face to face with the aid of advanced technology. If ""smarter"" means more capable then I suspect it is true that learners are generally smarter these days, but that all depends on if the capabilities are measured as absolutes, or relatives. I have heard talk that many brains now work differently as a result of use of technology, the volume of data input, and simultaneous exposure to multiple channels of communication. Many brains now find it easier to flick between [...] ","Eyup!I think that still the best teachers are humans and most of the best teaching is done in part face to face with the aid of advanced technology. If ""smarter"" means more capable then I suspect it is true that learners are generally smarter these day...",publish,re-activity-0-1-are-students-smarter-now-11,2013-04-17 11:04:47,post,"Lists,Course Reader,JISCMail",
5390,1163,2013-04-17 11:04:47,Re: Activity 0.1 : Are students smarter now?,"Eyup!
I think that still the best teachers are humans and most of the best teaching is done in part face to face with the aid of advanced technology. If ""smarter"" means more capable then I suspect it is true that learners are generally smarter these days, but that all depends on if the capabilities are measured as absolutes, or relatives. I have heard talk that many brains now work differently as a result of use of technology, the volume of data input, and simultaneous exposure to multiple channels of communication. Many brains now find it easier to flick between [...] ","Eyup!I think that still the best teachers are humans and most of the best teaching is done in part face to face with the aid of advanced technology. If ""smarter"" means more capable then I suspect it is true that learners are generally smarter these day...",publish,re-activity-0-1-are-students-smarter-now-17,2013-04-17 11:04:47,post,"Lists,Course Reader,JISCMail",
5741,1163,2013-04-17 11:04:47,Re: Activity 0.1 : Are students smarter now?,"Eyup!
I think that still the best teachers are humans and most of the best teaching is done in part face to face with the aid of advanced technology. If ""smarter"" means more capable then I suspect it is true that learners are generally smarter these days, but that all depends on if the capabilities are measured as absolutes, or relatives. I have heard talk that many brains now work differently as a result of use of technology, the volume of data input, and simultaneous exposure to multiple channels of communication. Many brains now find it easier to flick between [...] ","Eyup!I think that still the best teachers are humans and most of the best teaching is done in part face to face with the aid of advanced technology. If ""smarter"" means more capable then I suspect it is true that learners are generally smarter these day...",publish,re-activity-0-1-are-students-smarter-now-23,2013-04-17 11:04:47,post,"Lists,JISCMail,Course Reader",
2148,1276,2013-04-17 11:22:00,Re: Activity 0.1 : Are students smarter now?,"Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring how to get students to discuss more on line I thought second life would be the media for this so they could be slightly anonymous but technology in the university is not really embracing this for large groups. I am not sure the students who embrace technology are any smarter than those who do the [...] ","Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring how to get stude...",publish,re-activity-0-1-are-students-smarter-now-3,2013-04-17 11:22:00,post,"Course Reader,JISCMail,Lists",
4893,1276,2013-04-17 11:22:00,Re: Activity 0.1 : Are students smarter now?,"Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring how to get students to discuss more on line I thought second life would be the media for this so they could be slightly anonymous but technology in the university is not really embracing this for large groups. I am not sure the students who embrace technology are any smarter than those who do the [...] ","Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring how to get stude...",publish,re-activity-0-1-are-students-smarter-now-10,2013-04-17 11:22:00,post,"Lists,Course Reader,JISCMail",
5389,1276,2013-04-17 11:22:00,Re: Activity 0.1 : Are students smarter now?,"Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring how to get students to discuss more on line I thought second life would be the media for this so they could be slightly anonymous but technology in the university is not really embracing this for large groups. I am not sure the students who embrace technology are any smarter than those who do the [...] ","Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring how to get stude...",publish,re-activity-0-1-are-students-smarter-now-16,2013-04-17 11:22:00,post,"Lists,Course Reader,JISCMail",
5740,1276,2013-04-17 11:22:00,Re: Activity 0.1 : Are students smarter now?,"Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring how to get students to discuss more on line I thought second life would be the media for this so they could be slightly anonymous but technology in the university is not really embracing this for large groups. I am not sure the students who embrace technology are any smarter than those who do the [...] ","Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring how to get stude...",publish,re-activity-0-1-are-students-smarter-now-22,2013-04-17 11:22:00,post,"JISCMail,Course Reader,Lists",
2190,1012,2013-04-17 11:22:18,agdturner: @josswinn I wonder if #ocTEL can help answer your question?,"
@josswinn I wonder if #ocTEL can help answer your question?
","@josswinn I wonder if #ocTEL can help answer your question?— Andy Turner (@agdturner) April 17, 2013",publish,agdturner-josswinn-i-wonder-if-octel-can-help-answer-your-question,2013-04-17 11:22:18,post,"Twitter (Q&A),Social networks",#ocTEL
2372,1012,2013-04-17 11:36:32,"agdturner: OK, so where is the link to this weeks #ocTEL webinar? I've been looking for 10 minutes!","
OK, so where is the link to this weeks #ocTEL webinar? I've been looking for 10 minutes!
","OK, so where is the link to this weeks #ocTEL webinar? I've been looking for 10 minutes!— Andy Turner (@agdturner) April 17, 2013",publish,agdturner-ok-so-where-is-the-link-to-this-weeks-octel-webinar-ive-been-looking-for-10-minutes,2013-04-17 11:36:32,post,"Twitter (Q&A),Social networks",#ocTEL
2189,1255,2013-04-17 11:37:20,"nickmalleson: @agdturner https://t.co/icmRf7G13H #octel Not working on mac at the moment though, stupid java","
",publish,nickmalleson-agdturner-httpst-coicmrf7g13h-octel-not-working-on-mac-at-the-moment-though-stupid-java,2013-04-17 11:37:20,post,"Social networks,Twitter (Q&A)",#ocTEL
2154,1167,2013-04-17 13:30:28,Re: Activity 0.1 : Are students smarter now?,"I am sure that our brains are just as smart as they were 1000 years ago! I agree what you say about multi-tasking. Anyone of us these days can multitask better than 20 or 30 years ago and I think this is due to all the technology. So I think that my question had better be rephrased to : Are students now more adaptable? The answer to this is definitely yes. Regards, Zayneb -----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Andy Turner Sent: 17 April 2013 12:05 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Activity 0.1 : Are students [...] ",I am sure that our brains are just as smart as they were 1000 years ago! I agree what you say about multi-tasking. Anyone of us these days can multitask better than 20 or 30 years ago and I think this is due to all the technology. So I think that my qu...,publish,re-activity-0-1-are-students-smarter-now-5,2013-04-17 13:30:28,post,"Course Reader,JISCMail,Lists",
4892,1167,2013-04-17 13:30:28,Re: Activity 0.1 : Are students smarter now?,"I am sure that our brains are just as smart as they were 1000 years ago! I agree what you say about multi-tasking. Anyone of us these days can multitask better than 20 or 30 years ago and I think this is due to all the technology. So I think that my question had better be rephrased to : Are students now more adaptable? The answer to this is definitely yes. Regards, Zayneb -----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Andy Turner Sent: 17 April 2013 12:05 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Activity 0.1 : Are students [...] ",I am sure that our brains are just as smart as they were 1000 years ago! I agree what you say about multi-tasking. Anyone of us these days can multitask better than 20 or 30 years ago and I think this is due to all the technology. So I think that my qu...,publish,re-activity-0-1-are-students-smarter-now-9,2013-04-17 13:30:28,post,"Lists,Course Reader,JISCMail",
5388,1167,2013-04-17 13:30:28,Re: Activity 0.1 : Are students smarter now?,"I am sure that our brains are just as smart as they were 1000 years ago! I agree what you say about multi-tasking. Anyone of us these days can multitask better than 20 or 30 years ago and I think this is due to all the technology. So I think that my question had better be rephrased to : Are students now more adaptable? The answer to this is definitely yes. Regards, Zayneb -----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Andy Turner Sent: 17 April 2013 12:05 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Activity 0.1 : Are students [...] ",I am sure that our brains are just as smart as they were 1000 years ago! I agree what you say about multi-tasking. Anyone of us these days can multitask better than 20 or 30 years ago and I think this is due to all the technology. So I think that my qu...,publish,re-activity-0-1-are-students-smarter-now-15,2013-04-17 13:30:28,post,"Lists,Course Reader,JISCMail",
5739,1167,2013-04-17 13:30:28,Re: Activity 0.1 : Are students smarter now?,"I am sure that our brains are just as smart as they were 1000 years ago! I agree what you say about multi-tasking. Anyone of us these days can multitask better than 20 or 30 years ago and I think this is due to all the technology. So I think that my question had better be rephrased to : Are students now more adaptable? The answer to this is definitely yes. Regards, Zayneb -----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Andy Turner Sent: 17 April 2013 12:05 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Activity 0.1 : Are students [...] ",I am sure that our brains are just as smart as they were 1000 years ago! I agree what you say about multi-tasking. Anyone of us these days can multitask better than 20 or 30 years ago and I think this is due to all the technology. So I think that my qu...,publish,re-activity-0-1-are-students-smarter-now-21,2013-04-17 13:30:28,post,"Lists,JISCMail,Course Reader",
2153,1167,2013-04-17 13:34:09,Re: Activity 0.1 : Are students smarter now?,"Dear Sue, Yes, I think they are definitely more motivated when using technology. Especially with certain subjects that they may find a bit boring. Regards, Zayneb
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Susan Davis Sent: 17 April 2013 12:22 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Activity 0.1 : Are students smarter now?
Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring [...] ","Dear Sue,Yes, I think they are definitely more motivated when using technology. Especially with certain subjects that they may find a bit boring.Regards,Zayneb-----Original Message-----From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK...",publish,re-activity-0-1-are-students-smarter-now-4,2013-04-17 13:34:09,post,"Lists,Course Reader,JISCMail",
4891,1167,2013-04-17 13:34:09,Re: Activity 0.1 : Are students smarter now?,"Dear Sue, Yes, I think they are definitely more motivated when using technology. Especially with certain subjects that they may find a bit boring. Regards, Zayneb
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Susan Davis Sent: 17 April 2013 12:22 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Activity 0.1 : Are students smarter now?
Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring [...] ","Dear Sue,Yes, I think they are definitely more motivated when using technology. Especially with certain subjects that they may find a bit boring.Regards,Zayneb-----Original Message-----From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK...",publish,re-activity-0-1-are-students-smarter-now-8,2013-04-17 13:34:09,post,"JISCMail,Lists,Course Reader",
5387,1167,2013-04-17 13:34:09,Re: Activity 0.1 : Are students smarter now?,"Dear Sue, Yes, I think they are definitely more motivated when using technology. Especially with certain subjects that they may find a bit boring. Regards, Zayneb
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Susan Davis Sent: 17 April 2013 12:22 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Activity 0.1 : Are students smarter now?
Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring [...] ","Dear Sue,Yes, I think they are definitely more motivated when using technology. Especially with certain subjects that they may find a bit boring.Regards,Zayneb-----Original Message-----From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK...",publish,re-activity-0-1-are-students-smarter-now-14,2013-04-17 13:34:09,post,"Lists,Course Reader,JISCMail",
5738,1167,2013-04-17 13:34:09,Re: Activity 0.1 : Are students smarter now?,"Dear Sue, Yes, I think they are definitely more motivated when using technology. Especially with certain subjects that they may find a bit boring. Regards, Zayneb
-----Original Message----- From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK] On Behalf Of Susan Davis Sent: 17 April 2013 12:22 To: OCTEL-PUBLIC@JISCMAIL.AC.UK Subject: Re: Activity 0.1 : Are students smarter now?
Hi, just getting to grips with the course and catching up on emails. I teach on a vocational course and reflection and discussion are a large part of this. I agree that face to face is important . I would really like to start exploring [...] ","Dear Sue,Yes, I think they are definitely more motivated when using technology. Especially with certain subjects that they may find a bit boring.Regards,Zayneb-----Original Message-----From: ocTEL public mailing list [mailto:OCTEL-PUBLIC@JISCMAIL.AC.UK...",publish,re-activity-0-1-are-students-smarter-now-20,2013-04-17 13:34:09,post,"Lists,JISCMail,Course Reader",
2162,981,2013-04-17 13:57:38,Re: Activity 0.1 : Are students smarter now?,"Hi,
In reference to multitasking it should be noted that the perception that this behaviour of ""multi-processing"" is unique to Net Gen as a result of their use of multiply technologies and associated activities, Brown (2000), is not the case as previous generations were multi-tasking just multi-tasking different tasks. The difference is the technology today, the student perceive that their devices and applications enable the user to multi-task, Nortcliffe and Middleton (2013). However the ability of a human to multi-tasks is more about the agility of the cognitive capacity and short term memory of the adult brain, (Cowan, Nugent, Elliott, [...] ","Hi,In reference to multitasking it should be noted that the perception that this behaviour of ""multi-processing"" is unique to Net Gen as a result of their use of multiply technologies and associated activities, Brown (2000), is not the case as previous...",publish,re-activity-0-1-are-students-smarter-now-6,2013-04-17 13:57:38,post,"Course Reader,JISCMail,Lists",
4890,981,2013-04-17 13:57:38,Re: Activity 0.1 : Are students smarter now?,"Hi,
In reference to multitasking it should be noted that the perception that this behaviour of ""multi-processing"" is unique to Net Gen as a result of their use of multiply technologies and associated activities, Brown (2000), is not the case as previous generations were multi-tasking just multi-tasking different tasks. The difference is the technology today, the student perceive that their devices and applications enable the user to multi-task, Nortcliffe and Middleton (2013). However the ability of a human to multi-tasks is more about the agility of the cognitive capacity and short term memory of the adult brain, (Cowan, Nugent, Elliott, [...] ","Hi,In reference to multitasking it should be noted that the perception that this behaviour of ""multi-processing"" is unique to Net Gen as a result of their use of multiply technologies and associated activities, Brown (2000), is not the case as previous...",publish,re-activity-0-1-are-students-smarter-now-7,2013-04-17 13:57:38,post,"Lists,Course Reader,JISCMail",
5386,981,2013-04-17 13:57:38,Re: Activity 0.1 : Are students smarter now?,"Hi,
In reference to multitasking it should be noted that the perception that this behaviour of ""multi-processing"" is unique to Net Gen as a result of their use of multiply technologies and associated activities, Brown (2000), is not the case as previous generations were multi-tasking just multi-tasking different tasks. The difference is the technology today, the student perceive that their devices and applications enable the user to multi-task, Nortcliffe and Middleton (2013). However the ability of a human to multi-tasks is more about the agility of the cognitive capacity and short term memory of the adult brain, (Cowan, Nugent, Elliott, [...] ","Hi,In reference to multitasking it should be noted that the perception that this behaviour of ""multi-processing"" is unique to Net Gen as a result of their use of multiply technologies and associated activities, Brown (2000), is not the case as previous...",publish,re-activity-0-1-are-students-smarter-now-13,2013-04-17 13:57:38,post,"Course Reader,JISCMail,Lists",
5737,981,2013-04-17 13:57:38,Re: Activity 0.1 : Are students smarter now?,"Hi,
In reference to multitasking it should be noted that the perception that this behaviour of ""multi-processing"" is unique to Net Gen as a result of their use of multiply technologies and associated activities, Brown (2000), is not the case as previous generations were multi-tasking just multi-tasking different tasks. The difference is the technology today, the student perceive that their devices and applications enable the user to multi-task, Nortcliffe and Middleton (2013). However the ability of a human to multi-tasks is more about the agility of the cognitive capacity and short term memory of the adult brain, (Cowan, Nugent, Elliott, [...] ","Hi,In reference to multitasking it should be noted that the perception that this behaviour of ""multi-processing"" is unique to Net Gen as a result of their use of multiply technologies and associated activities, Brown (2000), is not the case as previous...",publish,re-activity-0-1-are-students-smarter-now-19,2013-04-17 13:57:38,post,"Course Reader,Lists,JISCMail",
2173,1150,2013-04-17 14:47:12,External and internal memory aids: when and how often do we use them?,"Journal of Experimental Psychology: General (1986). Volume: 115, Issue: 3. Pages: 267-280.
","Journal of Experimental Psychology: General (1986). Volume: 115, Issue: 3. Pages: 267-280. M.J., and Fournier, J. Intons-Peterson et al.Published using Mendeley: The research paper manager",publish,external-and-internal-memory-aids-when-and-how-often-do-we-use-them,2013-04-17 14:47:12,post,"Course Reader,Mendeley Group,Bookmarks",Journal Article
2186,1150,2013-04-17 14:47:12,External and internal memory aids: when and how often do we use them?,"Journal of Experimental Psychology: General (1986). Volume: 115, Issue: 3. Pages: 267-280.
","Journal of Experimental Psychology: General (1986). Volume: 115, Issue: 3. Pages: 267-280. M.J., and Fournier, J. Intons-Peterson et al.Published using Mendeley: The reference manager for researchers",publish,external-and-internal-memory-aids-when-and-how-often-do-we-use-them-2,2013-04-17 14:47:12,post,"Course Reader,Mendeley Group,Bookmarks",Journal Article
2172,1150,2013-04-17 14:49:01,"Learners take control – audio notes for promoting learner autonomy”, in Digital Voices in Section 1: Understanding the opportunity of an audio-enhanced learning environment","
A., Middleton, A. and Rossiter, A. Nortcliffe et al.
","A., Middleton, A. and Rossiter, A. Nortcliffe et al.Published using Mendeley: The reference software for researchers",publish,learners-take-control-audio-notes-for-promoting-learner-autonomy-in-digital-voices-in-section-1-understanding-the-opportunity-of-an-audio-enhanced-learning-environment,2013-04-17 14:49:01,post,"Course Reader,Mendeley Group,Bookmarks",Book Section
2185,1150,2013-04-17 14:49:01,"Learners take control – audio notes for promoting learner autonomy”, in Digital Voices in Section 1: Understanding the opportunity of an audio-enhanced learning environment","
A., Middleton, A. and Rossiter, A. Nortcliffe et al.
Published using Mendeley: The research tool for desktop & web
","A., Middleton, A. and Rossiter, A. Nortcliffe et al.Published using Mendeley: The research tool for desktop & web",publish,learners-take-control-audio-notes-for-promoting-learner-autonomy-in-digital-voices-in-section-1-understanding-the-opportunity-of-an-audio-enhanced-learning-environment-2,2013-04-17 14:49:01,post,"Bookmarks,Course Reader,Mendeley Group",Book Section
3126,1150,2013-04-17 14:49:01,"Learners take control – audio notes for promoting learner autonomy”, in Digital Voices in Section 1: Understanding the opportunity of an audio-enhanced learning environment","
A., Middleton, A. and Rossiter, A. Nortcliffe et al.
","A., Middleton, A. and Rossiter, A. Nortcliffe et al.Published using Mendeley: The bibliography manager for researchers",publish,learners-take-control-audio-notes-for-promoting-learner-autonomy-in-digital-voices-in-section-1-understanding-the-opportunity-of-an-audio-enhanced-learning-environment-3,2013-04-17 14:49:01,post,"Bookmarks,Course Reader,Mendeley Group",Book Section
2171,1150,2013-04-17 14:50:33,"Growing up digital: how the Web changes work, education, and the ways people learn","Change (2000). Pages: 13.
",Change (2000). Pages: 13. J. S. Brown et al.Published using Mendeley: The reference software for researchers,publish,growing-up-digital-how-the-web-changes-work-education-and-the-ways-people-learn,2013-04-17 14:50:33,post,"Bookmarks,Course Reader,Mendeley Group",Journal Article
2184,1150,2013-04-17 14:50:33,"Growing up digital: how the Web changes work, education, and the ways people learn","Change (2000). Pages: 13.
",Change (2000). Pages: 13. J. S. Brown et al.Published using Mendeley: Academic software for researchers,publish,growing-up-digital-how-the-web-changes-work-education-and-the-ways-people-learn-2,2013-04-17 14:50:33,post,"Course Reader,Mendeley Group,Bookmarks",Journal Article
2170,1150,2013-04-17 14:51:24,Real-world multitasking from a cognitive neuroscience perspective,"Attention and Performance (2000). Pages: 465–472.
",publish,real-world-multitasking-from-a-cognitive-neuroscience-perspective-2,2013-04-17 14:51:24,post,"Mendeley Group,Bookmarks,Course Reader",Journal Article
2169,1150,2013-04-17 14:52:08,The role of attention in the development of short-term memory: age differences in the verbal span of apprehension,"Child Development (1999). Pages: 1082–1097.
N., Nugent, L. D., Elliott, E. M., Ponomarev, I. & Saults, J. S. Cowan et al.
",publish,the-role-of-attention-in-the-development-of-short-term-memory-age-differences-in-the-verbal-span-of-apprehension,2013-04-17 14:52:08,post,"Bookmarks,Course Reader,Mendeley Group",Journal Article
2182,1150,2013-04-17 14:52:08,The role of attention in the development of short-term memory: age differences in the verbal span of apprehension,"Child Development (1999). Pages: 1082–1097.
N., Nugent, L. D., Elliott, E. M., Ponomarev, I. & Saults, J. S. Cowan et al.
Published using Mendeley: The digital library for researchers
",publish,task-interruption-and-its-effects-on-memory-2,2013-04-17 14:52:48,post,"Course Reader,Mendeley Group,Bookmarks",Journal Article
2167,1150,2013-04-17 14:53:43,Cognitive control in media multitaskers,"Proceedings of the National Academy of Science of the United States of America (2009). Pages: 15583–15587.
",publish,cognitive-control-in-media-multitaskers,2013-04-17 14:53:43,post,"Course Reader,Mendeley Group,Bookmarks",Conference Proceedings
2180,1150,2013-04-17 14:53:43,Cognitive control in media multitaskers,"Proceedings of the National Academy of Science of the United States of America (2009). Pages: 15583–15587.
",publish,cognitive-control-in-media-multitaskers-2,2013-04-17 14:53:43,post,"Bookmarks,Course Reader,Mendeley Group",Conference Proceedings
2166,1150,2013-04-17 14:56:00,The innovative use of personal smart devices by students to support their learning,"Increasing Student Engagement and Retention using Mobile Applications: Smartphones, Skype and Texting Technologies (2013).
","Increasing Student Engagement and Retention using Mobile Applications: Smartphones, Skype and Texting Technologies (2013). A. and Middlleton, A. Nortcliffe et al.Published using Mendeley: The bibliography manager for researchers",publish,the-innovative-use-of-personal-smart-devices-by-students-to-support-their-learning,2013-04-17 14:56:00,post,"Bookmarks,Course Reader,Mendeley Group",Book Section
2179,1150,2013-04-17 14:56:00,The innovative use of personal smart devices by students to support their learning,"Increasing Student Engagement and Retention using Mobile Applications: Smartphones, Skype and Texting Technologies (2013).
","Increasing Student Engagement and Retention using Mobile Applications: Smartphones, Skype and Texting Technologies (2013). A. and Middlleton, A. Nortcliffe et al.Published using Mendeley: The reference manager for researchers",publish,the-innovative-use-of-personal-smart-devices-by-students-to-support-their-learning-2,2013-04-17 14:56:00,post,"Course Reader,Mendeley Group,Bookmarks",Book Section
3125,1150,2013-04-17 14:56:00,The innovative use of personal smart devices by students to support their learning,"Increasing Student Engagement and Retention using Mobile Applications: Smartphones, Skype and Texting Technologies (2013).
","Increasing Student Engagement and Retention using Mobile Applications: Smartphones, Skype and Texting Technologies (2013). A. and Middlleton, A. Nortcliffe et al.Published using Mendeley: The reference manager for researchers",publish,the-innovative-use-of-personal-smart-devices-by-students-to-support-their-learning-3,2013-04-17 14:56:00,post,"Course Reader,Mendeley Group,Bookmarks",Book Section
2224,17,2013-04-17 21:09:04,Not minding my own business,"
I haven’t done a lot of my own blogging since my post ‘A blogging start’ as I have volunteered to be an ocTEL tutor this week and have become fascinated in finding out what others are up to in their blogs. It is fascinating. There is a great range of blogging backgrounds from seasoned bloggers to those who are setting out with a first few tentative steps motivated by their participation in ocTEL (myself included). I have found that reading and commenting on other’s blogs is less of a challenge than writing my own. Its getting past that feeling of a blank piece of paper in front of you needing to be filled – I have always been the same with writing as a mathematician by training. Give me a problem to solve and I will be scribbling furiously in no time and for prolonged periods.
So thanks to those whose blogs I have read and whose blogs have inspired me to think and respond. I hope you don’t mind me minding your business rather than my own!
","I haven’t done a lot of my own blogging since my post ‘A blogging start’ as I have volunteered to be an ocTEL tutor this week and have become fascinated in finding out what others are up to in their blogs. It is fascinating. There is a great range of blogging backgrounds from seasoned bloggers to […]",publish,not-minding-my-own-business,2013-04-17 21:09:04,post,"Blog posts,Course Reader","Writing,Uncategorized,blogging"
4612,17,2013-04-17 21:09:04,Not minding my own business,"
I haven’t done a lot of my own blogging since my post ‘A blogging start’ as I have volunteered to be an ocTEL tutor this week and have become fascinated in finding out what others are up to in their blogs. It is fascinating. There is a great range of blogging backgrounds from seasoned bloggers to those who are setting out with a first few tentative steps motivated by their participation in ocTEL (myself included). I have found that reading and commenting on other’s blogs is less of a challenge than writing my own. Its getting past that feeling of a blank piece of paper in front of you needing to be filled – I have always been the same with writing as a mathematician by training. Give me a problem to solve and I will be scribbling furiously in no time and for prolonged periods.
So thanks to those whose blogs I have read and whose blogs have inspired me to think and respond. I hope you don’t mind me minding your business rather than my own!
","I haven’t done a lot of my own blogging since my post ‘A blogging start’ as I have volunteered to be an ocTEL tutor this week and have become fascinated in finding out what others are up to in their blogs. It is fascinating. There is a great range of blogging backgrounds from seasoned bloggers to […]",publish,not-minding-my-own-business-2,2013-04-17 21:09:04,post,"Blog posts,Course Reader","Uncategorized,Writing,blogging"
2233,200,2013-04-17 21:57:34,#oCTEL MOOCs or Serious Gamification,"
In week one of the oCTEL course, we’ve been asked to look at a couple of examples of learning methods and comment on them and decide which one you think is more powerful and relevant for you.
First I selected the interview of George Siemens, talking about massive open online courses (MOOCs). Along with Stephen Downes, George developed really the current idea for MOOCs, only a couple of years ago. The MOOC concept stemmed from an idea of running conference material in the form of a course, delivered over the web. It followed earlier developments in social learning with the forming of Open Educational Resources, alongside a movement of social/democratic movements for education and an evolving pedagogy of rhizomatic education.
Since the first MOOCs were initially run, much has quickly developed, with a whole range of different courses now being hosted, by various platforms and providers. Using the word ‘massive’ and ‘open’ can easily be challenged, as what determines a ‘massive’ course. Similarly, what does one mean by open. Certainly platform providers such as Coursera can be criticised in that they select which courses they are willing to host – thus filtering what learning potential is available.
I see MOOCs as been powerful in that they provide a potential opportunity for learning that is free at the point of use, to hundreds of thousands of people across the world, at any time. MOOCs have had in excess of 150,000 students taking them, all for free, as part of a single course. Wow – that is a lot of learning taking place. Accepting that drop out rates can be high, that is still a lot of possible learning. Of course, people signing up to MOOCs might not really be engaging fully with all the study materials – but if they are engaging in some way, then they are learning in some way. Who decides what and who and when should be learnt, is a great break away for MOOCs, from traditionally fixed, linear pedagogies, with fixed learning outcomes. MOOCS give greater power and control and autonomy to the learner. For example, it is completely up to me, as a course participant, how much I engage with this oCTEL MOOC and who I decide to engage with through the provided Forum boards, and what links and how I try and develop.
This chaotic way of learning, whilst embedded within a framework, is something new for me to get used to, having spent many years as a student, and now as a lecturer, taking and designing rather rigid, linear courses.
And this contrasts very much with the use of some form of a virtual reality or serious game developed by Helen Keegan. Of course it was welcoming to see a northern speaker and academic featuring in this course, and someone I hadn’t heard of before. But the teaching methods and approach had a very powerful effect on me in that (a) I don’t really understand what was actually done and (b) I felt very unnerved, as was anticipated for the students on her course, to some extent, by the material and delivery methods AND by what appeared to be an experiment on students without their consent. The latter point had to be taken seriously after the project had started as some students seemed to be at least posting signs of psychological distress. But I admire Helen’s work for trying to develop curiosity for learning among her students – which was what the project was designed to do. Year on year, I find that students have less of an enquiring mind, and expect more and more instruction. This is not only frustrating but is sad, especially as access to the virtual world has brought tremendous learning opportunities for those with some initial curiosity at least.
So in a way, both the MOOCs and the use of some form of augmented reality, I find, appealing for learning opportunities. MOOCS allow social learning, and personal learning and networking communities to be naturally developed and games or augmented reality can help students embrace and deploy their innate desire for curiosity, so often squashed by externally imposed, and probably often needless tick boxes and procedures.
The thought of trying to introduce any augmented reality onto the course I teach on sees light years away – opening people up to the possibilities and advantages of OERs, and social learning environments needs to be tackled first.
I am interested to find out what others thought about these examples.
Roger
","In week one of the oCTEL course, we’ve been asked to look at a couple of examples of learning methods and comment on them and decide which one you think is more powerful and relevant for you. First I selected…
Harvard Physics Professor Eric Mazur demonstrates ""Peer Instruction"" and ""Just-In-Time"" teaching techniques. (8 minute YouTube video) - David Jennings
","Comments:Harvard Physics Professor Eric Mazur demonstrates ""Peer Instruction"" and ""Just-In-Time"" teaching techniques. (8 minute YouTube video) - David JenningsTags: ocTEL, HigherEducation, EricMazur, PotentialResource, videoby: David Jennings",publish,eric-mazur-shows-interactive-teaching-youtube,2013-04-17 22:12:26,post,"Bookmarks,Course Reader,Diigo","video,HigherEducation,#ocTEL,EricMazur,PotentialResource"
2304,55,2013-04-18 01:17:58,hopkinsdavid: @GarryLunn completion rate par for the course by all accounts? http://t.co/m3w38Y6sHP (via @katy_jordan) #edcmooc #ocTEL,"
",publish,hopkinsdavid-garrylunn-completion-rate-par-for-the-course-by-all-accounts-httpt-com3w38y6shp-via-katy_jordan-edcmooc-octel,2013-04-18 01:17:58,post,"Twitter (Q&A),Social networks","edcmooc,#ocTEL"
2303,1151,2013-04-18 01:40:41,suebbarnes45: #ocTEL Teacher Knows if You’ve Done the E-Reading http://t.co/mG8RVmgz22 - Does this help with the flipped classroom?,"
#ocTEL Teacher Knows if You’ve Done the E-Reading nyti.ms/146SHeN - Does this help with the flipped classroom?
","RT @hopkinsdavid: 'How was it? The UK's first @coursera MOOCs assessed' bit.ly/XI53oo(via @timeshighered) #edcmooc #ocTEL— Dr Stephanie Bennett (@ICJS_Research) April 18, 2013",publish,icjs_research-rt-hopkinsdavid-how-was-it-the-uks-first-coursera-moocs-assessed-httpt-coura0btxvl2-via-timeshighered-edcmooc-octel,2013-04-18 03:39:13,post,"Twitter (Q&A),Social networks","#ocTEL,edcmooc"
2258,988,2013-04-18 05:50:29,Today’s #ocTEL learning machines and the social awakening.,"
Long ago (less then 10 years), there was no Tumblr, Twitter, Google+, Facebook or any software as a service (SaaS) cloud computing technologies. In those dark and drab days, Microsoft Office was the only ubiquitous software package capable of allowing for effective communication. Sure blogs and forums may have existed, but they were clunky and not user-friendly (not by today’s standards anyway). The common way of communicating to people was through a printed Word Document. Here I am talking about how different it was back in my day when Word documents were the cutting edge, and the way we used to get things done. Please excuse my ignorance if the pen and paper for you meant more than tools for doodling, I mean no disrespect. But in my day, MS Office was it. The B-O-M Digity. It made things happen. Don’t get me wrong, MS Office still has its place in Enterprise systems, but for how long? And what about other industries, like Education? Does MS Office still have a place as a one way communication medium focused on individual endeavours in a social society based on collaboration and communities of practice? These questions are not only relevant, but are at the forefront of the minds of many educators, students, academics, governments, heck – everyone who has anything to do with education on any level (parents for example).
There is a little term you may have heard of called Web 2.0? If you haven’t, the basic principal of the technology is that the Internet serves as a platform for user generated content, with practice underpinned by ideas founded in Wikinomics. These ideas include being able to act globally and collaboratively, something that MS Office has not been able to evolve with. However, some organisations, like Google, are on the forefront of strengthening (note: not developing; strengthening) their suite of services supported by SaaS cloud computing. The machine technologies of the modern era are not boxes that tell you an answer in a strict and didactic format, but devices for communication and mass collaboration. In some sense, Paulo Freire may have seen these technologies as revolutionary insofar as braking the culture of silence of passive acceptance of didactic learning outcomes strategically selected by Government bodies. Now, students are gaining the freedom, and expertise, to choose their own learning outcomes and fields of research.
Today’s cloud based social technologies are raining down innovative services based entirely in the web. These services are underpinned by Wikinomics, and offer the capacity for open communication, learning and collaboration in a way never seen before. As such, these technologies are so disruptive that any industry unable to adapt and redesign core structures to accommodate, will fail. Education is no exception. Signs of these technologies and their effect, have already seen the rise of MOOCs, elearning, blended learning, flipped classrooms, gamification, and the list goes on. The sheer fact that these technologies can be attributed with a sense of power increases the acceptance of Actor-Network theory, where it becomes impossible to distinguish which has more effect; the technology or the people who use them to communicate. These technologies have delivered so many developments unable to be delivered before, that as a result of their advent have caused a shift where society will ensure the technologies continual growth. From the students point of view, these technologies are just part of the way things work. It wont be long when you hear some of them say, ‘you still use MS Office, what a joke’. What do you think?
My, have times changed.
","Long ago (less then 10 years), there was no Tumblr, Twitter, Google+, Facebook or any software as a service (SaaS) cloud computing technologies. In those dark and drab days, Microsoft Office was the only ubiquitous software package capable of allowing for effective communication. Sure blogs and forums may have existed, but they were clunky and not user-friendly (not by today’s … Read more →",publish,todays-octel-learning-machines-and-the-social-awakening,2013-04-18 05:50:29,post,"Course Reader,Blog posts","Enterprise 2.0,Online Services,Education,Professional Development,Social Tools"
2316,855,2013-04-18 06:36:38,"bulgenen: How was it for you? The UK’s first Coursera MOOCs assessed #ocTEL
http://t.co/nNyvqLdYdW","
How was it for you? The UK’s first Coursera MOOCs assessed #ocTELow.ly/1VjoLD
",publish,bulgenen-how-was-it-for-you-the-uks-first-coursera-moocs-assessed-octel-httpt-connyvqldydw,2013-04-18 06:36:38,post,"Twitter (Q&A),Social networks",#ocTEL
2278,1313,2013-04-18 06:58:21,ceaselessness: RT @suebecks: Interested in reading more about #moocs? Here is a collection of articles http://t.co/Phe9INJig2 #ocTEL,"
",publish,ceaselessness-rt-suebecks-interested-in-reading-more-about-moocs-here-is-a-collection-of-articles-httpt-cophe9injig2-octel,2013-04-18 06:58:21,post,"Twitter (Q&A),Social networks","moocs,#ocTEL"
2260,171,2013-04-18 07:42:52,Week 1 – and already playing catch up!!,"
Well it is week 1 and already I feel I am playing catch up. I was on holiday last week, so missed out on the introductory stuff, and am having enough trouble catching up with my normal work, so I am struggling to engage with the amount of material and resources for week 1. I imagine many of you feel the same, as it can be very daunting starting a new course, making new friends (not easy with 800+ participants and not meeting face-to-face), and engaging perhaps in new ways and using new communication methods.
I have taken part in a couple of MOOCs before, so have some idea what to expect, however, it is still difficult to try and set time aside and accept that you are not going read/engage with everything, and that is ok. The more you do engage, the more you will get out of it, BUT no one has the time to read all the discussion posts, blogs, resources etc, so you have to accept that fact. The best thing is to find a strategy that you know you can stick to.
Decide how you are going to engage – many have set up blogs and some use Twitter, others may just contribute to the discussion forums. Decide what you want to do and set up the accounts if necessary.
Decide when you are going to engage – again not easy, as this type of self-directed professional development often falls to become lower priority to other work. See when you can fit it in – it may be evenings, it may be an hour each morning, or if you are lucky and dedicated day/morning/afternoon each week. Put it in your diary/calendar and stick to it. Treat it like a face-to-face course that you have signed up for and keep that time free and use it for that purpose. Go somewhere else if necessary away from distractions.
Decide how much time you realistically have to engage – and make sure you adapt your expectations accordingly. Accept the limitations, so if you only have an hour a week, you are not going to have time to read loads of blogs etc, you may only have time to do one thing and tweet or discuss that one item. Don’t be put off by the amount of possible work you could do on this. No one will manage all of it all of the time.
Accept you won’t have enough time to engage with even a fraction of the content that is around. That is perfectly fine and normal. Someone doing this full time would still not be able to do that. See what interests you and learn something and discuss with others.
If you miss a week or don’t have time to engage much, move on when then next materials come out – don’t try and catch up later as it is very unlikely to happen – unless you have a week booked off to dedicate to it. You are likely to fall even further behind and then give up.
There is no right or wrong way to engage with a MOOC and no one will be chasing you up if you don’t engage.
Try and find some others you can network with – via Twitter and blog posts. Many will be feeling the same as you, and feeling equally daunted and overwhelmed.
Don’t give up and good luck!
","Well it is week 1 and already I feel I am playing catch up. I was on holiday last week, so missed out on the introductory stuff, and am having enough trouble catching up with my normal work, so I am struggling to engage with the amount of material and resources for week 1. I […]",publish,week-1-and-already-playing-catch-up,2013-04-18 07:42:52,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
4673,171,2013-04-18 07:42:52,Week 1 – and already playing catch up!!,"
Well it is week 1 and already I feel I am playing catch up. I was on holiday last week, so missed out on the introductory stuff, and am having enough trouble catching up with my normal work, so I am struggling to engage with the amount of material and resources for week 1. I imagine many of you feel the same, as it can be very daunting starting a new course, making new friends (not easy with 800+ participants and not meeting face-to-face), and engaging perhaps in new ways and using new communication methods.
I have taken part in a couple of MOOCs before, so have some idea what to expect, however, it is still difficult to try and set time aside and accept that you are not going read/engage with everything, and that is ok. The more you do engage, the more you will get out of it, BUT no one has the time to read all the discussion posts, blogs, resources etc, so you have to accept that fact. The best thing is to find a strategy that you know you can stick to.
Decide how you are going to engage – many have set up blogs and some use Twitter, others may just contribute to the discussion forums. Decide what you want to do and set up the accounts if necessary.
Decide when you are going to engage – again not easy, as this type of self-directed professional development often falls to become lower priority to other work. See when you can fit it in – it may be evenings, it may be an hour each morning, or if you are lucky and dedicated day/morning/afternoon each week. Put it in your diary/calendar and stick to it. Treat it like a face-to-face course that you have signed up for and keep that time free and use it for that purpose. Go somewhere else if necessary away from distractions.
Decide how much time you realistically have to engage – and make sure you adapt your expectations accordingly. Accept the limitations, so if you only have an hour a week, you are not going to have time to read loads of blogs etc, you may only have time to do one thing and tweet or discuss that one item. Don’t be put off by the amount of possible work you could do on this. No one will manage all of it all of the time.
Accept you won’t have enough time to engage with even a fraction of the content that is around. That is perfectly fine and normal. Someone doing this full time would still not be able to do that. See what interests you and learn something and discuss with others.
If you miss a week or don’t have time to engage much, move on when then next materials come out – don’t try and catch up later as it is very unlikely to happen – unless you have a week booked off to dedicate to it. You are likely to fall even further behind and then give up.
There is no right or wrong way to engage with a MOOC and no one will be chasing you up if you don’t engage.
Try and find some others you can network with – via Twitter and blog posts. Many will be feeling the same as you, and feeling equally daunted and overwhelmed.
Don’t give up and good luck!
","Well it is week 1 and already I feel I am playing catch up. I was on holiday last week, so missed out on the introductory stuff, and am having enough trouble catching up with my normal work, so I am struggling to engage with the amount of material and resources for week 1. I […]",publish,week-1-and-already-playing-catch-up-2,2013-04-18 07:42:52,post,"Blog posts,Course Reader","Uncategorized,#ocTEL"
2271,171,2013-04-18 08:19:16,Week 1 – Do Mitra’s and Mazur’s methods transfer to other contexts?,"
Week 1 – For the first task this week, I have chosen Sugata Mitra’s keynote, in fact I think I may have been at that presentation, I have heard him speak and he is a very engaging and inspiring presenter. I think what he did in his work with children worked extremely well, and demonstrated a natural curiosity and willingness to learn in children. I wonder though if this is transferable to HE and even more pertinent to my role as Academic Developer, with professional adults? I run short training courses, usually about TEL. I don’t have regular classes with my participants, just a couple of hours, and I can’t really give them preparatory or follow-up work. So would Mitra’s methods work here? If I asked academic staff to huddle round a pc in groups of 4 to find out about the pedagogic affordances of blogs and/or wikis, would it have the same response? And how would they respond to being asked to do that? Also what has stopped them looking this up before if they are curious about it? Although we really try to approach our courses from a pedagogical perspective, we do find that staff really want the ‘how’ not the ‘why’. Similar with Mazur’s peer instruction, if I used that method with academic staff on a short training course, would that work? My guess is that it wouldn’t go down well. Has anyone tried these methods in short training course contexts, particularly with academic staff? Have they worked? I would be very interested in hearing other’s experience on this.
","Week 1 – For the first task this week, I have chosen Sugata Mitra’s keynote, in fact I think I may have been at that presentation, I have heard him speak and he is a very engaging and inspiring presenter. I think what he did in his work with children worked extremely well, and demonstrated […]",publish,week-1-do-mitras-and-mazurs-methods-transfer-to-other-contexts,2013-04-18 08:19:16,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
4672,171,2013-04-18 08:19:16,Week 1 – Do Mitra’s and Mazur’s methods transfer to other contexts?,"
Week 1 – For the first task this week, I have chosen Sugata Mitra’s keynote, in fact I think I may have been at that presentation, I have heard him speak and he is a very engaging and inspiring presenter. I think what he did in his work with children worked extremely well, and demonstrated a natural curiosity and willingness to learn in children. I wonder though if this is transferable to HE and even more pertinent to my role as Academic Developer, with professional adults? I run short training courses, usually about TEL. I don’t have regular classes with my participants, just a couple of hours, and I can’t really give them preparatory or follow-up work. So would Mitra’s methods work here? If I asked academic staff to huddle round a pc in groups of 4 to find out about the pedagogic affordances of blogs and/or wikis, would it have the same response? And how would they respond to being asked to do that? Also what has stopped them looking this up before if they are curious about it? Although we really try to approach our courses from a pedagogical perspective, we do find that staff really want the ‘how’ not the ‘why’. Similar with Mazur’s peer instruction, if I used that method with academic staff on a short training course, would that work? My guess is that it wouldn’t go down well. Has anyone tried these methods in short training course contexts, particularly with academic staff? Have they worked? I would be very interested in hearing other’s experience on this.
","Week 1 – For the first task this week, I have chosen Sugata Mitra’s keynote, in fact I think I may have been at that presentation, I have heard him speak and he is a very engaging and inspiring presenter. I think what he did in his work with children worked extremely well, and demonstrated […]",publish,week-1-do-mitras-and-mazurs-methods-transfer-to-other-contexts-2,2013-04-18 08:19:16,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
2277,1060,2013-04-18 09:02:22,alejandroa: @SueFolley Donald Clark's review of S Mitra's experiments is powerful: http://t.co/vY6ZVtoQqX #ocTEL,"
",publish,alejandroa-suefolley-donald-clarks-review-of-s-mitras-experiments-is-powerful-httpt-covy6zvtoqqx-octel,2013-04-18 09:02:22,post,"Twitter (Q&A),Social networks",#ocTEL
2267,3,2013-04-18 09:11:26,Week 1 webinar recording now available,"Thanks to everyone who took part in ocTEL's weekly webinar yesterday.
If you missed all or part of the week 1 webinar, the materials from the session are now available at the links below:
Webinar RecordingWebinar Presentation by Liz Masterman
Webinar Chat
Everything is also available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 12:30 BST for the week 2 webinar on understanding learners’ needs. Check the Course Materials page for more information.","",publish,week-1-webinar-recording-now-available,2013-04-18 09:11:48,post,Course information,course information
2292,7,2013-04-18 09:15:16,suefolleyoctel.wordpress.com,"
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","
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...",publish,suefolleyoctel-wordpress-com-2,2013-04-18 09:15:16,post,"Course Reader,Bookmarks,Delicious","from twitter,#ocTEL,twitter,from"
2334,171,2013-04-18 09:15:16,suefolleyoctel.wordpress.com,"
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","
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...",publish,suefolleyoctel-wordpress-com-4,2013-04-18 09:15:16,post,"Course Reader,Bookmarks,Delicious","twitter,from,#ocTEL,from twitter"
2291,7,2013-04-18 09:15:18,suefolleyoctel.wordpress.com,"
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","
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to
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from twitter
- more about this link
...",publish,suefolleyoctel-wordpress-com,2013-04-18 09:15:18,post,"Course Reader,Bookmarks,Delicious","twitter,from,from twitter,#ocTEL"
2333,171,2013-04-18 09:15:18,suefolleyoctel.wordpress.com,"
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","
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...",publish,suefolleyoctel-wordpress-com-3,2013-04-18 09:15:18,post,"Bookmarks,Delicious,Course Reader","from,#ocTEL,from twitter,twitter"
2275,53,2013-04-18 09:19:44,How important is trust and honesty?,"
Its week 1 of ocTEL. The introductory week 0 was turbulent, chaotic and almost overwhelming but exhilarating as well. Things seem to have settled down a lot now, although that may just be because like many others Ive switched to an email daily digest rather than a live real time feed.
There is lots to think about this week based on the suggested material and other participants posts. Ive gleaned three big ideas to work with. Big idea #1: George Siemen’s idea that cMOOCS create a “long trailing social interaction structure in individuals own spaces” that potentially results in continued interaction between participants beyond the duration of the course, some of which may be learning related. I can relate to this because, as posted previously in a reply to Oliver Coady (#ocTEL where MOOCS and MOOCS differ) “[our] University policy is to discontinue student LMS accounts once they have graduated. However we allow our graduates to maintain their accounts on the course wiki and are using it to build an alumni community.”
Big idea #2: Sugata Mitra’s stories about self organizing groups of circa 4 school age children discovering how to use new technology on their own and using it to “teach themselves” ie find information to answer questions. No great new insights there really in as much as we know that small groups can work well (maybe not for everybody), that enquiry based/problem based learning can be fun and highly motivational. Again this seems to be similar to what we are doing here on our MA Photographic History course at De Montfort: a mixture of individual working and small groups of circa 4 students working together to carry out tasks introduced and supported through the course wiki but presented and discussed in class, so a kind of flipped classroom I guess. Activities set in the wiki require students to research a subject for a particular purpose (eg. to prepare a research poster, or to contribute to an online exhibition). To get students started I often list a variety of different subtopics on the wiki in a table. They have to bag one of these by writing their name in alongside the topic online. Once a topic has been bagged its no longer available to others, so theres some incentive to get in early to have the widest choice. Or they can add a topic of their own to the table. Follow up activities include presenting findings individually to an audience for critical appraisal and synthesising the individual results into a group product such as a Website design. Phil Tubman makes good point I think about the importance of explaining teaching methods when introducing constructivist learning activities for the first time. “First impressions count, and can take much longer to shift. Lecture 1 is the sweet time when the students are listening and eager as pups. Get your enthusiasm for the topic and pedagogy out in this time period and the rest will follow more harmoniously.” (ocTEL week 1 forum on Eric Mazur). I agree with Phil that the introduction is important. I think starting with an enthusiastic introduction in which you explain to students your teaching methods and the reasons for them combined with an invitation to suggest and try out alternatives is a good way of demonstrating that learning is a collaborative and generative activity in which we are all participants and all have something to offer. Which leads me on to ………………
Big idea #3: Learning is more interesting when the learner is in control, discovering and constructing their own knowledge. But there are some caveats around this. Phil posted a useful link to Donald Clark’s critique of Mitra’s work in GraphDesProject’s blog on “Collaboration is key? My thoughts on 4 cases” highlighting the need for sound research data and the dangers of accepting “feelgood” stories at face value. One further thought on this was prompted by Helen Keegan’s presentation of her Augmented Reality Game (ARG) based approach to the design of learning activities which I found quite uncomfortable to watch. She seemed to me to be reveling in the privileged power being a “puppet master” gave her while the students were deliberately deceived about what was happening. Do the ends justify the means? Is thinking you are in control the same as actually being in control of your own learning? How open and honest should we be with our students? It seems to me that to create the conditions for a genuinely social constructivist learning environment its important to strip away as much as possible the power differences between teacher and student and to build a collaborative relationship founded on trust.
","Its week 1 of ocTEL. The introductory week 0 was turbulent, chaotic and almost overwhelming but exhilarating as well. Things seem to have settled down a lot now, although that may just be because like many others Ive switched to … Continue reading →",publish,how-important-is-trust-and-honesty,2013-04-18 09:19:44,post,"Course Reader,Blog posts",Uncategorized
5323,53,2013-04-18 09:19:44,How important is trust and honesty?,"
Its week 1 of ocTEL. The introductory week 0 was turbulent, chaotic and almost overwhelming but exhilarating as well. Things seem to have settled down a lot now, although that may just be because like many others Ive switched to an email daily digest rather than a live real time feed.
There is lots to think about this week based on the suggested material and other participants posts. Ive gleaned three big ideas to work with. Big idea #1: George Siemen’s idea that cMOOCS create a “long trailing social interaction structure in individuals own spaces” that potentially results in continued interaction between participants beyond the duration of the course, some of which may be learning related. I can relate to this because, as posted previously in a reply to Oliver Coady (#ocTEL where MOOCS and MOOCS differ) “[our] University policy is to discontinue student LMS accounts once they have graduated. However we allow our graduates to maintain their accounts on the course wiki and are using it to build an alumni community.”
Big idea #2: Sugata Mitra’s stories about self organizing groups of circa 4 school age children discovering how to use new technology on their own and using it to “teach themselves” ie find information to answer questions. No great new insights there really in as much as we know that small groups can work well (maybe not for everybody), that enquiry based/problem based learning can be fun and highly motivational. Again this seems to be similar to what we are doing here on our MA Photographic History course at De Montfort: a mixture of individual working and small groups of circa 4 students working together to carry out tasks introduced and supported through the course wiki but presented and discussed in class, so a kind of flipped classroom I guess. Activities set in the wiki require students to research a subject for a particular purpose (eg. to prepare a research poster, or to contribute to an online exhibition). To get students started I often list a variety of different subtopics on the wiki in a table. They have to bag one of these by writing their name in alongside the topic online. Once a topic has been bagged its no longer available to others, so theres some incentive to get in early to have the widest choice. Or they can add a topic of their own to the table. Follow up activities include presenting findings individually to an audience for critical appraisal and synthesising the individual results into a group product such as a Website design. Phil Tubman makes good point I think about the importance of explaining teaching methods when introducing constructivist learning activities for the first time. “First impressions count, and can take much longer to shift. Lecture 1 is the sweet time when the students are listening and eager as pups. Get your enthusiasm for the topic and pedagogy out in this time period and the rest will follow more harmoniously.” (ocTEL week 1 forum on Eric Mazur). I agree with Phil that the introduction is important. I think starting with an enthusiastic introduction in which you explain to students your teaching methods and the reasons for them combined with an invitation to suggest and try out alternatives is a good way of demonstrating that learning is a collaborative and generative activity in which we are all participants and all have something to offer. Which leads me on to ………………
Big idea #3: Learning is more interesting when the learner is in control, discovering and constructing their own knowledge. But there are some caveats around this. Phil posted a useful link to Donald Clark’s critique of Mitra’s work in GraphDesProject’s blog on “Collaboration is key? My thoughts on 4 cases” highlighting the need for sound research data and the dangers of accepting “feelgood” stories at face value. One further thought on this was prompted by Helen Keegan’s presentation of her Augmented Reality Game (ARG) based approach to the design of learning activities which I found quite uncomfortable to watch. She seemed to me to be reveling in the privileged power being a “puppet master” gave her while the students were deliberately deceived about what was happening. Do the ends justify the means? Is thinking you are in control the same as actually being in control of your own learning? How open and honest should we be with our students? It seems to me that to create the conditions for a genuinely social constructivist learning environment its important to strip away as much as possible the power differences between teacher and student and to build a collaborative relationship founded on trust.
","Its week 1 of ocTEL. The introductory week 0 was turbulent, chaotic and almost overwhelming but exhilarating as well. Things seem to have settled down a lot now, although that may just be because like many others Ive switched to … Continue reading →",publish,how-important-is-trust-and-honesty-2,2013-04-18 09:19:44,post,"Course Reader,Blog posts",Uncategorized
2302,1315,2013-04-18 10:03:50,raharris: @sheilmcn: How was it? The UK’s first Mooc assessed | News | Times Higher Education http://t.co/JBbtGKPtUI one for #octel,"
",publish,raharris-sheilmcn-how-was-it-the-uks-first-mooc-assessed-news-times-higher-education-httpt-cojbbtgkptui-one-for-octel,2013-04-18 10:03:50,post,"Twitter (Q&A),Social networks",#ocTEL
2301,1060,2013-04-18 10:19:59,alejandroa: How was it? The UK’s first Coursera Moocs assessed #ocTEL http://t.co/9XxWX4EGz2,"
","'How was it? The UK's first @coursera MOOCs assessed' bit.ly/XI53oo(via @timeshighered) #edcmooc #ocTEL— David Hopkins (@hopkinsdavid) April 18, 2013",publish,hopkinsdavid-how-was-it-the-uks-first-coursera-moocs-assessed-httpt-coura0btxvl2-via-timeshighered-edcmooc-octel,2013-04-18 10:23:17,post,"Twitter (Q&A),Social networks","edcmooc,#ocTEL"
2290,1004,2013-04-18 11:02:24,"Just shared this with the #octel mooc. First saw it 3 years back, Its still really impressive and I...","
Just shared this with the #octel mooc. First saw it 3 years back, Its still really impressive and I really need to find a way to get our university students to do this kind of thing. I also intend to ask my sons teacher if I can give this a try in his computing class.
Education scientist Sugata Mitra tackles one of the greatest problems of education -- the best teachers and schools don't exist where they're needed most. In a series of real-life experiments from New...
Just shared this with the #octel mooc. First saw it 3 years back, Its still really impressive and I really need to find a way to get our university students to do this kind of thing. I also intend to ask my sons teacher if I can give this a try in his computing class.
Education scientist Sugata Mitra tackles one of the greatest problems of education -- the best teachers and schools don't exist where they're needed most. In a series of real-life experiments from New...
",publish,just-shared-this-with-the-octel-mooc-first-saw-it-3-years-back-its-still-really-impressive-and-i,2013-04-18 11:02:24,post,"Google+,Social networks,Course Reader",
2298,1314,2013-04-18 13:13:53,Introduction about me and no big question,"Hi all,
sorry for the delay in the response for week 0 activity. My name is Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University of Hertfordshire for the past 2 years and a HPL in FE education( Hertford Regional College) since 5 months. Quite new to teaching. But with a very supportive Line manager I am introduced to OCTEL. I am solely here to improve my teaching skills and broaden my knowledge on teaching and learning. I have no BIG question yet. I hope to keep up to pace with all the other participant.","Hi all,sorry for the delay in the response for week 0 activity. My name is Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University of Hertfordshire for the past 2 years and a HPL in FE education( Hertford Regional College) since 5 months...",publish,introduction-about-me-and-no-big-question,2013-04-18 13:13:53,post,"JISCMail,Lists,Course Reader",
4889,1314,2013-04-18 13:13:53,Introduction about me and no big question,"Hi all,
sorry for the delay in the response for week 0 activity. My name is Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University of Hertfordshire for the past 2 years and a HPL in FE education( Hertford Regional College) since 5 months. Quite new to teaching. But with a very supportive Line manager I am introduced to OCTEL. I am solely here to improve my teaching skills and broaden my knowledge on teaching and learning. I have no BIG question yet. I hope to keep up to pace with all the other participant.","Hi all,sorry for the delay in the response for week 0 activity. My name is Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University of Hertfordshire for the past 2 years and a HPL in FE education( Hertford Regional College) since 5 months...",publish,introduction-about-me-and-no-big-question-2,2013-04-18 13:13:53,post,"Lists,Course Reader,JISCMail",
5385,1314,2013-04-18 13:13:53,Introduction about me and no big question,"Hi all,
sorry for the delay in the response for week 0 activity. My name is Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University of Hertfordshire for the past 2 years and a HPL in FE education( Hertford Regional College) since 5 months. Quite new to teaching. But with a very supportive Line manager I am introduced to OCTEL. I am solely here to improve my teaching skills and broaden my knowledge on teaching and learning. I have no BIG question yet. I hope to keep up to pace with all the other participant.","Hi all,sorry for the delay in the response for week 0 activity. My name is Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University of Hertfordshire for the past 2 years and a HPL in FE education( Hertford Regional College) since 5 months...",publish,introduction-about-me-and-no-big-question-3,2013-04-18 13:13:53,post,"Lists,Course Reader,JISCMail",
5736,1314,2013-04-18 13:13:53,Introduction about me and no big question,"Hi all,
sorry for the delay in the response for week 0 activity. My name is Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University of Hertfordshire for the past 2 years and a HPL in FE education( Hertford Regional College) since 5 months. Quite new to teaching. But with a very supportive Line manager I am introduced to OCTEL. I am solely here to improve my teaching skills and broaden my knowledge on teaching and learning. I have no BIG question yet. I hope to keep up to pace with all the other participant.","Hi all,sorry for the delay in the response for week 0 activity. My name is Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University of Hertfordshire for the past 2 years and a HPL in FE education( Hertford Regional College) since 5 months...",publish,introduction-about-me-and-no-big-question-4,2013-04-18 13:13:53,post,"Lists,JISCMail,Course Reader",
2297,512,2013-04-18 13:16:59,Emergent Learning,"
I want to highlight an article on Emergent Learning. On writing this post, I struggled to find how on earth I’d got onto this but have found that it is mentioned in the course notes for week 1 in Activity 1.1. I was so uninspired by the thought of investigating teaching machines that I latched onto the follow-up task on thinkers / approaches and the last one on the list is Emergent Learning Model. Also as I am tied to a method of working that means I print out the course notes (I know, but I like to write on them) I also wandered off into Google rather than using the provided links. So this is how I got started…and I am really pleased I did as I stumbled on this:
Williams, Karousou, Mackness (2011) Emergent Learning and Learning Ecologies in Web 2.0, Special Issue – Connectivism: Design and Delivery of Social Networked Learning
Apparently we return to learning theories in week 3 and by then I may have brought my thoughts on this article into a cohesive post but for now this is just to flag it /share it / remember it as it is amazing!
The article’s key words are: emergent learning, prescriptive learning; constraints; retrospective sense making; learning ecologies; emerging learning networks
It presents a model of emergent learning / prescriptive learning in order to strategize for the future.
It also suggests a better term for prescriptive learning might be ‘sutured learning, in the Lacanian sense of being sewn up and not negotiable’
Well it that doesn’t what your appetite for more I don’t know what will – enjoy.
","I want to highlight an article on Emergent Learning. On writing this post, I struggled to find how on earth I’d got onto this but have found that it is mentioned in the course notes for week 1 in Activity 1.1. I was so uninspired by the thought of investigating teaching machines that I latched [...]",publish,emergent-learning,2013-04-18 13:16:59,post,"Blog posts,Course Reader","learning ecologies,Uncategorized,emergent learning,prescriptive learning,emerging learning networks,#ocTEL,retrospective sense making,constraints"
2321,7,2013-04-18 13:49:39,tomfranklin.blogspot.com,"
add this on Delicious
- saved by
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octelfrom twitter
- more about this link
","
add this on Delicious
- saved by
to
octel
from twitter
- more about this link
...",publish,tomfranklin-blogspot-com,2013-04-18 13:49:39,post,"Course Reader,Bookmarks,Delicious","from,#ocTEL,from twitter,twitter"
2332,17,2013-04-18 13:49:39,tomfranklin.blogspot.com,"
add this on Delicious
- saved by sue.barnes
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by sue.barnes
to
octel
from twitter
- more about this link
...",publish,tomfranklin-blogspot-com-2,2013-04-18 13:49:39,post,"Bookmarks,Delicious,Course Reader","twitter,from,#ocTEL,from twitter"
3120,1424,2013-04-18 19:27:00,Week 1 #ocTEL - it's all very well but.....,"Week 1 (2nd week) of ocTEL is focused on TEL Concepts and Approaches. Using my usual filtering system, read the introduction and went to the 'if you only do one thing...' section. There are five 'stories' about how technology has enhanced learning - the task is to look at two that interest you, decide which is most powerful and relevant to you. The first one I looked at was 'How Sugata Mitra designed a physical and social environment around computers so that young children would self-organise and teach themselves new skillsthrough peer interaction and ‘emergent learning’ – watch Mitra’s 2010 keynote'
This is what I wrote on my blog at the time from the ALT conference 2010. The key note speech after lunch by Sugata Mitra was fantastic. I have heard him speak before at the RSC Northern conference last year and it is really fascinating to see the videos of his 'experiments' with hole in then wall computers in India and other countries. It is interesting yet disconcerting to see and hear about his work in schools in Gateshead as it is close to home. It would be brilliant to instill that motivation and interest in all children and particularly in teenagers to strive to learn and for it to be cool to learn........
I can't remember why I was disconcerted at the time so decided to watch it again and see how I felt.. I think the reasons I had and have mixed feelings were because although it was different and extraordinary, it felt like an experiment. That the children will learn is to some extent predictable - they like finding out things, they are used to using computers, there was one each in the classroom in Gateshead. Once they've got the hang of the idea that this is a different context and they have freedom to do anything then they probably will - especially 10 year olds - they're at the ideal age to absorb stuff. But does this motivation and willingness continue with teenagers? Sometimes, depends what they want to know, depends what they need to know, depends on the environment. But my main thought is - hey, just a minute, we would all like to teach and indeed learn in a free and exploratory environment where you could learn what you want and spend hours learning about what you love, to find out interesting stuff. With no rules, with 'cheating', with no time restraints but it's not like that. It's all very well advocating inspirational and disruptive methods but at the end of the day the current education system requires children to learn what is needed to gain the qualifications they need to be successful. So change the system, change the curriculum, take the pressure off teachers so that they can do their best and then let children have freedom to learn.
I meant to do more work on this this evening and spend time looking at the other videos and look at others comments - but no more time. That's the problem - i could spend hours doing online learning stuff but work and life intervene - fortunately :)
","Week 1 (2nd week) of ocTEL is focused on TEL Concepts and Approaches. Using my usual filtering system, read the introduction and went to the 'if you only do one thing...' section. There are five 'stories' about how technology has enhanced learning - the task is to look at two that interest you, decide which is most powerful and relevant to you. The first one I looked at was 'How Sugata Mitra designed a physical and social environment around computers so that young children would self-organise and teach themselves new skillsthrough peer interaction and ‘emergent learning’ – watch Mitra’s 2010 keynote'
This is what I wrote on my blog at the time from the ALT conference 2010. The key note speech after lunch by Sugata Mitra was fantastic. I have heard him speak before at the RSC Northern conference last year and it is really fascinating to see the videos of his 'experiments' with hole in then wall computers in India and other countries. It is interesting yet disconcerting to see and hear about his work in schools in Gateshead as it is close to home. It would be brilliant to instill that motivation and interest in all children and particularly in teenagers to strive to learn and for it to be cool to learn........
I can't remember why I was disconcerted at the time so decided to watch it again and see how I felt.. I think the reasons I had and have mixed feelings were because although it was different and extraordinary, it felt like an experiment. That the children will learn is to some extent predictable - they like finding out things, they are used to using computers, there was one each in the classroom in Gateshead. Once they've got the hang of the idea that this is a different context and they have freedom to do anything then they probably will - especially 10 year olds - they're at the ideal age to absorb stuff. But does this motivation and willingness continue with teenagers? Sometimes, depends what they want to know, depends what they need to know, depends on the environment. But my main thought is - hey, just a minute, we would all like to teach and indeed learn in a free and exploratory environment where you could learn what you want and spend hours learning about what you love, to find out interesting stuff. With no rules, with 'cheating', with no time restraints but it's not like that. It's all very well advocating inspirational and disruptive methods but at the end of the day the current education system requires children to learn what is needed to gain the qualifications they need to be successful. So change the system, change the curriculum, take the pressure off teachers so that they can do their best and then let children have freedom to learn.
I meant to do more work on this this evening and spend time looking at the other videos and look at others comments - but no more time. That's the problem - i could spend hours doing online learning stuff but work and life intervene - fortunately :)
",publish,week-1-octel-its-all-very-well-but,2013-04-18 19:27:00,post,"Blog posts,Course Reader","#MoocsAndMe,#ocTEL,mooc"
4636,1424,2013-04-18 19:27:00,Week 1 #ocTEL - it's all very well but.....,"Week 1 (2nd week) of ocTEL is focused on TEL Concepts and Approaches. Using my usual filtering system, read the introduction and went to the 'if you only do one thing...' section. There are five 'stories' about how technology has enhanced learning - the task is to look at two that interest you, decide which is most powerful and relevant to you. The first one I looked at was 'How Sugata Mitra designed a physical and social environment around computers so that young children would self-organise and teach themselves new skillsthrough peer interaction and ‘emergent learning’ – watch Mitra’s 2010 keynote'
This is what I wrote on my blog at the time from the ALT conference 2010. The key note speech after lunch by Sugata Mitra was fantastic. I have heard him speak before at the RSC Northern conference last year and it is really fascinating to see the videos of his 'experiments' with hole in then wall computers in India and other countries. It is interesting yet disconcerting to see and hear about his work in schools in Gateshead as it is close to home. It would be brilliant to instill that motivation and interest in all children and particularly in teenagers to strive to learn and for it to be cool to learn........
I can't remember why I was disconcerted at the time so decided to watch it again and see how I felt.. I think the reasons I had and have mixed feelings were because although it was different and extraordinary, it felt like an experiment. That the children will learn is to some extent predictable - they like finding out things, they are used to using computers, there was one each in the classroom in Gateshead. Once they've got the hang of the idea that this is a different context and they have freedom to do anything then they probably will - especially 10 year olds - they're at the ideal age to absorb stuff. But does this motivation and willingness continue with teenagers? Sometimes, depends what they want to know, depends what they need to know, depends on the environment. But my main thought is - hey, just a minute, we would all like to teach and indeed learn in a free and exploratory environment where you could learn what you want and spend hours learning about what you love, to find out interesting stuff. With no rules, with 'cheating', with no time restraints but it's not like that. It's all very well advocating inspirational and disruptive methods but at the end of the day the current education system requires children to learn what is needed to gain the qualifications they need to be successful. So change the system, change the curriculum, take the pressure off teachers so that they can do their best and then let children have freedom to learn.
I meant to do more work on this this evening and spend time looking at the other videos and look at others comments - but no more time. That's the problem - i could spend hours doing online learning stuff but work and life intervene - fortunately :)
","Week 1 (2nd week) of ocTEL is focused on TEL Concepts and Approaches. Using my usual filtering system, read the introduction and went to the 'if you only do one thing...' section. There are five 'stories' about how technology has enhanced learning - the task is to look at two that interest you, decide which is most powerful and relevant to you. The first one I looked at was 'How Sugata Mitra designed a physical and social environment around computers so that young children would self-organise and teach themselves new skillsthrough peer interaction and ‘emergent learning’ – watch Mitra’s 2010 keynote'
This is what I wrote on my blog at the time from the ALT conference 2010. The key note speech after lunch by Sugata Mitra was fantastic. I have heard him speak before at the RSC Northern conference last year and it is really fascinating to see the videos of his 'experiments' with hole in then wall computers in India and other countries. It is interesting yet disconcerting to see and hear about his work in schools in Gateshead as it is close to home. It would be brilliant to instill that motivation and interest in all children and particularly in teenagers to strive to learn and for it to be cool to learn........
I can't remember why I was disconcerted at the time so decided to watch it again and see how I felt.. I think the reasons I had and have mixed feelings were because although it was different and extraordinary, it felt like an experiment. That the children will learn is to some extent predictable - they like finding out things, they are used to using computers, there was one each in the classroom in Gateshead. Once they've got the hang of the idea that this is a different context and they have freedom to do anything then they probably will - especially 10 year olds - they're at the ideal age to absorb stuff. But does this motivation and willingness continue with teenagers? Sometimes, depends what they want to know, depends what they need to know, depends on the environment. But my main thought is - hey, just a minute, we would all like to teach and indeed learn in a free and exploratory environment where you could learn what you want and spend hours learning about what you love, to find out interesting stuff. With no rules, with 'cheating', with no time restraints but it's not like that. It's all very well advocating inspirational and disruptive methods but at the end of the day the current education system requires children to learn what is needed to gain the qualifications they need to be successful. So change the system, change the curriculum, take the pressure off teachers so that they can do their best and then let children have freedom to learn.
I meant to do more work on this this evening and spend time looking at the other videos and look at others comments - but no more time. That's the problem - i could spend hours doing online learning stuff but work and life intervene - fortunately :)
",publish,week-1-octel-its-all-very-well-but-2,2013-04-18 19:27:00,post,"Blog posts,Course Reader","#ocTEL,mooc,#MoocsAndMe"
5168,1424,2013-04-18 19:27:00,Week 1 #ocTEL - it's all very well but.....,"Week 1 (2nd week) of ocTEL is focused on TEL Concepts and Approaches. Using my usual filtering system, read the introduction and went to the 'if you only do one thing...' section. There are five 'stories' about how technology has enhanced learning - the task is to look at two that interest you, decide which is most powerful and relevant to you. The first one I looked at was 'How Sugata Mitra designed a physical and social environment around computers so that young children would self-organise and teach themselves new skillsthrough peer interaction and ‘emergent learning’ – watch Mitra’s 2010 keynote'
This is what I wrote on my blog at the time from the ALT conference 2010. The key note speech after lunch by Sugata Mitra was fantastic. I have heard him speak before at the RSC Northern conference last year and it is really fascinating to see the videos of his 'experiments' with hole in then wall computers in India and other countries. It is interesting yet disconcerting to see and hear about his work in schools in Gateshead as it is close to home. It would be brilliant to instill that motivation and interest in all children and particularly in teenagers to strive to learn and for it to be cool to learn........
I can't remember why I was disconcerted at the time so decided to watch it again and see how I felt.. I think the reasons I had and have mixed feelings were because although it was different and extraordinary, it felt like an experiment. That the children will learn is to some extent predictable - they like finding out things, they are used to using computers, there was one each in the classroom in Gateshead. Once they've got the hang of the idea that this is a different context and they have freedom to do anything then they probably will - especially 10 year olds - they're at the ideal age to absorb stuff. But does this motivation and willingness continue with teenagers? Sometimes, depends what they want to know, depends what they need to know, depends on the environment. But my main thought is - hey, just a minute, we would all like to teach and indeed learn in a free and exploratory environment where you could learn what you want and spend hours learning about what you love, to find out interesting stuff. With no rules, with 'cheating', with no time restraints but it's not like that. It's all very well advocating inspirational and disruptive methods but at the end of the day the current education system requires children to learn what is needed to gain the qualifications they need to be successful. So change the system, change the curriculum, take the pressure off teachers so that they can do their best and then let children have freedom to learn.
I meant to do more work on this this evening and spend time looking at the other videos and look at others comments - but no more time. That's the problem - i could spend hours doing online learning stuff but work and life intervene - fortunately :)
","Week 1 (2nd week) of ocTEL is focused on TEL Concepts and Approaches. Using my usual filtering system, read the introduction and went to the 'if you only do one thing...' section. There are five 'stories' about how technology has enhanced learning - the task is to look at two that interest you, decide which is most powerful and relevant to you. The first one I looked at was 'How Sugata Mitra designed a physical and social environment around computers so that young children would self-organise and teach themselves new skillsthrough peer interaction and ‘emergent learning’ – watch Mitra’s 2010 keynote'
This is what I wrote on my blog at the time from the ALT conference 2010. The key note speech after lunch by Sugata Mitra was fantastic. I have heard him speak before at the RSC Northern conference last year and it is really fascinating to see the videos of his 'experiments' with hole in then wall computers in India and other countries. It is interesting yet disconcerting to see and hear about his work in schools in Gateshead as it is close to home. It would be brilliant to instill that motivation and interest in all children and particularly in teenagers to strive to learn and for it to be cool to learn........
I can't remember why I was disconcerted at the time so decided to watch it again and see how I felt.. I think the reasons I had and have mixed feelings were because although it was different and extraordinary, it felt like an experiment. That the children will learn is to some extent predictable - they like finding out things, they are used to using computers, there was one each in the classroom in Gateshead. Once they've got the hang of the idea that this is a different context and they have freedom to do anything then they probably will - especially 10 year olds - they're at the ideal age to absorb stuff. But does this motivation and willingness continue with teenagers? Sometimes, depends what they want to know, depends what they need to know, depends on the environment. But my main thought is - hey, just a minute, we would all like to teach and indeed learn in a free and exploratory environment where you could learn what you want and spend hours learning about what you love, to find out interesting stuff. With no rules, with 'cheating', with no time restraints but it's not like that. It's all very well advocating inspirational and disruptive methods but at the end of the day the current education system requires children to learn what is needed to gain the qualifications they need to be successful. So change the system, change the curriculum, take the pressure off teachers so that they can do their best and then let children have freedom to learn.
I meant to do more work on this this evening and spend time looking at the other videos and look at others comments - but no more time. That's the problem - i could spend hours doing online learning stuff but work and life intervene - fortunately :)
",publish,week-1-octel-its-all-very-well-but-3,2013-04-18 19:27:00,post,"Blog posts,Course Reader","mooc,#ocTEL,#MoocsAndMe"
2399,1319,2013-04-18 22:11:33,teaching styles - Donald Clark Plan B,"
Comments:
Helpful blog, including brief introduction of educational theories by Socrates (and he wasn't such a nice guy after all) and others. - Roger Harrison
Highlights and Sticky Notes:
What is Plan B? Not Plan A!
Sunday, March 18, 2012
Socrates (469-399 BC) - method man
Socrates was one of the few teachers who actually died for his
craft, executed by the Athenian authorities for supposedly corrupting the
young. Most learning professionals will have heard of the ‘Socratic method’ but
few will know that he never wrote a single word describing this method, fewer
still will know that the method is not what it is commonly represented to be.
How many have read the Socratic dialogues? How many know what he
meant by his method and how he practised his approach? Socrates, in fact, wrote
absolutely nothing. It was Plato and Xenophon who record his thoughts and
methods through the lens of their own beliefs. We must remember, therefore,
that Socrates is in fact a mouthpiece for the views of others. In fact the two
pictures painted of Socrates by these two commentators differ hugely. In the
Platonic Dialogues he is witty, playful and a great philosophical theorist, in
Xenophon he is a dull moraliser.
Socratic
method
Th
he was among the first to recognise that, in terms of learning, ideas are best
generated from the learner in terms of understanding and retention. Education
is not a cramming in, but a drawing out.
Learning
as a social activity pursued through dialogue
Questions
lie at the heart of learning to draw out what they already know, rather
than imposing pre-determined views
it is only in the last few decades, through the use of
technology-based tools that allow search, questioning and now, adaptive learning,
that Socratic learning can be truly realised on scale.
In practice, Socrates was a brutal bully, described by one pupil as a ‘predator which numbs its victims with an electric charge before darting in for the kill’.
He is best known for his problem-solving approach to learning
He was keen on ‘occupational’ learning and practical
skills that produced independent, self-directing, autonomous adults.
He was refreshingly honest about their limitations and
saw schools as only one means of learning, ‘and
compared with other agencies, a relatively superficial means’.
Perhaps his most important contribution
to education is his constant attempts to break down the traditional dualities
in education between theory and practice, academic and vocational, public and
private, individual and group. This mode of thinking, he thought, led education
astray. The educational establishment, in his view, seemed determined to keep
themselves, and their institutions, apart from the real world by holding on to
abstract and often ill-defined definitions about the purpose of education.
Helpful blog, including brief introduction of educational theories by Socrates (and he wasn't such a nice guy after all) and others. - Roger Harrison
Highlights and Sticky Notes:
What is Plan B? Not Plan A!
Sunday, March 18, 2012
Socrates (469-399 BC) - method man
Socrates was one of the few teachers who actually died for his
craft, executed by the Athenian authorities for supposedly corrupting the
young. Most learning professionals will have heard of the ‘Socratic method’ but
few will know that he never wrote a single word describing this method, fewer
still will know that the method is not what it is commonly represented to be.
How many have read the Socratic dialogues? How many know what he
meant by his method and how he practised his approach? Socrates, in fact, wrote
absolutely nothing. It was Plato and Xenophon who record his thoughts and
methods through the lens of their own beliefs. We must remember, therefore,
that Socrates is in fact a mouthpiece for the views of others. In fact the two
pictures painted of Socrates by these two commentators differ hugely. In the
Platonic Dialogues he is witty, playful and a great philosophical theorist, in
Xenophon he is a dull moraliser.
Socratic
method
Th
he was among the first to recognise that, in terms of learning, ideas are best
generated from the learner in terms of understanding and retention. Education
is not a cramming in, but a drawing out.
Learning
as a social activity pursued through dialogue
Questions
lie at the heart of learning to draw out what they already know, rather
than imposing pre-determined views
it is only in the last few decades, through the use of
technology-based tools that allow search, questioning and now, adaptive learning,
that Socratic learning can be truly realised on scale.
In practice, Socrates was a brutal bully, described by one pupil as a ‘predator which numbs its victims with an electric charge before darting in for the kill’.
He is best known for his problem-solving approach to learning
He was keen on ‘occupational’ learning and practical
skills that produced independent, self-directing, autonomous adults.
He was refreshingly honest about their limitations and
saw schools as only one means of learning, ‘and
compared with other agencies, a relatively superficial means’.
Perhaps his most important contribution
to education is his constant attempts to break down the traditional dualities
in education between theory and practice, academic and vocational, public and
private, individual and group. This mode of thinking, he thought, led education
astray. The educational establishment, in his view, seemed determined to keep
themselves, and their institutions, apart from the real world by holding on to
abstract and often ill-defined definitions about the purpose of education.
Week One is only half way through, and already my brain is starting to hurt! I’m more of a practical person than a theorist, and easily get lost in articles and debates about theory. It reminds me of when I did my counselling training, and some of the reading material was enough to send me looking for a counsellor! But, in the spirit of working through this #ocTEL MOOC, I’m having a go at the reading this week and trying to make some sense – that is sense that I can understand.
As he notes in his blog, I have been one of those lecturers I’m sure who have mentioned the Socratic Method without knowing anything about it.But I am pleased to find out that Scorates was “ among the first to recognise that, in terms of learning, ideas are best generated from the learner in terms of understanding and retention. Education is not a cramming in, but a drawing out.”
This echoes my own thinking and ways of trying to work with the teaching and learning I provide. I see my role like a gardener at times, simply helping the ideas and aspirations within the students to transpire. Today I was running a workshop for other staff new to supervising our students for a masters programme. I was aware that the more experienced I have become as a teacher, the more I try and encourage others to be curious about a particular area or question, rather than to give them answers. Thus a little like the example of the midwife, which Socrates saw as the role of educators. Of course I wasn’t too keen on then finding out that Socrates was apparently a blatant bully and tyrant at times. Maybe some of my students would see me as being like that.
I then tried reading the link and article to Emergent Learning Models and it was here that my brain really started to ache – maybe it is because it is late, but I did find the ideas on the heutagogic blog hard to grasp
This suggests a difference between education, which is something that takes place in a formal, institutional/education setting, and learning, which takes place outside of such settings, and often arises from the desire of individuals or groups to learn. This reminds me of the quote “you can take a horse to water but you cannot make it drink” – which might happen with education as we can’t force anyone to become ‘educated’, despite how long or what tactics we employ within an education system. Yet, if we are on standy to provide the necessary resources, skills development, information, etc etc to individuals and groups who have their own innate desire to learn about a particular topic or activity, then we can provide the drinking vessel for them to drink the water.
Maybe I’m not expressing these ideas very well, but I sort of have my own sense of what I mean (I think anyhow!).
So what does this mean for technology enhanced learning? some of that will depend on the context/setting that we are talking about. If it is within an educational setting, such as school or college, then we need to try and find ways of meeting students at the level the student is at – in other words, not expecting the student to meet my agenda or restrictions, but to bring the learning aims we seek to be achieved by the student, to the place that the student is at. As part of this, we need to find ways to help students become curious and to stir and wake up their own internal curiousity. Similarly, for informal learning, elearning can really come to life, because it provides access to learning at any point in time and brings the greatest breadth and variety of learning tools, opportunities to students across the world.
I look foward to reading other blog postings on these topics and to finding a more constructive and clear explanation than I have been able to provide tonight.
thanks
","Week One is only half way through, and already my brain is starting to hurt! I’m more of a practical person than a theorist, and easily get lost in articles and debates about theory. It reminds me of when I…
",publish,octel-socrates-and-emergent-learning-models,2013-04-18 22:48:58,post,"Course Reader,Blog posts","#ocTEL,pedagogy,emergent learning models,socrates,Learning Theories"
2320,1078,2013-04-18 23:26:48,"Hello everyone. Here are my reflections for the first week activities, "Drilling into TEL Concepts" ...","
Helen Blunden
Thu, 18 Apr 2013 23:26:48 GMT
- Community
This week's entry on reflections of Technology and Learning Concepts and Approaches for the OCTEL MOOC have been interesting. In particular one video about how dentists are trained to drill a toot......
","
Helen Blunden
Thu, 18 Apr 2013 23:26:48 GMT
- Community
This week's entry on reflections of Technology and Learning Concepts and Approaches for the OCTEL MOOC have been interesting. In particular one video about how dentists are trained to drill a toot......
",publish,hello-everyone-here-are-my-reflections-for-the-first-week-activities-drilling-into-tel-concepts,2013-04-18 23:26:48,post,"Social networks,Course Reader,Google+",
2371,1318,2013-04-19 01:30:15,"84msand: #ocTEL Big ? How to support faculty and offer evidence of benefits of TEL? ""I need to be convinced of real benefit"" wk 1","
#ocTEL Big ? How to support faculty and offer evidence of benefits of TEL? ""I need to be convinced of real benefit"" wk 1
","#ocTEL Big ? How to support faculty and offer evidence of benefits of TEL? ""I need to be convinced of real benefit"" wk 1— Megan Sanderson (@84Msand) April 19, 2013",publish,84msand-octel-big-how-to-support-faculty-and-offer-evidence-of-benefits-of-tel-i-need-to-be-convinced-of-real-benefit-wk-1,2013-04-19 01:30:15,post,"Social networks,Twitter (Q&A)",#ocTEL
2329,927,2013-04-19 08:06:37,"I love Socrative and share it as an educational tool wherever I go. There are some new updates, such...","
Martin Hawksey
Fri, 19 Apr 2013 08:06:37 GMT
- Reshared Post
Socrative has appeared a number of times in my stream this week. One to watch!
I love Socrative and share it as an educational tool wherever I go. There are some new updates, such as:
Socrative now allows you to add images to your questions and have short answer quizzes graded for you. Additionally, the short answer activity now allows you to display your question on your audience's devices.
People who have attended one of my presentations this spring may have seen these tools already as I was an early tester of them, but now everyone can use some great new features in Socrative. As they ...
","
Martin Hawksey
Fri, 19 Apr 2013 08:06:37 GMT
- Reshared Post
Socrative has appeared a number of times in my stream this week. One to watch!
I love Socrative and share it as an educational tool wherever I go. There are some new updates, such as:
Socrative now allows you to add images to your questions and have short answer quizzes graded for you. Additionally, the short answer activity now allows you to display your question on your audience's devices.
People who have attended one of my presentations this spring may have seen these tools already as I was an early tester of them, but now everyone can use some great new features in Socrative. As they ...
",publish,i-love-socrative-and-share-it-as-an-educational-tool-wherever-i-go-there-are-some-new-updates-such,2013-04-19 08:06:37,post,"Social networks,Google+,Course Reader",
2340,171,2013-04-19 11:08:21,"The Teaching Machine, Socratic Method and Social Constructivism","
The Teaching Machine was learning by reinforcement by of right/wrong. It used small steps to build up knowledge about something. It had the advantages of self-paced, individualised learning but could not test higher levels of thinking and did not involve collaboration, discussion or other social aspects. It had the advantage of learning independently and privately, so not exposing to weaker students. The disadvantage is that it assumes there is one right answer to questions, so is limited to its applicability to certain disciplines. The learning also must have been very linear, so does not cater for different approaches to learning.
The Socratic method was about drawing out knowledge rather than cramming it in, which differed from the teaching machine, which was definitely about cramming information into the students. The Socratic method is about questioning and thinking not just reproducing answers, which presumably how the teaching machine worked, as the technology could not have been very sophisticated at that time. The Socratic method is about learning socially through dialogue where as no discussion or social activity took place using the teaching machine. The Socratic method may not suit all students though as those less confident would not feel good about their ideas being pulled apart or questioned. They would feel very exposed. It would also not work well with topics that were totally new to students, as they would have no experience on which to draw or build on.
Social constructivism put the emphasis on the social aspects of learning, so learning with others via dialogue and collaboration, and also on creating things to assist the learning process. The teaching machine does not do either of these things as the learning was very individual, and students work in the same room but no collaboration appears to take place. In addition the students are not using what they have learnt to apply to other contexts or learning higher order skills of critique and evaluation.
In summary the teaching machine probably offered an improvement to education at the time, so rather than learning all together by reciting times-tables etc, the teaching machine offered the students a more individualised learning experience, allowed them to work at their own pace, and I am sure was a novelty at the time, so learning perhaps was more fun than students were used to. The reward of getting something right and moving on is similarly to the badge system which is popular at the moment. Some students who were perhaps slower to learn and not confident would have preferred the teaching machine to the Socratic method, even though questioning techniques can be very effective in some contexts to achieve higher order skills. The teaching machine however does not fit very well under the social constructivist way of learning, as there was not social activity and the students were not really constructing anything new based on the knowledge that they have learnt
","The Teaching Machine was learning by reinforcement by of right/wrong. It used small steps to build up knowledge about something. It had the advantages of self-paced, individualised learning but could not test higher levels of thinking and did not involve collaboration, discussion or other social aspects. It had the advantage of learning independently and privately, […]",publish,the-teaching-machine-socratic-method-and-social-constructivism,2013-04-19 11:08:21,post,"Blog posts,Course Reader","#ocTEL,Uncategorized"
4671,171,2013-04-19 11:08:21,"The Teaching Machine, Socratic Method and Social Constructivism","
The Teaching Machine was learning by reinforcement by of right/wrong. It used small steps to build up knowledge about something. It had the advantages of self-paced, individualised learning but could not test higher levels of thinking and did not involve collaboration, discussion or other social aspects. It had the advantage of learning independently and privately, so not exposing to weaker students. The disadvantage is that it assumes there is one right answer to questions, so is limited to its applicability to certain disciplines. The learning also must have been very linear, so does not cater for different approaches to learning.
The Socratic method was about drawing out knowledge rather than cramming it in, which differed from the teaching machine, which was definitely about cramming information into the students. The Socratic method is about questioning and thinking not just reproducing answers, which presumably how the teaching machine worked, as the technology could not have been very sophisticated at that time. The Socratic method is about learning socially through dialogue where as no discussion or social activity took place using the teaching machine. The Socratic method may not suit all students though as those less confident would not feel good about their ideas being pulled apart or questioned. They would feel very exposed. It would also not work well with topics that were totally new to students, as they would have no experience on which to draw or build on.
Social constructivism put the emphasis on the social aspects of learning, so learning with others via dialogue and collaboration, and also on creating things to assist the learning process. The teaching machine does not do either of these things as the learning was very individual, and students work in the same room but no collaboration appears to take place. In addition the students are not using what they have learnt to apply to other contexts or learning higher order skills of critique and evaluation.
In summary the teaching machine probably offered an improvement to education at the time, so rather than learning all together by reciting times-tables etc, the teaching machine offered the students a more individualised learning experience, allowed them to work at their own pace, and I am sure was a novelty at the time, so learning perhaps was more fun than students were used to. The reward of getting something right and moving on is similarly to the badge system which is popular at the moment. Some students who were perhaps slower to learn and not confident would have preferred the teaching machine to the Socratic method, even though questioning techniques can be very effective in some contexts to achieve higher order skills. The teaching machine however does not fit very well under the social constructivist way of learning, as there was not social activity and the students were not really constructing anything new based on the knowledge that they have learnt
","The Teaching Machine was learning by reinforcement by of right/wrong. It used small steps to build up knowledge about something. It had the advantages of self-paced, individualised learning but could not test higher levels of thinking and did not involve collaboration, discussion or other social aspects. It had the advantage of learning independently and privately, […]",publish,the-teaching-machine-socratic-method-and-social-constructivism-2,2013-04-19 11:08:21,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
2370,1060,2013-04-19 11:19:51,"alejandroa: Carried away by 'new' sexy terms? Flipped classroom, learning design, MOOC (& dozens more) Very few of them are conceptually new #ocTEL","
Carried away by 'new' sexy terms? Flipped classroom, learning design, MOOC (& dozens more) Very few of them are conceptually new #ocTEL
","Carried away by 'new' sexy terms? Flipped classroom, learning design, MOOC (& dozens more) Very few of them are conceptually new #ocTEL— Alejandro Armellini (@alejandroa) April 19, 2013",publish,alejandroa-carried-away-by-new-sexy-terms-flipped-classroom-learning-design-mooc-amp-dozens-more-very-few-of-them-are-conceptually-new-octel,2013-04-19 11:19:51,post,"Twitter (Q&A),Social networks",#ocTEL
2341,1316,2013-04-19 11:25:39,Take me off your mailing list,"Please take me off your mailing list
----- Original Message ----- From: Noumi N Date: Thursday, April 18, 2013 9:34 am Subject: [ocTEL-public] Introduction about me and no big question To: OCTEL-PUBLIC@JISCMAIL.AC.UK
> Hi all, > > sorry for the delay in the response for week 0 activity. My name is > Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University > of Hertfordshire for the past 2 years and a HPL in FE education( > Hertford Regional College) since 5 months. Quite new to teaching. But > with a very supportive Line manager I am introduced [...] ","Please take me off your mailing list
----- Original Message ----- From: Noumi N Date: Thursday, April 18, 2013 9:34 am Subject: [ocTEL-public] Introduction about me and no big question To: OCTEL-PUBLIC@JISCMAIL.AC.UK
> Hi all, > > sorry for the delay in the response for week 0 activity. My name is > Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University > of Hertfordshire for the past 2 years and a HPL in FE education( > Hertford Regional College) since 5 months. Quite new to teaching. But > with a very supportive Line manager I am introduced [...]",publish,take-me-off-your-mailing-list,2013-04-19 11:25:39,post,"Course Reader,JISCMail,Lists",
4888,1316,2013-04-19 11:25:39,Take me off your mailing list,"Please take me off your mailing list
----- Original Message ----- From: Noumi N Date: Thursday, April 18, 2013 9:34 am Subject: [ocTEL-public] Introduction about me and no big question To: OCTEL-PUBLIC@JISCMAIL.AC.UK
> Hi all, > > sorry for the delay in the response for week 0 activity. My name is > Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University > of Hertfordshire for the past 2 years and a HPL in FE education( > Hertford Regional College) since 5 months. Quite new to teaching. But > with a very supportive Line manager I am introduced [...] ","Please take me off your mailing list
----- Original Message ----- From: Noumi N Date: Thursday, April 18, 2013 9:34 am Subject: [ocTEL-public] Introduction about me and no big question To: OCTEL-PUBLIC@JISCMAIL.AC.UK
> Hi all, > > sorry for the delay in the response for week 0 activity. My name is > Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University > of Hertfordshire for the past 2 years and a HPL in FE education( > Hertford Regional College) since 5 months. Quite new to teaching. But > with a very supportive Line manager I am introduced [...]",publish,take-me-off-your-mailing-list-2,2013-04-19 11:25:39,post,"Lists,Course Reader,JISCMail",
5384,1316,2013-04-19 11:25:39,Take me off your mailing list,"Please take me off your mailing list
----- Original Message ----- From: Noumi N Date: Thursday, April 18, 2013 9:34 am Subject: [ocTEL-public] Introduction about me and no big question To: OCTEL-PUBLIC@JISCMAIL.AC.UK
> Hi all, > > sorry for the delay in the response for week 0 activity. My name is > Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University > of Hertfordshire for the past 2 years and a HPL in FE education( > Hertford Regional College) since 5 months. Quite new to teaching. But > with a very supportive Line manager I am introduced [...] ","Please take me off your mailing list
----- Original Message ----- From: Noumi N Date: Thursday, April 18, 2013 9:34 am Subject: [ocTEL-public] Introduction about me and no big question To: OCTEL-PUBLIC@JISCMAIL.AC.UK
> Hi all, > > sorry for the delay in the response for week 0 activity. My name is > Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University > of Hertfordshire for the past 2 years and a HPL in FE education( > Hertford Regional College) since 5 months. Quite new to teaching. But > with a very supportive Line manager I am introduced [...]",publish,take-me-off-your-mailing-list-3,2013-04-19 11:25:39,post,"Lists,Course Reader,JISCMail",
5735,1316,2013-04-19 11:25:39,Take me off your mailing list,"Please take me off your mailing list
----- Original Message ----- From: Noumi N Date: Thursday, April 18, 2013 9:34 am Subject: [ocTEL-public] Introduction about me and no big question To: OCTEL-PUBLIC@JISCMAIL.AC.UK
> Hi all, > > sorry for the delay in the response for week 0 activity. My name is > Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University > of Hertfordshire for the past 2 years and a HPL in FE education( > Hertford Regional College) since 5 months. Quite new to teaching. But > with a very supportive Line manager I am introduced [...] ","Please take me off your mailing list
----- Original Message ----- From: Noumi N Date: Thursday, April 18, 2013 9:34 am Subject: [ocTEL-public] Introduction about me and no big question To: OCTEL-PUBLIC@JISCMAIL.AC.UK
> Hi all, > > sorry for the delay in the response for week 0 activity. My name is > Noumi Nooruddeen from Hatfield. I am a Visiting Lecturer at University > of Hertfordshire for the past 2 years and a HPL in FE education( > Hertford Regional College) since 5 months. Quite new to teaching. But > with a very supportive Line manager I am introduced [...]",publish,take-me-off-your-mailing-list-4,2013-04-19 11:25:39,post,"JISCMail,Course Reader,Lists",
2343,1273,2013-04-19 11:32:35,My big question,"
Having listened to the induction week webinar, I’ve given some thought to what my ‘big question’ might be. I daresay it may be similar to other Librarians participating in the course!
‘How can I use TEL to engage and support students I only see for one-off teaching sessions?’
As an Information Literacy practitioner, much of my teaching consists of standalone sessions. Given this limited access to students it is all the more important that I can engage them enough to get important messages across! I noticed that there is an Information Literacy subgroup on the MOOC, so I think my next step will be to join this and see what I can learn from my peers!
","Having listened to the induction week webinar, I’ve given some thought to what my ‘big question’ might be. I daresay it may be similar to other Librarians participating in the course! ‘How can I use TEL to engage and support students I only see for one-off teaching sessions?’ As an Information Literacy practitioner, much of […]",publish,my-big-question-4,2013-04-19 11:32:35,post,"Blog posts,Course Reader",Uncategorized
4744,1273,2013-04-19 11:32:35,My big question,"
Having listened to the induction week webinar, I’ve given some thought to what my ‘big question’ might be. I daresay it may be similar to other Librarians participating in the course!
‘How can I use TEL to engage and support students I only see for one-off teaching sessions?’
As an Information Literacy practitioner, much of my teaching consists of standalone sessions. Given this limited access to students it is all the more important that I can engage them enough to get important messages across! I noticed that there is an Information Literacy subgroup on the MOOC, so I think my next step will be to join this and see what I can learn from my peers!
","Having listened to the induction week webinar, I’ve given some thought to what my ‘big question’ might be. I daresay it may be similar to other Librarians participating in the course! ‘How can I use TEL to engage and support students I only see for one-off teaching sessions?’ As an Information Literacy practitioner, much of […]",publish,my-big-question-5,2013-04-19 11:32:35,post,"Blog posts,Course Reader",Uncategorized
5193,1273,2013-04-19 11:32:35,My big question,"
Having listened to the induction week webinar, I’ve given some thought to what my ‘big question’ might be. I daresay it may be similar to other Librarians participating in the course!
‘How can I use TEL to engage and support students I only see for one-off teaching sessions?’
As an Information Literacy practitioner, much of my teaching consists of standalone sessions. Given this limited access to students it is all the more important that I can engage them enough to get important messages across! I noticed that there is an Information Literacy subgroup on the MOOC, so I think my next step will be to join this and see what I can learn from my peers!
","Having listened to the induction week webinar, I’ve given some thought to what my ‘big question’ might be. I daresay it may be similar to other Librarians participating in the course! ‘How can I use TEL to engage and support students I only see for one-off teaching sessions?’ As an Information Literacy practitioner, much of […]",publish,my-big-question-7,2013-04-19 11:32:35,post,"Blog posts,Course Reader",Uncategorized
2342,7,2013-04-19 11:45:19,suefolleyoctel.wordpress.com,"
add this on Delicious
- saved by
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by
to
octel
from twitter
- more about this link
...",publish,suefolleyoctel-wordpress-com-5,2013-04-19 11:45:19,post,"Bookmarks,Delicious,Course Reader","from twitter,#ocTEL,twitter,from"
2424,171,2013-04-19 11:45:19,suefolleyoctel.wordpress.com,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,suefolleyoctel-wordpress-com-6,2013-04-19 11:45:19,post,"Delicious,Course Reader,Bookmarks","from,twitter,from twitter,#ocTEL"
2347,927,2013-04-19 12:08:50,#ocTEL Using Google Spreadsheets for a basic analytic to find your fledgling bloggers,"
One of the nice things about open courses like ocTEL is whilst having your own blogging space wasn’t a mandatory requirement we were aware that a number of participants had setup one up anyway. Conscious that activities like blogging can be very lonely and also aware that this is often a critical moment in motivating people to engage in reflective writing we’ve been encouraging tutors to show these blogs some extra love, which seems to have gone down well.
This raises the question that given blogging is optional and we haven’t asked people to self-declare if they are new to blogging how do we identify this community? With this question in mind I quickly (initial pass took me about 5 minutes thanks in part to earlier work in this area) put together a spreadsheet which took the participant blog list and got feed counts.
How it was made
If you look at Sheet 1 you’ll see there is a static list of Feed urls (Column B). This was obtained by using the Chrome Screen Scrape extension. The reason it is static is I wanted a column where tutors could make comments and a dynamic import would screw this up. Looking at Sheet 2 cell A1 you can see how to do a dynamic list using the importXML function (see this post for more examples of spreadsheet import options).
To get the post counts and dates some Google Apps Script was required to write a custom function (custom function, you ask? Where have you been, read my blog). After that it was a bit of conditional formatting.
What’s missing
It would be useful to have a dynamic list of feeds which could retain comment cells (ideas on how to do this very welcome. My thought was to do a cron job to read the sheet, fetch more feeds then output the result)
Another metric it would be useful to add a comment count. So 1 post 3 comments would be identified as a lower priority than 1 post 0 comments.
So do you think this spreadsheet is potentially a useful tool in the open course toolbox? How would you improve it?
","One of the nice things about open courses like ocTEL is whilst having your own blogging space wasn’t a mandatory requirement we were aware that a number of participants had setup one up anyway. Conscious that activities like blogging can be very lonely and also aware that this is often a critical moment in motivating [...]",publish,octel-using-google-spreadsheets-for-a-basic-analytic-to-find-your-fledgling-bloggers,2013-04-19 12:08:50,post,"Blog posts,Course Reader","Google Apps Script,mooc,Google Spreadsheet,Open Course,#ocTEL"
2369,896,2013-04-19 12:33:00,"elizabethecharl: #ocTEL @FractusLearning Why do good ideas about teaching & learning have so little impact on educational practice? http://t.co/VBbWG53YY8","
","#ocTEL@fractuslearning Why do good ideas about teaching & learning have so little impact on educational practice? bit.ly/YiOe59— Elizabeth E Charles (@ElizabethECharl) April 19, 2013",publish,elizabethecharl-octel-fractuslearning-why-do-good-ideas-about-teaching-amp-learning-have-so-little-impact-on-educational-practice-httpt-covbbwg53yy8,2013-04-19 12:33:00,post,"Social networks,Twitter (Q&A)",#ocTEL
2344,512,2013-04-19 12:35:24,Emergent Learning Model (Garnett),"
” title=”Emergent Learning Model (Garnett)”>Emergent Learning Model (Garnett)
","<a href="" Emergent Learning Model from London Knowledge Lab ” title=”Emergent Learning Model (Garnett)”>Emergent Learning Model (Garnett)",publish,emergent-learning-model-garnett,2013-04-19 12:35:24,post,"Blog posts,Course Reader",Uncategorized
2368,1317,2013-04-19 12:57:22,astaklime: RT @hopkinsdavid: 'How was it? The UK's first @Coursera MOOCs assessed' http://t.co/URA0bTxvl2 (via @timeshighered) #edcmooc #ocTEL,"
","RT @hopkinsdavid: 'How was it? The UK's first @coursera MOOCs assessed' bit.ly/XI53oo(via @timeshighered) #edcmooc #ocTEL— Asta (@AstaKlime) April 19, 2013",publish,astaklime-rt-hopkinsdavid-how-was-it-the-uks-first-coursera-moocs-assessed-httpt-coura0btxvl2-via-timeshighered-edcmooc-octel,2013-04-19 12:57:22,post,"Twitter (Q&A),Social networks","#ocTEL,edcmooc"
2413,7,2013-04-19 13:15:14,mashe.hawksey.info,"
add this on Delicious
- saved by
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by
to
octel
from twitter
- more about this link
...",publish,mashe-hawksey-info-3,2013-04-19 13:15:14,post,"Bookmarks,Delicious,Course Reader","from,twitter,from twitter,#ocTEL"
2423,171,2013-04-19 13:15:14,mashe.hawksey.info,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,mashe-hawksey-info-4,2013-04-19 13:15:14,post,"Delicious,Course Reader,Bookmarks","#ocTEL,from,twitter,from twitter"
2412,7,2013-04-19 14:30:26,ALT ocTEL course (ALTocTEL) on Twitter,"
add this on Delicious
- saved by
to
twitteroctel
- more about this link
","
add this on Delicious
- saved by
to
twitter
octel
- more about this link
...",publish,alt-octel-course-altoctel-on-twitter,2013-04-19 14:30:26,post,"Delicious,Course Reader,Bookmarks","#ocTEL,twitter"
2429,1409,2013-04-19 14:30:26,ALT ocTEL course (ALTocTEL) on Twitter,"
add this on Delicious
- saved by tomasdore
to
twitteroctel
- more about this link
","
add this on Delicious
- saved by tomasdore
to
twitter
octel
- more about this link
...",publish,alt-octel-course-altoctel-on-twitter-2,2013-05-01 08:58:20,post,"Course Reader,Bookmarks,Delicious","twitter,#ocTEL"
2411,7,2013-04-19 14:34:14,Smooching through a MOOC | Reflections on the OcTEL MOOC,"
add this on Delicious
- saved by
to
octel
- more about this link
","
add this on Delicious
- saved by
to
octel
- more about this link
",publish,smooching-through-a-mooc-reflections-on-the-octel-mooc,2013-04-19 14:34:14,post,"Course Reader,Bookmarks,Delicious",#ocTEL
2428,1409,2013-04-19 14:34:14,Smooching through a MOOC | Reflections on the OcTEL MOOC,"
add this on Delicious
- saved by tomasdore
to
octel
- more about this link
","
add this on Delicious
- saved by tomasdore
to
octel
- more about this link
",publish,smooching-through-a-mooc-reflections-on-the-octel-mooc-2,2013-05-01 08:58:20,post,"Delicious,Course Reader,Bookmarks",#ocTEL
2366,166,2013-04-19 15:10:01,#octel Week 1 – TEL Concepts and Approaches,"
The two examples I looked at were that of Eric Mazur on Peer Instruction – a technique which I have some familiarity with – and the HapTEL dental simulator. I’m not sure that there is a fair comparison of which is “more powerful” – both offer significant advances as learning experiences compared to that which they replace but in very different contexts.
Peer Instruction – and the inverted classroom/Just in Time Teaching model which usually goes alongside it – deals with turning a lecture into an active learning experience and as such it can be implemented in many subject disciplines. It’s about recognising that lectures were introduced as a compromise to counter a lack of resources (copies printed reading material), a limitation which the internet means no longer needs to exist. This means that we can get students to learn the material in more engaging ways where they are less passive and thus more likely to learn the concepts and be able to apply them. Peer Instruction works well because students have to actively participate in the session, and have to defend their answer to a peer and hear their explanation. We’ve often seen that as students begin to explain their answer, the penny drops and they realise why their original answer was wrong.
The HapTEL system relates more to practical classes and so is a solution to a niche problem. I can see the benefit of something similar in other healthcare disciplines where practicing on a real patient is not appropriate. Perhaps something similar could be used to allow students to practice administering injections for example.
I think they both offer something very powerful to the learning experience, but to comment on one being more powerful than the other would be comparing apples and oranges. On some courses it could be very appropriate to use both of these approaches, Peer Instruction in the lectures to facilitate learning of the theory and HapTEL to facilitiate the practicals.
","The two examples I looked at were that of Eric Mazur on Peer Instruction – a technique which I have some familiarity with – and the HapTEL dental simulator. I’m not sure that there is a fair comparison of which … Continue reading →",publish,octel-week-1-tel-concepts-and-approaches,2013-04-19 15:10:01,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
5332,166,2013-04-19 15:10:01,#octel Week 1 – TEL Concepts and Approaches,"
The two examples I looked at were that of Eric Mazur on Peer Instruction – a technique which I have some familiarity with – and the HapTEL dental simulator. I’m not sure that there is a fair comparison of which is “more powerful” – both offer significant advances as learning experiences compared to that which they replace but in very different contexts.
Peer Instruction – and the inverted classroom/Just in Time Teaching model which usually goes alongside it – deals with turning a lecture into an active learning experience and as such it can be implemented in many subject disciplines. It’s about recognising that lectures were introduced as a compromise to counter a lack of resources (copies printed reading material), a limitation which the internet means no longer needs to exist. This means that we can get students to learn the material in more engaging ways where they are less passive and thus more likely to learn the concepts and be able to apply them. Peer Instruction works well because students have to actively participate in the session, and have to defend their answer to a peer and hear their explanation. We’ve often seen that as students begin to explain their answer, the penny drops and they realise why their original answer was wrong.
The HapTEL system relates more to practical classes and so is a solution to a niche problem. I can see the benefit of something similar in other healthcare disciplines where practicing on a real patient is not appropriate. Perhaps something similar could be used to allow students to practice administering injections for example.
I think they both offer something very powerful to the learning experience, but to comment on one being more powerful than the other would be comparing apples and oranges. On some courses it could be very appropriate to use both of these approaches, Peer Instruction in the lectures to facilitate learning of the theory and HapTEL to facilitiate the practicals.
","The two examples I looked at were that of Eric Mazur on Peer Instruction – a technique which I have some familiarity with – and the HapTEL dental simulator. I’m not sure that there is a fair comparison of which … Continue reading →",publish,octel-week-1-tel-concepts-and-approaches-3,2013-04-19 15:10:01,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
2373,2,2013-04-19 16:24:51,"Approaches, concepts and a few new faces","Here's a brief round-up of the first week of the course. This week was all about TEL Concepts and Approaches, but we also welcomed a number of new faces and quite a few who had missed the induction period. So welcome to all!
This week the aim for you was to:
become familiar with a range of concepts and approaches relevant to TEL
start reflecting on how these could be applied with your students
get a feel for what learning technology is and what learning technologists do
contextualise your approach within a wider field of theory
and many of you engaged with these aims by reflecting on the five stories about how technology has enhanced learning and the questions Liz Masterman was thinking about in this week's webinar. At time of writing there have been 56 posts on the forum for Week 1's Powerful and relevant TEL approaches. Imogen Bertin ""couldn't pick one"" so started one topic about five stories. Eric Mazur's talk and the flipped classroom stimulated a really interesting discussion as has the Sugata Mitra video and the theme of collaboration.
Via the Course Reader you can browse some of the activity across the course including bookmarks and tweets, but one things I'd like to mention is our aim to encourage and engage with “fledgling” bloggers. Martin Hawksey has blogged about how we’re identifying such blogs. So if you have started a new or a first blog for ocTEL, we hope to find and include you! Please let us know if you have other suggestions for how we should target our support.
Another thing that caught my interest this week was a little Twitter conversation started by Martin Hawksey, with the question
which turned into a mini-poll (see Google Spreadsheet of results) and that made me think of the immediate feedback terminals they have at Heathrow Airport arrivals, when while walking from passport control to baggage reclaim, you can press buttons on terminals to indicate happy (green smily), ok (yellow) or unhappy (red). While we hope that is course is more inspiring and engaging then this kind of airport journey, the end of the week if a good time to take stock and see where you are. If you are #B, then don't worry - next week is starting on a fresh slate, so you can #A if pressed for time or get back #T.
This week we also, belatedly, got to introduce the team who have authored and designed this course. While we are curious to learn more about who our participants are and what works (or doesn't work) for the delivery of this course, this page gives you a starting point to finding out about us. Many of those involved are also tutors on different weeks of the course, so you will be seeing us around, commenting on blogs and in forums.
The feedback we received during the first two weeks has also been instrumental in helping us develop and improve the course, which we have commented about in one of our regular updates called ""Taking Advice"" and we hope that the changes we've made will improve your experience of the course. If you are feeling lost and don't feel like the help forum is the right place to seek help, you can simply drop us a line octel@alt.ac.uk .
As we arrive at 'Understanding learner needs' next week, we hope that one thing you will have gotten out of the course thus far is a real appetite for applying theory and answering big questions in your own practice.
The materials for Week 2 will be emailed round on Monday. If you’re eager to get under way with them, they will be available on the website by Saturday morning (UK time), under Course Materials.
Posted on behalf of Maren Deepwell","",publish,approaches-concepts-and-a-few-new-faces,2013-06-06 11:27:19,post,Course information,"weekly round-up,#ocTEL,tutor"
2415,1320,2013-04-20 03:00:37,octelsystems,"
Hi Mike Smith here, Owner of This Octel Software House. All members are experienced and Professional in all Field which we Offer. I am also Spend 25 Years in Information Technology and Almost 10 years...
Hi Mike Smith here, Owner of This Octel Software House. All members are experienced and Professional in all Field which we Offer. I am also Spend 25 Years in Information Technology and Almost 10 years...
",publish,octelsystems,2013-04-20 03:00:37,post,"Course Reader,Google+,Social networks",
2430,544,2013-04-20 03:25:41,daranprice: @kshjensen @sdb The social implementation of technology is sometimes an issue that is not considered? #ocTEL,"
@kshjensen @sdb The social implementation of technology is sometimes an issue that is not considered? #ocTEL
","@kshjensen @sdb The social implementation of technology is sometimes an issue that is not considered? #ocTEL— Daran Price (@DaranPrice) April 20, 2013",publish,daranprice-kshjensen-sdb-the-social-implementation-of-technology-is-sometimes-an-issue-that-is-not-considered-octel,2013-04-20 03:25:41,post,"Twitter (Q&A),Social networks",#ocTEL
2418,898,2013-04-20 06:21:00,5 stories about technology,"
OCTEL Week 1:
Watching the short video clips of the 5 speakers, it struck me how much my opinion and feelings about each learning intervention was influenced by my impressions of the speaker. These were inevitably coloured by the way the speaker came across and also whether I had seen the speaker before. For example, having seen several Sugata Mitra talks online, I enjoy the way he speaks and tells a story, so I want to believe in what he’s saying. For me, his famous hole-in-the-wall experiment resonates because it serves as a reminder of the extent to which the actual process of learning rests with the learner and that the teacher’s role can be merely to guide, prompt and nudge in a particular direction. Although my own context is Higher Education, the way he describes peer interaction, mentoring and self-organising systems is particularly relevant given the emphasis on group work in many HE courses and the increasingly large student cohorts.
I also liked the way Eric Mazur spoke and explained his ideas on how to increase student engagement with learning during lectures. His seems to be a measured voice among all the hysterical claims that the ‘lecture is dead’. In my view, unless someone comes up with a truly viable and scaleable alternative, the lecture is here to stay, but that does not mean that it has to retain the same format. Mazur looks at fairly simple ways to make lectures more interactive, more effective learning environments using technology that students have in their pockets (or simple clickers) and that is surely a step in the right direction.
As I’m currently looking at Connectivism for another MOOC (!), I chose not to go into it here. I wanted to like the Helen Keegan TEL intervention but just couldn’t really get my head round it – I’m sure that the learners had an interesting experience but I can’t imagine how it would apply to my own practice so switched off after a while.
The 5 talks demonstrate the diverse nature of TEL. In some cases, a communications technology such as Skype, not specifically designed for learning, is pressed into service as a learning tool e.g. Sugata Mitra describing the role of British grannies. Then at the other end of the spectrum are those technologies designed specifically with learning in mind – I’m thinking of the haptic technologies used in the School of Dentistry at King’s College. It seems that in a sense this is a ‘true’ learning technology in that it is a technology which has been specifically designed and / or adapted to learn a specific skill. I like the clarity/concreteness of its use, and if I wanted to be a dentist I would certainly want to study using this technology.
So TEL can range from simple clickers or a computer in a hole in the wall in Delhi, through to cutting edge haptic technology or complex mashups of social media tools to create an immersive learning environment. This diversity, for me, underlines why the term TEL can seem slightly redundant - what we're talking about is learning as it happens now, using what we have available, rather than some peculiar or different brand of learning (because it happens to involve technology).
","
OCTEL Week 1:
Watching the short video clips of the 5 speakers, it struck me how much my opinion and feelings about each learning intervention was influenced by my impressions of the speaker. These were inevitably coloured by the way the speaker came across and also whether I had seen the speaker before. For example, having seen several Sugata Mitra talks online, I enjoy the way he speaks and tells a story, so I want to believe in what he’s saying. For me, his famous hole-in-the-wall experiment resonates because it serves as a reminder of the extent to which the actual process of learning rests with the learner and that the teacher’s role can be merely to guide, prompt and nudge in a particular direction. Although my own context is Higher Education, the way he describes peer interaction, mentoring and self-organising systems is particularly relevant given the emphasis on group work in many HE courses and the increasingly large student cohorts.
I also liked the way Eric Mazur spoke and explained his ideas on how to increase student engagement with learning during lectures. His seems to be a measured voice among all the hysterical claims that the ‘lecture is dead’. In my view, unless someone comes up with a truly viable and scaleable alternative, the lecture is here to stay, but that does not mean that it has to retain the same format. Mazur looks at fairly simple ways to make lectures more interactive, more effective learning environments using technology that students have in their pockets (or simple clickers) and that is surely a step in the right direction.
As I’m currently looking at Connectivism for another MOOC (!), I chose not to go into it here. I wanted to like the Helen Keegan TEL intervention but just couldn’t really get my head round it – I’m sure that the learners had an interesting experience but I can’t imagine how it would apply to my own practice so switched off after a while.
The 5 talks demonstrate the diverse nature of TEL. In some cases, a communications technology such as Skype, not specifically designed for learning, is pressed into service as a learning tool e.g. Sugata Mitra describing the role of British grannies. Then at the other end of the spectrum are those technologies designed specifically with learning in mind – I’m thinking of the haptic technologies used in the School of Dentistry at King’s College. It seems that in a sense this is a ‘true’ learning technology in that it is a technology which has been specifically designed and / or adapted to learn a specific skill. I like the clarity/concreteness of its use, and if I wanted to be a dentist I would certainly want to study using this technology.
So TEL can range from simple clickers or a computer in a hole in the wall in Delhi, through to cutting edge haptic technology or complex mashups of social media tools to create an immersive learning environment. This diversity, for me, underlines why the term TEL can seem slightly redundant - what we're talking about is learning as it happens now, using what we have available, rather than some peculiar or different brand of learning (because it happens to involve technology).
jim pettiward
Sat, 20 Apr 2013 06:21:29 GMT
- Community
","
jim pettiward
Sat, 20 Apr 2013 06:21:29 GMT
- Community
",publish,google-octel-activities-2013-04-20-072129,2013-04-20 06:21:29,post,"Google+,Social networks,Course Reader",
2422,611,2013-04-20 06:33:18,"gotanda: RT @Bulgenen: How was it for you? The UK’s first Coursera MOOCs assessed #ocTEL
http://t.co/nNyvqLdYdW","
","@suebbarnes45 Terrible idea. Easy to game. Doesn't reflect actual differentiation reading speed/practice. Unfriendly to #OA content. #ocTEL— Ted O'Neill (@gotanda) April 20, 2013",publish,gotanda-suebbarnes45-terrible-idea-easy-to-game-doesnt-reflect-actual-differentiation-reading-speedpractice-unfriendly-to-oa-content-octel,2013-04-20 06:38:51,post,"Social networks,Twitter (Q&A)","oa,#ocTEL"
2493,1327,2013-04-20 07:29:22,Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning,"
Comments:
Heutagogy and Lifelong Learning by Lisa Blaschke (University of Oldenburg) - a useful look at heutagogy and its relation to new technologies - jim pettiward
","Comments:Heutagogy and Lifelong Learning by Lisa Blaschke (University of Oldenburg) - a useful look at heutagogy and its relation to new technologies - jim pettiwardTags: ocTEL, TELby: jim pettiward",publish,heutagogy-and-lifelong-learning-a-review-of-heutagogical-practice-and-self-determined-learning,2013-04-20 07:29:22,post,"Diigo,Bookmarks,Course Reader","#ocTEL,#tel"
3233,1327,2013-04-20 07:29:22,Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning | Blaschke | The International Review of Research in Open and Distance Learning,"
Comments:
Heutagogy and Lifelong Learning by Lisa Blaschke (University of Oldenburg) - a useful look at heutagogy and its relation to new technologies - jim pettiward
",Comments:Heutagogy and Lifelong Learning by Lisa Blaschke (University of Oldenburg) - a useful look at heutagogy and its relation to new technologies - jim pettiwardTags: LearningTheoryby: jim pettiward,publish,heutagogy-and-lifelong-learning-a-review-of-heutagogical-practice-and-self-determined-learning-blaschke-the-international-review-of-research-in-open-and-distance-learning,2013-04-20 07:29:22,post,"Diigo,Course Reader,Bookmarks",learningtheory
2478,174,2013-04-20 07:46:27,constructivism and communities of practice #ocTEL activity 1.1,"
Not getting on so well with the activities this week, at least with completing the tasks. I’ve found watching the videos and reading the resources really interesting, but have struggled to get round to producing anything from it. But then I read the following about Constructionism on the Moodle Philosophy page:
…you might read this page several times and still forget it by tomorrow – but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then it’s very likely you’d have a better understanding that is more integrated into your own ideas.
So, I’ve resolved to reflect (very) briefly in writing on a couple of things that jumped out from the resources for this activity, in the hopes of embedding them into my memory…
Constructivism
“…focus on the experiences that would be best for learning from the learner’s point of view”
This prompted me to think about the experience of our learners, and what we are expecting them to do. They have limited time to devote to the course as part-time students, and there are a number of different (and sometimes conflicting?) learning goals – knowledge and understanding, learning the skills of argument and reasoning, critical reflection and so on. It’s important that each activity is expressly designed for a particular learning goal, and that it is the right kind of experience for that goal. This is good learning design in general of course, not just applying to TEL.
In reflecting on the design of ocTEL, I’m beginning to see (at least I think I am) that the organisers have deliberately kept the ‘required readings’ kind of resources and/or activities to a minimum to allow space for the constructivist activities that they want us to engage in. If students have to read for 4 hours, that doesn’t leave them much time to discuss the reading with their fellow students. But on the other hand, if there is a certain amount of material that they have to get their heads around, not providing them with these readings (for example) is problematic. My tentative conclusions here are that we need to at least be clear on what our aims are – and whether we choose the constructivist model or the didactic (for want of a better word) model, we should be sure that that model is (a) the right one to achieve our aims, and (b) that we stick to it in our course design.
Communities of Practice
“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.”
How can we help the online students become a community of practice? I don’t have much to say on this yet, but I wanted to record the idea, as its something I’m keen to explore further.
","Not getting on so well with the activities this week, at least with completing the tasks. I’ve found watching the videos and reading the resources really interesting, but have struggled to get round to producing anything from it. But then I read the following about Constructionism on the Moodle Philosophy …",publish,constructivism-and-communities-of-practice-octel-activity-1-1,2013-04-20 07:46:27,post,"Blog posts,Course Reader","Concepts,pedagogy,Constructionism,Reflection,Communities of practice,Approaches,#ocTEL,learning theory,Constructivism,learning"
2420,898,2013-04-20 07:47:06,"jimpettiward: Anyone else doing #ocTEL AND #h817? http://t.co/8LHmWO1Ol2
Interested in your thoughts on how they compare...","
",publish,jimpettiward-anyone-else-doing-octel-and-h817-httpt-co8lhmwo1ol2interested-in-your-thoughts-on-how-they-compare,2013-04-20 07:47:06,post,"Twitter (Q&A),Social networks","#ocTEL,h817"
2427,7,2013-04-20 09:15:12,octel.alt.ac.uk,"
add this on Delicious
- saved by
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by
to
octel
from twitter
- more about this link
...",publish,octel-alt-ac-uk-3,2013-04-20 09:15:12,post,"Course Reader,Bookmarks,Delicious","from,twitter,from twitter,#ocTEL"
2564,171,2013-04-20 09:15:12,octel.alt.ac.uk,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,octel-alt-ac-uk-4,2013-04-20 09:15:12,post,"Delicious,Bookmarks,Course Reader","from twitter,#ocTEL,twitter,from"
2425,1012,2013-04-20 09:16:06,agdturner: @helenbeetham My #ocTEL notes may help: https://t.co/MmSSxne9Vu Comment/copy as you like. Maybe collaboratively edit something similar?,"
",publish,agdturner-helenbeetham-my-octel-notes-may-help-httpst-commssxne9vu-commentcopy-as-you-like-maybe-collaboratively-edit-something-similar,2013-04-20 09:16:06,post,"Twitter (Q&A),Social networks",#ocTEL
2432,1072,2013-04-20 21:00:00,Niall B's blog. 2013-04-20 22:00:00,"I've decided I'm going to give up on ocTEL. My main reason isn't related to the MOOC itself, but to my other commitments. I'm doing a level 3 OU module at the moment, and I've realise that since starting ocTEL I've been letting that slip . However, at the same time, I've not been impressed with ocTEL - it has taught me a lot about how not to run a MOOC, but not much else. For me, the final straw ","I've decided I'm going to give up on ocTEL. My main reason isn't related to the MOOC itself, but to my other commitments. I'm doing a level 3 OU module at the moment, and I've realise that since starting ocTEL I've been letting that slip . However, at ...",publish,niall-bs-blog-2013-04-20-220000,2013-04-20 21:00:25,post,"Blog posts,Course Reader",#ocTEL
4818,1072,2013-04-20 21:00:00,Niall B's blog. 2013-04-20 22:00:00,"I've decided I'm going to give up on ocTEL. My main reason isn't related to the MOOC itself, but to my other commitments. I'm doing a level 3 OU module at the moment, and I've realise that since starting ocTEL I've been letting that slip . However, at the same time, I've not been impressed with ocTEL - it has taught me a lot about how not to run a MOOC, but not much else. For me, the final straw ","I've decided I'm going to give up on ocTEL. My main reason isn't related to the MOOC itself, but to my other commitments. I'm doing a level 3 OU module at the moment, and I've realise that since starting ocTEL I've been letting that slip . However, at ...",publish,niall-bs-blog-2013-04-20-220000-2,2013-04-20 21:00:25,post,"Course Reader,Blog posts",#ocTEL
2468,1341,2013-04-21 04:01:40,"dmonett: According 2 survey ""Self Evaluation for Potential Online Students"" http://t.co/qSKU6OTIvV, I'm a good candidate 4 MOOCs #ocTEL -and U?","
",publish,dmonett-according-2-survey-self-evaluation-for-potential-online-students-httpt-coqsku6otivv-im-a-good-candidate-4-moocs-octel-and-u,2013-04-23 12:08:26,post,"Twitter (Q&A),Social networks",#ocTEL
2467,1341,2013-04-21 04:06:43,dmonett: To MOOC or not to MOOC? http://t.co/t0ByKxc0vK says I'm ready for online learning! -What about U? #ocTEL,"
","To MOOC or not to MOOC? sdccdonline.net/assess.htm says I'm ready for online learning! -What about U? #ocTEL— Dagmar Monett (@dmonett) April 21, 2013",publish,dmonett-to-mooc-or-not-to-mooc-httpt-cot0bykxc0vk-says-im-ready-for-online-learning-what-about-u-octel,2013-04-23 12:08:26,post,"Twitter (Q&A),Social networks",#ocTEL
2466,896,2013-04-21 05:43:53,"elizabethecharl: RT @timbuckteeth Upon what is your digital reputation based? http://t.co/nw02fKfGmE < importance of #diglit and critical awareness #ocTEL","
","RT @timbuckteethUpon what is your digital reputation based? bit.ly/YDBMZw < importance of #diglit and critical awareness #ocTEL— Elizabeth E Charles (@ElizabethECharl) April 21, 2013",publish,elizabethecharl-rt-timbuckteeth-upon-what-is-your-digital-reputation-based-httpt-conw02fkfgme-lt-importance-of-diglit-and-critical-awareness-octel,2013-04-21 05:43:53,post,"Twitter (Q&A),Social networks","diglit,#ocTEL"
2471,855,2013-04-21 08:13:45,"bulgenen: RT @dmonett: Week 1 - My big question: How #ocTEL would improve my teaching and, in consequence, my students' learning outcomes?","
RT @dmonett: Week 1 - My big question: How #ocTEL would improve my teaching and, in consequence, my students' learning outcomes?
","RT @dmonett: Week 1 - My big question: How #ocTEL would improve my teaching and, in consequence, my students' learning outcomes?— Rich Goodman (@Bulgenen) April 21, 2013",publish,bulgenen-rt-dmonett-week-1-my-big-question-how-octel-would-improve-my-teaching-and-in-consequence-my-students-learning-outcomes,2013-04-21 08:13:45,post,"Twitter (Q&A),Social networks",#ocTEL
2455,1341,2013-04-21 09:20:09,"dmonett: Week 1 - My big question: How #ocTEL would improve my teaching and, in consequence, my students' learning outcomes?","
Week 1 - My big question: How #ocTEL would improve my teaching and, in consequence, my students' learning outcomes?
","Week 1 - My big question: How #ocTEL would improve my teaching and, in consequence, my students' learning outcomes?— Dagmar Monett (@dmonett) April 21, 2013",publish,dmonett-week-1-my-big-question-how-octel-would-improve-my-teaching-and-in-consequence-my-students-learning-outcomes,2013-04-23 12:08:26,post,"Social networks,Twitter (Q&A)",#ocTEL
2450,898,2013-04-21 10:27:00,Week 6: Activity 21,"
For Activity 21 of Week 6 we were asked to discuss the relationship between technology and pedagogic theory and practice, drawing on your own context and experience
What is your own experience and view?
In a teaching context, I have often found myself in the position of trying out new technologies with students as a new way to achieve certain learning outcomes, without actively framing this process in pedagogical terms. For example: A couple of years ago, with a group of English language learners, I started using my smartphone to record small group discussions. I was simply using the technology as an easy way to record learners and to provide them with that recording. I then had the idea of uploading the files to Soundcloud, an app which is generally used for music sharing. From using the app myself, I knew that it was possible to comment at specific times on the timeline of a recording so I decided to upload the student discussions to Soundcloud, give them access and ask them to listen to their own contributions to the discussion and comment on various aspects. I then asked them to make a comment on each of the other students’ contributions in their group. This was followed up in a face to face class looking at general feedback of what they did well and what they could improve.
When doing this, I wasn’t actively considering theoretical frameworks, just thinking it might help build learners’ awareness of their own contributions to the discussion and allow them to focus on some of their mistakes/errors. I suppose I could call this a social constructivist approach, but how many practitioners actually think in these terms in their day to day teaching?
Do you regard either pedagogy or technology as more significant than the other?
Does one have to be more significant than the other? In the above example, the revelation of what a powerful tool a mobile phone can be in a classroom setting, coupled with the particular format of Soundcloud allowing timed commenting were both crucial to what I was doing – they were the catalyst to try something new. However, I wasn’t trying something new just because I was dazzled by the technology, but because I saw potential to enhance my teaching practice. I could equally have come at it from another angle. i.e. my learners lack opportunities to reflect on and listen back to their speaking, how can I allow them to listen again and comment on their own and others’ contributions and help to raise awareness of some of their most common language problems? And from there selected a tool to fulfil that aim. The perhaps often ignored role of technology here was that it actually encouraged me to reflect on and develop my practice in new ways.
How do technology and pedagogy influence each other?
There’s no doubt that technology can and does influence the way we teach, at least in most ‘developed world’ contexts. It’s easy to look at my teaching now, and compare it to my teaching 15 years ago and list the changes brought about by technology. However, I like to think that most of those changes were accompanied by pedagogical considerations (conscious or otherwise), and that I wasn’t simply employing new technologies in a ‘bells and whistles’ spirit, because they were shiny and new.
For me the real interest and focus should be on how the context for the learner has changed. The OED defines pedagogy as “the method and practice of teaching, especially as an academic subject or theoretical concept”. Looking at the etymology of the word it seems to derive from words meaning child and lead, so to lead the child. If we’re leading our learners from A to B and there’s one, well-defined path, then maybe that’s relatively simple. But what if there are thousands of alternative paths? What if our learner may not actually want or need to go to B, but instead needs to get to C or D? Is that not, in some ways, what is happening now?
From the other MOOC I’m currently doing (ocTEL – am I connecting ‘nodes’ here?), I’ve come across the term ‘heutagogy’ which I think is potentially interesting (at least for my own context) as it places the emphasis firmly on the learner. Here’s a quote from an article on heutagogy by Lisa Marie Blaschke
“Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009)”.
Of course, this implies a certain ‘maturity’ on the part of the learner and may not be relevant to certain teaching and learning contexts. Nevertheless, it seems to be viewed by some as particularly relevant to the current socio-technical learning environment characterised by Web 2.0 tools. It also appears to be quite a good fit with openness, MOOCs and connectivist approaches. Fred Garnett talks of the PAH continuum (Pedagogy – Andragogy – Heutagogy) and describes the idea of heutagogy and the open context model of learning
Do you have experience where either technology or pedagogy has been given more weight than the other?
Yes! Both. But I've run out of time... J
","
For Activity 21 of Week 6 we were asked to discuss the relationship between technology and pedagogic theory and practice, drawing on your own context and experience
What is your own experience and view?
In a teaching context, I have often found myself in the position of trying out new technologies with students as a new way to achieve certain learning outcomes, without actively framing this process in pedagogical terms. For example: A couple of years ago, with a group of English language learners, I started using my smartphone to record small group discussions. I was simply using the technology as an easy way to record learners and to provide them with that recording. I then had the idea of uploading the files to Soundcloud, an app which is generally used for music sharing. From using the app myself, I knew that it was possible to comment at specific times on the timeline of a recording so I decided to upload the student discussions to Soundcloud, give them access and ask them to listen to their own contributions to the discussion and comment on various aspects. I then asked them to make a comment on each of the other students’ contributions in their group. This was followed up in a face to face class looking at general feedback of what they did well and what they could improve.
When doing this, I wasn’t actively considering theoretical frameworks, just thinking it might help build learners’ awareness of their own contributions to the discussion and allow them to focus on some of their mistakes/errors. I suppose I could call this a social constructivist approach, but how many practitioners actually think in these terms in their day to day teaching?
Do you regard either pedagogy or technology as more significant than the other?
Does one have to be more significant than the other? In the above example, the revelation of what a powerful tool a mobile phone can be in a classroom setting, coupled with the particular format of Soundcloud allowing timed commenting were both crucial to what I was doing – they were the catalyst to try something new. However, I wasn’t trying something new just because I was dazzled by the technology, but because I saw potential to enhance my teaching practice. I could equally have come at it from another angle. i.e. my learners lack opportunities to reflect on and listen back to their speaking, how can I allow them to listen again and comment on their own and others’ contributions and help to raise awareness of some of their most common language problems? And from there selected a tool to fulfil that aim. The perhaps often ignored role of technology here was that it actually encouraged me to reflect on and develop my practice in new ways.
How do technology and pedagogy influence each other?
There’s no doubt that technology can and does influence the way we teach, at least in most ‘developed world’ contexts. It’s easy to look at my teaching now, and compare it to my teaching 15 years ago and list the changes brought about by technology. However, I like to think that most of those changes were accompanied by pedagogical considerations (conscious or otherwise), and that I wasn’t simply employing new technologies in a ‘bells and whistles’ spirit, because they were shiny and new.
For me the real interest and focus should be on how the context for the learner has changed. The OED defines pedagogy as “the method and practice of teaching, especially as an academic subject or theoretical concept”. Looking at the etymology of the word it seems to derive from words meaning child and lead, so to lead the child. If we’re leading our learners from A to B and there’s one, well-defined path, then maybe that’s relatively simple. But what if there are thousands of alternative paths? What if our learner may not actually want or need to go to B, but instead needs to get to C or D? Is that not, in some ways, what is happening now?
From the other MOOC I’m currently doing (ocTEL – am I connecting ‘nodes’ here?), I’ve come across the term ‘heutagogy’ which I think is potentially interesting (at least for my own context) as it places the emphasis firmly on the learner. Here’s a quote from an article on heutagogy by Lisa Marie Blaschke
“Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009)”.
Of course, this implies a certain ‘maturity’ on the part of the learner and may not be relevant to certain teaching and learning contexts. Nevertheless, it seems to be viewed by some as particularly relevant to the current socio-technical learning environment characterised by Web 2.0 tools. It also appears to be quite a good fit with openness, MOOCs and connectivist approaches. Fred Garnett talks of the PAH continuum (Pedagogy – Andragogy – Heutagogy) and describes the idea of heutagogy and the open context model of learning
Do you have experience where either technology or pedagogy has been given more weight than the other?
Yes! Both. But I've run out of time... J
",publish,week-6-activity-21,2013-04-21 10:27:00,post,"Blog posts,Course Reader",#h817open
2452,116,2013-04-21 11:57:10,One thing for Week 1 – Eric Mazur,"
For the ‘if you only do one thing’ activity, I picked Eric Mazur. I believe the approach he is using is often referred to as the ‘flipped’ classroom.
I was interested in this as we have some lecturers trying out this approach as part of an Innovation project (the Teaching and Learning Institute where I work fund projects to develop innovative approaches to teaching and learning) and I thought it would be useful for me to learn more about one of the people pioneering this approach.
Collaboration not technology
Wen I watched the snippet of video, I came to realise how this approach is really not about technology – I have a feeling I should have known this already but the snippet of video and another link (posted by #ocTEL’er Joseph Gliddon)to a video showing Eric Mazur and his students in action brought this home to me. I think it was the amount of noise and discussion in the video that made me take extra notice.
In what I have read previously (granted probably not that much academic literature) the focus is often on the technology used to deliver materials prior to the face to face interaction and the clickers/voting pads used by the students in the lectures.
In a way the focus on technology is a kind of misdirection, because what is actually the main activity is the student interaction, the engagement with their peers, the students are learning from each other.
So, in my opinion, calling it the flipped classroom focuses on the wrong aspect of this approach. It is not really about inside/outside the classroom, it is about enabling collaboration and an approach to learning that acknowledges that learning is situated in a social context. Obviously, this is why Eric Mazur talks about peer instruction rather than technology.
I should just point out that I am a bit suspicious about the simplistic two steps of education outlined by Eric Mazur in the video, i.e. information transmission and assimilation. Perhaps his approach is more complex than that and I need to read a bit more about this. I was also wondering how this approach, although leading to peer engagement in the classroom, works for students outside the classroom? Does the design mean that student collaborate when not in class, does the collaboration extend beyond assimilation so that students can use their understanding of knowledge/skills gained? Are the students using technology outside the classroom to collaborate?
National differences in approach?
The video also made me consider my own experience. Doing preparation for class and coming prepared to discuss the material or sometimes prepared to present the material to your fellow students was how most of my university teaching and learning was structured when I went to Copenhagen University in the 1990s.
","For the ‘if you only do one thing’ activity, I picked Eric Mazur. I believe the approach he is using is often referred to as the ‘flipped’ classroom. I was interested in this as we have some lecturers trying out … Continue reading →",publish,one-thing-for-week-1-eric-mazur,2013-04-21 11:57:10,post,"Blog posts,Course Reader","Uncategorized,#ocTEL #peerinstruction"
2492,896,2013-04-21 16:28:06,More on Designing and Teaching Online Courses with Adult Students in Mind | Faculty Focus,"
","Tags: adult learner, learning strategies, Adult Learning, elearningby: Elizabeth E Charles ",publish,more-on-designing-and-teaching-online-courses-with-adult-students-in-mind-faculty-focus,2013-04-21 16:28:06,post,"Bookmarks,Course Reader,Diigo","adult learner,learning strategies,Adult Learning,eLearning"
2491,896,2013-04-21 16:34:15,Digital and Media Literacy: A Plan of Action | KnightComm,"
Highlights and Sticky Notes:
The paper focuses on steps to ensure that citizens are equipped with the analytical and communications skills they need to be successful in the 21st century. It also proposes the integration of digital and media literacy into advocacy campaigns, education curricula, and community-based initiatives. From parents concerned with online safety issues, to students searching for information online at home, schools and libraries, to everyday citizens looking for accurate and relevant health care and government resources, all Americans can benefit from learning how to access, analyze, and create digital and media content with thoughtfulness and social responsibility.
","Highlights and Sticky Notes:The paper focuses on steps to ensure that citizens are equipped with the analytical and communications skills they need to be successful in the 21st century. It also proposes the integration of digital and media litera...",publish,digital-and-media-literacy-a-plan-of-action-knightcomm,2013-04-21 16:34:15,post,"Course Reader,Diigo,Bookmarks","diglit,literacy,digital storytelling"
2490,896,2013-04-21 16:48:56,Applying the Seven Principles for Good Practice to the Online Classroom | Faculty Focus,"
","Tags: Online, pedagogy, online_education, teaching, Principles, Online Education, learningtheoryby: Elizabeth E Charles ",publish,applying-the-seven-principles-for-good-practice-to-the-online-classroom-faculty-focus,2013-04-21 16:48:56,post,"Bookmarks,Course Reader,Diigo","online education,learningtheory,online_education,online,teaching,pedagogy,Principles"
2489,896,2013-04-21 16:55:37,A Great Digital Literacy Skills Continuum for Teachers ~ Educational Technology and Mobile Learning,"
","Comments:A listing of pages tagged with 'digital literacy' in the Design Studio - everything from definition to case studies. - Elizabeth E Charles Tags: digital_literacy, design, studio, digitalby: Elizabeth E Charles ",publish,the-design-studio,2013-04-21 17:00:29,post,"Diigo,Bookmarks,Course Reader","design,digital_literacy,digital,studio"
2461,1175,2013-04-21 17:17:23,"Mooc, Mazur and Mitra – My planned pedagogy #ocTEL","The activity on #ocTEL was to look at a course you were teaching and see how ‘individual to social’ and ‘autonomous to directed’ it was. Most of what I currently do as a learning technologist is single training sessions rather than … Continue reading →","The activity on #ocTEL was to look at a course you were teaching and see how ‘individual to social’ and ‘autonomous to directed’ it was. Most of what I currently do as a learning technologist is single training sessions rather than … Continue reading →",publish,mooc-mazur-and-mitra-my-planned-pedagogy-octel,2013-04-21 17:17:23,post,"Blog posts,Course Reader",Uncategorized
2487,896,2013-04-21 17:33:18,Project CoPILOT: Community of Practice for Information Literacy Online Teaching,"
Comments:
A case study of an international online community. Nancy Graham & Jane Secker. [Higher Education Academy] - Elizabeth E Charles
","Tags: adultlearning, learnersby: Elizabeth E Charles ",publish,idea_paper_29-pdf,2013-04-21 18:45:23,post,"Diigo,Bookmarks,Course Reader","adultlearning,learners"
2485,896,2013-04-21 18:48:48,Ed/ITLib Digital Library → Characteristics of Adult Learners With Implications for Online Learning Design,"
","Tags: adultlearning, learners, learning, online learning, designby: Elizabeth E Charles ",publish,editlib-digital-library-%e2%86%92-characteristics-of-adult-learners-with-implications-for-online-learning-design,2013-04-21 18:48:48,post,"Bookmarks,Course Reader,Diigo","adultlearning,learning,learners,design,online learning"
2378,4,2013-04-21 18:51:30,What are your expectations of ocTEL?,"As noted in Friday’s overview, the team is keen to hear your feedback about ocTEL, and to act on it! We also have fairly detailed plans for a broader evaluation of ocTEL, which includes investigating impact on course participants. I have written in more detail on my blog about the thinking behind the evaluation, as well as the key evaluation questions we’re looking to address. These are organised in four themes:
Impact on staff competency (value in practice)
ocTEL Content and Design
ocTEL Discourse and Knowledge
ocTEL Community and Sustainability
There is also a sub-theme looking at the collaborative approach to open authoring and the impact of ocTEL on the course team.
The purpose of the evaluation is to provide feedback to the ocTEL team, but also to review the extent that the intended outcomes of stakeholders (especially participants) are achieved. We're also hoping to add to the understanding of how MOOCs work for different kinds of participants. The wider ocTEL evaluation will collect data via:
Three evaluation themed questionnaires sent to members of the ocTEL evaluation panel.
Analytics from various ocTEL feeds.
For now, we want to focus on the first theme (Impact on staff competency). The intent is to explore your prior experience, how you anticipate engaging with the course be that in part or across the full thing, and gain an overview of what the overall ocTEL community is hoping to achieve from taking part.
So this is a plea to help us set the baseline for our evaluation!
Please click on the link to the ocTEL expectations questionnaire.
It should only take 5-10 minutes to complete.","",publish,your-expectations-of-octel,2013-06-06 11:27:10,post,"Course information,Evaluation","#ocTEL,Expectations,evaluation"
2470,55,2013-04-21 19:36:22,Week 1: TEL Concepts and Approaches #ocTEL,"
Firstly … yes, I know the ‘error’ in the title! This one is called ‘Week 1 …’, and so was the last one: “Week 1: Induction #ocTEL”. I made a mistake, last week. While last week was technically the first week of the MOOC it was not assigned a numerical identity as it was the orientation / induction week. That’s why, if you’re reading this MOOC series back there are two ‘week 1′ posts!
I want to continue the style I started in my previous post by highlighting each activity as the ocTEL website/email introduces us to it …
… and I start with an confesison. I think I’m all read out. I’ve been reading so much recently, and with Inge Ignatia de Waard’s ‘MOOC Yourself’ (2013) book just added to the list, I’ve had enough. So this week I’ve taken some time ‘off’ and just done the bare minimum.
Activity 1.0: “If you only do one thing … “
Deciding on two of these resources to concentrate on was easy. Do I review Helen Keegan’s PELeCON keynote that I loved at last year’s pelc12 event because (a) I was in the audience during the recording and remember the gasps from the audience as we realised how risky and brave she’d been throughout the project, and (b) enjoyed the whole ARG-thing. Do I look into the ‘technology of touch‘ and the work of haptic technology that enables learning in a safe tactile environment? I want to stay away from something I’m familiar with (so that drops Sugata Mitra off the list, I’ve blogged about this work too), so that leave Eric Mazur and Stephen Downes / George Siemens references.
Eric Mazur, talking about peer instruction (three minutes from where the below video starts) is not familiar to me. Eric talks of the ‘ah ha’ moment that happens outside the classroom, and which is the hard part of ‘learning’ – is it the “information transfer” or the “assimilation of knowledge”?
By concentrating on the easiest of the two elements of learning, the information transfer, we leave the students to fend for themselves for the reflection and “assimilation” of knowledge – this isn’t right, as this is as important, if not more so, than the actual initial introduction of the information. By throwing out this initial stage of learning, by replacing the lecture with a recorded lecture the students watch before the session he has been able to introduce discussion and questioning to the learning process where there wasn’t time or inclination before. Is this better learning, or just a better method for presenting the opportunity to learn?
And what of George Siemnes and Stephen Downes? I follow their work on Twitter, whenever possible, and their continued development of a sustainable and ‘appropriate’ MOOC pedagogy. From a student-centred constructitivst approach where the institution makes the content and process of learning available (the ‘open’ in the MOOC acronym) and the students create their own spaces (like ocTEL and EDC MOOC) to publish their opinions and openly discuss them. I like and am comfortable with this approach as it is a space I can ‘learn’ in – I figured out very quickly during my undergraduate days (mid 1990′s) that I didn’t learn in a lecture theatre, that I didn’t like being talked ‘at’ and that I’m a kinesthetic learner (Characteristics of a Tactile/Kinesthetic Learner) – I need to follow the materials, stop, restart, write, stand up, move around, note take, draw, go away and come back and do some more. The movement helps me form the connections between p paragraphs, pages, links, chapters, etc.
Perhaps this is why I like (at the same time I don’t like) the approach made to this MOOC – I can come and go as I please, with whatever time or inclination I can commit. I’m not tied to a defined ‘lecture’ period at a specific time: I like and want to learn in an asynchronous manner. But that doesn’t mean I can do everything I want to, or am expected to … which is why this week this is all I’m doing. I am reading the rest of the material, I may even write about it later, but not now.
","Firstly … yes, I know the ‘error’ in the title! This one is called ‘Week 1 …’, and so was the last one: “Week 1: Induction #ocTEL”. I made a mistake, last week. While last week was technically the first week of the MOOC it was not assigned a numerical identity as it was the [...]
",publish,week-1-tel-concepts-and-approaches-octel,2013-04-21 19:36:22,post,"Blog posts,Course Reader","Constructivist,Sugata Mitra,Haptography,ALT,Distance Learning,edcmooc,Kinesthetic Learning,#ocTEL,mooc"
2484,896,2013-04-21 22:01:55,Developing students’ digital literacy to give them the best chance of success : JISC,"
","Tags: digital literacy, digital, jisc, literacyby: Elizabeth E Charles ",publish,developing-students-digital-literacy-to-give-them-the-best-chance-of-success-jisc,2013-04-21 22:01:55,post,"Course Reader,Diigo,Bookmarks","digital,JISC,digital literacy,literacy"
2483,896,2013-04-21 22:06:11,Digital and Information Literacy Framework,"
Comments:
""What is digital literacy and how is it different from information literacy?
Digital literacy includes the ability to find and use information (otherwise known as information literacy) but goes beyond this to encompass communication, collaboration and teamwork, social awareness in the digital environment, understanding of e-safety and creation of new information. Both digital and information literacy are underpinned by critical thinking and evaluation."" - Elizabeth E Charles
","Comments:""What is digital literacy and how is it different from information literacy?Digital literacy includes the ability to find and use information (otherwise known as information literacy) but goes beyond this to encompass communication, collaborat...",publish,digital-and-information-literacy-framework,2013-04-21 22:06:11,post,"Diigo,Bookmarks,Course Reader","digital literacy,Education,digital,readiness"
2473,198,2013-04-22 02:51:00,Meta-neural social learning and technology,"While completing coursework for spring semester and considering week 1 questions from the ocTEL MOOC (http://octel.alt.ac.uk/course-materials/tel-concepts-and-approaches/) I find myself considering the social aspects of MOOCs, how social development enhances learning, and how the brain works. One course asked us to consider how the brain learns, and whether or not we subscribe to the notion that learning can be reduced to chemical and neurological processes. Another topic for the same course is to reflect on our experiences throughout the term in that course; reflection on the process of reflecting on how adults learn and how it worked for myself. Yet another topic in the same course is evaluating cognitive apprenticeships. In another course we have been exploring the foundations of educational technology, and as part of the foundation, exactly what educational technology is and how it fits into learning. A third course has been focusing on research, and I was using a subset of what may become a dissertation topic; learning in online asynchronous discussion boards.
This week's ocTEL topic examines technology enhanced learning concepts and methods. We are asked to consider, among other topics, the introduction of peer instruction and the socialization of learning (or social situations begetting learning). These threads all tangle around each other; it could be that it's all on my mind right now during the closure of this semester, or it could be that they are all related.
I related reducing learning to neural and chemical processes to examining matter; if one looks closely enough, everything can be reduced to quanta of energy. Yet these quanta combine in infinite combinations to make up every part of our universe. In essence, when the microscope lens is powerful enough, the parts that make up a rose are the same that make up a star; it's the combinations that differ, and the subjective interpretation of cognitive minds.
Sound waves moving through the medium of air can be interpreted as a symphony or a jackhammer. The makeup of sound waves is identical, but the interpretation makes the difference. In much the same way, different observers will interpret modern jazz and punk rock differently, yet both are made up of sound waves in a medium.
In the end, does it really matter at that level of scrutiny how learning occurs? Only if what we learn from the scrutiny can help design more effective instruction.
#ocTEL #tel #edtech #adult_learning #learning ","While completing coursework for spring semester and considering week 1 questions from the ocTEL MOOC (http://octel.alt.ac.uk/course-materials/tel-concepts-and-approaches/) I find myself considering the social aspects of MOOCs, how social development en...",publish,meta-neural-social-learning-and-technology,2013-04-22 02:51:00,post,"Blog posts,Course Reader","Adult Learning,#ocTEL,#tel,learning,experiential learning,mentoring,apprenticeship"
5286,198,2013-04-22 02:51:00,Meta-neural social learning and technology,"While completing coursework for spring semester and considering week 1 questions from the ocTEL MOOC (http://octel.alt.ac.uk/course-materials/tel-concepts-and-approaches/) I find myself considering the social aspects of MOOCs, how social development enhances learning, and how the brain works. One course asked us to consider how the brain learns, and whether or not we subscribe to the notion that learning can be reduced to chemical and neurological processes. Another topic for the same course is to reflect on our experiences throughout the term in that course; reflection on the process of reflecting on how adults learn and how it worked for myself. Yet another topic in the same course is evaluating cognitive apprenticeships. In another course we have been exploring the foundations of educational technology, and as part of the foundation, exactly what educational technology is and how it fits into learning. A third course has been focusing on research, and I was using a subset of what may become a dissertation topic; learning in online asynchronous discussion boards.
This week's ocTEL topic examines technology enhanced learning concepts and methods. We are asked to consider, among other topics, the introduction of peer instruction and the socialization of learning (or social situations begetting learning). These threads all tangle around each other; it could be that it's all on my mind right now during the closure of this semester, or it could be that they are all related.
I related reducing learning to neural and chemical processes to examining matter; if one looks closely enough, everything can be reduced to quanta of energy. Yet these quanta combine in infinite combinations to make up every part of our universe. In essence, when the microscope lens is powerful enough, the parts that make up a rose are the same that make up a star; it's the combinations that differ, and the subjective interpretation of cognitive minds.
Sound waves moving through the medium of air can be interpreted as a symphony or a jackhammer. The makeup of sound waves is identical, but the interpretation makes the difference. In much the same way, different observers will interpret modern jazz and punk rock differently, yet both are made up of sound waves in a medium.
In the end, does it really matter at that level of scrutiny how learning occurs? Only if what we learn from the scrutiny can help design more effective instruction.
#ocTEL #tel #edtech #adult_learning #learning ","While completing coursework for spring semester and considering week 1 questions from the ocTEL MOOC (http://octel.alt.ac.uk/course-materials/tel-concepts-and-approaches/) I find myself considering the social aspects of MOOCs, how social development en...",publish,meta-neural-social-learning-and-technology-2,2013-04-22 02:51:00,post,"Course Reader,Blog posts","#ocTEL,Adult Learning,mentoring,learning,experiential learning,apprenticeship,#tel"
5659,198,2013-04-22 02:51:00,Meta-neural social learning and technology,"While completing coursework for spring semester and considering week 1 questions from the ocTEL MOOC (http://octel.alt.ac.uk/course-materials/tel-concepts-and-approaches/) I find myself considering the social aspects of MOOCs, how social development enhances learning, and how the brain works. One course asked us to consider how the brain learns, and whether or not we subscribe to the notion that learning can be reduced to chemical and neurological processes. Another topic for the same course is to reflect on our experiences throughout the term in that course; reflection on the process of reflecting on how adults learn and how it worked for myself. Yet another topic in the same course is evaluating cognitive apprenticeships. In another course we have been exploring the foundations of educational technology, and as part of the foundation, exactly what educational technology is and how it fits into learning. A third course has been focusing on research, and I was using a subset of what may become a dissertation topic; learning in online asynchronous discussion boards.
This week's ocTEL topic examines technology enhanced learning concepts and methods. We are asked to consider, among other topics, the introduction of peer instruction and the socialization of learning (or social situations begetting learning). These threads all tangle around each other; it could be that it's all on my mind right now during the closure of this semester, or it could be that they are all related.
I related reducing learning to neural and chemical processes to examining matter; if one looks closely enough, everything can be reduced to quanta of energy. Yet these quanta combine in infinite combinations to make up every part of our universe. In essence, when the microscope lens is powerful enough, the parts that make up a rose are the same that make up a star; it's the combinations that differ, and the subjective interpretation of cognitive minds.
Sound waves moving through the medium of air can be interpreted as a symphony or a jackhammer. The makeup of sound waves is identical, but the interpretation makes the difference. In much the same way, different observers will interpret modern jazz and punk rock differently, yet both are made up of sound waves in a medium.
In the end, does it really matter at that level of scrutiny how learning occurs? Only if what we learn from the scrutiny can help design more effective instruction.
#ocTEL #tel #edtech #adult_learning #learning ","While completing coursework for spring semester and considering week 1 questions from the ocTEL MOOC (http://octel.alt.ac.uk/course-materials/tel-concepts-and-approaches/) I find myself considering the social aspects of MOOCs, how social development en...",publish,meta-neural-social-learning-and-technology-3,2013-04-22 02:51:00,post,"Course Reader,Blog posts","apprenticeship,mentoring,#tel,experiential learning,Adult Learning,learning,#ocTEL"
2474,1346,2013-04-22 02:54:31,olavur: Register for the Open Course for Technology Enhanced Learning (in Higher Education) connectivist MOOC? http://t.co/6nREWZOIbM,"
Register for the Open Course for Technology Enhanced Learning (in Higher Education) connectivist MOOC? octel.alt.ac.uk
","Register for the Open Course for Technology Enhanced Learning (in Higher Education) connectivist MOOC? octel.alt.ac.uk— Olavur Ellefsen (@olavur) April 22, 2013",publish,olavur-register-for-the-open-course-for-technology-enhanced-learning-in-higher-education-connectivist-mooc-httpt-co6nrewzoibm,2013-04-23 12:05:20,post,"Social networks,Twitter (Q&A)",
2531,793,2013-04-22 03:34:45,"openplanpub: I know it's week 2 already, but here's my #ocTEL week 1 blog: are connections all students want? http://t.co/qiWH5AGkop","
",publish,openplanpub-i-know-its-week-2-already-but-heres-my-octel-week-1-blog-are-connections-all-students-want-httpt-coqiwh5agkop,2013-04-22 03:34:45,post,"Twitter (Q&A),Social networks",#ocTEL
3307,1430,2013-04-22 05:35:32,Theory-informed TEL and Connectivism,"
This week I met Seb Schmoller who recommended that I have a look at the ocTEL MOOC , a 10 week open course in technology enhanced learning which is being run by ALT (Association for Learning Techn...
","
Scooped by Susan Bainbridge onto Connectivism
Theory-informed TEL and Connectivism
From jennymackness.wordpress.com ...",publish,theory-informed-tel-and-connectivism,2013-04-23 06:24:35,post,"Scoopit,Course Reader,Bookmarks",
2542,55,2013-04-22 06:29:53,hopkinsdavid: RT @OpenPlanPub here's my #ocTEL week 1 blog: are connections all students want? http://t.co/9WBLq3QIWj,"
","Cognitive Apprenticeships tied to Mirror Neuron Systems? #learning_theories #octel— James Kerr (@Kerr63) April 22, 2013",publish,kerr63-cognitive-apprenticeships-tied-to-mirror-neuron-systems-learning_theories-octel,2013-04-22 06:40:16,post,"Social networks,Twitter (Q&A)","learning_theories,#ocTEL"
2479,1004,2013-04-22 07:50:01,"Not strictly a week 1 activity, I got a bit carried away by the #h817open "how would you make your course...","
Joseph Gliddon
Mon, 22 Apr 2013 07:50:01 GMT
- Community
Not strictly a week 1 activity, I got a bit carried away by the #h817open "how would you make your course connectivist" discussions and it bled over into my #octel look at your course task.
The activity on #ocTEL was to look at a course you were teaching and see how ‘individual to social’ and ‘autonomous to directed’ it was. Most of what I currently do as a learning technologist is s......
","
Joseph Gliddon
Mon, 22 Apr 2013 07:50:01 GMT
- Community
Not strictly a week 1 activity, I got a bit carried away by the #h817open ""how would you make your course connectivist"" discussions and it bled over into my #octel look at your course task.
The activity on #ocTEL was to look at a course you were teaching and see how ‘individual to social’ and ‘autonomous to directed’ it was. Most of what I currently do as a learning technologist is s......
",publish,not-strictly-a-week-1-activity-i-got-a-bit-carried-away-by-the-h817open-how-would-you-make-your-course,2013-04-22 07:50:01,post,"Course Reader,Google+,Social networks",
2721,116,2013-04-22 08:23:43,kshjensen: One for #ocTEL? Obama on importance of moving young people from consumers to *creators* of technology via @dajbelshaw http://t.co/LFheD6upJU,"
One for #ocTEL? Obama on importance of moving young people from consumers to *creators* of technology via @dajbelshawbit.ly/11yEyRR
","One for #ocTEL? Obama on importance of moving young people from consumers to *creators* of technology via @dajbelshaw bit.ly/11yEyRR— Kathrine Jensen (@kshjensen) April 22, 2013",publish,kshjensen-one-for-octel-obama-on-importance-of-moving-young-people-from-consumers-to-creators-of-technology-via-dajbelshaw-httpt-colfhed6upju,2013-04-22 08:23:43,post,"Social networks,Twitter (Q&A)",#ocTEL
2562,530,2013-04-22 09:17:03,lubsstudented: #octel liked the Penn State questionnaire on readiness for #online #learning but how honest will potential learners' responses be?,"
#octel liked the Penn State questionnaire on readiness for #online#learning but how honest will potential learners' responses be?
","#octel liked the Penn State questionnaire on readiness for #online #learning but how honest will potential learners' responses be?— Julia Clarke (@LUBSStudentEd) April 22, 2013",publish,lubsstudented-octel-liked-the-penn-state-questionnaire-on-readiness-for-online-learning-but-how-honest-will-potential-learners-responses-be,2013-04-22 09:17:03,post,"Twitter (Q&A),Social networks","online,learning,#ocTEL"
2561,544,2013-04-22 09:45:03,"daranprice: #octel Appears to be a bug with HTML editor and links from both nexus 7 - dolphin, and iPad - safari?","
#octel Appears to be a bug with HTML editor and links from both nexus 7 - dolphin, and iPad - safari?
","#octel Appears to be a bug with HTML editor and links from both nexus 7 - dolphin, and iPad - safari?— Daran Price (@DaranPrice) April 22, 2013",publish,daranprice-octel-appears-to-be-a-bug-with-html-editor-and-links-from-both-nexus-7-dolphin-and-ipad-safari,2013-04-22 09:45:03,post,"Social networks,Twitter (Q&A)",#ocTEL
2560,1205,2013-04-22 11:05:35,"altoctel: @kshjensen definitely 1 of things #ocTEL aims to support, tho not sure we can deliver all of Obama's vision! are you doing webmaker #mooc?","
@kshjensen definitely 1 of things #ocTEL aims to support, tho not sure we can deliver all of Obama's vision! are you doing webmaker #mooc?
","@kshjensen definitely 1 of things #ocTEL aims to support, tho not sure we can deliver all of Obama's vision! are you doing webmaker #mooc?— ALT ocTEL course (@ALTocTEL) April 22, 2013",publish,altoctel-kshjensen-definitely-1-of-things-octel-aims-to-support-tho-not-sure-we-can-deliver-all-of-obamas-vision-are-you-doing-webmaker-mooc,2013-04-22 11:05:35,post,"Twitter (Q&A),Social networks","mooc,#ocTEL"
2494,943,2013-04-22 11:45:52,"#ocTEL elearning readiness survey.
Interesting exercise this week - I just took 3 e-learning readiness...","
Jane Challinor
Mon, 22 Apr 2013 11:45:52 GMT
- Community
First impressions - these were useful in getting me to think about whether e-learning was the right path: for example, how much time did I have available, what was my motivation, how computer literate am I. But in addition they all had in common questions about learning styles and time management skills which I guess implies that these characteristics are highly prized in distance/e-learning students.
They also had in common a scoring system that was not explained. So in one I scored 45, in another 50, and in the third 11. All said I was a great candidate for e-learning (yay!) but I don't know what the scale was....
I think this type of exercise could be useful in getting students to think about the e-learning process ahead of signing up - particularly if feedback was more specific - e.g: "you said you prefer to meet with tutors face to face - this isn't an option on this course so you may want to consider whether this could be a major drawback for you...."
I teach a face to face course with some e-learning elements and do use a questionnaire to gauge students' computer literacy before and after the module. I could definitely improve my questionnaires to include some elements form those I have just looked at - particularly around self organisation
These pre-course "readiness" self assessments also made me wonder whether we shouldn't use something similar with all students on conventional courses as I am pretty sure that some do not appear prepared for the experience! :)
Welcome to the world of online learning. Before you enroll in an online course, take some time to think about yourself as a learner and see whether your characteristics would help you be a successful ...
","
Jane Challinor
Mon, 22 Apr 2013 11:45:52 GMT
- Community
First impressions - these were useful in getting me to think about whether e-learning was the right path: for example, how much time did I have available, what was my motivation, how computer literate am I. But in addition they all had in common questions about learning styles and time management skills which I guess implies that these characteristics are highly prized in distance/e-learning students.
They also had in common a scoring system that was not explained. So in one I scored 45, in another 50, and in the third 11. All said I was a great candidate for e-learning (yay!) but I don't know what the scale was....
I think this type of exercise could be useful in getting students to think about the e-learning process ahead of signing up - particularly if feedback was more specific - e.g: ""you said you prefer to meet with tutors face to face - this isn't an option on this course so you may want to consider whether this could be a major drawback for you....""
I teach a face to face course with some e-learning elements and do use a questionnaire to gauge students' computer literacy before and after the module. I could definitely improve my questionnaires to include some elements form those I have just looked at - particularly around self organisation
These pre-course ""readiness"" self assessments also made me wonder whether we shouldn't use something similar with all students on conventional courses as I am pretty sure that some do not appear prepared for the experience! :)
Welcome to the world of online learning. Before you enroll in an online course, take some time to think about yourself as a learner and see whether your characteristics would help you be a successful ...
",publish,octel-elearning-readiness-survey-interesting-exercise-this-week-i-just-took-3-e-learning-readiness,2013-04-22 11:45:52,post,"Social networks,Course Reader,Google+",
2497,512,2013-04-22 11:50:27,Thanks to frangers – thoughts and connections now lost in forums and the ether,"
Before I started week two I really wanted to gather my thoughts from the first two weeks of this MOOC. I’m not sure one post is going to do it as there is so much going on.
In the induction week we were encouraged to get into small groups for discussions and this lead me to read quite a lot about participation in MOOCs. I hadn’t really thought about my participation / contribution up to that point and so my first musings were about expectations for participation. As I tutor I would expect full-participation (I’m optimistic like that) but now I have a whole series of question: what form would that take? Does it matter if someone is lurking and not contributing? Is it confidence or laziness? Do we want quality or quantity when it comes to contributions?
As I haven’t answered any of those I can only say that I felt that my digital self should reflect my real self and that I would need to work hard to achieve this. I picked up Twitter – happily reviewing a couple of times daily and tweeting (well, mostly retweeting so far) anything that I think is useful to develop a repository of thoughts over time. Happy with these first steps…
Next to ‘replies’ and this is where I am getting into a bit of a knot. I find some gems, have interesting things pop into my brain but then find it very difficult to maintain this. For me it feels like finding the end of a thread in a tangled ball of wool. If anyone has any ideas for preserving the connections better I would be very grateful. I would like to find some of these ‘frangers’ again (friends / strangers - it’s taken from a post in the ocTEL forum somewhere…) or at least credit them and send others there too.
I think this connectedness is really important and therefore links to the first thoughts about participation. I then remembered this light sculpture (Komisar) that uses Boolean logic to produce different interactions of colour and brightness as a visualization of interactions in an open system. For me it is a visual metaphor of the interactions that a group of learners have / could have: Sometimes small, sometimes only dimly and occasionally shining brightly etc. but that each ‘worked’ in that moment…
Bob Garvey: ‘…a good learner is well connected with an array or strong and weak connection with each participant offering different perspectives, insights, skills and knowledge. The learner draws on this network to further this learning but, in turn, they may help other members of their network to develop and change. There is a natural symbiosis here…’ (cited in Coaching and Mentoring (2009)
Happily this leads to ‘sharing’. I think I have gained far more from the contributions and posts than I have from the course materials. I have been amazed at the generosity of the donated resources. I have found that the webinar chat space is a particularly good resource – again thank you!
Finally onto just how disruptive to traditional practice will MOOC be? I think this is more of a longer term change rather than an imminent seismic shift but that the ripples from its potential impact are worth working with now. Change is inevitable and we should be actively involved with this in our own contexts. This reminds me of someone’s ocTEL big question – ‘how do we take the T out of TEL?’
","Before I started week two I really wanted to gather my thoughts from the first two weeks of this MOOC. I’m not sure one post is going to do it as there is so much going on. In the induction week we were encouraged to get into small groups for discussions and this lead me [...]",publish,thanks-to-frangers-thoughts-and-connections-now-lost-in-forums-and-the-ether,2013-04-22 11:50:27,post,"Blog posts,Course Reader","disruptive innovation,contribution,#ocTEL,participation,Uncategorized"
2557,1329,2013-04-22 12:00:13,Essentials of Digital Literacy,"
","Tags: ocTEL, learningtheory, adultlearning, diglit, learnersby: Jane Challinor",publish,rhizomatic-learning-why-we-teach,2013-04-22 12:00:51,post,"Diigo,Course Reader,Bookmarks","learners,learningtheory,diglit,#ocTEL,adultlearning"
2499,34,2013-04-22 12:23:00,1.0 If you only do one thing...,"Review the evidence we’ve provided and decide which one you think is more powerful and relevant for you. Write down and share why you feel that way.
1. How Eric Mazur brought peer instruction into the lecture theatre using simple ‘clicker’ technology in his lectures – watch Mazur’s 2012 keynote from 18 min 25 sec for about three minutes
I came across a different video by Professor Mazur quite recently, Confessions of a Converted Lecturer, and really enjoyed watching the whole hour or so of his lecture. I found seeing someone relating their experience of both naively (in the sense of being open minded) and expertly (in a scientific sense) dissecting and responding to the challenge of enhancing learning was both inspiring and informative, and particularly refreshing for me to see outside of a TEL context with the emphasis on ""enhancing"". (As an aside, it's interesting that the comparative quality of these two videos in terms of ""glossy production"" has nothing to do with the impact of the content for me.)
Eric is focussing on his teaching in his context. For teachers in similar settings the evidence appears compelling and direct lessons could be drawn around teaching in lecture theatre settings, creating discussion and teaching through questioning. ""You can't sleep in my lectures"".
In a ""traditional"" lecture information may be pushed at students with an implicit assumption that they're equipped to actively construct their own understanding from the material presented. It's that assumption which has been knocked over here, showing that even ""high level"" students learn better when they're supported and, though not centrally, that the clicker technology augments the activity.
Here's a mischievous thought: does that have implications for the common practice and professional development of educators primarily working as individuals within institutions? How many of us would say that we work within a functional community of practice?
In other settings the lessons require more consideration. Certainly, the teachers I know don't strictly demarcate ""information transfer"" and supporting students to assimilate new knowledge. It's worth reflecting that I've heard lecturers describe all kinds of antics they use to disrupt their student's expectations of a lecture even in similar traditional settings and pull their attention into the moment, so there may be other activities to experiment with.
What really jumps out at me - and what makes this a powerful example for my ocTEL thinking - is the analytical approach and Eric's drive to enhance learning outcomes by changing methods, whether technology based or not.
I wonder how we might be similarly analytical in our own design experiments to help evolve our understanding and avoid repeatedly learning the same lessons.","Review the evidence we’ve provided and decide which one you think is more powerful and relevant for you. Write down and share why you feel that way.
1. How Eric Mazur brought peer instruction into the lecture theatre using simple ‘clicker’ technology in his lectures – watch Mazur’s 2012 keynote from 18 min 25 sec for about three minutes
I came across a different video by Professor Mazur quite recently, Confessions of a Converted Lecturer, and really enjoyed watching the whole hour or so of his lecture. I found seeing someone relating their experience of both naively (in the sense of being open minded) and expertly (in a scientific sense) dissecting and responding to the challenge of enhancing learning was both inspiring and informative, and particularly refreshing for me to see outside of a TEL context with the emphasis on ""enhancing"". (As an aside, it's interesting that the comparative quality of these two videos in terms of ""glossy production"" has nothing to do with the impact of the content for me.)
Eric is focussing on his teaching in his context. For teachers in similar settings the evidence appears compelling and direct lessons could be drawn around teaching in lecture theatre settings, creating discussion and teaching through questioning. ""You can't sleep in my lectures"".
In a ""traditional"" lecture information may be pushed at students with an implicit assumption that they're equipped to actively construct their own understanding from the material presented. It's that assumption which has been knocked over here, showing that even ""high level"" students learn better when they're supported and, though not centrally, that the clicker technology augments the activity.
Here's a mischievous thought: does that have implications for the common practice and professional development of educators primarily working as individuals within institutions? How many of us would say that we work within a functional community of practice?
In other settings the lessons require more consideration. Certainly, the teachers I know don't strictly demarcate ""information transfer"" and supporting students to assimilate new knowledge. It's worth reflecting that I've heard lecturers describe all kinds of antics they use to disrupt their student's expectations of a lecture even in similar traditional settings and pull their attention into the moment, so there may be other activities to experiment with.
What really jumps out at me - and what makes this a powerful example for my ocTEL thinking - is the analytical approach and Eric's drive to enhance learning outcomes by changing methods, whether technology based or not.
I wonder how we might be similarly analytical in our own design experiments to help evolve our understanding and avoid repeatedly learning the same lessons.",publish,1-0-if-you-only-do-one-thing,2013-04-22 12:23:40,post,"Course Reader,Blog posts",
4840,34,2013-04-22 12:23:00,1.0 If you only do one thing...,"Review the evidence we’ve provided and decide which one you think is more powerful and relevant for you. Write down and share why you feel that way.
1. How Eric Mazur brought peer instruction into the lecture theatre using simple ‘clicker’ technology in his lectures – watch Mazur’s 2012 keynote from 18 min 25 sec for about three minutes
I came across a different video by Professor Mazur quite recently, Confessions of a Converted Lecturer, and really enjoyed watching the whole hour or so of his lecture. I found seeing someone relating their experience of both naively (in the sense of being open minded) and expertly (in a scientific sense) dissecting and responding to the challenge of enhancing learning was both inspiring and informative, and particularly refreshing for me to see outside of a TEL context with the emphasis on ""enhancing"". (As an aside, it's interesting that the comparative quality of these two videos in terms of ""glossy production"" has nothing to do with the impact of the content for me.)
Eric is focussing on his teaching in his context. For teachers in similar settings the evidence appears compelling and direct lessons could be drawn around teaching in lecture theatre settings, creating discussion and teaching through questioning. ""You can't sleep in my lectures"".
In a ""traditional"" lecture information may be pushed at students with an implicit assumption that they're equipped to actively construct their own understanding from the material presented. It's that assumption which has been knocked over here, showing that even ""high level"" students learn better when they're supported and, though not centrally, that the clicker technology augments the activity.
Here's a mischievous thought: does that have implications for the common practice and professional development of educators primarily working as individuals within institutions? How many of us would say that we work within a functional community of practice?
In other settings the lessons require more consideration. Certainly, the teachers I know don't strictly demarcate ""information transfer"" and supporting students to assimilate new knowledge. It's worth reflecting that I've heard lecturers describe all kinds of antics they use to disrupt their student's expectations of a lecture even in similar traditional settings and pull their attention into the moment, so there may be other activities to experiment with.
What really jumps out at me - and what makes this a powerful example for my ocTEL thinking - is the analytical approach and Eric's drive to enhance learning outcomes by changing methods, whether technology based or not.
I wonder how we might be similarly analytical in our own design experiments to help evolve our understanding and avoid repeatedly learning the same lessons.","Review the evidence we’ve provided and decide which one you think is more powerful and relevant for you. Write down and share why you feel that way.
1. How Eric Mazur brought peer instruction into the lecture theatre using simple ‘clicker’ technology in his lectures – watch Mazur’s 2012 keynote from 18 min 25 sec for about three minutes
I came across a different video by Professor Mazur quite recently, Confessions of a Converted Lecturer, and really enjoyed watching the whole hour or so of his lecture. I found seeing someone relating their experience of both naively (in the sense of being open minded) and expertly (in a scientific sense) dissecting and responding to the challenge of enhancing learning was both inspiring and informative, and particularly refreshing for me to see outside of a TEL context with the emphasis on ""enhancing"". (As an aside, it's interesting that the comparative quality of these two videos in terms of ""glossy production"" has nothing to do with the impact of the content for me.)
Eric is focussing on his teaching in his context. For teachers in similar settings the evidence appears compelling and direct lessons could be drawn around teaching in lecture theatre settings, creating discussion and teaching through questioning. ""You can't sleep in my lectures"".
In a ""traditional"" lecture information may be pushed at students with an implicit assumption that they're equipped to actively construct their own understanding from the material presented. It's that assumption which has been knocked over here, showing that even ""high level"" students learn better when they're supported and, though not centrally, that the clicker technology augments the activity.
Here's a mischievous thought: does that have implications for the common practice and professional development of educators primarily working as individuals within institutions? How many of us would say that we work within a functional community of practice?
In other settings the lessons require more consideration. Certainly, the teachers I know don't strictly demarcate ""information transfer"" and supporting students to assimilate new knowledge. It's worth reflecting that I've heard lecturers describe all kinds of antics they use to disrupt their student's expectations of a lecture even in similar traditional settings and pull their attention into the moment, so there may be other activities to experiment with.
What really jumps out at me - and what makes this a powerful example for my ocTEL thinking - is the analytical approach and Eric's drive to enhance learning outcomes by changing methods, whether technology based or not.
I wonder how we might be similarly analytical in our own design experiments to help evolve our understanding and avoid repeatedly learning the same lessons.",publish,1-0-if-you-only-do-one-thing-2,2013-04-22 12:23:40,post,"Course Reader,Blog posts",
5301,34,2013-04-22 12:23:00,1.0 If you only do one thing...,"Review the evidence we’ve provided and decide which one you think is more powerful and relevant for you. Write down and share why you feel that way.
1. How Eric Mazur brought peer instruction into the lecture theatre using simple ‘clicker’ technology in his lectures – watch Mazur’s 2012 keynote from 18 min 25 sec for about three minutes
I came across a different video by Professor Mazur quite recently, Confessions of a Converted Lecturer, and really enjoyed watching the whole hour or so of his lecture. I found seeing someone relating their experience of both naively (in the sense of being open minded) and expertly (in a scientific sense) dissecting and responding to the challenge of enhancing learning was both inspiring and informative, and particularly refreshing for me to see outside of a TEL context with the emphasis on ""enhancing"". (As an aside, it's interesting that the comparative quality of these two videos in terms of ""glossy production"" has nothing to do with the impact of the content for me.)
Eric is focussing on his teaching in his context. For teachers in similar settings the evidence appears compelling and direct lessons could be drawn around teaching in lecture theatre settings, creating discussion and teaching through questioning. ""You can't sleep in my lectures"".
In a ""traditional"" lecture information may be pushed at students with an implicit assumption that they're equipped to actively construct their own understanding from the material presented. It's that assumption which has been knocked over here, showing that even ""high level"" students learn better when they're supported and, though not centrally, that the clicker technology augments the activity.
Here's a mischievous thought: does that have implications for the common practice and professional development of educators primarily working as individuals within institutions? How many of us would say that we work within a functional community of practice?
In other settings the lessons require more consideration. Certainly, the teachers I know don't strictly demarcate ""information transfer"" and supporting students to assimilate new knowledge. It's worth reflecting that I've heard lecturers describe all kinds of antics they use to disrupt their student's expectations of a lecture even in similar traditional settings and pull their attention into the moment, so there may be other activities to experiment with.
What really jumps out at me - and what makes this a powerful example for my ocTEL thinking - is the analytical approach and Eric's drive to enhance learning outcomes by changing methods, whether technology based or not.
I wonder how we might be similarly analytical in our own design experiments to help evolve our understanding and avoid repeatedly learning the same lessons.","Review the evidence we’ve provided and decide which one you think is more powerful and relevant for you. Write down and share why you feel that way.
1. How Eric Mazur brought peer instruction into the lecture theatre using simple ‘clicker’ technology in his lectures – watch Mazur’s 2012 keynote from 18 min 25 sec for about three minutes
I came across a different video by Professor Mazur quite recently, Confessions of a Converted Lecturer, and really enjoyed watching the whole hour or so of his lecture. I found seeing someone relating their experience of both naively (in the sense of being open minded) and expertly (in a scientific sense) dissecting and responding to the challenge of enhancing learning was both inspiring and informative, and particularly refreshing for me to see outside of a TEL context with the emphasis on ""enhancing"". (As an aside, it's interesting that the comparative quality of these two videos in terms of ""glossy production"" has nothing to do with the impact of the content for me.)
Eric is focussing on his teaching in his context. For teachers in similar settings the evidence appears compelling and direct lessons could be drawn around teaching in lecture theatre settings, creating discussion and teaching through questioning. ""You can't sleep in my lectures"".
In a ""traditional"" lecture information may be pushed at students with an implicit assumption that they're equipped to actively construct their own understanding from the material presented. It's that assumption which has been knocked over here, showing that even ""high level"" students learn better when they're supported and, though not centrally, that the clicker technology augments the activity.
Here's a mischievous thought: does that have implications for the common practice and professional development of educators primarily working as individuals within institutions? How many of us would say that we work within a functional community of practice?
In other settings the lessons require more consideration. Certainly, the teachers I know don't strictly demarcate ""information transfer"" and supporting students to assimilate new knowledge. It's worth reflecting that I've heard lecturers describe all kinds of antics they use to disrupt their student's expectations of a lecture even in similar traditional settings and pull their attention into the moment, so there may be other activities to experiment with.
What really jumps out at me - and what makes this a powerful example for my ocTEL thinking - is the analytical approach and Eric's drive to enhance learning outcomes by changing methods, whether technology based or not.
I wonder how we might be similarly analytical in our own design experiments to help evolve our understanding and avoid repeatedly learning the same lessons.",publish,1-0-if-you-only-do-one-thing-3,2013-04-22 12:23:40,post,"Course Reader,Blog posts",
2501,3,2013-04-22 13:52:20,ocTEL Week 2 Webinar,"Join our weekly webinar at 12.30 on Wednesday 24 April, via Blackboard Collaborate 11.
The link for the Week 2 webinar will be made available via the Course Materials page on Wednesday morning.
This week's webinar
This week Helen Beetham, an expert on learners' experiences of TEL and on digital literacy, will help us to focus on the learner perspective. During the webinar you will find out how much you really know about your digital learners and explore some myths that can get in the way of understanding learners' needs. You will consider what aspects of learners' digital capability are most relevant to their educational success and look in more detail at what we mean by digital literacy.
About the presenter
Helen Beetham has written widely on digital literacies and is currently synthesis consultant to the JISC Developing Digital Literacies programme. Previously she has led research programmes on learners' experiences of e-learning and on curriculum design for technology enhanced learning. She is the author of many articles, chapters and online resources, and the editor of Rethinking Pedagogy for a Digital Age (second edition available from Routledge in May).
We will make the recording of this session available via the Course Materials page on the ocTEL website.
Webinar help and FAQ's
For help prior to the webinar and some frequently asked questions please visit our help page.
If you have any questions contact octel-tech@alt.ac.uk.","",publish,octel-week-2-webinar,2013-04-22 23:27:08,post,Course information,course information
2508,512,2013-04-22 14:59:57,ocTEL Activity 1.2,"
Gosh I’ve made heavy weather of this activity. I found it impossible but thanks to some forum posts I think I can complete in a way that is useful to me. I did have plans to use the two axes in a spider-diagram style and plot (colour-coded) each of the following: my approach, activities and assessment tasks – possibly over-thinking it (really?!) or a form of avoidance of committing to a position.
I plotted the given examples onto the grid as per below
I have a strong attraction to the autonomous / social quadrant (1) but do use the quadrants directly above (2: autonomous / individual) and to the right (3: directed / social). This leaves diagonally opposite (4: directed / individual). Interesting that the example is teaching machines – the video I could hardly bring myself to watch, just from the title. The video initially appalled me – it felt like training a dog to sit and seemed to revolve around getting the ‘right’ answer. It also reminded me of course notes on Illich and schooling. So I needed a distraction and headed for the comments below and saw that many people had posted very positive memories of these. So I have been reconsidering this quadrant. Quizzes – I love a quiz but for me this would be social too but I now see that this could be individual too. A way forward – hooray! I have managed to re-find a relevant resource too. http://peerwise.cs.auckland.ac.nz/
Onto week 2…?
","Gosh I’ve made heavy weather of this activity. I found it impossible but thanks to some forum posts I think I can complete in a way that is useful to me. I did have plans to use the two axes in a spider-diagram style and plot (colour-coded) each of the following: my approach, activities and [...]",publish,octel-activity-1-2,2013-04-22 14:59:57,post,"Blog posts,Course Reader","Approaches,Uncategorized,activity 1.2,teaching machines,peerwise,#ocTEL"
2510,2,2013-04-22 15:23:14,Announcements and list discussion (online learning readiness),"Hello everyone,
Just to let you know, in case you hadn't spotted it, that Week 2 of ocTEL ""Understanding Learners' Needs"" formally begins today, and you can see the activities at http://octel.alt.ac.uk/course-materials/understanding-learners-needs/
Please don't worry, though, if you're running slightly out of schedule. Take the course at your own time. If you have to skip an activity, skip it, and don't feel bad about it (the materials and discussion will remain available, so come back later if you like). In fact, skipping activities is almost certainly better than chasing to catch them up now, because the risk is that you [...] ","Hello everyone,Just to let you know, in case you hadn't spotted it, that Week 2 of ocTEL ""Understanding Learners' Needs"" formally begins today, and you can see the activities at http://octel.alt.ac.uk/course-materials/understanding-learners-needs/Pleas...",publish,announcements-and-list-discussion-online-learning-readiness,2013-04-22 15:23:14,post,"Lists,Course Reader,JISCMail",
4887,2,2013-04-22 15:23:14,Announcements and list discussion (online learning readiness),"Hello everyone,
Just to let you know, in case you hadn't spotted it, that Week 2 of ocTEL ""Understanding Learners' Needs"" formally begins today, and you can see the activities at http://octel.alt.ac.uk/course-materials/understanding-learners-needs/
Please don't worry, though, if you're running slightly out of schedule. Take the course at your own time. If you have to skip an activity, skip it, and don't feel bad about it (the materials and discussion will remain available, so come back later if you like). In fact, skipping activities is almost certainly better than chasing to catch them up now, because the risk is that you [...] ","Hello everyone,Just to let you know, in case you hadn't spotted it, that Week 2 of ocTEL ""Understanding Learners' Needs"" formally begins today, and you can see the activities at http://octel.alt.ac.uk/course-materials/understanding-learners-needs/Pleas...",publish,announcements-and-list-discussion-online-learning-readiness-4,2013-04-22 15:23:14,post,"Lists,Course Reader,JISCMail",
5383,2,2013-04-22 15:23:14,Announcements and list discussion (online learning readiness),"Hello everyone,
Just to let you know, in case you hadn't spotted it, that Week 2 of ocTEL ""Understanding Learners' Needs"" formally begins today, and you can see the activities at http://octel.alt.ac.uk/course-materials/understanding-learners-needs/
Please don't worry, though, if you're running slightly out of schedule. Take the course at your own time. If you have to skip an activity, skip it, and don't feel bad about it (the materials and discussion will remain available, so come back later if you like). In fact, skipping activities is almost certainly better than chasing to catch them up now, because the risk is that you [...] ","Hello everyone,Just to let you know, in case you hadn't spotted it, that Week 2 of ocTEL ""Understanding Learners' Needs"" formally begins today, and you can see the activities at http://octel.alt.ac.uk/course-materials/understanding-learners-needs/Pleas...",publish,announcements-and-list-discussion-online-learning-readiness-6,2013-04-22 15:23:14,post,"Lists,Course Reader,JISCMail",
5734,2,2013-04-22 15:23:14,Announcements and list discussion (online learning readiness),"Hello everyone,
Just to let you know, in case you hadn't spotted it, that Week 2 of ocTEL ""Understanding Learners' Needs"" formally begins today, and you can see the activities at http://octel.alt.ac.uk/course-materials/understanding-learners-needs/
Please don't worry, though, if you're running slightly out of schedule. Take the course at your own time. If you have to skip an activity, skip it, and don't feel bad about it (the materials and discussion will remain available, so come back later if you like). In fact, skipping activities is almost certainly better than chasing to catch them up now, because the risk is that you [...] ","Hello everyone,Just to let you know, in case you hadn't spotted it, that Week 2 of ocTEL ""Understanding Learners' Needs"" formally begins today, and you can see the activities at http://octel.alt.ac.uk/course-materials/understanding-learners-needs/Pleas...",publish,announcements-and-list-discussion-online-learning-readiness-8,2013-04-22 15:23:14,post,"Lists,JISCMail,Course Reader",
2509,1181,2013-04-22 15:29:02,#ocTEL week 1: are connections all students want?,"
Week 1 of #ocTEL flew past in a whirl of competing deadlines and sleep deprivation, so I’m not getting any further than the ‘If you only do one thing this week…’ task, I’m afraid.
I looked at Sugata Mitra’s ‘Hole in the Wall‘ experiment and Howard Rheingold’s interview with George Siemens. The ‘Hole in the Wall’ project, whereby Mitra made computers accessible to children in deprived areas, was interesting in that it confirmed the endless ability of children not only to teach themselves (when motivated) but to retain information in an almost photographic way. However, I wondered how relevant this approach would be if a subject could not be learned intuitively and the researcher had tested understanding, not just memory.
All this talk of self-organisation and peer learning was starting to look like a clever-sounding way for educators to dodge some of their responsibility to students. Which brings me on to the second piece, the interview with George Siemens.
The interview was full of ‘quick, scribble that down’ moments for me. (For example, ‘have social interactions that produce content’; ‘stop providing the spaces for learners to interact and allow them to bring their own spaces with them’.) This quotation stuck with me though:
Think as a global participant … the knowledge you need to learn a complex subject is not going to be contained in one individual or institution. It’s going to be distributed.
George Siemens seems to view learning as an endlessly social experience, where no one individual has all of the answers and learning material is merely ‘a conduit for connections’, as he says.
If that’s the case, why do students bother with educators? Couldn’t they just look at a list of aggregated bookmarks or search for themselves? I know I was banging on about this last week, but I think one of the jobs of educators is to curate and analyse information that’s reliable and authoritative, rather than just being a conduit to infinite connections. (As one contributor to the week 0 webinar commented, ‘Are MOOCs just bad elearning?’) In referring constantly to openness, are MOOC champions trying to make a virtue of a weakness? Surely distance learning doesn’t have to be open to be scalable.
And what about assessment? In my own experience (business education in HE), students aren’t just learning for learning’s sake; they’re learning so that they come out with a level of proficiency that they can demonstrate to their boss. (Inevitably, that means passing an exam or submitting an assessment.) The students on my programme are mid-career professionals; they don’t have the time to network endlessly or chase down information that might not be on the exam.
By the way, none of this is meant as a criticism of ocTEL itself; I’m finding it an incredibly useful and interesting introduction to material, ideas and people. (I’m taking it as preparation for an MSc in digital learning.) But I wonder if a MOOC can ever be anything more than an introduction.
I must look into a different TEL approach next week – I’m turning this into a MOOC about MOOCs. Roll on week 2: understanding learners’ needs.
","Week 1 of #ocTEL flew past in a whirl of competing deadlines and sleep deprivation, so I’m not getting any further than the ‘If you only do one thing this week…’ task, I’m afraid. I looked at Sugata Mitra’s ‘Hole … Continue reading →",publish,octel-week-1-are-connections-all-students-want,2013-04-22 15:29:02,post,"Blog posts,Course Reader","Digital learning,#ocTEL"
2518,512,2013-04-22 15:29:10,Resources from the chat-room (ocTEL webinar week 1),"
I just wanted to post 2 links that came from the chat-room during this webinar:
There was an interesting discussion going on about consistency. While I am all for ‘deliberately vague’ as an approach to prepare students for their unknown futures, I think there is also a lot of merit in a consistent starting point or base-line and this seems useful to that end.
","I just wanted to post 2 links that came from the chat-room during this webinar: https://portal.solent.ac.uk/support/support-with-it-media/learning-technologies/resources/sol-standard-may2010.pdf There was an interesting discussion going on about consistency. While I am all for ‘deliberately vague’ as an approach to prepare students for their unknown futures, I think there is also a lot of merit in a consistent starting [...]",publish,resources-from-the-chat-room-octel-webinar-week-1,2013-04-22 15:29:10,post,"Course Reader,Blog posts","Uncategorized,#ocTEL,Resources,oer"
2519,53,2013-04-22 15:44:29,Houston – we have a problem,"
Oh dear, I just did the University of Houston Distance Education test to assess my readiness for distance learning. According to my score I ”may need to acquire some new skills before proceeding with online courses.” That was a bit of a blow since Im currently registered on the #ocTEL MOOC. The site helpfully offered some initial advice to get me started. This included to increase reading and writing skills, learn some time management skills, or take an introduction to computers course. However looking at the results more closely and the way the test works it seems the problem is that I don’t actually need a distance learning course because I have no problem accessing on-campus learning opportunities. This decreased my score and generated the conclusion “proceed with caution”. I guess the advice itself is sound enough: treat the results of online self-administered tests with caution! Now back to my online learning studies.
","Oh dear, I just did the University of Houston Distance Education test to assess my readiness for distance learning. According to my score I ”may need to acquire some new skills before proceeding with online courses.” That was a bit … Continue reading →",publish,houston-we-have-a-problem,2013-04-22 15:44:29,post,"Course Reader,Blog posts",Uncategorized
5322,53,2013-04-22 15:44:29,Houston – we have a problem,"
Oh dear, I just did the University of Houston Distance Education test to assess my readiness for distance learning. According to my score I ”may need to acquire some new skills before proceeding with online courses.” That was a bit of a blow since Im currently registered on the #ocTEL MOOC. The site helpfully offered some initial advice to get me started. This included to increase reading and writing skills, learn some time management skills, or take an introduction to computers course. However looking at the results more closely and the way the test works it seems the problem is that I don’t actually need a distance learning course because I have no problem accessing on-campus learning opportunities. This decreased my score and generated the conclusion “proceed with caution”. I guess the advice itself is sound enough: treat the results of online self-administered tests with caution! Now back to my online learning studies.
","Oh dear, I just did the University of Houston Distance Education test to assess my readiness for distance learning. According to my score I ”may need to acquire some new skills before proceeding with online courses.” That was a bit … Continue reading →",publish,houston-we-have-a-problem-2,2013-04-22 15:44:29,post,"Course Reader,Blog posts",Uncategorized
2517,512,2013-04-22 15:46:39,JISC understand…,"
JISC understands Digital Literacy to “define those capabilities which fit an individual for living, learning and working in a digital society”
","JISC understands Digital Literacy to “define those capabilities which fit an individual for living, learning and working in a digital society”",publish,jisc-understand,2013-04-22 15:46:39,post,"Course Reader,Blog posts","Uncategorized,digital literacy"
2525,896,2013-04-22 17:35:10,Understanding Learners' needs,Looking at understanding the learners' needs and the additional demands/contexts that Technology Enhanced Learning brings with it. ,"",publish,understanding-learners-needs,2013-04-22 17:35:10,post,"Other,Course Reader","readiness,adultlearning,diglit"
2528,1075,2013-04-22 17:38:36,Understanding Learners' needs to see my thoughts on week 2 themes read my post or visit the relevant ...,"
Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a number of years, so I would have expected that the results would suggest I can cope!
I think such questionnaires are interesting – they combine some basic questions about access to computer and basic competences with some of the more complicated aspects such as flexibility, how committed one is to putting the time aside to study online, and some questions about how self-regulated one is as a learner, and about study patterns and attitudes to face to face vs online. This serves to emphasise just how complex the various dimensions are, and how deep-seated I think attitudes and preferences might be in this space – i.e. it’s not just about ‘digital literacy’ or competences. That’s only the start.
I’m thinking about using some of the questions from these tools to survey incoming students as part of a bigger project. I want to understand experience, attitudes and competences. Not much to get to the bottom of, then! However, I think the questionnaires can easily be gamed – students know what the ‘right’ answer is so we can’t treat the results as absolutely reliable.
This activity did bring home to me the fact that we (by that I mean myself and colleagues) do assume certain qualities/abilities in our students, but probably don’t make these explicit at the start of university and the start of different levels of study. Perhaps we need to spend some more time on this. I have started to cover this area in my introductory lecture for each course – perhaps we need to do this more widely.
Links to the two questionnaires I mentioned above:
","Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a […]",publish,octel-week-2-readiness-for-online-learning,2013-04-22 18:46:22,post,"Blog posts,Course Reader",Uncategorized
4630,21,2013-04-22 18:46:22,#ocTEL week 2 – readiness for online learning,"
Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a number of years, so I would have expected that the results would suggest I can cope!
I think such questionnaires are interesting – they combine some basic questions about access to computer and basic competences with some of the more complicated aspects such as flexibility, how committed one is to putting the time aside to study online, and some questions about how self-regulated one is as a learner, and about study patterns and attitudes to face to face vs online. This serves to emphasise just how complex the various dimensions are, and how deep-seated I think attitudes and preferences might be in this space – i.e. it’s not just about ‘digital literacy’ or competences. That’s only the start.
I’m thinking about using some of the questions from these tools to survey incoming students as part of a bigger project. I want to understand experience, attitudes and competences. Not much to get to the bottom of, then! However, I think the questionnaires can easily be gamed – students know what the ‘right’ answer is so we can’t treat the results as absolutely reliable.
This activity did bring home to me the fact that we (by that I mean myself and colleagues) do assume certain qualities/abilities in our students, but probably don’t make these explicit at the start of university and the start of different levels of study. Perhaps we need to spend some more time on this. I have started to cover this area in my introductory lecture for each course – perhaps we need to do this more widely.
Links to the two questionnaires I mentioned above:
","Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a […]",publish,octel-week-2-readiness-for-online-learning-2,2013-04-22 18:46:22,post,"Course Reader,Blog posts",Uncategorized
4754,21,2013-04-22 18:46:22,#ocTEL week 2 – readiness for online learning,"
Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a number of years, so I would have expected that the results would suggest I can cope!
I think such questionnaires are interesting – they combine some basic questions about access to computer and basic competences with some of the more complicated aspects such as flexibility, how committed one is to putting the time aside to study online, and some questions about how self-regulated one is as a learner, and about study patterns and attitudes to face to face vs online. This serves to emphasise just how complex the various dimensions are, and how deep-seated I think attitudes and preferences might be in this space – i.e. it’s not just about ‘digital literacy’ or competences. That’s only the start.
I’m thinking about using some of the questions from these tools to survey incoming students as part of a bigger project. I want to understand experience, attitudes and competences. Not much to get to the bottom of, then! However, I think the questionnaires can easily be gamed – students know what the ‘right’ answer is so we can’t treat the results as absolutely reliable.
This activity did bring home to me the fact that we (by that I mean myself and colleagues) do assume certain qualities/abilities in our students, but probably don’t make these explicit at the start of university and the start of different levels of study. Perhaps we need to spend some more time on this. I have started to cover this area in my introductory lecture for each course – perhaps we need to do this more widely.
Links to the two questionnaires I mentioned above:
","Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a […]",publish,octel-week-2-readiness-for-online-learning-3,2013-04-22 18:46:22,post,"Blog posts,Course Reader",Uncategorized
5135,21,2013-04-22 18:46:22,#ocTEL week 2 – readiness for online learning,"
Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a number of years, so I would have expected that the results would suggest I can cope!
I think such questionnaires are interesting – they combine some basic questions about access to computer and basic competences with some of the more complicated aspects such as flexibility, how committed one is to putting the time aside to study online, and some questions about how self-regulated one is as a learner, and about study patterns and attitudes to face to face vs online. This serves to emphasise just how complex the various dimensions are, and how deep-seated I think attitudes and preferences might be in this space – i.e. it’s not just about ‘digital literacy’ or competences. That’s only the start.
I’m thinking about using some of the questions from these tools to survey incoming students as part of a bigger project. I want to understand experience, attitudes and competences. Not much to get to the bottom of, then! However, I think the questionnaires can easily be gamed – students know what the ‘right’ answer is so we can’t treat the results as absolutely reliable.
This activity did bring home to me the fact that we (by that I mean myself and colleagues) do assume certain qualities/abilities in our students, but probably don’t make these explicit at the start of university and the start of different levels of study. Perhaps we need to spend some more time on this. I have started to cover this area in my introductory lecture for each course – perhaps we need to do this more widely.
Links to the two questionnaires I mentioned above:
","Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a […]",publish,octel-week-2-readiness-for-online-learning-4,2013-04-22 18:46:22,post,"Blog posts,Course Reader",Uncategorized
5311,21,2013-04-22 18:46:22,#ocTEL week 2 – readiness for online learning,"
Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a number of years, so I would have expected that the results would suggest I can cope!
I think such questionnaires are interesting – they combine some basic questions about access to computer and basic competences with some of the more complicated aspects such as flexibility, how committed one is to putting the time aside to study online, and some questions about how self-regulated one is as a learner, and about study patterns and attitudes to face to face vs online. This serves to emphasise just how complex the various dimensions are, and how deep-seated I think attitudes and preferences might be in this space – i.e. it’s not just about ‘digital literacy’ or competences. That’s only the start.
I’m thinking about using some of the questions from these tools to survey incoming students as part of a bigger project. I want to understand experience, attitudes and competences. Not much to get to the bottom of, then! However, I think the questionnaires can easily be gamed – students know what the ‘right’ answer is so we can’t treat the results as absolutely reliable.
This activity did bring home to me the fact that we (by that I mean myself and colleagues) do assume certain qualities/abilities in our students, but probably don’t make these explicit at the start of university and the start of different levels of study. Perhaps we need to spend some more time on this. I have started to cover this area in my introductory lecture for each course – perhaps we need to do this more widely.
Links to the two questionnaires I mentioned above:
","Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a […]",publish,octel-week-2-readiness-for-online-learning-5,2013-04-22 18:46:22,post,"Course Reader,Blog posts",Uncategorized
5671,21,2013-04-22 18:46:22,#ocTEL week 2 – readiness for online learning,"
Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a number of years, so I would have expected that the results would suggest I can cope!
I think such questionnaires are interesting – they combine some basic questions about access to computer and basic competences with some of the more complicated aspects such as flexibility, how committed one is to putting the time aside to study online, and some questions about how self-regulated one is as a learner, and about study patterns and attitudes to face to face vs online. This serves to emphasise just how complex the various dimensions are, and how deep-seated I think attitudes and preferences might be in this space – i.e. it’s not just about ‘digital literacy’ or competences. That’s only the start.
I’m thinking about using some of the questions from these tools to survey incoming students as part of a bigger project. I want to understand experience, attitudes and competences. Not much to get to the bottom of, then! However, I think the questionnaires can easily be gamed – students know what the ‘right’ answer is so we can’t treat the results as absolutely reliable.
This activity did bring home to me the fact that we (by that I mean myself and colleagues) do assume certain qualities/abilities in our students, but probably don’t make these explicit at the start of university and the start of different levels of study. Perhaps we need to spend some more time on this. I have started to cover this area in my introductory lecture for each course – perhaps we need to do this more widely.
Links to the two questionnaires I mentioned above:
","Call me a geek, but I do love a questionnaire! I have just completed the Penn State University Online Readiness Assessment and the University of Houston Test of Online Success. I think I’m pretty set up for online learning from the results of these questionnaires, but then I have been an online learner for a […]",publish,octel-week-2-readiness-for-online-learning-6,2013-04-22 18:46:22,post,"Course Reader,Blog posts",Uncategorized
2543,927,2013-04-22 21:05:53,#ocTEL: Outline of an open course (maximising email push with MailPress),"
When creating the ocTEL platform we were conscious of the need to push information to participants in a timely and useful way. From day one we had included the MailPress plugin for WordPress for distributing a daily and weekly newsletter. Below is a screenshot of the newsletter from day one sent on the 4th April. Other than there not being much content (it was day one) we recognised there were a number of areas to improve.
Put your course announcements at the top, plus links to the current topics on the board archives…incorporate ‘publish in your own space’ responses
The newsletter currently contains five sections:
Course information – displays any full post made by the course team tagged ‘course information’.
Recent activity – is used to summaries new aggregated content from the course reader
Forum activity – currently configured to display the last 5 recent topics and recent replies
Participant blogs – excerpts from participant blogs
Bookmarks – a summary of bookmarks from delicious and diigo tagged ocTEL
As the course evolves our plan is to refine the newsletter to maximise effectiveness. This will be in part to respond to the dynamics of the course, but also to experiment with different configurations and features. If you have any suggestions for these we’ve created a topic on the forum or contact us by any other means that you prefer.
Create a mechanism to allow people to register their blogs, aggregate them and include in daily email
The ‘publish in your own space’ (or wherever you prefer) principle is at the core of our platform design and has directly influenced a number of our fundamental decisions including the adoption of WordPress. As part of the registration form we asked participants to include a link to their existing blog and these were imported into our platform from the start, after which participants could login to review and edit their details — as shown in the video below. This includes selecting an RSS feed so that we can aggregated their posts into our site allowing other participants to review content via the Course Reader or as part of the daily newsletter.
It is also worth highlighting that we are archiving all the course tweets using a Google Spreadsheet template. In an attempt to provide a way for participants to navigate and explore this data we have another dedicated page with a ‘conversation graph’.
Cease sending out mailing list emails, give people a few days to catch their breath
This was the one element of Stephen’s advice we haven’t yet followed. We trusted ocTEL participants to self-regulate and catch their breath of their own accord, and happily they did. We know that email discussion lists have the capacity to flare up suddenly, and that may happen again. However, our parent organisation ALT successfully runs an email list with a thousand members, and, at present, ocTEL’s list of just under 800 participants is going through a quiet phase.
To conclude
When launching this course for the first time, we wondered what decisions would look daft with hindsight. Now I think we know at least one such decision. We have made changes quickly where we could, while still operating within our original principles. I hope this post highlights in a number of other areas we are not only on top of the problem but proactive in developing and sharing new solutions to help others who might be interested in delivering their own open online courses. I hope it also illustrates that we are trying to respond to the needs of our participants and we welcome any suggestions you have to improve the course (you are free to choose how to submit these for example the forum, email or other…)
","This post originally appeared on the ocTEL blog on 15th April and was written in collaboration with David Jennings. I’ve reposted it here as it outlines some of the broad ideas we are using with this open course, but in particular I wanted to highlight the use of the WordPress plugin MailPress to distribute course [...]",publish,octel-outline-of-an-open-course-maximising-email-push-with-mailpress,2013-04-22 21:05:53,post,"Blog posts,Course Reader","#ocTEL,mooc,Open Course,Infrastructure"
2581,174,2013-04-22 21:19:28,my practice #ocTEL Activity 1.2,"
My Approach
Reflect on where your learning activities lie on a matrix of ‘individual to social’ and ‘autonomous to directed’ learning.
Having plotted the teaching activity from our online masters, there’s stuff in three of the quadrants, but nothing in social & autonomous. My initial reaction to this is that we’ve avoided this kind of activity since its hard to coordinate for distance learners, and that some students would dislike the fact that they were relying on others without the backup of guidance from staff. I think I’d be nervous about having assessment depend on this kind of activity. But this doesn’t preclude us offering these activities as extras, as long as assessment doesn’t hang on them. And there’s also nothing to stop the students taking part in these activities with each other without any prompting by us, if they wanted to. Some of my F2F students have organised themselves into small groups and they regularly meet to discuss readings etc. outside of class time. This seems to fall under social and autonomous.
My Course
Put yourself in the shoes of a student on a course you might be teaching, and share your ideas concerning: At what points of your course are there opportunities to express opinions and instincts? What do you think this says about your teaching approach, and what would you like to do about it? How might technology help, or hinder, you in this.
In philosophy and ethics the expressing of ideas and arguments (we try and move them on beyond opinions) is crucial, and so forms a key part of the course. Technology very much enables this in a distance learning course – it provides us with the ability to communicate across distance. However technology can hinder when the technology forms an obstacle – when it is clunky or subject to technical failures. And some learners find navigating the technology, at least at first, difficult. Given the importance of discussion for this course, I’d like to offer more options in terms of how students communicate, to give them a chance to find the medium that suits them best.
At what point do you have to absorb information and how?
There is quite a lot of absorption of information, and at times I think too much. My reflection, prompted both by ocTEL and ULTA2, is leading me to the conclusion that I need to reassess the learning goals, and think about whether the materials and activities are tightly connected to those goals. I think technology can help here in that we can produce materials that are multi-layered, so that learners can delve as deep as they want to into the information, depending on their interests. This leaves more time for activities which develop their critical thinking and argumentation skills, which are more important than absorbing masses of information.
At what points do you work with fellow learners? What percentage of the course is assessed individually or as a group?
There is a lot of opportunity to work with fellow learners through the discussions mentioned above. And a portion of assessment does depend on this, although not in a way that leaves a students mark dependent on the activity (or inactivity) of others. I think the amount of working with others is right, but we could improve the medium through which this interaction takes place, and technology would potentially help here.
","My Approach Reflect on where your learning activities lie on a matrix of ‘individual to social’ and ‘autonomous to directed’ learning. Having plotted the teaching activity from our online masters, there’s stuff in three of the quadrants, but nothing in social & autonomous. My initial reaction to this is that …",publish,my-practice-octel-activity-1-2,2013-04-22 21:19:28,post,"Course Reader,Blog posts","Reflective practice,#ocTEL,Reflection,learning"
2544,927,2013-04-22 21:20:08,More related work around the open course #octel ,"
This post originally appeared on the ocTEL blog on 15th April and was written in collaboration with David Jennings. I’ve reposted it here as it outlines some of the broad ideas we are using with th......
This post originally appeared on the ocTEL blog on 15th April and was written in collaboration with David Jennings. I’ve reposted it here as it outlines some of the broad ideas we are using with th......
",publish,more-related-work-around-the-open-course-octel,2013-04-22 21:20:08,post,"Social networks,Course Reader,Google+",
2545,17,2013-04-22 21:48:03,Readiness for online learning,"
The four suggested online readiness questionnaires (as below) cover some common area which I have classified roughly as
Computing readiness,
Digital literacies,
Study skills,
Readiness for learning,
Learning background and
Learning Style.
The words in the image above are those used in the questionnaires and show the common themes. There is another version of this below with ‘capable’ and ‘comfortable’ removed as these are used repetitively in questions.
Providing a questionnaire for students at the start of their learning experience is an opportunity to set expectations -asking ‘Do you have…?’ is another way of saying ‘we expect you to…’ for example. I would not expect that the results of these questionaires are used to adapt the learning activities or content presentation but to give advice to students.
I purposely did very badly in all the questionnaires and was pleased to see that I was offered some advice on my readiness or lack of it. In the case of the San Diego questionnaire there were helpful pointers as to how readiness could be improved whereas in the others the outcome was that just advice that I shouldn’t do an online course which was not particularly useful.
I would like to introduce something like this at our institution as a generic learning readiness questionnaire with lots of resources and advice for students to use to improve their readiness where necessary.
","The four suggested online readiness questionnaires (as below) cover some common area which I have classified roughly as Computing readiness, Digital literacies, Study skills, Readiness for learning, Learning background and Learning Style. The words in the image above are those used in the questionnaires and show the common themes. There is another version of this below with ‘capable’ […]",publish,readiness-for-online-learning,2013-04-22 21:48:03,post,"Course Reader,Blog posts","readiness,Uncategorized,learning,online"
4611,17,2013-04-22 21:48:03,Readiness for online learning,"
The four suggested online readiness questionnaires (as below) cover some common area which I have classified roughly as
Computing readiness,
Digital literacies,
Study skills,
Readiness for learning,
Learning background and
Learning Style.
The words in the image above are those used in the questionnaires and show the common themes. There is another version of this below with ‘capable’ and ‘comfortable’ removed as these are used repetitively in questions.
Providing a questionnaire for students at the start of their learning experience is an opportunity to set expectations -asking ‘Do you have…?’ is another way of saying ‘we expect you to…’ for example. I would not expect that the results of these questionaires are used to adapt the learning activities or content presentation but to give advice to students.
I purposely did very badly in all the questionnaires and was pleased to see that I was offered some advice on my readiness or lack of it. In the case of the San Diego questionnaire there were helpful pointers as to how readiness could be improved whereas in the others the outcome was that just advice that I shouldn’t do an online course which was not particularly useful.
I would like to introduce something like this at our institution as a generic learning readiness questionnaire with lots of resources and advice for students to use to improve their readiness where necessary.
","The four suggested online readiness questionnaires (as below) cover some common area which I have classified roughly as Computing readiness, Digital literacies, Study skills, Readiness for learning, Learning background and Learning Style. The words in the image above are those used in the questionnaires and show the common themes. There is another version of this below with ‘capable’ […]",publish,readiness-for-online-learning-2,2013-04-22 21:48:03,post,"Course Reader,Blog posts","readiness,learning,online,Uncategorized"
2548,1328,2013-04-22 22:31:29,Re: Announcements and list discussion (online learning readiness),"Thanks David for your invitation not to 'eschew' this list with comments on the four questionnaires.
It was interesting to go through the process of answering the questions, and i did get results ranging from the cautious : 'this may no be for you' to the much more upbeat ' you are ready to go!' [...]","Thanks David for your invitation not to 'eschew' this list with comments on the four questionnaires.It was interesting to go through the process of answering the questions, and i did get results ranging from the cautious : 'this may no be for you' to t...",publish,re-announcements-and-list-discussion-online-learning-readiness,2013-04-22 22:31:29,post,"JISCMail,Lists,Course Reader",
4886,1328,2013-04-22 22:31:29,Re: Announcements and list discussion (online learning readiness),"Thanks David for your invitation not to 'eschew' this list with comments on the four questionnaires.
It was interesting to go through the process of answering the questions, and i did get results ranging from the cautious : 'this may no be for you' to the much more upbeat ' you are ready to go!' [...]","Thanks David for your invitation not to 'eschew' this list with comments on the four questionnaires.It was interesting to go through the process of answering the questions, and i did get results ranging from the cautious : 'this may no be for you' to t...",publish,re-announcements-and-list-discussion-online-learning-readiness-32,2013-04-22 22:31:29,post,"JISCMail,Lists,Course Reader",
5382,1328,2013-04-22 22:31:29,Re: Announcements and list discussion (online learning readiness),"Thanks David for your invitation not to 'eschew' this list with comments on the four questionnaires.
It was interesting to go through the process of answering the questions, and i did get results ranging from the cautious : 'this may no be for you' to the much more upbeat ' you are ready to go!' [...]","Thanks David for your invitation not to 'eschew' this list with comments on the four questionnaires.It was interesting to go through the process of answering the questions, and i did get results ranging from the cautious : 'this may no be for you' to t...",publish,re-announcements-and-list-discussion-online-learning-readiness-46,2013-04-22 22:31:29,post,"Lists,Course Reader,JISCMail",
5733,1328,2013-04-22 22:31:29,Re: Announcements and list discussion (online learning readiness),"Thanks David for your invitation not to 'eschew' this list with comments on the four questionnaires.
It was interesting to go through the process of answering the questions, and i did get results ranging from the cautious : 'this may no be for you' to the much more upbeat ' you are ready to go!' [...]","Thanks David for your invitation not to 'eschew' this list with comments on the four questionnaires.It was interesting to go through the process of answering the questions, and i did get results ranging from the cautious : 'this may no be for you' to t...",publish,re-announcements-and-list-discussion-online-learning-readiness-60,2013-04-22 22:31:29,post,"JISCMail,Course Reader,Lists",
2555,1319,2013-04-22 22:35:32,Are your students ready to study in an online or blended learning environment? | LTiA Issue 16 | CeLT | MMU,"
Highlights and Sticky Notes:
This proved to be quite difficult as the problems experienced by students studying totally online are different to those who are having face-to-face as well as online experiences
I wonder what you meant that the problems are different? - Roger Harrison
These quizzes attempt to personalise the resource to a particular student’s needs rather than requiring them to spend time locating resources within the website as a whole
wow I really like this - how the support then offered is informed by the answer the student gives in the quiz to their readyness - Roger Harrison
It is hoped that future developments will include:
Collaboration with departments/faculties to provide links to additional resources that have been
This proved to be quite difficult as the problems experienced by students studying totally online are different to those who are having face-to-face as well as online experiences
I wonder what you meant that the problems are different? - Roger Harrison
These quizzes attempt to personalise the resource to a particular student’s needs rather than requiring them to spend time locating resources within the website as a whole
wow I really like this - how the support then offered is informed by the answer the student gives in the quiz to their readyness - Roger Harrison
It is hoped that future developments will include:
Collaboration with departments/faculties to provide links to additional resources that have been
",publish,are-your-students-ready-to-study-in-an-online-or-blended-learning-environment-ltia-issue-16-celt-mmu,2013-04-22 22:35:32,post,"Course Reader,Bookmarks,Diigo","learning,ready,students,support,environment"
2554,1319,2013-04-22 22:41:06,Training and the Needs of Adult Learners,"
Highlights and Sticky Notes:
Adults
want to know why they need to learn something before undertaking learning
This is something I need to think about a bit more when I design materials - Roger Harrison
but I agree this needs to be facilitated - Roger Harrison
therefore, tapping into their
experiences through experiential techniques (discussions, simulations,
problem-solving activities, or case methods) is beneficial
They want to learn what will help them
perform tasks or deal with problems they confront in everyday situations and
those presented in the context of application to real-life
Andragogy urges teachers to base curricula on the learner's
experiences and interests
richest resources for learning reside in adult learners
themselves; therefore, emphasis in
this is very important especially from an online learning perspective which perhaps provides a range of opportunities and technologies to help facilitate this, but perhaps it is important to encourage the adult learners to bring those technologies to the course rather than the other way round - Roger Harrison
Discussion is the prototypic teaching method for active learning
so this could be facilitated in online tutorial groups and if they are run regularly each which someone allocated to take the notes and provide a summary of the tutorial and then others can feed into that summary etc. - Roger Harrison
I didn't find this article very helpful or informative at all - Roger Harrison
","Highlights and Sticky Notes:Adults
want to know why they need to learn something before undertaking learningThis is something I need to think about a bit more when I design materials - Roger HarrisonThe Learners' Self-Conceptnot sure that I agree with ...",publish,training-and-the-needs-of-adult-learners,2013-04-22 22:41:06,post,"Bookmarks,Diigo,Course Reader",no_tag
2553,2,2013-04-22 22:43:44,"Just to pass on this request from +Elizabeth E Charles Could we have a week 2 section in this group, ...","
David Jennings
Mon, 22 Apr 2013 22:43:44 GMT
- Community
Just to pass on this request from +Elizabeth E Charles Could we have a week 2 section in this group, please?
Hi Elizabeth, the Google+ group is a participant-led initiative (I'm glad to say) and not one that 'we' (the ocTEL team) have any control over. So adding a section is up to David Read, Doug Holton or ...
","
David Jennings
Mon, 22 Apr 2013 22:43:44 GMT
- Community
Just to pass on this request from +Elizabeth E Charles Could we have a week 2 section in this group, please?
Hi Elizabeth, the Google+ group is a participant-led initiative (I'm glad to say) and not one that 'we' (the ocTEL team) have any control over. So adding a section is up to David Read, Doug Holton or ...
",publish,just-to-pass-on-this-request-from-elizabeth-e-charles-could-we-have-a-week-2-section-in-this-group,2013-04-22 22:43:44,post,"Google+,Course Reader,Social networks",
3043,198,2013-04-23 00:24:00,Cognitive Apprenticeship and Human Mirror Neuron Systems,"While reading through articles for one class, the notion of Mirror Neurons and the Mirror Neuron System (MNS) in humans has stuck with me for several weeks. Now, while working on a project examining Cognitive Apprenticeships (CA) in a different class, I had a potential aha moment; are CA, and less specifically, apprenticeships, effective and had such longevity as a teaching style because they play directly to how our brains are wired for learning through imitation?
The MNS are neurons that increase their activity specifically during the act of imitation while seeing and hearing corresponding actions being performed by others. (Gallese, 2009;Keysers, 2009) The MNS may also be responsible for empathy and emotional matching mechanisms (Gallese, 2009) Cognitive apprenticeship aims to reproduce instructors' cognitive problem solving abilities through observation and imitation. (Boling, et. al., 2012) Duncan (1996) states that modelling, scaffolding, coaching, and correction are foundational to CA and to apprenticeships at large, and ""mirror the methods used by experts and apprentices for hundreds, if not thousands of years."" (Duncan, 1996) This behavior is also observed in very young children through mimicry and imitation of older siblings, peers, family members, and family pets.
“Cognitive apprenticeship comes from a tradition of apprenticeship learning that originated at a time when crafts and skills were learned in a more teacher-guided apprenticeship model, e.g., tailoring, carpentering, and farming. Apprenticeship is still being used in a variety of skill-based contexts, including medical internship and judicial clerkships. However, as education became more formalized in a classroom setting, knowledge was presented in more and more abstract formats.
In general, cognitive apprenticeship is based on teaching decision-making processes. Cognitive apprenticeship is especially useful for skills that are not as readily apparent as those in crafts and trades. In traditional apprenticeships, there are typically three component parts: modeling, scaffolding, and coaching. Cognitive apprenticeships have the additional components of articulation, reflection, and exploration."" (Chan, Miller, & Monroe, 2009)
I think this could be a very interesting topic to explore.
References
Amory, A. (January 01, 2010). Education Technology and Hidden Ideological Contradictions. Educational Technology & Society, 13, 1, 69-79.
Boling, E., Hough, M. M., Krinsky, H. H., Saleem, H. H., & Stevens, M. M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet & Higher Education, 15(2), 118-126.
Buccino, G., Lui, F., Canessa, N., Patteri, I., Lagravinese, G., Benuzzi, F., Porro, C. A., ... Rizzolatti, G. (January 01, 2004). Neural Circuits Involved in the Recognition of Actions Performed by Nonconspecifics: An fMRI Study. Journal of Cognitive Neuroscience, 16, 1, 114-126.
Chan, P., Miller, R., & Monroe, E. (2009). Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges. Techtrends: Linking Research & Practice To Improve Learning, 53(6), 35-41.
Duncan, S. (1996). Cognitive apprenticeship in classroom instruction: implications for industrial and technical teacher education. Journal Of Industrial Teacher Education, 3366-86
Gallese, V. in Pineda, J. A. (2009). Mirror neuron systems: The role of mirroring processes in social cognition. New York: Humana.
Keysers, C. (2009). Mirror neurons. Current Biology, 19(21), R971-R973. doi:10.1016/j.cub.2009.08.026
#ocTEL #tel #edtech #adult_learning #learning
","While reading through articles for one class, the notion of Mirror Neurons and the Mirror Neuron System (MNS) in humans has stuck with me for several weeks. Now, while working on a project examining Cognitive Apprenticeships (CA) in a different class, I had a potential aha moment; are CA, and less specifically, apprenticeships, effective and had such longevity as a teaching style because they play directly to how our brains are wired for learning through imitation?
The MNS are neurons that increase their activity specifically during the act of imitation while seeing and hearing corresponding actions being performed by others. (Gallese, 2009;Keysers, 2009) The MNS may also be responsible for empathy and emotional matching mechanisms (Gallese, 2009) Cognitive apprenticeship aims to reproduce instructors' cognitive problem solving abilities through observation and imitation. (Boling, et. al., 2012) Duncan (1996) states that modelling, scaffolding, coaching, and correction are foundational to CA and to apprenticeships at large, and ""mirror the methods used by experts and apprentices for hundreds, if not thousands of years."" (Duncan, 1996) This behavior is also observed in very young children through mimicry and imitation of older siblings, peers, family members, and family pets.
“Cognitive apprenticeship comes from a tradition of apprenticeship learning that originated at a time when crafts and skills were learned in a more teacher-guided apprenticeship model, e.g., tailoring, carpentering, and farming. Apprenticeship is still being used in a variety of skill-based contexts, including medical internship and judicial clerkships. However, as education became more formalized in a classroom setting, knowledge was presented in more and more abstract formats.
In general, cognitive apprenticeship is based on teaching decision-making processes. Cognitive apprenticeship is especially useful for skills that are not as readily apparent as those in crafts and trades. In traditional apprenticeships, there are typically three component parts: modeling, scaffolding, and coaching. Cognitive apprenticeships have the additional components of articulation, reflection, and exploration."" (Chan, Miller, & Monroe, 2009)
I think this could be a very interesting topic to explore.
References
Amory, A. (January 01, 2010). Education Technology and Hidden Ideological Contradictions. Educational Technology & Society, 13, 1, 69-79.
Boling, E., Hough, M. M., Krinsky, H. H., Saleem, H. H., & Stevens, M. M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet & Higher Education, 15(2), 118-126.
Buccino, G., Lui, F., Canessa, N., Patteri, I., Lagravinese, G., Benuzzi, F., Porro, C. A., ... Rizzolatti, G. (January 01, 2004). Neural Circuits Involved in the Recognition of Actions Performed by Nonconspecifics: An fMRI Study. Journal of Cognitive Neuroscience, 16, 1, 114-126.
Chan, P., Miller, R., & Monroe, E. (2009). Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges. Techtrends: Linking Research & Practice To Improve Learning, 53(6), 35-41.
Duncan, S. (1996). Cognitive apprenticeship in classroom instruction: implications for industrial and technical teacher education. Journal Of Industrial Teacher Education, 3366-86
Gallese, V. in Pineda, J. A. (2009). Mirror neuron systems: The role of mirroring processes in social cognition. New York: Humana.
Keysers, C. (2009). Mirror neurons. Current Biology, 19(21), R971-R973. doi:10.1016/j.cub.2009.08.026
#ocTEL #tel #edtech #adult_learning #learning
",publish,cognitive-apprenticeship-and-human-mirror-neuron-systems,2013-04-23 00:24:00,post,"Course Reader,Blog posts","edtech,mentoring,apprenticeship,Adult Learning,#ocTEL,#tel,learning,experiential learning"
5287,198,2013-04-23 00:24:00,Cognitive Apprenticeship and Human Mirror Neuron Systems,"While reading through articles for one class, the notion of Mirror Neurons and the Mirror Neuron System (MNS) in humans has stuck with me for several weeks. Now, while working on a project examining Cognitive Apprenticeships (CA) in a different class, I had a potential aha moment; are CA, and less specifically, apprenticeships, effective and had such longevity as a teaching style because they play directly to how our brains are wired for learning through imitation?
The MNS are neurons that increase their activity specifically during the act of imitation while seeing and hearing corresponding actions being performed by others. (Gallese, 2009;Keysers, 2009) The MNS may also be responsible for empathy and emotional matching mechanisms (Gallese, 2009) Cognitive apprenticeship aims to reproduce instructors' cognitive problem solving abilities through observation and imitation. (Boling, et. al., 2012) Duncan (1996) states that modelling, scaffolding, coaching, and correction are foundational to CA and to apprenticeships at large, and ""mirror the methods used by experts and apprentices for hundreds, if not thousands of years."" (Duncan, 1996) This behavior is also observed in very young children through mimicry and imitation of older siblings, peers, family members, and family pets.
“Cognitive apprenticeship comes from a tradition of apprenticeship learning that originated at a time when crafts and skills were learned in a more teacher-guided apprenticeship model, e.g., tailoring, carpentering, and farming. Apprenticeship is still being used in a variety of skill-based contexts, including medical internship and judicial clerkships. However, as education became more formalized in a classroom setting, knowledge was presented in more and more abstract formats.
In general, cognitive apprenticeship is based on teaching decision-making processes. Cognitive apprenticeship is especially useful for skills that are not as readily apparent as those in crafts and trades. In traditional apprenticeships, there are typically three component parts: modeling, scaffolding, and coaching. Cognitive apprenticeships have the additional components of articulation, reflection, and exploration."" (Chan, Miller, & Monroe, 2009)
I think this could be a very interesting topic to explore.
References
Amory, A. (January 01, 2010). Education Technology and Hidden Ideological Contradictions. Educational Technology & Society, 13, 1, 69-79.
Boling, E., Hough, M. M., Krinsky, H. H., Saleem, H. H., & Stevens, M. M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet & Higher Education, 15(2), 118-126.
Buccino, G., Lui, F., Canessa, N., Patteri, I., Lagravinese, G., Benuzzi, F., Porro, C. A., ... Rizzolatti, G. (January 01, 2004). Neural Circuits Involved in the Recognition of Actions Performed by Nonconspecifics: An fMRI Study. Journal of Cognitive Neuroscience, 16, 1, 114-126.
Chan, P., Miller, R., & Monroe, E. (2009). Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges. Techtrends: Linking Research & Practice To Improve Learning, 53(6), 35-41.
Duncan, S. (1996). Cognitive apprenticeship in classroom instruction: implications for industrial and technical teacher education. Journal Of Industrial Teacher Education, 3366-86
Gallese, V. in Pineda, J. A. (2009). Mirror neuron systems: The role of mirroring processes in social cognition. New York: Humana.
Keysers, C. (2009). Mirror neurons. Current Biology, 19(21), R971-R973. doi:10.1016/j.cub.2009.08.026
#ocTEL #tel #edtech #adult_learning #learning
","While reading through articles for one class, the notion of Mirror Neurons and the Mirror Neuron System (MNS) in humans has stuck with me for several weeks. Now, while working on a project examining Cognitive Apprenticeships (CA) in a different class, I had a potential aha moment; are CA, and less specifically, apprenticeships, effective and had such longevity as a teaching style because they play directly to how our brains are wired for learning through imitation?
The MNS are neurons that increase their activity specifically during the act of imitation while seeing and hearing corresponding actions being performed by others. (Gallese, 2009;Keysers, 2009) The MNS may also be responsible for empathy and emotional matching mechanisms (Gallese, 2009) Cognitive apprenticeship aims to reproduce instructors' cognitive problem solving abilities through observation and imitation. (Boling, et. al., 2012) Duncan (1996) states that modelling, scaffolding, coaching, and correction are foundational to CA and to apprenticeships at large, and ""mirror the methods used by experts and apprentices for hundreds, if not thousands of years."" (Duncan, 1996) This behavior is also observed in very young children through mimicry and imitation of older siblings, peers, family members, and family pets.
“Cognitive apprenticeship comes from a tradition of apprenticeship learning that originated at a time when crafts and skills were learned in a more teacher-guided apprenticeship model, e.g., tailoring, carpentering, and farming. Apprenticeship is still being used in a variety of skill-based contexts, including medical internship and judicial clerkships. However, as education became more formalized in a classroom setting, knowledge was presented in more and more abstract formats.
In general, cognitive apprenticeship is based on teaching decision-making processes. Cognitive apprenticeship is especially useful for skills that are not as readily apparent as those in crafts and trades. In traditional apprenticeships, there are typically three component parts: modeling, scaffolding, and coaching. Cognitive apprenticeships have the additional components of articulation, reflection, and exploration."" (Chan, Miller, & Monroe, 2009)
I think this could be a very interesting topic to explore.
References
Amory, A. (January 01, 2010). Education Technology and Hidden Ideological Contradictions. Educational Technology & Society, 13, 1, 69-79.
Boling, E., Hough, M. M., Krinsky, H. H., Saleem, H. H., & Stevens, M. M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet & Higher Education, 15(2), 118-126.
Buccino, G., Lui, F., Canessa, N., Patteri, I., Lagravinese, G., Benuzzi, F., Porro, C. A., ... Rizzolatti, G. (January 01, 2004). Neural Circuits Involved in the Recognition of Actions Performed by Nonconspecifics: An fMRI Study. Journal of Cognitive Neuroscience, 16, 1, 114-126.
Chan, P., Miller, R., & Monroe, E. (2009). Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges. Techtrends: Linking Research & Practice To Improve Learning, 53(6), 35-41.
Duncan, S. (1996). Cognitive apprenticeship in classroom instruction: implications for industrial and technical teacher education. Journal Of Industrial Teacher Education, 3366-86
Gallese, V. in Pineda, J. A. (2009). Mirror neuron systems: The role of mirroring processes in social cognition. New York: Humana.
Keysers, C. (2009). Mirror neurons. Current Biology, 19(21), R971-R973. doi:10.1016/j.cub.2009.08.026
#ocTEL #tel #edtech #adult_learning #learning
",publish,cognitive-apprenticeship-and-human-mirror-neuron-systems-2,2013-04-23 00:24:00,post,"Course Reader,Blog posts","experiential learning,apprenticeship,#tel,edtech,#ocTEL,Adult Learning,mentoring,learning"
5660,198,2013-04-23 00:24:00,Cognitive Apprenticeship and Human Mirror Neuron Systems,"While reading through articles for one class, the notion of Mirror Neurons and the Mirror Neuron System (MNS) in humans has stuck with me for several weeks. Now, while working on a project examining Cognitive Apprenticeships (CA) in a different class, I had a potential aha moment; are CA, and less specifically, apprenticeships, effective and had such longevity as a teaching style because they play directly to how our brains are wired for learning through imitation?
The MNS are neurons that increase their activity specifically during the act of imitation while seeing and hearing corresponding actions being performed by others. (Gallese, 2009;Keysers, 2009) The MNS may also be responsible for empathy and emotional matching mechanisms (Gallese, 2009) Cognitive apprenticeship aims to reproduce instructors' cognitive problem solving abilities through observation and imitation. (Boling, et. al., 2012) Duncan (1996) states that modelling, scaffolding, coaching, and correction are foundational to CA and to apprenticeships at large, and ""mirror the methods used by experts and apprentices for hundreds, if not thousands of years."" (Duncan, 1996) This behavior is also observed in very young children through mimicry and imitation of older siblings, peers, family members, and family pets.
“Cognitive apprenticeship comes from a tradition of apprenticeship learning that originated at a time when crafts and skills were learned in a more teacher-guided apprenticeship model, e.g., tailoring, carpentering, and farming. Apprenticeship is still being used in a variety of skill-based contexts, including medical internship and judicial clerkships. However, as education became more formalized in a classroom setting, knowledge was presented in more and more abstract formats.
In general, cognitive apprenticeship is based on teaching decision-making processes. Cognitive apprenticeship is especially useful for skills that are not as readily apparent as those in crafts and trades. In traditional apprenticeships, there are typically three component parts: modeling, scaffolding, and coaching. Cognitive apprenticeships have the additional components of articulation, reflection, and exploration."" (Chan, Miller, & Monroe, 2009)
I think this could be a very interesting topic to explore.
References
Amory, A. (January 01, 2010). Education Technology and Hidden Ideological Contradictions. Educational Technology & Society, 13, 1, 69-79.
Boling, E., Hough, M. M., Krinsky, H. H., Saleem, H. H., & Stevens, M. M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet & Higher Education, 15(2), 118-126.
Buccino, G., Lui, F., Canessa, N., Patteri, I., Lagravinese, G., Benuzzi, F., Porro, C. A., ... Rizzolatti, G. (January 01, 2004). Neural Circuits Involved in the Recognition of Actions Performed by Nonconspecifics: An fMRI Study. Journal of Cognitive Neuroscience, 16, 1, 114-126.
Chan, P., Miller, R., & Monroe, E. (2009). Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges. Techtrends: Linking Research & Practice To Improve Learning, 53(6), 35-41.
Duncan, S. (1996). Cognitive apprenticeship in classroom instruction: implications for industrial and technical teacher education. Journal Of Industrial Teacher Education, 3366-86
Gallese, V. in Pineda, J. A. (2009). Mirror neuron systems: The role of mirroring processes in social cognition. New York: Humana.
Keysers, C. (2009). Mirror neurons. Current Biology, 19(21), R971-R973. doi:10.1016/j.cub.2009.08.026
#ocTEL #tel #edtech #adult_learning #learning
","While reading through articles for one class, the notion of Mirror Neurons and the Mirror Neuron System (MNS) in humans has stuck with me for several weeks. Now, while working on a project examining Cognitive Apprenticeships (CA) in a different class, I had a potential aha moment; are CA, and less specifically, apprenticeships, effective and had such longevity as a teaching style because they play directly to how our brains are wired for learning through imitation?
The MNS are neurons that increase their activity specifically during the act of imitation while seeing and hearing corresponding actions being performed by others. (Gallese, 2009;Keysers, 2009) The MNS may also be responsible for empathy and emotional matching mechanisms (Gallese, 2009) Cognitive apprenticeship aims to reproduce instructors' cognitive problem solving abilities through observation and imitation. (Boling, et. al., 2012) Duncan (1996) states that modelling, scaffolding, coaching, and correction are foundational to CA and to apprenticeships at large, and ""mirror the methods used by experts and apprentices for hundreds, if not thousands of years."" (Duncan, 1996) This behavior is also observed in very young children through mimicry and imitation of older siblings, peers, family members, and family pets.
“Cognitive apprenticeship comes from a tradition of apprenticeship learning that originated at a time when crafts and skills were learned in a more teacher-guided apprenticeship model, e.g., tailoring, carpentering, and farming. Apprenticeship is still being used in a variety of skill-based contexts, including medical internship and judicial clerkships. However, as education became more formalized in a classroom setting, knowledge was presented in more and more abstract formats.
In general, cognitive apprenticeship is based on teaching decision-making processes. Cognitive apprenticeship is especially useful for skills that are not as readily apparent as those in crafts and trades. In traditional apprenticeships, there are typically three component parts: modeling, scaffolding, and coaching. Cognitive apprenticeships have the additional components of articulation, reflection, and exploration."" (Chan, Miller, & Monroe, 2009)
I think this could be a very interesting topic to explore.
References
Amory, A. (January 01, 2010). Education Technology and Hidden Ideological Contradictions. Educational Technology & Society, 13, 1, 69-79.
Boling, E., Hough, M. M., Krinsky, H. H., Saleem, H. H., & Stevens, M. M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet & Higher Education, 15(2), 118-126.
Buccino, G., Lui, F., Canessa, N., Patteri, I., Lagravinese, G., Benuzzi, F., Porro, C. A., ... Rizzolatti, G. (January 01, 2004). Neural Circuits Involved in the Recognition of Actions Performed by Nonconspecifics: An fMRI Study. Journal of Cognitive Neuroscience, 16, 1, 114-126.
Chan, P., Miller, R., & Monroe, E. (2009). Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges. Techtrends: Linking Research & Practice To Improve Learning, 53(6), 35-41.
Duncan, S. (1996). Cognitive apprenticeship in classroom instruction: implications for industrial and technical teacher education. Journal Of Industrial Teacher Education, 3366-86
Gallese, V. in Pineda, J. A. (2009). Mirror neuron systems: The role of mirroring processes in social cognition. New York: Humana.
Keysers, C. (2009). Mirror neurons. Current Biology, 19(21), R971-R973. doi:10.1016/j.cub.2009.08.026
#ocTEL #tel #edtech #adult_learning #learning
",publish,cognitive-apprenticeship-and-human-mirror-neuron-systems-3,2013-04-23 00:24:00,post,"Blog posts,Course Reader","#tel,experiential learning,Adult Learning,learning,#ocTEL,edtech,apprenticeship,mentoring"
2627,843,2013-04-23 03:18:03,theorifortel: #ocTEL Is economy of education the biggest TEL Challenge? / Opinion on TEL:[http://t.co/cWPtUOwTWO],"
",publish,theorifortel-octel-is-economy-of-education-the-biggest-tel-challenge-opinion-on-telhttpt-cocwptuowtwo,2013-04-23 03:18:03,post,"Twitter (Q&A),Social networks",#ocTEL
2570,896,2013-04-23 08:02:59,elizabethecharl: RT @dmlresearchhub Why c and x MOOCs are attracting different number of participants? http://t.co/RpFq9nn5YL … #mooc #octel,"
",publish,elizabethecharl-rt-dmlresearchhub-why-c-and-x-moocs-are-attracting-different-number-of-participants-httpt-corpfq9nn5yl-mooc-octel,2013-04-23 08:02:59,post,"Social networks,Twitter (Q&A)","mooc,#ocTEL"
2603,7,2013-04-23 08:45:24,octel.alt.ac.uk,"
add this on Delicious
- saved by
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by
to
octel
from twitter
- more about this link
...",publish,octel-alt-ac-uk-5,2013-04-23 08:45:24,post,"Bookmarks,Course Reader,Delicious","#ocTEL,twitter,from,from twitter"
2648,171,2013-04-23 08:45:24,octel.alt.ac.uk,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,octel-alt-ac-uk-6,2013-04-23 08:45:24,post,"Course Reader,Delicious,Bookmarks","twitter,from,#ocTEL,from twitter"
2573,171,2013-04-23 10:12:31,Online Learning Readiness,"
I completed all the questionnaires, just because I am a bit of a geek and like taking questionnaires . Luckily they confirmed I was ready to take an online course, (phew seen as I am signed up for this course!). I did think they were useful tools in helping potential online students consider what they were about to take on, but also raised a couple of issues:
Firstly that it is important to manage expectation of students and this is not limited to online courses. We are focusing this on online courses as the course is about TEL, and because online courses are probably new to some people, so we have to manage their expectations. However each course, no matter what the delivery format should have its expectations clear in terms of how long it will take; the delivery format; what the tutor responsibilities are: what the student responsibilities are; how much self-directed study the students will be expected to do; whether group work and collaborative work are involved, and so on. This will make it much easier for a potential student to decide if a course is for them or not and will prevent wasting everyone’s time of a student enrolling on something that is clearly unsuitable.
I think the questionnaires did not make clear the importance of some of the issues. For example if you lack access to a pc with internet connection, that pretty much rules you out of doing an online course. However if you answered no to being able to attach a file to an email – that could be shown to you very quickly and should not act as a deterrent to participating. Some of the skills the students could develop as they participate. I am sure that not everyone will have had have the skills to participate in a MOOC at the start of this course, but it does not mean they won’t be successful in developing them during participation.
Finally on procrastination and time management/self organisation. Who isn’t guilty of procrastination from time to time, especially when you are using social networking tools to help support you take a course? In addition who could claim to have perfect time management and self-organisation? Often taking part in a course like this does drop down the priority list, especially when it is voluntary and not an official part of our day-jobs. Again these skills can be developed in time. Motivation is an important aspect to consider, as if you are highly motivated, you will find time to participate and develop the skills you need to succeed.
","I completed all the questionnaires, just because I am a bit of a geek and like taking questionnaires . Luckily they confirmed I was ready to take an online course, (phew seen as I am signed up for this course!). I did think they were useful tools in helping potential online students consider what they [...]",publish,online-learning-readiness,2013-04-23 10:12:31,post,"Course Reader,Blog posts",Uncategorized
2602,7,2013-04-23 10:15:21,suefolleyoctel.wordpress.com,"
add this on Delicious
- saved by
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by
to
octel
from twitter
- more about this link
...",publish,suefolleyoctel-wordpress-com-7,2013-04-23 10:15:21,post,"Course Reader,Delicious,Bookmarks","from,from twitter,#ocTEL,twitter"
2647,171,2013-04-23 10:15:21,suefolleyoctel.wordpress.com,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,suefolleyoctel-wordpress-com-8,2013-04-23 10:15:21,post,"Delicious,Bookmarks,Course Reader","from,#ocTEL,from twitter,twitter"
2574,15,2013-04-23 10:31:00,From OER to cMOOC to github: A proposal for Open Education,"I have been a learning technologist for 10 years and in that time I have seen at least 3 VLE silos being emptied or recycled or replaced. Change is inevitable when it comes to technology, for sure, but is this the type of change we want, especially as we interact with different learning systems as we continue our professional development. We silo off our knowledge in different platforms and have to remember where such and such resource is, or where so and so had that interesting discussion when we come to plan our new lessons/ resources/ courses.
I want to tell a story about OER and make a proposal against the silo-isation of online knowledge.
When I first came into contact with OER, back in 2002, the buzz seemed to be about resource sharing (re-useable learning objects). I was working creating flash animation 'learning objects' at a healthcare faculty, and the talk was of sharing, and sharing alike. Concepts of 'creative commons' became widespread, and there has been much education on the different derivatives of creative commons, which inspired some people to share their resources with popular OER engines such as JORUM. JORUM is very popular in the further education sector, and the content is free (as in free to download and use), but it is not AS free (as in free to modify and contribute back as a derivative of). When I was designing learning objects, I doubted the objects I was creating were completely re-useable off the shelf. Most would require a bit of modification before being re-used.
Note 1: Always give source files to repositories like JORUM to enable re-mixing. Note 2: In FE it seems many good resources are often shared without any attribution.
Main Point: OER repositories are still knowledge silos, and a true conception of 'open' would not silo-ise knowledge but give capability to use/ re-use/re-share. This is the 'library model' of OER, and uniquely deals with 'resources' in the traditional sense (powerpoints, pdfs, swfs etc.)
Others said: OER should not all about the resources, it's also about the interactions we make with each other, so the platforms need to be 'social'...
Recently, the concept of a cMOOC has emerged. What is a cMOOC? It seems to me to be a cross between a course (in that it has a narrative) and a community of practice (in that it works by networking, co-creation and open interchange of ideas). They are unique platform-wise in that they encourage the participants to use their own webspaces and blogs to collaborate, so in one respect are moving the line of 'open' a little by at least letting the users create their own silos under their own control (keeping all their MOOCs in one place), and then use the standard networking tools to 'follow' or 'syndicate' others' silos for future posts.
The ocTEL MOOC has a unique tool which scrapes the web for '#ocTEL' and syndicates the links into it's 'reader' app. This is another move forward in that the silos of knowledge within different users' webspaces are syndicated to the ocTEL webpage. So ocTEL becomes a meta-silo of knowledge in this respect, and I can 'star' the articles that are of interest to me, so I have my personal silo of others' silos.
I think it has certain limitations though, which I would like to address in my proposal for the de-silo-isation of knowledge and the full opening of educational content. This is where I think the github approach is needed.
Github allows you to make modifications to a codebase, and contribute it back to the overall project. OER repositories don't give you this 'linking' or 'derivative' capability, which would be nice, but, as some people rightly pointed out, learning cannot be reduced to resources and people should have ownership over the spaces in which they co-create, so the centralised OER silo project runs into further problems...
In the spirit of Actor-Network theory, I do not think we should make a distinction between the interactions with resources perhaps through an OER repository and the interactions with other people perhaps through their blogs. I think we should consider all these 'learning transactions'. In online learning, these transactions can always (usually?) be reduced to a digital asset.
My proposal is for a system to enable tagging, collection and sharing of 'learning transactions' and the capability to recognise derivatives of a transaction and where that fits in the 'tree'.
For example, each resource that I 'star' in the ocTEL reader should be hashed and scooped into my online learning 'portfolio' in the github type learning platform. This would also give other users the capability to add this transaction to their own 'portfolio', and it all adds up to giving any user the capability to create their own courses out of arrangements of public 'transactions'. In this respect the difference between my proposed system and existing repositories is that my proposal is 'horizontal' (if thats the right word) whereas the 'library system' has a traditional vertical 'order' to it.
But doesn't the 'edu-github' just become another silo? Not if there is a standard behind the process of turning some online content into a 'transaction'. The standard could be adopted by mainstream VLEs as a method of importing content.
I would appreciate any comments or suggestions about this...
","I have been a learning technologist for 10 years and in that time I have seen at least 3 VLE silos being emptied or recycled or replaced. Change is inevitable when it comes to technology, for sure, but is this the type of change we want, especially as ...",publish,from-oer-to-cmooc-to-github-a-proposal-for-open-education,2013-04-23 10:41:01,post,"Blog posts,Course Reader","octel. elearning,open source,open educational resources"
2640,1346,2013-04-23 11:44:04,"olavur: Good discussion about ""the readiness for online learning surveys"" emerging in an [#ocTEL-public] email thread - are the emails linkable?","
Good discussion about ""the readiness for online learning surveys"" emerging in an [#ocTEL-public] email thread - are the emails linkable?
","Good discussion about ""the readiness for online learning surveys"" emerging in an [#ocTEL-public] email thread - are the emails linkable?— Olavur Ellefsen (@olavur) April 23, 2013",publish,olavur-good-discussion-about-the-readiness-for-online-learning-surveys-emerging-in-an-octel-public-email-thread-are-the-emails-linkable,2013-04-23 11:44:04,post,"Social networks,Twitter (Q&A)",#ocTEL
2605,1350,2013-04-23 11:46:09,Re: Announcements and list discussion (online learning readiness),"Hi David, I have to agree with Alistair, these questionnaires seem very old fashioned. If I received one of these questionnaires as a student I would be very concerned about the quality of the course I was about to undertake.
We need to be asking students how they feel about engaging online with other students and teachers using a range of technologies. Our students are using social media such as Facebook, Twitter, Skype as well as the University VLE and a virtual world. The students are also finding and evaluating all sorts of resources for themselves. [...] ","Hi David, I have to agree with Alistair, these questionnaires seem very oldfashioned. If I received one of these questionnaires as a student I wouldbe very concerned about the quality of the course I was about toundertake.We need to be asking students ...",publish,re-announcements-and-list-discussion-online-learning-readiness-3,2013-04-23 11:46:09,post,"JISCMail,Lists,Course Reader",
2606,1351,2013-04-23 11:46:09,Re: Announcements and list discussion (online learning readiness),"Hi David, I have to agree with Alistair, these questionnaires seem very old fashioned. If I received one of these questionnaires as a student I would be very concerned about the quality of the course I was about to undertake.
We need to be asking students how they feel about engaging online with other students and teachers using a range of technologies. Our students are using social media such as Facebook, Twitter, Skype as well as the University VLE and a virtual world. The students are also finding and evaluating all sorts of resources for themselves. [...] ","Hi David, I have to agree with Alistair, these questionnaires seem very oldfashioned. If I received one of these questionnaires as a student I wouldbe very concerned about the quality of the course I was about toundertake.We need to be asking students ...",publish,re-announcements-and-list-discussion-online-learning-readiness-4,2013-04-23 11:46:09,post,"Course Reader,JISCMail,Lists",
2607,1350,2013-04-23 11:46:09,Re: Announcements and list discussion (online learning readiness),"Hi David, I have to agree with Alistair, these questionnaires seem very old fashioned. If I received one of these questionnaires as a student I would be very concerned about the quality of the course I was about to undertake.
We need to be asking students how they feel about engaging online with other students and teachers using a range of technologies. Our students are using social media such as Facebook, Twitter, Skype as well as the University VLE and a virtual world. The students are also finding and evaluating all sorts of resources for themselves. [...] ","Hi David, I have to agree with Alistair, these questionnaires seem very oldfashioned. If I received one of these questionnaires as a student I wouldbe very concerned about the quality of the course I was about toundertake.We need to be asking students ...",publish,re-announcements-and-list-discussion-online-learning-readiness-5,2013-04-23 11:46:09,post,"Lists,Course Reader,JISCMail",
4885,1350,2013-04-23 11:46:09,Re: Announcements and list discussion (online learning readiness),"Hi David, I have to agree with Alistair, these questionnaires seem very old fashioned. If I received one of these questionnaires as a student I would be very concerned about the quality of the course I was about to undertake.
We need to be asking students how they feel about engaging online with other students and teachers using a range of technologies. Our students are using social media such as Facebook, Twitter, Skype as well as the University VLE and a virtual world. The students are also finding and evaluating all sorts of resources for themselves. [...] ","Hi David, I have to agree with Alistair, these questionnaires seem very oldfashioned. If I received one of these questionnaires as a student I wouldbe very concerned about the quality of the course I was about toundertake.We need to be asking students ...",publish,re-announcements-and-list-discussion-online-learning-readiness-31,2013-04-23 11:46:09,post,"Lists,Course Reader,JISCMail",
5381,1350,2013-04-23 11:46:09,Re: Announcements and list discussion (online learning readiness),"Hi David, I have to agree with Alistair, these questionnaires seem very old fashioned. If I received one of these questionnaires as a student I would be very concerned about the quality of the course I was about to undertake.
We need to be asking students how they feel about engaging online with other students and teachers using a range of technologies. Our students are using social media such as Facebook, Twitter, Skype as well as the University VLE and a virtual world. The students are also finding and evaluating all sorts of resources for themselves. [...] ","Hi David, I have to agree with Alistair, these questionnaires seem very oldfashioned. If I received one of these questionnaires as a student I wouldbe very concerned about the quality of the course I was about toundertake.We need to be asking students ...",publish,re-announcements-and-list-discussion-online-learning-readiness-45,2013-04-23 11:46:09,post,"Course Reader,JISCMail,Lists",
5732,1350,2013-04-23 11:46:09,Re: Announcements and list discussion (online learning readiness),"Hi David, I have to agree with Alistair, these questionnaires seem very old fashioned. If I received one of these questionnaires as a student I would be very concerned about the quality of the course I was about to undertake.
We need to be asking students how they feel about engaging online with other students and teachers using a range of technologies. Our students are using social media such as Facebook, Twitter, Skype as well as the University VLE and a virtual world. The students are also finding and evaluating all sorts of resources for themselves. [...] ","Hi David, I have to agree with Alistair, these questionnaires seem very oldfashioned. If I received one of these questionnaires as a student I wouldbe very concerned about the quality of the course I was about toundertake.We need to be asking students ...",publish,re-announcements-and-list-discussion-online-learning-readiness-59,2013-04-23 11:46:09,post,"Course Reader,Lists,JISCMail",
2580,174,2013-04-23 12:05:41,readiness for online learning #ocTEL week 2,"
‘Understanding Learners’ Needs’ is the topic for this week, which is really important in general but especially for distance learners. The ‘if you only do one thing this week do this’ activity for week 2 is to look at some online readiness assessment questionnaires provided by a number of American colleges and universities:
I’m really interested in this as I’d never come across this kind of thing before, and it seems potentially very useful so I took them all. Luckily it seems I am ‘online ready’!
Reflection
Whilst the questionnaires varied in terms of how much detail they went into, there were lots of similarities – generally speaking they all asked about:
technical skills (computer literacy: email, internet browsing, word processing, file management, installing software)
time management and organisation
lifestyle: suitability / need for online learning
attitudes to learning / learning styles
awareness of how demanding online learning can be
The questionnaires that provide detailed feedback (San Diego Community College) are much more helpful than those that just provide a score (Illinois Online Network). The feedback helps to separate out the different aspects that are being examined, which is important, since someone may have an excellent attitude towards online learning, excellent organisational skills and so on, but be very challenged by the technical aspects of learning online, and receive a medium score which tells them very little. The detailed feedback enables them to assess areas of strength and weakness, and importantly, do something about it.
I’d definitely consider directing our applicants to these questionnaires, or perhaps developing one of our own. I think it’s a really useful way of getting them thinking about what online learning involves, and is a chance to highlight potential problem areas early, when there is time to do something about them. Feedback linked to solutions such as guidance on organisation and technical skills training would be really helpful.
","‘Understanding Learners’ Needs’ is the topic for this week, which is really important in general but especially for distance learners. The ‘if you only do one thing this week do this’ activity for week 2 is to look at some online readiness assessment questionnaires provided by a number of American …",publish,readiness-for-online-learning-octel-week-2,2013-04-23 12:05:41,post,"Blog posts,Course Reader","Online Readiness,Student Support,Student Expectations,eLearning,Learning Styles,Induction Activities,ODL,#ocTEL"
2615,962,2013-04-23 12:05:43,m_kimo: Are you ready for online learning? #ocTEL week 2 http://t.co/xpiSYBtWts,"
","Are you ready for online learning? #ocTEL week 2 wp.me/p3iXT3-6m— Megan Kime (@m_kimo) April 23, 2013",publish,m_kimo-are-you-ready-for-online-learning-octel-week-2-httpt-coxpisybtwts,2013-04-23 12:05:43,post,"Twitter (Q&A),Social networks",#ocTEL
2604,1167,2013-04-23 12:44:30,Re: Announcements and list discussion (online learning readiness),"I tried all four of these questionnaires. The best one was the Penn State university. But the purpose of doing these questionnaires is quite baffling. I f I was contemplating undertaking an online course then surely I would have an acceptable level of computer skills anyway. Questions like ""Are you comfortable using a mouse?"" seemed a bit odd. If someone had a certain disability then surely a special questionnaire would have to be designed for this. I think perhaps that if there were short ""demo"" courses or sample courses with questionnaires attached to there would be more effective. These may [...] ",I tried all four of these questionnaires. The best one was the Penn State university. But the purpose of doing these questionnaires is quite baffling. I f I was contemplating undertaking an online course then surely I would have an acceptable level of ...,publish,re-announcements-and-list-discussion-online-learning-readiness-2,2013-04-23 12:44:30,post,"Course Reader,JISCMail,Lists",
4884,1167,2013-04-23 12:44:30,Re: Announcements and list discussion (online learning readiness),"I tried all four of these questionnaires. The best one was the Penn State university. But the purpose of doing these questionnaires is quite baffling. I f I was contemplating undertaking an online course then surely I would have an acceptable level of computer skills anyway. Questions like ""Are you comfortable using a mouse?"" seemed a bit odd. If someone had a certain disability then surely a special questionnaire would have to be designed for this. I think perhaps that if there were short ""demo"" courses or sample courses with questionnaires attached to there would be more effective. These may [...] ",I tried all four of these questionnaires. The best one was the Penn State university. But the purpose of doing these questionnaires is quite baffling. I f I was contemplating undertaking an online course then surely I would have an acceptable level of ...,publish,re-announcements-and-list-discussion-online-learning-readiness-30,2013-04-23 12:44:30,post,"Course Reader,JISCMail,Lists",
5380,1167,2013-04-23 12:44:30,Re: Announcements and list discussion (online learning readiness),"I tried all four of these questionnaires. The best one was the Penn State university. But the purpose of doing these questionnaires is quite baffling. I f I was contemplating undertaking an online course then surely I would have an acceptable level of computer skills anyway. Questions like ""Are you comfortable using a mouse?"" seemed a bit odd. If someone had a certain disability then surely a special questionnaire would have to be designed for this. I think perhaps that if there were short ""demo"" courses or sample courses with questionnaires attached to there would be more effective. These may [...] ",I tried all four of these questionnaires. The best one was the Penn State university. But the purpose of doing these questionnaires is quite baffling. I f I was contemplating undertaking an online course then surely I would have an acceptable level of ...,publish,re-announcements-and-list-discussion-online-learning-readiness-44,2013-04-23 12:44:30,post,"Lists,Course Reader,JISCMail",
5731,1167,2013-04-23 12:44:30,Re: Announcements and list discussion (online learning readiness),"I tried all four of these questionnaires. The best one was the Penn State university. But the purpose of doing these questionnaires is quite baffling. I f I was contemplating undertaking an online course then surely I would have an acceptable level of computer skills anyway. Questions like ""Are you comfortable using a mouse?"" seemed a bit odd. If someone had a certain disability then surely a special questionnaire would have to be designed for this. I think perhaps that if there were short ""demo"" courses or sample courses with questionnaires attached to there would be more effective. These may [...] ",I tried all four of these questionnaires. The best one was the Penn State university. But the purpose of doing these questionnaires is quite baffling. I f I was contemplating undertaking an online course then surely I would have an acceptable level of ...,publish,re-announcements-and-list-discussion-online-learning-readiness-58,2013-04-23 12:44:30,post,"Lists,JISCMail,Course Reader",
2612,1354,2013-04-23 13:17:03,Re: Announcements and list discussion (online learning readiness),HI there This is my first post - I am a little behind on this work and have had to skip induction which I know I will pay for down the line. I too tried all of them also and would agree that they are pitched very low in terms of expectations. One of the key issues as I see it with online is getting studetns to engage critically and at length with concepts and key questions - in face to face you can build this dynamic - I hope you can online. I teach graduates and this is key [...] ,HI thereThis is my first post - I am a little behind on this work and have had to skip induction which I know I will pay for down the line. I too tried all of them also and would agree that they are pitched very low in terms of expectations. One of the...,publish,re-announcements-and-list-discussion-online-learning-readiness-9,2013-04-23 13:17:03,post,"Course Reader,JISCMail,Lists",
4883,1354,2013-04-23 13:17:03,Re: Announcements and list discussion (online learning readiness),HI there This is my first post - I am a little behind on this work and have had to skip induction which I know I will pay for down the line. I too tried all of them also and would agree that they are pitched very low in terms of expectations. One of the key issues as I see it with online is getting studetns to engage critically and at length with concepts and key questions - in face to face you can build this dynamic - I hope you can online. I teach graduates and this is key [...] ,HI thereThis is my first post - I am a little behind on this work and have had to skip induction which I know I will pay for down the line. I too tried all of them also and would agree that they are pitched very low in terms of expectations. One of the...,publish,re-announcements-and-list-discussion-online-learning-readiness-29,2013-04-23 13:17:03,post,"Lists,Course Reader,JISCMail",
5379,1354,2013-04-23 13:17:03,Re: Announcements and list discussion (online learning readiness),HI there This is my first post - I am a little behind on this work and have had to skip induction which I know I will pay for down the line. I too tried all of them also and would agree that they are pitched very low in terms of expectations. One of the key issues as I see it with online is getting studetns to engage critically and at length with concepts and key questions - in face to face you can build this dynamic - I hope you can online. I teach graduates and this is key [...] ,HI thereThis is my first post - I am a little behind on this work and have had to skip induction which I know I will pay for down the line. I too tried all of them also and would agree that they are pitched very low in terms of expectations. One of the...,publish,re-announcements-and-list-discussion-online-learning-readiness-43,2013-04-23 13:17:03,post,"Lists,Course Reader,JISCMail",
5730,1354,2013-04-23 13:17:03,Re: Announcements and list discussion (online learning readiness),HI there This is my first post - I am a little behind on this work and have had to skip induction which I know I will pay for down the line. I too tried all of them also and would agree that they are pitched very low in terms of expectations. One of the key issues as I see it with online is getting studetns to engage critically and at length with concepts and key questions - in face to face you can build this dynamic - I hope you can online. I teach graduates and this is key [...] ,HI thereThis is my first post - I am a little behind on this work and have had to skip induction which I know I will pay for down the line. I too tried all of them also and would agree that they are pitched very low in terms of expectations. One of the...,publish,re-announcements-and-list-discussion-online-learning-readiness-57,2013-04-23 13:17:03,post,"Course Reader,Lists,JISCMail",
2611,1353,2013-04-23 13:37:12,Re: Announcements and list discussion (online learning readiness),HI
I've not yet introduced myself (sorry).
I work predominantly helping people to find work.
Today we've launched Achieve--a Coaching system which blends a VLE with one-to-one support. (Really exciting!)
Our students do need to be asked about their computer skills--so this type of questionnaire is useful to us. There are a lot of people out there who don't have access to a computer and don't have access to broadband. It's pitiful in some rural areas of the UK. [...] ,HII've not yet introduced myself (sorry).I work predominantly helping people to find work.Today we've launched Achieve--a Coaching system which blends a VLE withone-to-one support. (Really exciting!)Our students do need to be asked about their computer...,publish,re-announcements-and-list-discussion-online-learning-readiness-8,2013-04-23 13:37:12,post,"Course Reader,JISCMail,Lists",
4882,1353,2013-04-23 13:37:12,Re: Announcements and list discussion (online learning readiness),HI
I've not yet introduced myself (sorry).
I work predominantly helping people to find work.
Today we've launched Achieve--a Coaching system which blends a VLE with one-to-one support. (Really exciting!)
Our students do need to be asked about their computer skills--so this type of questionnaire is useful to us. There are a lot of people out there who don't have access to a computer and don't have access to broadband. It's pitiful in some rural areas of the UK. [...] ,HII've not yet introduced myself (sorry).I work predominantly helping people to find work.Today we've launched Achieve--a Coaching system which blends a VLE withone-to-one support. (Really exciting!)Our students do need to be asked about their computer...,publish,re-announcements-and-list-discussion-online-learning-readiness-28,2013-04-23 13:37:12,post,"Lists,Course Reader,JISCMail",
5378,1353,2013-04-23 13:37:12,Re: Announcements and list discussion (online learning readiness),HI
I've not yet introduced myself (sorry).
I work predominantly helping people to find work.
Today we've launched Achieve--a Coaching system which blends a VLE with one-to-one support. (Really exciting!)
Our students do need to be asked about their computer skills--so this type of questionnaire is useful to us. There are a lot of people out there who don't have access to a computer and don't have access to broadband. It's pitiful in some rural areas of the UK. [...] ,HII've not yet introduced myself (sorry).I work predominantly helping people to find work.Today we've launched Achieve--a Coaching system which blends a VLE withone-to-one support. (Really exciting!)Our students do need to be asked about their computer...,publish,re-announcements-and-list-discussion-online-learning-readiness-42,2013-04-23 13:37:12,post,"Lists,Course Reader,JISCMail",
5729,1353,2013-04-23 13:37:12,Re: Announcements and list discussion (online learning readiness),HI
I've not yet introduced myself (sorry).
I work predominantly helping people to find work.
Today we've launched Achieve--a Coaching system which blends a VLE with one-to-one support. (Really exciting!)
Our students do need to be asked about their computer skills--so this type of questionnaire is useful to us. There are a lot of people out there who don't have access to a computer and don't have access to broadband. It's pitiful in some rural areas of the UK. [...] ,HII've not yet introduced myself (sorry).I work predominantly helping people to find work.Today we've launched Achieve--a Coaching system which blends a VLE withone-to-one support. (Really exciting!)Our students do need to be asked about their computer...,publish,re-announcements-and-list-discussion-online-learning-readiness-56,2013-04-23 13:37:12,post,"Lists,JISCMail,Course Reader",
2610,1276,2013-04-23 13:45:13,Re: Announcements and list discussion (online learning readiness),"Dear all, I have looked at all four questionnaires and the thoughts that came in my head was is if the use of the net is the medium for thee message then motivation for engagement is the key any questionnaire should get the student thinking. A certain level of competence is often assumed so I agree with the points that come across . motivation and organisation, Level of computer literacy ,technical needs and support it does not fit all learning styles but where it does it is a good medium for learning and the underlying pedagogy should fit the delivery. [...] ","Dear all, I have looked at all four questionnaires and the thoughts that came in my head was is if the use of the net is the medium for thee message then motivation for engagement is the key any questionnaire should get the student thinking. A certain ...",publish,re-announcements-and-list-discussion-online-learning-readiness-7,2013-04-23 13:45:13,post,"Course Reader,JISCMail,Lists",
4881,1276,2013-04-23 13:45:13,Re: Announcements and list discussion (online learning readiness),"Dear all, I have looked at all four questionnaires and the thoughts that came in my head was is if the use of the net is the medium for thee message then motivation for engagement is the key any questionnaire should get the student thinking. A certain level of competence is often assumed so I agree with the points that come across . motivation and organisation, Level of computer literacy ,technical needs and support it does not fit all learning styles but where it does it is a good medium for learning and the underlying pedagogy should fit the delivery. [...] ","Dear all, I have looked at all four questionnaires and the thoughts that came in my head was is if the use of the net is the medium for thee message then motivation for engagement is the key any questionnaire should get the student thinking. A certain ...",publish,re-announcements-and-list-discussion-online-learning-readiness-27,2013-04-23 13:45:13,post,"JISCMail,Lists,Course Reader",
5377,1276,2013-04-23 13:45:13,Re: Announcements and list discussion (online learning readiness),"Dear all, I have looked at all four questionnaires and the thoughts that came in my head was is if the use of the net is the medium for thee message then motivation for engagement is the key any questionnaire should get the student thinking. A certain level of competence is often assumed so I agree with the points that come across . motivation and organisation, Level of computer literacy ,technical needs and support it does not fit all learning styles but where it does it is a good medium for learning and the underlying pedagogy should fit the delivery. [...] ","Dear all, I have looked at all four questionnaires and the thoughts that came in my head was is if the use of the net is the medium for thee message then motivation for engagement is the key any questionnaire should get the student thinking. A certain ...",publish,re-announcements-and-list-discussion-online-learning-readiness-41,2013-04-23 13:45:13,post,"Lists,Course Reader,JISCMail",
5728,1276,2013-04-23 13:45:13,Re: Announcements and list discussion (online learning readiness),"Dear all, I have looked at all four questionnaires and the thoughts that came in my head was is if the use of the net is the medium for thee message then motivation for engagement is the key any questionnaire should get the student thinking. A certain level of competence is often assumed so I agree with the points that come across . motivation and organisation, Level of computer literacy ,technical needs and support it does not fit all learning styles but where it does it is a good medium for learning and the underlying pedagogy should fit the delivery. [...] ","Dear all, I have looked at all four questionnaires and the thoughts that came in my head was is if the use of the net is the medium for thee message then motivation for engagement is the key any questionnaire should get the student thinking. A certain ...",publish,re-announcements-and-list-discussion-online-learning-readiness-55,2013-04-23 13:45:13,post,"JISCMail,Course Reader,Lists",
2609,1352,2013-04-23 14:00:48,Re: Announcements and list discussion (online learning readiness),"Hi! I support Serena's viewpoint. For example, I would just add that people completing the questionnaires could also be like my parents are: always interested in learning something new but with no experience with computers, no idea on how to fix problems on them, no experience in communicating in forums, even with troubles using the mouse! Now try to figure out that respondents could be current university students, even GenY children, but ALSO from other generations older than ours or with no access to what for us seems to be part of our lifes. Having this in mind, I would [...]","Hi! I support Serena's viewpoint. For example, I would just add that people completing the questionnaires could also be like my parents are: always interested in learning something new but with no experience with computers, no idea on how to fix proble...",publish,re-announcements-and-list-discussion-online-learning-readiness-6,2013-04-23 14:00:48,post,"Course Reader,JISCMail,Lists",
4880,1352,2013-04-23 14:00:48,Re: Announcements and list discussion (online learning readiness),"Hi! I support Serena's viewpoint. For example, I would just add that people completing the questionnaires could also be like my parents are: always interested in learning something new but with no experience with computers, no idea on how to fix problems on them, no experience in communicating in forums, even with troubles using the mouse! Now try to figure out that respondents could be current university students, even GenY children, but ALSO from other generations older than ours or with no access to what for us seems to be part of our lifes. Having this in mind, I would [...]","Hi! I support Serena's viewpoint. For example, I would just add that people completing the questionnaires could also be like my parents are: always interested in learning something new but with no experience with computers, no idea on how to fix proble...",publish,re-announcements-and-list-discussion-online-learning-readiness-26,2013-04-23 14:00:48,post,"Lists,Course Reader,JISCMail",
5376,1352,2013-04-23 14:00:48,Re: Announcements and list discussion (online learning readiness),"Hi! I support Serena's viewpoint. For example, I would just add that people completing the questionnaires could also be like my parents are: always interested in learning something new but with no experience with computers, no idea on how to fix problems on them, no experience in communicating in forums, even with troubles using the mouse! Now try to figure out that respondents could be current university students, even GenY children, but ALSO from other generations older than ours or with no access to what for us seems to be part of our lifes. Having this in mind, I would [...]","Hi! I support Serena's viewpoint. For example, I would just add that people completing the questionnaires could also be like my parents are: always interested in learning something new but with no experience with computers, no idea on how to fix proble...",publish,re-announcements-and-list-discussion-online-learning-readiness-40,2013-04-23 14:00:48,post,"JISCMail,Lists,Course Reader",
5727,1352,2013-04-23 14:00:48,Re: Announcements and list discussion (online learning readiness),"Hi! I support Serena's viewpoint. For example, I would just add that people completing the questionnaires could also be like my parents are: always interested in learning something new but with no experience with computers, no idea on how to fix problems on them, no experience in communicating in forums, even with troubles using the mouse! Now try to figure out that respondents could be current university students, even GenY children, but ALSO from other generations older than ours or with no access to what for us seems to be part of our lifes. Having this in mind, I would [...]","Hi! I support Serena's viewpoint. For example, I would just add that people completing the questionnaires could also be like my parents are: always interested in learning something new but with no experience with computers, no idea on how to fix proble...",publish,re-announcements-and-list-discussion-online-learning-readiness-54,2013-04-23 14:00:48,post,"Course Reader,Lists,JISCMail",
2608,543,2013-04-23 14:29:23,TEL stories,"
Time has been short for Week 1 activities due to the winter vomiting virus making a late and unwelcome visit to my family! So I’ve only had time to have a quick shufti at the videos giving examples of technology enhancing learning and the one that really stood out for me was Eric Mazur.
As other people have already commented, his ideas in this keynote are really more about a specific approach to teaching and learning – peer instruction as he has dubbed it, rather than about the technology. He has encouraged students to use clicker for many years in order to vote on questions, but the big idea is not the use of this technology, it’s just one of the methods he uses to facilitate peer instruction. I really like his idea of getting the students to do the first “easy” stage of learning (information transfer) by reading, watching or listening to something before the lecture and then using the face to face time to focus on the “hard part” (assimilation). Teaching by asking rather than telling seems counter-intuitive, but it is the ideal way to encourage active learning. I haven’t had time yet to think about how I am going to incorporate these ideas into my teaching, but they definitely lend themselves to the teaching of information skills so I do intend to.
","Time has been short for Week 1 activities due to the winter vomiting virus making a late and unwelcome visit to my family! So I’ve only had time to have a quick shufti at the videos giving examples of technology enhancing learning and the one that really stood out for me was Eric Mazur. As […]",publish,tel-stories,2013-04-23 14:29:23,post,"Blog posts,Course Reader",Uncategorized
4824,543,2013-04-23 14:29:23,TEL stories,"
Time has been short for Week 1 activities due to the winter vomiting virus making a late and unwelcome visit to my family! So I’ve only had time to have a quick shufti at the videos giving examples of technology enhancing learning and the one that really stood out for me was Eric Mazur.
As other people have already commented, his ideas in this keynote are really more about a specific approach to teaching and learning – peer instruction as he has dubbed it, rather than about the technology. He has encouraged students to use clicker for many years in order to vote on questions, but the big idea is not the use of this technology, it’s just one of the methods he uses to facilitate peer instruction. I really like his idea of getting the students to do the first “easy” stage of learning (information transfer) by reading, watching or listening to something before the lecture and then using the face to face time to focus on the “hard part” (assimilation). Teaching by asking rather than telling seems counter-intuitive, but it is the ideal way to encourage active learning. I haven’t had time yet to think about how I am going to incorporate these ideas into my teaching, but they definitely lend themselves to the teaching of information skills so I do intend to.
","Time has been short for Week 1 activities due to the winter vomiting virus making a late and unwelcome visit to my family! So I’ve only had time to have a quick shufti at the videos giving examples of technology enhancing learning and the one that really stood out for me was Eric Mazur. As […]",publish,tel-stories-2,2013-04-23 14:29:23,post,"Course Reader,Blog posts",Uncategorized
2616,1355,2013-04-23 14:41:16,"Hailing from the U.K., http://www.alt.ac.uk/about-alt -They also offer CMALT, or certified membership...","
Amelia Wood
Tue, 23 Apr 2013 14:41:16 GMT
- Shared from the web
Hailing from the U.K., http://www.alt.ac.uk/about-alt -They also offer CMALT, or certified membership 'alt' scheme for learning technologists.
This week I met Seb Schmoller who recommended that I have a look at the ocTEL MOOC , a 10 week open course in technology enhanced learning which is being run by ALT (Association for Learning Techn......
","
Amelia Wood
Tue, 23 Apr 2013 14:41:16 GMT
- Shared from the web
Hailing from the U.K., http://www.alt.ac.uk/about-alt -They also offer CMALT, or certified membership 'alt' scheme for learning technologists.
This week I met Seb Schmoller who recommended that I have a look at the ocTEL MOOC , a 10 week open course in technology enhanced learning which is being run by ALT (Association for Learning Techn......
",publish,hailing-from-the-u-k-httpwww-alt-ac-ukabout-alt-they-also-offer-cmalt-or-certified-membership,2013-04-23 14:41:16,post,"Course Reader,Google+,Social networks",
2614,961,2013-04-23 15:14:00,#ocTEL: my first MOOC experience (week 0 Webinar),"This first ocTEL webinar is introduced by Davib Jennings, the project manager. Then Diana Laurillard proposes a synthesis of the ""Big questions in TEL"" that we have proposed. Unfortunately, I was not able to participate in the webinar this time, but read the slides and learn and comment from them.
The ocTEL participants' big questions split in two groups: pedagogic and strategic with just one question recorded in the latter.
The pedagogic questions selected are mainly organisational (dealing with time zones, large lecture-only courses, balance between guidance and freedom, balance between teachers and learners needs). Some questions address directly learning issues (ensuring the desired outcomes, assessing learning outcomes). Hence, if ocTEL is meant to help its users to find responses to their questions, one expect that it gives some elements and principles to analyse the characteristics of a TEL environment from the perspective of learning management, and some elements to assess learning qualitatively (nature of the outcomes). My own big question about learning outcomes is considered, having it in mind might be a relevant guide to drive my participation.
The strategic question: ""how do we persuade 'reluctant' members of staff to engage with TEL"" is of a different nature than the former indeed, but it is closer to the so-called ""Candidate big questions"" which are of a ""cultural"", ""management"" and ""economic"" nature.
As a matter of fact, economy seems to be the keyword describing at best the core content of this presentation, with one equation which I discover :
1:25 staff:student
The main challenge seems to be able to solve this ""ratio problem"". Eventually, I am somewhat surprised. I perfectly understand that the economy of education is a real problem (especially nowadays), but having it on the fore front invites to look at TEL in rather specific way; it makes me wonder what will be the orientation of the course. In any case, I am still interested to learn. Let's see!
","This first ocTEL webinar is introduced by Davib Jennings, the project manager. Then Diana Laurillard proposes a synthesis of the ""Big questions in TEL"" that we have proposed. Unfortunately, I was not able to participate in the webinar this time, but re...",publish,octel-my-first-mooc-experience-week-0-webinar,2013-04-23 15:14:00,post,"Blog posts,Course Reader","TEL economy,mooc,#ocTEL"
2620,1356,2013-04-23 16:47:08,Very very very interesting!! I would take it but Im busy with another course...!,"
This week I met Seb Schmoller who recommended that I have a look at the ocTEL MOOC , a 10 week open course in technology enhanced learning which is being run by ALT (Association for Learning Techn......
This week I met Seb Schmoller who recommended that I have a look at the ocTEL MOOC , a 10 week open course in technology enhanced learning which is being run by ALT (Association for Learning Techn......
",publish,very-very-very-interesting-i-would-take-it-but-im-busy-with-another-course,2013-04-23 16:47:08,post,"Social networks,Course Reader,Google+",
2619,1327,2013-04-23 16:50:57,Using the web for learning and teaching – a new understanding | Higher Education Network | Guardian Professional,"
Comments:
Interesting thoughts on 'genres of participation' from David White (University of Oxford) writing in the Guardian - jim pettiward
","Comments:Interesting thoughts on 'genres of participation' from David White (University of Oxford) writing in the Guardian - jim pettiwardTags: literacy, digital literacy, ocTEL, diglitby: jim pettiward",publish,using-the-web-for-learning-and-teaching-a-new-understanding-higher-education-network-guardian-professional,2013-04-23 16:50:57,post,"Course Reader,Diigo,Bookmarks","literacy,diglit,digital literacy,#ocTEL"
2618,1327,2013-04-23 16:53:50,http://www.hefce.ac.uk/media/hefce1/pubs/hefce/2011/1101/11_01.pdf,"
Comments:
HEFCE report: Collaborate to compete - Seizing the opportunity of online learning for UK HE See section 3 - jim pettiward
",publish,httpwww-hefce-ac-ukmediahefce1pubshefce2011110111_01-pdf,2013-04-23 16:53:50,post,"Diigo,Bookmarks,Course Reader","digital literacy,#ocTEL,readiness,literacy"
2622,2,2013-04-23 20:00:47,Re: Announcements and list discussion (online learning readiness),"Dear all,
Thanks for all your responses so far.
Gerry and Sue, you're doing the right thing by pressing on, and don't worry about missing the induction period. If you've got the hang of communicating with others -- and it seems you have -- that's the main thing. Spend 5 minutes reading the guidance http://octel.alt.ac.uk/course-materials/induction-guidance/ and you're done. [...] ","Dear all,Thanks for all your responses so far.Gerry and Sue, you're doing the right thing by pressing on, and don't worry about missing the induction period. If you've got the hang of communicating with others -- and it seems you have -- that's the mai...",publish,re-announcements-and-list-discussion-online-learning-readiness-10,2013-04-23 20:00:47,post,"Lists,Course Reader,JISCMail",
4879,2,2013-04-23 20:00:47,Re: Announcements and list discussion (online learning readiness),"Dear all,
Thanks for all your responses so far.
Gerry and Sue, you're doing the right thing by pressing on, and don't worry about missing the induction period. If you've got the hang of communicating with others -- and it seems you have -- that's the main thing. Spend 5 minutes reading the guidance http://octel.alt.ac.uk/course-materials/induction-guidance/ and you're done. [...] ","Dear all,Thanks for all your responses so far.Gerry and Sue, you're doing the right thing by pressing on, and don't worry about missing the induction period. If you've got the hang of communicating with others -- and it seems you have -- that's the mai...",publish,re-announcements-and-list-discussion-online-learning-readiness-25,2013-04-23 20:00:47,post,"Course Reader,JISCMail,Lists",
5375,2,2013-04-23 20:00:47,Re: Announcements and list discussion (online learning readiness),"Dear all,
Thanks for all your responses so far.
Gerry and Sue, you're doing the right thing by pressing on, and don't worry about missing the induction period. If you've got the hang of communicating with others -- and it seems you have -- that's the main thing. Spend 5 minutes reading the guidance http://octel.alt.ac.uk/course-materials/induction-guidance/ and you're done. [...] ","Dear all,Thanks for all your responses so far.Gerry and Sue, you're doing the right thing by pressing on, and don't worry about missing the induction period. If you've got the hang of communicating with others -- and it seems you have -- that's the mai...",publish,re-announcements-and-list-discussion-online-learning-readiness-39,2013-04-23 20:00:47,post,"Lists,Course Reader,JISCMail",
5726,2,2013-04-23 20:00:47,Re: Announcements and list discussion (online learning readiness),"Dear all,
Thanks for all your responses so far.
Gerry and Sue, you're doing the right thing by pressing on, and don't worry about missing the induction period. If you've got the hang of communicating with others -- and it seems you have -- that's the main thing. Spend 5 minutes reading the guidance http://octel.alt.ac.uk/course-materials/induction-guidance/ and you're done. [...] ","Dear all,Thanks for all your responses so far.Gerry and Sue, you're doing the right thing by pressing on, and don't worry about missing the induction period. If you've got the hang of communicating with others -- and it seems you have -- that's the mai...",publish,re-announcements-and-list-discussion-online-learning-readiness-53,2013-04-23 20:00:47,post,"Lists,JISCMail,Course Reader",
2637,981,2013-04-23 21:05:37,Re: Announcements and list discussion (online learning readiness),"Hi, We need to be careful in assumptions of digital literacy, I found University of Houston the better of the quizzes.
As a tech' academic and assessing e-submission students, my observations of Gen Y and Post PC gen' their IT skills are superficial.
My observations and findings the current first and second year students are: • very effective internet browsers, however the majority do not how to use any • poor understanding of MS Word functionality i.e. use of tabs, automatic paragraph spacing, *automatic heading and body of text styles, use headers and footers, word reference tool, embedding excel into [...] ","Hi, We need to be careful in assumptions of digital literacy, I found University of Houston the better of the quizzes.
As a tech' academic and assessing e-submission students, my observations of Gen Y and Post PC gen' their IT skills are superficial.
My observations and findings the current first and second year students are: • very effective internet browsers, however the majority do not how to use any • poor understanding of MS Word functionality i.e. use of tabs, automatic paragraph spacing, *automatic heading and body of text styles, use headers and footers, word reference tool, embedding excel into [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-11,2013-04-23 21:05:37,post,"Course Reader,JISCMail,Lists",
4878,981,2013-04-23 21:05:37,Re: Announcements and list discussion (online learning readiness),"Hi, We need to be careful in assumptions of digital literacy, I found University of Houston the better of the quizzes.
As a tech' academic and assessing e-submission students, my observations of Gen Y and Post PC gen' their IT skills are superficial.
My observations and findings the current first and second year students are: • very effective internet browsers, however the majority do not how to use any • poor understanding of MS Word functionality i.e. use of tabs, automatic paragraph spacing, *automatic heading and body of text styles, use headers and footers, word reference tool, embedding excel into [...] ","Hi, We need to be careful in assumptions of digital literacy, I found University of Houston the better of the quizzes.
As a tech' academic and assessing e-submission students, my observations of Gen Y and Post PC gen' their IT skills are superficial.
My observations and findings the current first and second year students are: • very effective internet browsers, however the majority do not how to use any • poor understanding of MS Word functionality i.e. use of tabs, automatic paragraph spacing, *automatic heading and body of text styles, use headers and footers, word reference tool, embedding excel into [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-24,2013-04-23 21:05:37,post,"Lists,Course Reader,JISCMail",
5374,981,2013-04-23 21:05:37,Re: Announcements and list discussion (online learning readiness),"Hi, We need to be careful in assumptions of digital literacy, I found University of Houston the better of the quizzes.
As a tech' academic and assessing e-submission students, my observations of Gen Y and Post PC gen' their IT skills are superficial.
My observations and findings the current first and second year students are: • very effective internet browsers, however the majority do not how to use any • poor understanding of MS Word functionality i.e. use of tabs, automatic paragraph spacing, *automatic heading and body of text styles, use headers and footers, word reference tool, embedding excel into [...] ","Hi, We need to be careful in assumptions of digital literacy, I found University of Houston the better of the quizzes.
As a tech' academic and assessing e-submission students, my observations of Gen Y and Post PC gen' their IT skills are superficial.
My observations and findings the current first and second year students are: • very effective internet browsers, however the majority do not how to use any • poor understanding of MS Word functionality i.e. use of tabs, automatic paragraph spacing, *automatic heading and body of text styles, use headers and footers, word reference tool, embedding excel into [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-38,2013-04-23 21:05:37,post,"Course Reader,JISCMail,Lists",
5725,981,2013-04-23 21:05:37,Re: Announcements and list discussion (online learning readiness),"Hi, We need to be careful in assumptions of digital literacy, I found University of Houston the better of the quizzes.
As a tech' academic and assessing e-submission students, my observations of Gen Y and Post PC gen' their IT skills are superficial.
My observations and findings the current first and second year students are: • very effective internet browsers, however the majority do not how to use any • poor understanding of MS Word functionality i.e. use of tabs, automatic paragraph spacing, *automatic heading and body of text styles, use headers and footers, word reference tool, embedding excel into [...] ","Hi, We need to be careful in assumptions of digital literacy, I found University of Houston the better of the quizzes.
As a tech' academic and assessing e-submission students, my observations of Gen Y and Post PC gen' their IT skills are superficial.
My observations and findings the current first and second year students are: • very effective internet browsers, however the majority do not how to use any • poor understanding of MS Word functionality i.e. use of tabs, automatic paragraph spacing, *automatic heading and body of text styles, use headers and footers, word reference tool, embedding excel into [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-52,2013-04-23 21:05:37,post,"Course Reader,Lists,JISCMail",
2641,1185,2013-04-24 00:45:30,"Here are my Week 2 reflections from the octTEL MOOC[1]:
Danny Hillis - Learning Map
Comparison of two...","
John Graves
Wed, 24 Apr 2013 00:45:30 GMT
- Community
Here are my Week 2 reflections from the octTEL MOOC[1]:
",publish,here-are-my-week-2-reflections-from-the-octtel-mooc1danny-hillis-learning-mapcomparison-of-two,2013-04-24 00:45:30,post,"Google+,Social networks,Course Reader",
2713,274,2013-04-24 01:17:24,"leonegately: Thanks @helenbeetham & #octel team for interactive webinar & resources, would it add to experience to see video of webinar speakers?","
Thanks @helenbeetham & #octel team for interactive webinar & resources, would it add to experience to see video of webinar speakers?
","Thanks @helenbeetham & #octel team for interactive webinar & resources, would it add to experience to see video of webinar speakers?— Leone Gately (@leonegately) April 24, 2013",publish,leonegately-thanks-helenbeetham-amp-octel-team-for-interactive-webinar-amp-resources-would-it-add-to-experience-to-see-video-of-webinar-speakers,2013-04-24 01:17:24,post,"Social networks,Twitter (Q&A)",#ocTEL
2712,5,2013-04-24 01:24:59,mhawksey: @ALTocTEL on my own blog - it mainly works by closing posts to comments after a period of time/inactivity #ocTEL,"
@altoctel on my own blog - it mainly works by closing posts to comments after a period of time/inactivity #ocTEL
","@altoctel on my own blog - it mainly works by closing posts to comments after a period of time/inactivity #ocTEL— Martin Hawksey (@mhawksey) April 24, 2013",publish,mhawksey-altoctel-on-my-own-blog-it-mainly-works-by-closing-posts-to-comments-after-a-period-of-timeinactivity-octel,2013-04-24 01:24:59,post,"Social networks,Twitter (Q&A)",#ocTEL
2644,1185,2013-04-24 01:50:17,Liz Masterman webinar summarized: http://slidespeech.com/s/8uXqst92en,"
John Graves
Wed, 24 Apr 2013 01:50:17 GMT
- Community
",SlideSpeech: Liz Masterman - ocTEL: ocTEL webinar summary (27 slides),publish,slidespeech-liz-masterman-octel-5,2013-04-24 01:52:00,post,"Course Reader,Blog posts",#ocTEL
2711,201,2013-04-24 02:13:47,ianloasby: @Andy_Tattersall you following the Octel course http://t.co/kP0zlzo9dc ? Too busy to take an active part but I'm watching the discussions,"
@andy_tattersall you following the Octel course octel.alt.ac.uk ? Too busy to take an active part but I'm watching the discussions
","@andy_tattersall you following the Octel course octel.alt.ac.uk ? Too busy to take an active part but I'm watching the discussions— ianloasby (@ianloasby) April 24, 2013",publish,ianloasby-andy_tattersall-you-following-the-octel-course-httpt-cokp0zlzo9dc-too-busy-to-take-an-active-part-but-im-watching-the-discussions,2013-04-24 02:13:47,post,"Twitter (Q&A),Social networks",
2710,838,2013-04-24 03:49:40,"elearningcolin: Couldn't make the #octel webinar this afternoon, shame. Anyone any highlights to share?","
Couldn't make the #octel webinar this afternoon, shame. Anyone any highlights to share?
","Couldn't make the #octel webinar this afternoon, shame. Anyone any highlights to share?— Colin Gray (@Elearningcolin) April 24, 2013",publish,elearningcolin-couldnt-make-the-octel-webinar-this-afternoon-shame-anyone-any-highlights-to-share,2013-04-24 03:49:40,post,"Social networks,Twitter (Q&A)",#ocTEL
2649,1319,2013-04-24 05:48:13,SlideSpeech: Liz Masterman - ocTEL,"
","Tags: slide speech, octelby: Roger Harrison",publish,slidespeech-liz-masterman-octel-2,2013-04-24 05:48:13,post,"Bookmarks,Course Reader,Diigo","#ocTEL,slide speech"
2667,1205,2013-04-24 07:54:48,altoctel: @mhawksey is this on #ocTEL or your own blog? Just wondering if I need to keep adding new terms to the comment blacklist?,"
@mhawksey is this on #ocTEL or your own blog? Just wondering if I need to keep adding new terms to the comment blacklist?
","@mhawksey is this on #ocTEL or your own blog? Just wondering if I need to keep adding new terms to the comment blacklist?— ALT ocTEL course (@ALTocTEL) April 24, 2013",publish,altoctel-mhawksey-is-this-on-octel-or-your-own-blog-just-wondering-if-i-need-to-keep-adding-new-terms-to-the-comment-blacklist,2013-04-24 07:54:48,post,"Social networks,Twitter (Q&A)",#ocTEL
2662,1353,2013-04-24 08:03:58,Re: Announcements and list discussion (online learning readiness),"Wow... this is already an informative thread.
It now seems to me that the term ""Digital Literacy"" could do with being categorised. Perhaps along the lines of being fit for purpose. For example: Let's assume all of our students are literate. Then pose the question: "".... measured by their ability to achieve (what) learning outcome"" In this instance we may expect a language student to possess different / better? literacy skills. [...] ","Wow... this is already an informative thread.It now seems to me that the term ""Digital Literacy"" could do with beingcategorised. Perhaps along the lines of being fit for purpose.For example:Let's assume all of our students are literate.Then pose the qu...",publish,re-announcements-and-list-discussion-online-learning-readiness-13,2013-04-24 08:03:58,post,"JISCMail,Lists,Course Reader",
2661,1187,2013-04-24 08:09:43,Re: Announcements and list discussion (online learning readiness),Dear all
I discussed the four different option (we looked at two each and then reviewed) with a colleague today as we are putting a percentage of learning on-line across the whole college from next year and wonder if this style of quiz - survey could be used to check that a) the lecturer can deal with on-line development and b) the learners in that area are able to deal with on-line delivery. We would develop the questions to give us a more detailed review of skills and knowledge. [...] ,Dear allI discussed the four different option (we looked at two each and then reviewed) with a colleague today as we are putting a percentage of learning on-line across the whole college from next year and wonder if this style of quiz - survey could be...,publish,re-announcements-and-list-discussion-online-learning-readiness-12,2013-04-24 08:09:43,post,"Course Reader,JISCMail,Lists",
2677,7,2013-04-24 08:45:23,octel.alt.ac.uk,"
add this on Delicious
- saved by
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by
to
octel
from twitter
- more about this link
...",publish,octel-alt-ac-uk-7,2013-04-24 08:45:23,post,"Delicious,Bookmarks,Course Reader","from,from twitter,twitter,#ocTEL"
2784,171,2013-04-24 08:45:23,octel.alt.ac.uk,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,octel-alt-ac-uk-8,2013-04-24 08:45:23,post,"Bookmarks,Course Reader,Delicious","#ocTEL,twitter,from,from twitter"
2669,981,2013-04-24 09:22:04,Re: Announcements and list discussion (online learning readiness),"Hi,
Technically Digital Literate note necessary communication, to quote Fraser from Anyangwe (2012) ""digital literacy = digital tool knowledge + critical thinking + social engagement"", therefore it is not specific to communication skills, it is the ability of user to user technology effectively (deep digital knowledge, use it appropriately for task in hand), some aspects we would expect is the ability of a person to recognise the standard functionality between applications, file management, version control, constructively keyword search, validate web sources, self-teach to use an application, social media tools to collate information as well as to communicate, etc, essentially be [...] ","Hi,Technically Digital Literate note necessary communication, to quote Fraser from Anyangwe (2012) ""digital literacy = digital tool knowledge + critical thinking + social engagement"", therefore it is not specific to communication skills, it is the abil...",publish,re-announcements-and-list-discussion-online-learning-readiness-15,2013-04-24 09:22:04,post,"Lists,Course Reader,JISCMail",
4877,981,2013-04-24 09:22:04,Re: Announcements and list discussion (online learning readiness),"Hi,
Technically Digital Literate note necessary communication, to quote Fraser from Anyangwe (2012) ""digital literacy = digital tool knowledge + critical thinking + social engagement"", therefore it is not specific to communication skills, it is the ability of user to user technology effectively (deep digital knowledge, use it appropriately for task in hand), some aspects we would expect is the ability of a person to recognise the standard functionality between applications, file management, version control, constructively keyword search, validate web sources, self-teach to use an application, social media tools to collate information as well as to communicate, etc, essentially be [...] ","Hi,Technically Digital Literate note necessary communication, to quote Fraser from Anyangwe (2012) ""digital literacy = digital tool knowledge + critical thinking + social engagement"", therefore it is not specific to communication skills, it is the abil...",publish,re-announcements-and-list-discussion-online-learning-readiness-23,2013-04-24 09:22:04,post,"Lists,Course Reader,JISCMail",
5373,981,2013-04-24 09:22:04,Re: Announcements and list discussion (online learning readiness),"Hi,
Technically Digital Literate note necessary communication, to quote Fraser from Anyangwe (2012) ""digital literacy = digital tool knowledge + critical thinking + social engagement"", therefore it is not specific to communication skills, it is the ability of user to user technology effectively (deep digital knowledge, use it appropriately for task in hand), some aspects we would expect is the ability of a person to recognise the standard functionality between applications, file management, version control, constructively keyword search, validate web sources, self-teach to use an application, social media tools to collate information as well as to communicate, etc, essentially be [...] ","Hi,Technically Digital Literate note necessary communication, to quote Fraser from Anyangwe (2012) ""digital literacy = digital tool knowledge + critical thinking + social engagement"", therefore it is not specific to communication skills, it is the abil...",publish,re-announcements-and-list-discussion-online-learning-readiness-37,2013-04-24 09:22:04,post,"Lists,Course Reader,JISCMail",
5724,981,2013-04-24 09:22:04,Re: Announcements and list discussion (online learning readiness),"Hi,
Technically Digital Literate note necessary communication, to quote Fraser from Anyangwe (2012) ""digital literacy = digital tool knowledge + critical thinking + social engagement"", therefore it is not specific to communication skills, it is the ability of user to user technology effectively (deep digital knowledge, use it appropriately for task in hand), some aspects we would expect is the ability of a person to recognise the standard functionality between applications, file management, version control, constructively keyword search, validate web sources, self-teach to use an application, social media tools to collate information as well as to communicate, etc, essentially be [...] ","Hi,Technically Digital Literate note necessary communication, to quote Fraser from Anyangwe (2012) ""digital literacy = digital tool knowledge + critical thinking + social engagement"", therefore it is not specific to communication skills, it is the abil...",publish,re-announcements-and-list-discussion-online-learning-readiness-51,2013-04-24 09:22:04,post,"Lists,JISCMail,Course Reader",
2720,1151,2013-04-24 09:54:43,suebbarnes45: @helenbeetham in relation to #octel Did you introduce your digital literacies hierarchy triangle in an article that I could have a look at?,"
@helenbeetham in relation to #octel Did you introduce your digital literacies hierarchy triangle in an article that I could have a look at?
","@helenbeetham in relation to #octel Did you introduce your digital literacies hierarchy triangle in an article that I could have a look at?— Sue Barnes (@suebbarnes45) April 24, 2013",publish,suebbarnes45-helenbeetham-in-relation-to-octel-did-you-introduce-your-digital-literacies-hierarchy-triangle-in-an-article-that-i-could-have-a-look-at,2013-04-24 09:54:43,post,"Social networks,Twitter (Q&A)",#ocTEL
2668,1353,2013-04-24 10:11:03,Re: Announcements and list discussion (online learning readiness),Think I must be missing something here. Please help out someone
Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students.
By the way is ocTEL just for HE providers? Perhaps I'm on the wrong course.. would someone please enlighten me here. [...] ,Think I must be missing something here. Please help out someoneBased on your suggestion and quotes I would posit that Digital Literacy asdefined by some academics is irrelevant for students who are not in HE:certainly the definition does not encompass ...,publish,re-announcements-and-list-discussion-online-learning-readiness-14,2013-04-24 10:11:03,post,"JISCMail,Lists,Course Reader",
4876,1353,2013-04-24 10:11:03,Re: Announcements and list discussion (online learning readiness),Think I must be missing something here. Please help out someone
Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students.
By the way is ocTEL just for HE providers? Perhaps I'm on the wrong course.. would someone please enlighten me here. [...] ,Think I must be missing something here. Please help out someoneBased on your suggestion and quotes I would posit that Digital Literacy asdefined by some academics is irrelevant for students who are not in HE:certainly the definition does not encompass ...,publish,re-announcements-and-list-discussion-online-learning-readiness-22,2013-04-24 10:11:03,post,"Lists,Course Reader,JISCMail",
5372,1353,2013-04-24 10:11:03,Re: Announcements and list discussion (online learning readiness),Think I must be missing something here. Please help out someone
Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students.
By the way is ocTEL just for HE providers? Perhaps I'm on the wrong course.. would someone please enlighten me here. [...] ,Think I must be missing something here. Please help out someoneBased on your suggestion and quotes I would posit that Digital Literacy asdefined by some academics is irrelevant for students who are not in HE:certainly the definition does not encompass ...,publish,re-announcements-and-list-discussion-online-learning-readiness-36,2013-04-24 10:11:03,post,"Lists,Course Reader,JISCMail",
5723,1353,2013-04-24 10:11:03,Re: Announcements and list discussion (online learning readiness),Think I must be missing something here. Please help out someone
Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students.
By the way is ocTEL just for HE providers? Perhaps I'm on the wrong course.. would someone please enlighten me here. [...] ,Think I must be missing something here. Please help out someoneBased on your suggestion and quotes I would posit that Digital Literacy asdefined by some academics is irrelevant for students who are not in HE:certainly the definition does not encompass ...,publish,re-announcements-and-list-discussion-online-learning-readiness-50,2013-04-24 10:11:03,post,"JISCMail,Course Reader,Lists",
2674,1357,2013-04-24 10:18:23,Announcements and list discussion (online learning readiness),"Hi everyone
Join our weekly webinar at 12.30 British Summer Time today. If you haven't been to a live session before, don't worry. There'll be a short introduction and networking session at the start as well as time to familiarise yourself with the platform - please try to login about 1-15mins before the start. [...] ","Hi everyoneJoin our weekly webinar at 12.30 British Summer Time today. If you haven't been to a live session before, don't worry. There'll be a short introduction and networking session at the start as well as time to familiarise yourself with the plat...",publish,announcements-and-list-discussion-online-learning-readiness-2,2013-04-24 10:18:23,post,"Course Reader,JISCMail,Lists",
4875,1357,2013-04-24 10:18:23,Announcements and list discussion (online learning readiness),"Hi everyone
Join our weekly webinar at 12.30 British Summer Time today. If you haven't been to a live session before, don't worry. There'll be a short introduction and networking session at the start as well as time to familiarise yourself with the platform - please try to login about 1-15mins before the start. [...] ","Hi everyoneJoin our weekly webinar at 12.30 British Summer Time today. If you haven't been to a live session before, don't worry. There'll be a short introduction and networking session at the start as well as time to familiarise yourself with the plat...",publish,announcements-and-list-discussion-online-learning-readiness-3,2013-04-24 10:18:23,post,"Lists,Course Reader,JISCMail",
5371,1357,2013-04-24 10:18:23,Announcements and list discussion (online learning readiness),"Hi everyone
Join our weekly webinar at 12.30 British Summer Time today. If you haven't been to a live session before, don't worry. There'll be a short introduction and networking session at the start as well as time to familiarise yourself with the platform - please try to login about 1-15mins before the start. [...] ","Hi everyoneJoin our weekly webinar at 12.30 British Summer Time today. If you haven't been to a live session before, don't worry. There'll be a short introduction and networking session at the start as well as time to familiarise yourself with the plat...",publish,announcements-and-list-discussion-online-learning-readiness-5,2013-04-24 10:18:23,post,"Lists,Course Reader,JISCMail",
5722,1357,2013-04-24 10:18:23,Announcements and list discussion (online learning readiness),"Hi everyone
Join our weekly webinar at 12.30 British Summer Time today. If you haven't been to a live session before, don't worry. There'll be a short introduction and networking session at the start as well as time to familiarise yourself with the platform - please try to login about 1-15mins before the start. [...] ","Hi everyoneJoin our weekly webinar at 12.30 British Summer Time today. If you haven't been to a live session before, don't worry. There'll be a short introduction and networking session at the start as well as time to familiarise yourself with the plat...",publish,announcements-and-list-discussion-online-learning-readiness-7,2013-04-24 10:18:23,post,"Course Reader,Lists,JISCMail",
2673,2,2013-04-24 10:36:25,Re: Announcements and list discussion (online learning readiness),"Serena,
On 24 Apr 2013, at 11:11, Serena Bradshaw wrote:
> Think I must be missing something here. Please help out someone > > Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students. [...] ","Serena,
On 24 Apr 2013, at 11:11, Serena Bradshaw wrote:
> Think I must be missing something here. Please help out someone > > Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students. [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-16,2013-04-24 10:36:25,post,"JISCMail,Lists,Course Reader",
4874,2,2013-04-24 10:36:25,Re: Announcements and list discussion (online learning readiness),"Serena,
On 24 Apr 2013, at 11:11, Serena Bradshaw wrote:
> Think I must be missing something here. Please help out someone > > Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students. [...] ","Serena,
On 24 Apr 2013, at 11:11, Serena Bradshaw wrote:
> Think I must be missing something here. Please help out someone > > Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students. [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-21,2013-04-24 10:36:25,post,"Course Reader,JISCMail,Lists",
5370,2,2013-04-24 10:36:25,Re: Announcements and list discussion (online learning readiness),"Serena,
On 24 Apr 2013, at 11:11, Serena Bradshaw wrote:
> Think I must be missing something here. Please help out someone > > Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students. [...] ","Serena,
On 24 Apr 2013, at 11:11, Serena Bradshaw wrote:
> Think I must be missing something here. Please help out someone > > Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students. [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-35,2013-04-24 10:36:25,post,"Lists,Course Reader,JISCMail",
5721,2,2013-04-24 10:36:25,Re: Announcements and list discussion (online learning readiness),"Serena,
On 24 Apr 2013, at 11:11, Serena Bradshaw wrote:
> Think I must be missing something here. Please help out someone > > Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students. [...] ","Serena,
On 24 Apr 2013, at 11:11, Serena Bradshaw wrote:
> Think I must be missing something here. Please help out someone > > Based on your suggestion and quotes I would posit that Digital Literacy as defined by some academics is irrelevant for students who are not in HE: certainly the definition does not encompass the needs of our students. [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-49,2013-04-24 10:36:25,post,"Lists,JISCMail,Course Reader",
2699,1205,2013-04-24 10:43:03,"altoctel: @gotanda fret not, there is no One True Path - trust yourself to find your own one! #octel","
@gotanda fret not, there is no One True Path - trust yourself to find your own one! #octel
","@gotanda fret not, there is no One True Path - trust yourself to find your own one! #octel— ALT ocTEL course (@ALTocTEL) April 24, 2013",publish,altoctel-gotanda-fret-not-there-is-no-one-true-path-trust-yourself-to-find-your-own-one-octel,2013-04-24 10:43:03,post,"Social networks,Twitter (Q&A)",#ocTEL
2698,1179,2013-04-24 11:51:15,kerr63: What is the ONE question you would ask students as a predictor of online learning success? #octel @helenbeetham,"
What is the ONE question you would ask students as a predictor of online learning success? #octel @helenbeetham
","What is the ONE question you would ask students as a predictor of online learning success? #octel @helenbeetham— James Kerr (@Kerr63) April 24, 2013",publish,kerr63-what-is-the-one-question-you-would-ask-students-as-a-predictor-of-online-learning-success-octel-helenbeetham,2013-04-24 11:51:15,post,"Social networks,Twitter (Q&A)",#ocTEL
2697,1179,2013-04-24 12:02:22,kerr63: @84Msand #octel Week 2 Webinar with @helenbeetham is excellent! Where are you?,"
","RT @kerr63: RT @shellterrell: Will MOOC Technology Break the Education Cartel? bit.ly/142M7Wc #elearning #edtech #mooc #octel— Jerome SIMON (@JeromeSimon) April 24, 2013",publish,jeromesimon-rt-kerr63-rt-shellterrell-will-mooc-technology-break-the-education-cartel-httpt-coexpwncyr9a-elearning-edtech-mooc-octel,2013-04-24 12:14:34,post,"Social networks,Twitter (Q&A)","#ocTEL,eLearning,edtech,mooc"
2643,1346,2013-04-24 12:19:34,"olavur: Tried ""what kind of learner are you?"" quiz http://t.co/rQ4jkChi8k from UofExeter. Good activity recommendations based on your answers #octel","
Tried ""what kind of learner are you?"" quiz bit.ly/learnerquiz from UofExeter. Good activity recommendations based on your answers #octel
","Tried ""what kind of learner are you?"" quiz bit.ly/learnerquiz from UofExeter. Good activity recommendations based on your answers #octel— Olavur Ellefsen (@olavur) April 24, 2013",publish,olavur-tried-what-kind-of-learner-are-you-quiz-httpt-corq4jkchi8k-from-uofexeter-good-activity-recommendations-based-on-your-answers-octel,2013-04-24 12:19:34,post,"Social networks,Twitter (Q&A)",#ocTEL
2783,171,2013-04-24 12:45:18,sas.elluminate.com,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,sas-elluminate-com,2013-04-24 12:45:18,post,"Course Reader,Delicious,Bookmarks","from,from twitter,#ocTEL,twitter"
2642,82,2013-04-24 12:59:11,"helenbeetham: @cbokhove indeed: pls join #octel webinar tomorrow & we'll explore motives institutions might have for directing students to such qu'aires","
@cbokhove indeed: pls join #octel webinar tomorrow & we'll explore motives institutions might have for directing students to such qu'aires
","@cbokhove indeed: pls join #octel webinar tomorrow & we'll explore motives institutions might have for directing students to such qu'aires— Helen Beetham (@helenbeetham) April 24, 2013",publish,helenbeetham-cbokhove-indeed-pls-join-octel-webinar-tomorrow-amp-well-explore-motives-institutions-might-have-for-directing-students-to-such-quaires,2013-04-24 12:59:11,post,"Twitter (Q&A),Social networks",#ocTEL
2676,5,2013-04-24 13:19:42,Signposts,"Hopefully now you now feel confident about finding the places, people and opportunities within ocTEL that might best support your learning. With so much activity going on across channels, one of our challenges is providing ways for you to find your way in this broad landscape, highlighting and directing you to clusters of activity that might be useful to you. As the course evolves we are trying to respond to your needs so in this post I wanted to signpost some places you might not have been aware of which will allow you to make new connections.
Participant blogs & discussion spaces
One of the great things to happen in the course early on was the creation by participants of their own shared spaces. In the participant blogs & discussion spaces page we’ve list the ones we know about and if you have anymore you’d like to share please let us know. We thought it would also be useful to list participant blogs. This is very basic for now and we are adding features on demand (for example originally the list didn’t include profile links).
Top contributors
Following a request from imogenbertin on a recent post we’ve started to develop a top contributors page. This lists the community members (top 20) who have generated the most content for the Course Reader, Forums and Twitter archive. We’re again interested in your views about this page and how it might be improved.
It’s important to emphasise that this should not be taken ay any kind of pecking order of ocTEL participants. In parallel with this, and possibly more importantly, we areworking hard to support people making their first few posts.
Course Reader Favourites
A feature that appears to have been missed by most people is the ability to ‘favourite’ posts in the Course Reader. If you spot a post you like we encourage you to give it a star by clicking on the icon. The sidebar in the Course Reader lists the posts with the most ‘favourites’ and a list of posts you’ve added a favourite to.
Daily Newsletter
The Daily Newsletter is a great way to get a summary of activity in your inbox. If you are not getting this check your ‘Manage Newsletter Subscriptions’ link from your [edit_profile_link text='Edit Profile'] page or check your email spam folder.
Twitter Retweets
If you are looking for the tweets that have resonated the most in the last 24 hours (in terms of retweets), there is the Twitter (Retweets) page.
Let us know if you have any other suggestions for surfacing interesting content and people.","",publish,signposts,2013-06-06 11:26:50,post,Course information,
2700,981,2013-04-24 13:38:19,Re: Announcements and list discussion (online learning readiness),"Hi,
Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky).
Duggan, F. (2013) Why universities should acquire – and teach – digital literacy, Education, The Guardian, 23rd April 2013, last accessed 24th April 2013 at http://m.guardian.co.uk/education/2013/apr/23/universities-should-teach-digital-literacy [...]","Hi,
Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky).
Duggan, F. (2013) Why universities should acquire – and teach – digital literacy, Education, The Guardian, 23rd April 2013, last accessed 24th April 2013 at http://m.guardian.co.uk/education/2013/apr/23/universities-should-teach-digital-literacy [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-17,2013-04-24 13:38:19,post,"Course Reader,JISCMail,Lists",
4873,981,2013-04-24 13:38:19,Re: Announcements and list discussion (online learning readiness),"Hi,
Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky).
Duggan, F. (2013) Why universities should acquire – and teach – digital literacy, Education, The Guardian, 23rd April 2013, last accessed 24th April 2013 at http://m.guardian.co.uk/education/2013/apr/23/universities-should-teach-digital-literacy [...]","Hi,
Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky).
Duggan, F. (2013) Why universities should acquire – and teach – digital literacy, Education, The Guardian, 23rd April 2013, last accessed 24th April 2013 at http://m.guardian.co.uk/education/2013/apr/23/universities-should-teach-digital-literacy [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-20,2013-04-24 13:38:19,post,"Lists,Course Reader,JISCMail",
5369,981,2013-04-24 13:38:19,Re: Announcements and list discussion (online learning readiness),"Hi,
Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky).
Duggan, F. (2013) Why universities should acquire – and teach – digital literacy, Education, The Guardian, 23rd April 2013, last accessed 24th April 2013 at http://m.guardian.co.uk/education/2013/apr/23/universities-should-teach-digital-literacy [...]","Hi,
Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky).
Duggan, F. (2013) Why universities should acquire – and teach – digital literacy, Education, The Guardian, 23rd April 2013, last accessed 24th April 2013 at http://m.guardian.co.uk/education/2013/apr/23/universities-should-teach-digital-literacy [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-34,2013-04-24 13:38:19,post,"Course Reader,JISCMail,Lists",
5720,981,2013-04-24 13:38:19,Re: Announcements and list discussion (online learning readiness),"Hi,
Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky).
Duggan, F. (2013) Why universities should acquire – and teach – digital literacy, Education, The Guardian, 23rd April 2013, last accessed 24th April 2013 at http://m.guardian.co.uk/education/2013/apr/23/universities-should-teach-digital-literacy [...]","Hi,
Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky).
Duggan, F. (2013) Why universities should acquire – and teach – digital literacy, Education, The Guardian, 23rd April 2013, last accessed 24th April 2013 at http://m.guardian.co.uk/education/2013/apr/23/universities-should-teach-digital-literacy [...]",publish,re-announcements-and-list-discussion-online-learning-readiness-48,2013-04-24 13:38:19,post,"Course Reader,Lists,JISCMail",
2701,1181,2013-04-24 13:56:26,#ocTEL week 2: learners’ needs and digital literacy,"
So how do you find out if you’re ready to take an online course? Well in my case you dive into one unthinkingly (ocTEL), complain about how difficult and confusing you’re finding it and then gradually try to find out why.
I took the questionnaires prepared by Penn State and Houston universities, which probed me on whether I had the skills and character traits required to take an online course (preferably, but not necessarily, theirs).
I was invited to agree with a series of self-affirmatory statements, some of which could have come straight from a cult’s indoctrination handbook (‘I am self-motivated’; ‘I am goal-oriented’; ‘I do not quit just because things get difficult’). I could only recall one negative statement (‘I am a procrastinator’) – I decided I’d come back to that one.
You wonder how many false positives this kind of questioning might produce. Meanwhile, the ‘crap detector‘ in me said that these universities have a vested interest in telling me that I have the skillset required to sign up for their online course.
In both questionnaires, many of the questions focused on skills that are necessary in any course (whether online or classroom-based) such as organisation, time management and self-motivation. Never mind taking an online course, it’s quite difficult to get out of bed and walk down the street without some of these.
The questions also enquired whether I had the IT skills and infrastructure required to take a course online. Would digital literacies really be a barrier to taking a course online? If a student is motivated to learn then surely he or she will acquire the skills they need, and quickly (see the ‘Hole in the Wall’ project in my previous post). Also, digital literacy can mean different things in different places. For instance in many parts of Africa getting access to a laptop computer is intensely difficult, but smartphone use is almost ubiquitous.
In global programmes, the educator’s job might be not to assess individual students’ skills but to stop themselves putting barriers in the way of motivated students who have only the most basic level of digital literacy (for example by using a VLE that’s simple and intuitive, or by building their resources around cheap or open-source technology).
Maybe study skills questionnaires could be most valuable if they enable educational institutions to improve the level of ‘pastoral care’ they provide to online students after they begin their studies. If someone says they’re not good at remembering deadlines, then send them automatic reminders when one’s coming up; if someone says they don’t learn well on their own, then put them in touch with a study group.
All of this could be almost entirely automatic and – here comes the magic word – scalable.
","So how do you find out if you’re ready to take an online course? Well in my case you dive into one unthinkingly (ocTEL), complain about how difficult and confusing you’re finding it and then gradually try to find out … Continue reading →",publish,octel-week-2-learners-needs-and-digital-literacy,2013-04-24 13:56:26,post,"Course Reader,Blog posts","#ocTEL,Digital learning"
2702,174,2013-04-24 15:16:21,networks,"
I’ve been involved with the launch and re-launch of two networks (or communities of practice?) at Leeds this week and last week: the re-launch of the Learning Technologists Network, lead by James Little (fellow blogger, ocTEL participant, and Sheffielder!); and the (soft) launch of the Online Distance Learning Network for colleagues involved in ODL provision, which just now seems to be gathering momentum. I’ve found both really helpful – it’s great to meet other people at the University involved in these kinds of activity.
At the request of our Faculty I also gave a presentation today for colleagues interested in ODL – the slides (I didn’t quite get time to turn it into a Prezi) are available on Slideshare and embedded below:
","I’ve been involved with the launch and re-launch of two networks (or communities of practice?) at Leeds this week and last week: the re-launch of the Learning Technologists Network, lead by James Little (fellow blogger, ocTEL participant, and Sheffielder!); and the (soft) launch of the Online Distance Learning Network for …",publish,networks,2013-04-24 15:16:21,post,"Blog posts,Course Reader","Events,ODL,eLearning,University of Leeds,VLE,Communities of practice,Higher Ed,Talks"
2703,566,2013-04-24 15:41:07,Week 2: Thoughts on online readiness questionnaires,"
I have to say, I found the two questionnaires I completed quite interesting. I did the Penn State and San Diego questionnaires, and while they are visually very different, they have a lot of similarities. However, their style of questioning is sometimes quite different…
Penn State utilises a kind of Likert Scale type system, with questions that made me think quite a lot about where I would rank myself in the scale. The questions are pretty obvious at what they are getting at, what kind of point they are trying to make, but because of the scale, you can get an idea pretty quickly how ready you are without seeing the analysis of your scoring. Some of the results come up as obvious, but others prompt further contemplation about whether the style suits you.
San Diego’s questions feel much more limited, forcing you to select one of 3 statements for each readiness question. Early questions almost seem set on debunking myths about online courses: the question about how much time you’d be prepared to dedicate to the course suggests that you would only want to use minimal time because online courses are easier! Think that’s definitely boxing potential participants into specific categories! Maybe they’ve had problems with people thinking the courses are easier that way before?!
The clear similarities could be grouped into time management skills, commitment levels, and IT competence. I found it interesting that so much of the questionnaires were dedicated to evaluating IT competence. Initially I wondered why anyone would sign up for an online course if they don’t have some level of IT literacy, but then personal life may limit or restrict students enough to force them to look only at online options, and that doesn’t necessarily equate to competence in IT… The questions made me think quite a lot about just how much I would expect of my students before they even start studying, and the thought that some of them may not have IT facilities at home, or need specialist equipment to enable them to participate is not surprising, but would make me think a lot more about what course materials I would create.
I wouldn’t use this kind of questionnaire with my own students for a couple of reasons.
The amount of interaction I get with them is a small section of their module.
The nature of the course/students means that they are often away on placement, which means they tend to only do what they need to do or what is beneficial to them. Therefore, linking back to point 1, it wouldn’t really suit what they were doing.
The way students are accepted onto our courses means they are required to have a certain level of competence and commitment, so I would expect them to be at a skill level capable of dealing with online learning.
I’m sure I’ll think of more once I’ve published this blog post though! I do think that modern students, while being assumed to have a lot of characteristics given they are often of a generation who has grown up with the internet and technology, will most of the time have the skills necessary, but seeing these questionnaires does raise the question as to how many assumptions we perhaps shouldn’t make about who we teach. And certainly we need to make sure that our materials are accessible to all kinds of students.
As a last thought – I’m mostly ready, apparently! Hopefully I’ll stay that way!
","I have to say, I found the two questionnaires I completed quite interesting. I did the Penn State and San Diego questionnaires, and while they are visually very different, they have a lot of similarities. However, their style of questioning is sometimes quite different… Penn State utilises a kind of Likert Scale type system, with […]",publish,week-2-thoughts-on-online-readiness-questionnaires,2013-04-24 15:41:07,post,"Course Reader,Blog posts",Uncategorized
4740,566,2013-04-24 15:41:07,Week 2: Thoughts on online readiness questionnaires,"
I have to say, I found the two questionnaires I completed quite interesting. I did the Penn State and San Diego questionnaires, and while they are visually very different, they have a lot of similarities. However, their style of questioning is sometimes quite different…
Penn State utilises a kind of Likert Scale type system, with questions that made me think quite a lot about where I would rank myself in the scale. The questions are pretty obvious at what they are getting at, what kind of point they are trying to make, but because of the scale, you can get an idea pretty quickly how ready you are without seeing the analysis of your scoring. Some of the results come up as obvious, but others prompt further contemplation about whether the style suits you.
San Diego’s questions feel much more limited, forcing you to select one of 3 statements for each readiness question. Early questions almost seem set on debunking myths about online courses: the question about how much time you’d be prepared to dedicate to the course suggests that you would only want to use minimal time because online courses are easier! Think that’s definitely boxing potential participants into specific categories! Maybe they’ve had problems with people thinking the courses are easier that way before?!
The clear similarities could be grouped into time management skills, commitment levels, and IT competence. I found it interesting that so much of the questionnaires were dedicated to evaluating IT competence. Initially I wondered why anyone would sign up for an online course if they don’t have some level of IT literacy, but then personal life may limit or restrict students enough to force them to look only at online options, and that doesn’t necessarily equate to competence in IT… The questions made me think quite a lot about just how much I would expect of my students before they even start studying, and the thought that some of them may not have IT facilities at home, or need specialist equipment to enable them to participate is not surprising, but would make me think a lot more about what course materials I would create.
I wouldn’t use this kind of questionnaire with my own students for a couple of reasons.
The amount of interaction I get with them is a small section of their module.
The nature of the course/students means that they are often away on placement, which means they tend to only do what they need to do or what is beneficial to them. Therefore, linking back to point 1, it wouldn’t really suit what they were doing.
The way students are accepted onto our courses means they are required to have a certain level of competence and commitment, so I would expect them to be at a skill level capable of dealing with online learning.
I’m sure I’ll think of more once I’ve published this blog post though! I do think that modern students, while being assumed to have a lot of characteristics given they are often of a generation who has grown up with the internet and technology, will most of the time have the skills necessary, but seeing these questionnaires does raise the question as to how many assumptions we perhaps shouldn’t make about who we teach. And certainly we need to make sure that our materials are accessible to all kinds of students.
As a last thought – I’m mostly ready, apparently! Hopefully I’ll stay that way!
","I have to say, I found the two questionnaires I completed quite interesting. I did the Penn State and San Diego questionnaires, and while they are visually very different, they have a lot of similarities. However, their style of questioning is sometimes quite different… Penn State utilises a kind of Likert Scale type system, with […]",publish,week-2-thoughts-on-online-readiness-questionnaires-2,2013-04-24 15:41:07,post,"Blog posts,Course Reader",Uncategorized
2722,200,2013-04-24 23:05:16,#ocTEL Understanding Learners’ Needs – Week Two in the course,"
Week Two of the ocTEL course and this week the material is looking at the needs of learners. I find this an interesting yet challenging topic because it is so diverse. It is however, probably the most important aspect of teaching – if I don’t understand what the learning needs are of the individual and collective group of students, who after all, are in a round about way, paying me, then how can I do an effective job?
Most of my work is teaching on a fully online distance learning course at postgraduate level. Most of the students are in full time employment, across a wide spectrum and often very challenging work. Our students also have diverse living and social backgrounds, given that we have students from across the globe. There ages differ from probably around 22 years old through to people in their 50s. Some will be new to the area of public health, some will be extremely experienced. Some will be coming back into education after a significant period of time away from it. Some will be new to online learning, in fact most are probably new to this, yet their range of skills in using and appreciating the social learning benefits of online technology are likely to vary.
So already, just from our student base, there is massive diversity! On top of this, the whole postgraduate programme is diverse, with around 18 different modules, different course unit leaders, different tutors and teaching assistants, through to differences in the way assessments are given.
I’m exhausted just thinking about it!
So what does the theory tell me so far? Perhaps the work of Malcolm Knowles has helped me the most or I have found the most relevant to the teaching I am doing. Knowles made a distinction of adult learners with the term “andragogy,”. Andragogy focuses on special needs of adult learners. Knowles identified six assumptions about adult learning: (1) need to know, (2) self-concept, (3) prior experience, (4) readiness to learn, (5) learning orientation, and (6) motivation to learn.
I think ‘the need to know’ is particularly important for two reasons. Firstly, students coming on the course will have existing ‘need to know’ lists, in their mind, and some will be needing to develop knowledge and skills at that point in time to complete a work activity. There is also what I think as a tutor is ‘their need to know’ – thus those aspects or knowledge areas that I am introducing to them in such a way that they will then want to ‘need to know’. My own learning need is very much based on a need to know as I get older. Time is precious and my concentration is easily taken by other things. Therefore I come to learning more with a set of ‘demands’ rather than ‘tell me everything you want’.
The JISC resources on elearning and their research looking at the learners needs was extremely helpful. I do however find it very difficult at times to navigate through the JISC website – and at times seem to get stuck in a loop. There are clearly or have been, many relevant projects, case studies, research and evaluations – but it takes a lot of time to try and work out the most relevant. I did find their downloadable information sheets easy and simple to read. The JISC work seems to be very student centric, and takes much more of a pragmatic or applied approach which is easy to follow and in reflection to the paragraph above, is very much focused towards what a learner (which after all includes me as a teacher) needs to know.
Finally I am looking forward to working through the OER by the University of Wolverhampton “learning to teach inclusively”. Again this seems to be straight forward and does not contain too much theory. However I do like some theory when it is relevant to my needs (again reflecting some of the points Knowles makes about adult learner).
Following on from this, I am still disappointed in the content of this #ocTEL MOOC. Some of the resources I think are poor, and I am sure there is a wealth of online material from the designers to have selected from. Having said that, I am still learning different aspects each week. The only problem is that I am also building up a lengthy DIIGO account of other pages I find along the way to go back to at some point. But as in the Number One Ladies Detective Agency, ‘someday’ never seems to arrive!
Disapponted
","Week Two of the ocTEL course and this week the material is looking at the needs of learners. I find this an interesting yet challenging topic because it is so diverse. It is however, probably the most important aspect of…
","'Who's using #MOOCs? 10 different target audiences' bit.ly/ZKxoLJ via @donaldclark #octel #edcmooc #edtech— David Hopkins (@hopkinsdavid) April 25, 2013",publish,hopkinsdavid-whos-using-moocs-10-different-target-audiences-httpt-coeusurpynxs-via-donaldclark-octel-edcmooc-edtech,2013-04-25 02:36:44,post,"Social networks,Twitter (Q&A)","moocs,edtech,#ocTEL,edcmooc"
3044,198,2013-04-25 04:25:00,Digital Readiness Quizzes,"Results of two readiness quizzes by Helen Beetham (@helenbeetham):
The first is to asses my profile as a digital learner:
The second is to assess my profile as a digital researcher:
The results of my Digital Scepticism score are surprising to me. Although I am a digital literacy and digital resource/media advocate, I maintain a healthy scepticism about it all, but according to these profiles I only rate midway on the scale. Makes me wonder about the math behind the scoring, and possibly some additional questions that could be assessed.
#ocTEL #tel #edtech #adult_learning #learning ","Results of two readiness quizzes by Helen Beetham (@helenbeetham):The first is to asses my profile as a digital learner:The second is to assess my profile as a digital researcher:The results of my Digital Scepticism score are surprising to me. Al...",publish,digital-readiness-quizzes,2013-04-25 04:25:00,post,"Blog posts,Course Reader","#tel,digital readiness,edtech,Adult Learning,#ocTEL"
5288,198,2013-04-25 04:25:00,Digital Readiness Quizzes,"Results of two readiness quizzes by Helen Beetham (@helenbeetham):
The first is to asses my profile as a digital learner:
The second is to assess my profile as a digital researcher:
The results of my Digital Scepticism score are surprising to me. Although I am a digital literacy and digital resource/media advocate, I maintain a healthy scepticism about it all, but according to these profiles I only rate midway on the scale. Makes me wonder about the math behind the scoring, and possibly some additional questions that could be assessed.
#ocTEL #tel #edtech #adult_learning #learning ","Results of two readiness quizzes by Helen Beetham (@helenbeetham):The first is to asses my profile as a digital learner:The second is to assess my profile as a digital researcher:The results of my Digital Scepticism score are surprising to me. Al...",publish,digital-readiness-quizzes-2,2013-04-25 04:25:00,post,"Course Reader,Blog posts","Adult Learning,#tel,digital readiness,edtech,#ocTEL"
5661,198,2013-04-25 04:25:00,Digital Readiness Quizzes,"Results of two readiness quizzes by Helen Beetham (@helenbeetham):
The first is to asses my profile as a digital learner:
The second is to assess my profile as a digital researcher:
The results of my Digital Scepticism score are surprising to me. Although I am a digital literacy and digital resource/media advocate, I maintain a healthy scepticism about it all, but according to these profiles I only rate midway on the scale. Makes me wonder about the math behind the scoring, and possibly some additional questions that could be assessed.
#ocTEL #tel #edtech #adult_learning #learning ","Results of two readiness quizzes by Helen Beetham (@helenbeetham):The first is to asses my profile as a digital learner:The second is to assess my profile as a digital researcher:The results of my Digital Scepticism score are surprising to me. Al...",publish,digital-readiness-quizzes-3,2013-04-25 04:25:00,post,"Course Reader,Blog posts","edtech,digital readiness,#tel,Adult Learning,#ocTEL"
2759,1376,2013-04-25 04:27:37,suebamford: RT @hopkinsdavid: 'Who's using #MOOCs? 10 different target audiences' http://t.co/EusUrPYNxS via @donaldclark #octel #edcmooc #edtech,"
","RT @hopkinsdavid: 'Who's using #MOOCs? 10 different target audiences' bit.ly/ZKxoLJ via @donaldclark #octel #edcmooc #edtech— Sue Bamford (@SueBamford) April 25, 2013",publish,suebamford-rt-hopkinsdavid-whos-using-moocs-10-different-target-audiences-httpt-coeusurpynxs-via-donaldclark-octel-edcmooc-edtech,2013-04-25 04:27:37,post,"Social networks,Twitter (Q&A)","moocs,edtech,#ocTEL,edcmooc"
2758,1375,2013-04-25 06:18:02,annamandabee: 'Who's using #MOOCs? 10 different target audiences' http://t.co/8mZLAl67wv via @donaldclark #octel #edcmooc #edtech via @hopkinsdavid,"
","'Who's using #MOOCs? 10 different target audiences' bit.ly/ZKxoLJ via @donaldclark #octel #edcmooc #edtech via @hopkinsdavid— Ann Amanda Bee (@AnnAmandaBee) April 25, 2013",publish,annamandabee-whos-using-moocs-10-different-target-audiences-httpt-co8mzlal67wv-via-donaldclark-octel-edcmooc-edtech-via-hopkinsdavid,2013-04-25 06:18:02,post,"Social networks,Twitter (Q&A)","edcmooc,moocs,edtech,#ocTEL"
2730,17,2013-04-25 06:36:28,Are our students ready?,"
ocTEL webinar, week 3: Digital literacies by Helen Beetham
I was sadly very proud that a quote from my blog post was included in Helen’s presentation! This social networking game is still new enough for me that I am allowed to be proud of such things so I hope you will excuse my vanity, dear reader.
The session was intended to be interactive and lived up to expectations with many of the Illuminate tools being employed. This was great although the session had a bit of a frenetic feel to it. I think we are all still learning about the time management of online engagement.
In considering the four examples of student readiness questionnaires from this week’s activities we were invited to think about and respond to a poll on the purpose of the using similar questionnaires on student readiness to learn in a technology based/ online environment. A related issue we might consider is whether such questionnaires are for the benefit of the learner or the teacher. A popular choice of purpose in the poll was that of setting or managing student expectations and participants feeling that this was often the current purpose but not necessarily a worthy one; such a purpose being more for the benefit of the teacher than the learner, perhaps. Another popular choice was that of using the questions to direct students to additional resources available to help them increase their readiness; the benefit here being mainly with the students themselves although obviously with the added benefit for teachers that their students will come better prepared to learn in relation to the course design. I see both of the above options as being of fundamental importance. Student’s need to know what to expect. All learners need to understand the context of a learning situation even though they may then need and be able to push against the limitations of that context. However, offering ways for students to adequately prepare for learning is paramount.
The issue discussed above formed a very small part of the week’s webinar but I hope will have a significant influence on my own practice as a learning technology advisor giving me a new perspective from which to consider supporting the use of learning technology and learning in general.
Some specific related points that I take away are to:
consider digital literacy rather than technical competence
ask questions to engage learners rather than test and judge them.
The session then presented a number of questions about learners’ preferences and after a couple of these it became clear to me and other’s that we don’t know the answers but could only guess based on personal experience or anecdote. Helen said that we “Need to be careful about generalizing what learners feel”.
We need to be asking learners. At my institution this could happen through evaluations by asking questions about the students’ learning during the course replacing or in addition to the questions that ask students to judge the teaching!
There is a special interest group looking at this but I need to find out the details. I did pick up a useful link to a pdf http://oro.open.ac.uk/30014/ in relation to doctoral students.
Much more happened in the webinar but I was too busy to write notes so will only take an impression away! However, below are images of the digital literacies that Helen has developed/ is using and I hope to find out more about this model and other similar models.
","ocTEL webinar, week 3: Digital literacies by Helen Beetham I was sadly very proud that a quote from my blog post was included in Helen’s presentation! This social networking game is still new enough for me that I am allowed to be proud of such things so I hope you will excuse my vanity, dear […]",publish,are-our-students-ready,2013-04-25 06:36:28,post,"Course Reader,Blog posts","Questionnaire,educational technology,digital literacy,Helen Beetham,learning,Uncategorized,student,Education,Teacher"
4610,17,2013-04-25 06:36:28,Are our students ready?,"
ocTEL webinar, week 3: Digital literacies by Helen Beetham
I was sadly very proud that a quote from my blog post was included in Helen’s presentation! This social networking game is still new enough for me that I am allowed to be proud of such things so I hope you will excuse my vanity, dear reader.
The session was intended to be interactive and lived up to expectations with many of the Illuminate tools being employed. This was great although the session had a bit of a frenetic feel to it. I think we are all still learning about the time management of online engagement.
In considering the four examples of student readiness questionnaires from this week’s activities we were invited to think about and respond to a poll on the purpose of the using similar questionnaires on student readiness to learn in a technology based/ online environment. A related issue we might consider is whether such questionnaires are for the benefit of the learner or the teacher. A popular choice of purpose in the poll was that of setting or managing student expectations and participants feeling that this was often the current purpose but not necessarily a worthy one; such a purpose being more for the benefit of the teacher than the learner, perhaps. Another popular choice was that of using the questions to direct students to additional resources available to help them increase their readiness; the benefit here being mainly with the students themselves although obviously with the added benefit for teachers that their students will come better prepared to learn in relation to the course design. I see both of the above options as being of fundamental importance. Student’s need to know what to expect. All learners need to understand the context of a learning situation even though they may then need and be able to push against the limitations of that context. However, offering ways for students to adequately prepare for learning is paramount.
The issue discussed above formed a very small part of the week’s webinar but I hope will have a significant influence on my own practice as a learning technology advisor giving me a new perspective from which to consider supporting the use of learning technology and learning in general.
Some specific related points that I take away are to:
consider digital literacy rather than technical competence
ask questions to engage learners rather than test and judge them.
The session then presented a number of questions about learners’ preferences and after a couple of these it became clear to me and other’s that we don’t know the answers but could only guess based on personal experience or anecdote. Helen said that we “Need to be careful about generalizing what learners feel”.
We need to be asking learners. At my institution this could happen through evaluations by asking questions about the students’ learning during the course replacing or in addition to the questions that ask students to judge the teaching!
There is a special interest group looking at this but I need to find out the details. I did pick up a useful link to a pdf http://oro.open.ac.uk/30014/ in relation to doctoral students.
Much more happened in the webinar but I was too busy to write notes so will only take an impression away! However, below are images of the digital literacies that Helen has developed/ is using and I hope to find out more about this model and other similar models.
","ocTEL webinar, week 3: Digital literacies by Helen Beetham I was sadly very proud that a quote from my blog post was included in Helen’s presentation! This social networking game is still new enough for me that I am allowed to be proud of such things so I hope you will excuse my vanity, dear […]",publish,are-our-students-ready-2,2013-04-25 06:36:28,post,"Blog posts,Course Reader","learning,Teacher,Questionnaire,educational technology,Uncategorized,Helen Beetham,student,digital literacy,Education"
2733,1089,2013-04-25 07:20:29,Re: Announcements and list discussion (online learning readiness),"An interesting link. But I noticed in the small type that it was a 'sponsor's feature' from an e-textbook publisher. Didn't think the Guardian did this in its educational sections. So I'd raise questions about its 'neutrality'.
Best wishes Peter Hartlley
On 24 Apr 2013, at 14:38, ""Nortcliffe, Anne"" wrote:
> Hi, > > Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky). > > Duggan, F. (2013) Why [...] ","An interesting link. But I noticed in the small type that it was a 'sponsor's feature' from an e-textbook publisher. Didn't think the Guardian did this in its educational sections. So I'd raise questions about its 'neutrality'.
Best wishes Peter Hartlley
On 24 Apr 2013, at 14:38, ""Nortcliffe, Anne"" wrote:
On 24 Apr 2013, at 14:38, ""Nortcliffe, Anne"" wrote:
> Hi, > > Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky). > > Duggan, F. (2013) Why [...] ","An interesting link. But I noticed in the small type that it was a 'sponsor's feature' from an e-textbook publisher. Didn't think the Guardian did this in its educational sections. So I'd raise questions about its 'neutrality'.
Best wishes Peter Hartlley
On 24 Apr 2013, at 14:38, ""Nortcliffe, Anne"" wrote:
On 24 Apr 2013, at 14:38, ""Nortcliffe, Anne"" wrote:
> Hi, > > Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky). > > Duggan, F. (2013) Why [...] ","An interesting link. But I noticed in the small type that it was a 'sponsor's feature' from an e-textbook publisher. Didn't think the Guardian did this in its educational sections. So I'd raise questions about its 'neutrality'.
Best wishes Peter Hartlley
On 24 Apr 2013, at 14:38, ""Nortcliffe, Anne"" wrote:
On 24 Apr 2013, at 14:38, ""Nortcliffe, Anne"" wrote:
> Hi, > > Ironically on the JISC mail list for employability Ruth at Birmingham University posted yesterday’s article on Digital Literacy and HE Agenda in The Guardian, (wonder if anyone from The Guardian was paying attention to this week’s ocTEL activity (spooky). > > Duggan, F. (2013) Why [...] ","An interesting link. But I noticed in the small type that it was a 'sponsor's feature' from an e-textbook publisher. Didn't think the Guardian did this in its educational sections. So I'd raise questions about its 'neutrality'.
Best wishes Peter Hartlley
On 24 Apr 2013, at 14:38, ""Nortcliffe, Anne"" wrote:
So some of the key issues we’ll be thinking about are:
* technical competence and a set of aptitudes often bracketed together under the ‘digital literacy’ heading; * language and culture, from understanding of the jargon of a domain
to different cultural norms about interacting with individuals and
groups via the medium of technology; * individual sensory, motor or cognitive impairments that affect what is accessible via technology; * learning preferences and disciplines, such as the ability to schedule self-paced learning.[1] [ #ocTEL]
Themes A list of some of the characteristics that are common to all three questionnaires: * Asked about the personal motivation for undertaking the course via this method * Checked the learning style, reflective, participatory, kinesthetic and ease with modes of delivery face-to-face, audio-visual, textual * Checked previous experience of using forums, emails, online discussions, communication with other * Checked awareness of time needed each week/supportive environment/space to study * Asked if self-motivated re will keep on track and not fall behind as an independent learner even when subject becomes difficult * Time management - deadlines and organisation skills * IT skills - use of PC (emails,internet, file management, updating software), hardware support keyboard/mouse and if something goes wrong (business continuity), * Academic skills - from ability to read instructions, express oneself in writing etc., THOUGHTS It was
interesting to complete these questionnaires when I am already
undertaking an online course and it really made me think about what was
required from me regarding equipment, motivation, organisational skills,
digital literacy and time. I
think it is very important that learners understand what participating
in an online course will entail. It is quite interesting that for most
students this level of information is not communicated for traditional
face-to-face courses; well certainly not from my experience of
education. There is an assumption that the learner 'knows what is
involved' without it being explicitly expressed. Much of the checking is of previous
knowledge/expertise of wide range of IT issues - ones that would
normally be addressed and support provided as and when they arise if the learner was being
taught on campus. The questionnaires are used as a device to re-orientate
the student to this way of learning and where necessary to provide an
opportunity to address skill gaps in a formative approach that will equip
the learner with transferable skills.
Yes the test did accurately
identify my readiness to participate on an
online course. So for a learner where it identified they were not, I
would hope that the advice or suggestion that both San Diego and Houston
provided would be acted upon. Of course all of this only works if the
student is honest/realistic in their responses and don't over estimate
their abilities when completing the questionnaire.
This is a great way of ensuring that students really do understand what
is required from them and to ensure that the infrastructure is in place, if you will, to underpin
their studies in this medium. The checking for readiness is is not
something I had considered before but I can see how helpful it would be,
especially if one wants to improve retention rates. The more basic
issues/skill sets can be dealt with before the course begins the better
the outcome for the learner. Having students coming new to a
topic/subject/discipline whilst also trying to
become familiar with a new way of studying is like setting them up to
fail with two fences rather than just one to clear!
Choosing the Right Books for Your Young Learners ·
wecometolearn
Activity 2.1. Learners expectations
Find a colleague or someone else
you know who has limited experience of online learning and TEL and
discuss the topics with them. I discussed the 'readiness' questionnaire themes as identified above with a colleague who has not participated in any TEL courses.
Ready to engage with TEL? Answer: NO. * Motivation: Easier to give up when it becomes really difficult because there isn't personal contact and easy to ignore communications by emails * Learning styles: Having to wade through all of the various blogs and forums would be off-putting even though this in some ways replicates interaction in the classroom as well as active participation in others learning * Time management: Although good at time management felt sure the estimated amount of time required would need to be trebled to be more realistic * IT skills & experience of using forums, emails etc: Didn't have much confidence as seemed too much to wade through in the various forums and Google+, etc, very overwhelming. Wasn't keen to participate in TEL course before this but even less so having seen what it actually entails. One was asked about whether you used email but the use of various social media and different applications went far beyond normal emailing. * It was good that the questionnaire was used but it in no way prepared you for what would actually be needed. Expectations and concerns? * Expected courses to be more structured and study areas in ONE place (like VLE possibly) * Expectation of TEL was low but seeing the lack of structure and flexibility in the number of routes that can be employed even lower as it would be completely overwhelming for a first timer * Main concern would be the amount of learning required to use the various social media BEFORE starting the course and to use them whilst studying the materials on the course
Resonate with my experience? Some of these concerns are ones I had when I did my first MOOC, EDCMOOC and thankfully have not been replicated on this course, but I can understand how daunting it must be. By providing enough time in advance for the learner to become familar with relevant social media and the different way the teaching/learning space is structured online, concerns can be addressed and mitigated and expectations managed - in other words ""week zero"" on a longer timeline. Only two elements resonates with my experience: (1) the number of social media that one has had to start using and, (2) the amount of time I spend on this course far exceeds the stated 5 hours per week. If I had a larger number of other projects on the go I would not be able to cope. On the other hand the advice given - to focus on my big question and be selective has helped me to manage my expectations and how much I put into this course.
Activity 2.2. Researching themes in Learners' need
I have considered two of the four themes: * The nature of adult learning and implications for practice (tags: ocTEL, #adultlearning) * Implications of digital literacy (tags: ocTEL, #diglit)
Share what lessons you take concerning the theme, and how you would apply them to your own teaching and learning practice. Cercone[2] and Shank[3] are very clear as to the approach that should be adopted for adult learners see my precis in the tweet below.
Taking this on board I would apply this to my teaching for both adult learners and teaching digital literacy by: * Explicitly linking e.g. information research skills being taught to other uses than just for academia, * Encouraging learners to share their experiences good and bad, * Using group collobaration whilst working on problem based exercises.
In online delivery this would mean providing readings and handouts before the actual session, getting students to use a reflection log to self-assess themselves before and after the skills session, and provide differentiated pathways through the topic being covered.
The provision of a varierty of problems to work on but ensuring that the 'tell, show and do' principle is followed is essential for digital literacy - I just need to provide a wider range. The need to organise learning in chunk-size is hard as I do have the tendency to try and cram as much as possible into the one session. Providing the scaffolding for skills that may be new whilst ensuring I provide time for experimenting, reflection and explicitly mapping out how these skills can be used in other aspects of their lives will ensure that I achieve the learners' need in both themes.
#ocTEL #adultlearning posit skills/theories as to their use at work or personal life where possible, whilst drawing on students' experiences
So some of the key issues we’ll be thinking about are:
* technical competence and a set of aptitudes often bracketed together under the ‘digital literacy’ heading; * language and culture, from understanding of the jargon of a domain
to different cultural norms about interacting with individuals and
groups via the medium of technology; * individual sensory, motor or cognitive impairments that affect what is accessible via technology; * learning preferences and disciplines, such as the ability to schedule self-paced learning.[1] [ #ocTEL]
Themes A list of some of the characteristics that are common to all three questionnaires: * Asked about the personal motivation for undertaking the course via this method * Checked the learning style, reflective, participatory, kinesthetic and ease with modes of delivery face-to-face, audio-visual, textual * Checked previous experience of using forums, emails, online discussions, communication with other * Checked awareness of time needed each week/supportive environment/space to study * Asked if self-motivated re will keep on track and not fall behind as an independent learner even when subject becomes difficult * Time management - deadlines and organisation skills * IT skills - use of PC (emails,internet, file management, updating software), hardware support keyboard/mouse and if something goes wrong (business continuity), * Academic skills - from ability to read instructions, express oneself in writing etc., THOUGHTS It was
interesting to complete these questionnaires when I am already
undertaking an online course and it really made me think about what was
required from me regarding equipment, motivation, organisational skills,
digital literacy and time. I
think it is very important that learners understand what participating
in an online course will entail. It is quite interesting that for most
students this level of information is not communicated for traditional
face-to-face courses; well certainly not from my experience of
education. There is an assumption that the learner 'knows what is
involved' without it being explicitly expressed. Much of the checking is of previous
knowledge/expertise of wide range of IT issues - ones that would
normally be addressed and support provided as and when they arise if the learner was being
taught on campus. The questionnaires are used as a device to re-orientate
the student to this way of learning and where necessary to provide an
opportunity to address skill gaps in a formative approach that will equip
the learner with transferable skills.
Yes the test did accurately
identify my readiness to participate on an
online course. So for a learner where it identified they were not, I
would hope that the advice or suggestion that both San Diego and Houston
provided would be acted upon. Of course all of this only works if the
student is honest/realistic in their responses and don't over estimate
their abilities when completing the questionnaire.
This is a great way of ensuring that students really do understand what
is required from them and to ensure that the infrastructure is in place, if you will, to underpin
their studies in this medium. The checking for readiness is is not
something I had considered before but I can see how helpful it would be,
especially if one wants to improve retention rates. The more basic
issues/skill sets can be dealt with before the course begins the better
the outcome for the learner. Having students coming new to a
topic/subject/discipline whilst also trying to
become familiar with a new way of studying is like setting them up to
fail with two fences rather than just one to clear!
Choosing the Right Books for Your Young Learners ·
wecometolearn
Activity 2.1. Learners expectations
Find a colleague or someone else
you know who has limited experience of online learning and TEL and
discuss the topics with them. I discussed the 'readiness' questionnaire themes as identified above with a colleague who has not participated in any TEL courses.
Ready to engage with TEL? Answer: NO. * Motivation: Easier to give up when it becomes really difficult because there isn't personal contact and easy to ignore communications by emails * Learning styles: Having to wade through all of the various blogs and forums would be off-putting even though this in some ways replicates interaction in the classroom as well as active participation in others learning * Time management: Although good at time management felt sure the estimated amount of time required would need to be trebled to be more realistic * IT skills & experience of using forums, emails etc: Didn't have much confidence as seemed too much to wade through in the various forums and Google+, etc, very overwhelming. Wasn't keen to participate in TEL course before this but even less so having seen what it actually entails. One was asked about whether you used email but the use of various social media and different applications went far beyond normal emailing. * It was good that the questionnaire was used but it in no way prepared you for what would actually be needed. Expectations and concerns? * Expected courses to be more structured and study areas in ONE place (like VLE possibly) * Expectation of TEL was low but seeing the lack of structure and flexibility in the number of routes that can be employed even lower as it would be completely overwhelming for a first timer * Main concern would be the amount of learning required to use the various social media BEFORE starting the course and to use them whilst studying the materials on the course
Resonate with my experience? Some of these concerns are ones I had when I did my first MOOC, EDCMOOC and thankfully have not been replicated on this course, but I can understand how daunting it must be. By providing enough time in advance for the learner to become familar with relevant social media and the different way the teaching/learning space is structured online, concerns can be addressed and mitigated and expectations managed - in other words ""week zero"" on a longer timeline. Only two elements resonates with my experience: (1) the number of social media that one has had to start using and, (2) the amount of time I spend on this course far exceeds the stated 5 hours per week. If I had a larger number of other projects on the go I would not be able to cope. On the other hand the advice given - to focus on my big question and be selective has helped me to manage my expectations and how much I put into this course.
Activity 2.2. Researching themes in Learners' need
I have considered two of the four themes: * The nature of adult learning and implications for practice (tags: ocTEL, #adultlearning) * Implications of digital literacy (tags: ocTEL, #diglit)
Share what lessons you take concerning the theme, and how you would apply them to your own teaching and learning practice. Cercone[2] and Shank[3] are very clear as to the approach that should be adopted for adult learners see my precis in the tweet below.
Taking this on board I would apply this to my teaching for both adult learners and teaching digital literacy by: * Explicitly linking e.g. information research skills being taught to other uses than just for academia, * Encouraging learners to share their experiences good and bad, * Using group collobaration whilst working on problem based exercises.
In online delivery this would mean providing readings and handouts before the actual session, getting students to use a reflection log to self-assess themselves before and after the skills session, and provide differentiated pathways through the topic being covered.
The provision of a varierty of problems to work on but ensuring that the 'tell, show and do' principle is followed is essential for digital literacy - I just need to provide a wider range. The need to organise learning in chunk-size is hard as I do have the tendency to try and cram as much as possible into the one session. Providing the scaffolding for skills that may be new whilst ensuring I provide time for experimenting, reflection and explicitly mapping out how these skills can be used in other aspects of their lives will ensure that I achieve the learners' need in both themes.
#ocTEL #adultlearning posit skills/theories as to their use at work or personal life where possible, whilst drawing on students' experiences
",publish,understanding-learners-needs-octel-week-2,2013-04-25 08:36:59,post,"Course Reader,Blog posts",
2736,3,2013-04-25 08:37:18,Week 2 webinar recording now available,"Thanks to everyone who took part in ocTEL's weekly webinar yesterday.
If you missed all or part of the week 2 webinar, the materials from the session are now available at the links below:
Everything is also available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 12:30 BST for the week 3 webinar on Active Learning. Check the Course Materials page for more information.","",publish,week-2-webinar-recording-now-available,2013-04-25 16:57:58,post,Course information,course information
2775,1346,2013-04-25 09:27:00,olavur: RT @hopkinsdavid: Who's using #MOOCs? 10 different target audiences http://t.co/929MHXD2xV via @donaldclark #octel,"
","RT @hopkinsdavid: 'Who's using #MOOCs? 10 different target audiences' bit.ly/ZKxoLJ via @donaldclark #octel #edcmooc #edtech— ALT ocTEL course (@ALTocTEL) April 25, 2013",publish,altoctel-rt-hopkinsdavid-whos-using-moocs-10-different-target-audiences-httpt-coeusurpynxs-via-donaldclark-octel-edcmooc-edtech,2013-04-25 10:17:43,post,"Social networks,Twitter (Q&A)","moocs,edtech,edcmooc,#ocTEL"
2770,611,2013-04-25 10:19:34,"gotanda: @AnnAmandaBee @DonaldClark @hopkinsdavid Interesting biz model image promo, student recruiting. Force others to offer xMOOCs? #ocTEL","
","@annamandabee @donaldclark @hopkinsdavid Interesting biz model image promo, student recruiting. Force others to offer xMOOCs? #ocTEL— Ted O'Neill (@gotanda) April 25, 2013",publish,gotanda-annamandabee-donaldclark-hopkinsdavid-interesting-biz-model-image-promo-student-recruiting-force-others-to-offer-xmoocs-octel,2013-04-25 10:19:34,post,"Social networks,Twitter (Q&A)",#ocTEL
2741,961,2013-04-25 10:57:00,#ocTEL MOOC (week 0 A11 ) Champions and critics of teaching machines,"The task: Watch this 6 minute video on Teaching Machines, presented by B.F. Skinner (exact date is unverified but believed to be in the 1950s). To put it in historical context, you may find it useful to skim this short history of instructional design, which is itself a historical artefact from the early years of the World Wide Web.
I have some ideas about Teaching machines and Behaviourism, but it is the first time that I hear Skinner himself and his view about his machine. The first thing to be noticed is the rather modern discourse about this ""device which creates vastly improved conditions for effective study"": one machine per child, immediate feedback (like cognitive tutors), learners relieved from uncertainty or anxiety. Eventually the ""work"" of students is ""pleasurable"" with ""intense concentration"". Personalisation is the main benefit from Teaching machine, Skinner emphasize that it generates interest and enthusiasm, the student moving at his own pace despite the heterogeneity of the classroom. However, the design of the Teaching machine is based on a Behaviourism, a learning theory for which we know now the key weaknesses. The argument of Skinner was that the learner would cover the curriculum passing through ""a large number of very small steps"" carefully ordered maximizing the chance for most students to be right (actually, Skinner mentions that learners are right almost 95% of the time).
Considered with what now know or through the lenses of more recent learning theories we can see several important differences and missing points, if not wrong principles of Behaviourism. Essentially: the reductionist view of knowledge (seen as the sum of its components), the cognitively passive involvement of active learners (and indeed, we can see how active they are in this short video), the social dimension totally absent. ","The task: Watch this 6 minute video on Teaching Machines, presented by B.F. Skinner (exact date is unverified but believed to be in the 1950s). To put it in historical context, you may find it useful to skim this short history of instructional design, ...",publish,octel-mooc-week-0-a11-champions-and-critics-of-teaching-machines,2013-04-25 10:57:00,post,"Blog posts,Course Reader","teaching machines,#ocTEL,Skinner,mooc"
2743,543,2013-04-25 11:59:25,Readiness to study online questionnaires,"
My heart sank when I saw this task as I hate online questionnaires with a passion, but I actually quite enjoyed it when I got down to it. Because we were being asked to look critically at the questionnaires the level of tedium which I normally experience was much reduced! I completed the questionnaires for Penn State, San Diego Community College and Illinois Online Network.
All three questionnaires focussed on similar themes, namely the student’s motivation and reasons for doing the course, their attitude to completing assignments and meeting deadlines, also to commit the time required. Most mentioned the suitability of the learning environment too, also IT resources available and the student’s level of comfort with using IT to learn and communicate with others.
Where the questionnaires differed greatly was in the amount of time required to complete them and the amount of useful analysis provided when the questionnaire had been completed. Penn State’s questionnaire took me nearly 10 minutes to do and gave me a useless score (51 out of what?) but some detailed feedback on my answers. San Diego’s questionniare took only 5 minutes and again gave me a confusing score (over 45 marks out of how many?!) but assured me I was ready to study and provided some good guidance on what I would need to do to successfully complete the course. I think all round this was the best of the 3. The Illinois questionnaire was by far the quickest to complete (1 minute or less!) but gave much less detailed feedback, a verdict of only 11 words!
I could definitely use this kind of questionnaire in teaching information skills to give students before a lecture or workshop in order to get them thinking about their own needs for the session, give them some idea of what to expect and assess their level of knowledge.
","My heart sank when I saw this task as I hate online questionnaires with a passion, but I actually quite enjoyed it when I got down to it. Because we were being asked to look critically at the questionnaires the level of tedium which I normally experience was much reduced! I completed the questionnaires for […]",publish,readiness-to-study-online-questionnaires,2013-04-25 11:59:25,post,"Blog posts,Course Reader",Uncategorized
4823,543,2013-04-25 11:59:25,Readiness to study online questionnaires,"
My heart sank when I saw this task as I hate online questionnaires with a passion, but I actually quite enjoyed it when I got down to it. Because we were being asked to look critically at the questionnaires the level of tedium which I normally experience was much reduced! I completed the questionnaires for Penn State, San Diego Community College and Illinois Online Network.
All three questionnaires focussed on similar themes, namely the student’s motivation and reasons for doing the course, their attitude to completing assignments and meeting deadlines, also to commit the time required. Most mentioned the suitability of the learning environment too, also IT resources available and the student’s level of comfort with using IT to learn and communicate with others.
Where the questionnaires differed greatly was in the amount of time required to complete them and the amount of useful analysis provided when the questionnaire had been completed. Penn State’s questionnaire took me nearly 10 minutes to do and gave me a useless score (51 out of what?) but some detailed feedback on my answers. San Diego’s questionniare took only 5 minutes and again gave me a confusing score (over 45 marks out of how many?!) but assured me I was ready to study and provided some good guidance on what I would need to do to successfully complete the course. I think all round this was the best of the 3. The Illinois questionnaire was by far the quickest to complete (1 minute or less!) but gave much less detailed feedback, a verdict of only 11 words!
I could definitely use this kind of questionnaire in teaching information skills to give students before a lecture or workshop in order to get them thinking about their own needs for the session, give them some idea of what to expect and assess their level of knowledge.
","My heart sank when I saw this task as I hate online questionnaires with a passion, but I actually quite enjoyed it when I got down to it. Because we were being asked to look critically at the questionnaires the level of tedium which I normally experience was much reduced! I completed the questionnaires for […]",publish,readiness-to-study-online-questionnaires-2,2013-04-25 11:59:25,post,"Course Reader,Blog posts",Uncategorized
2749,1179,2013-04-25 12:21:58,kerr63: @alejandroa And yet TEL and online courses are forced through so many hoops. Completely agree with you. #edtech #octel,"
@alejandroa And yet TEL and online courses are forced through so many hoops.Completely agree with you.#edtech#octel
","@alejandroa And yet TEL and online courses are forced through so many hoops.Completely agree with you.#edtech #octel— James Kerr (@Kerr63) April 25, 2013",publish,kerr63-alejandroa-and-yet-tel-and-online-courses-are-forced-through-so-many-hoops-completely-agree-with-you-edtech-octel,2013-04-25 12:21:58,post,"Social networks,Twitter (Q&A)","edtech,#ocTEL"
2751,1357,2013-04-25 14:23:30,Understanding Learners’ Needs: Activity 2.1,"Hello everyone
We hope you enjoyed yesterday’s webinar with our guest expert Helen Beetham. If you missed it you can catch up by listening to the recording. Helen introduced us to a range of tools in the Elluminate room which made the session very interactive and engaging. It’s good to see some discussions of the forum for Activity 2.1: Learner expectations. If you don’t have time to login to the ocTEL site and prefer to discuss here, the focus of this activity is… [...]","Hello everyone
We hope you enjoyed yesterday’s webinar with our guest expert Helen Beetham. If you missed it you can catch up by listening to the recording. Helen introduced us to a range of tools in the Elluminate room which made the session very interactive and engaging. It’s good to see some discussions of the forum for Activity 2.1: Learner expectations. If you don’t have time to login to the ocTEL site and prefer to discuss here, the focus of this activity is… [...]",publish,understanding-learners-needs-activity-2-1,2013-04-25 14:23:30,post,"JISCMail,Lists,Course Reader",
4871,1357,2013-04-25 14:23:30,Understanding Learners’ Needs: Activity 2.1,"Hello everyone
We hope you enjoyed yesterday’s webinar with our guest expert Helen Beetham. If you missed it you can catch up by listening to the recording. Helen introduced us to a range of tools in the Elluminate room which made the session very interactive and engaging. It’s good to see some discussions of the forum for Activity 2.1: Learner expectations. If you don’t have time to login to the ocTEL site and prefer to discuss here, the focus of this activity is… [...]","Hello everyone
We hope you enjoyed yesterday’s webinar with our guest expert Helen Beetham. If you missed it you can catch up by listening to the recording. Helen introduced us to a range of tools in the Elluminate room which made the session very interactive and engaging. It’s good to see some discussions of the forum for Activity 2.1: Learner expectations. If you don’t have time to login to the ocTEL site and prefer to discuss here, the focus of this activity is… [...]",publish,understanding-learners-needs-activity-2-1-2,2013-04-25 14:23:30,post,"Lists,Course Reader,JISCMail",
5367,1357,2013-04-25 14:23:30,Understanding Learners’ Needs: Activity 2.1,"Hello everyone
We hope you enjoyed yesterday’s webinar with our guest expert Helen Beetham. If you missed it you can catch up by listening to the recording. Helen introduced us to a range of tools in the Elluminate room which made the session very interactive and engaging. It’s good to see some discussions of the forum for Activity 2.1: Learner expectations. If you don’t have time to login to the ocTEL site and prefer to discuss here, the focus of this activity is… [...]","Hello everyone
We hope you enjoyed yesterday’s webinar with our guest expert Helen Beetham. If you missed it you can catch up by listening to the recording. Helen introduced us to a range of tools in the Elluminate room which made the session very interactive and engaging. It’s good to see some discussions of the forum for Activity 2.1: Learner expectations. If you don’t have time to login to the ocTEL site and prefer to discuss here, the focus of this activity is… [...]",publish,understanding-learners-needs-activity-2-1-3,2013-04-25 14:23:30,post,"Lists,Course Reader,JISCMail",
5718,1357,2013-04-25 14:23:30,Understanding Learners’ Needs: Activity 2.1,"Hello everyone
We hope you enjoyed yesterday’s webinar with our guest expert Helen Beetham. If you missed it you can catch up by listening to the recording. Helen introduced us to a range of tools in the Elluminate room which made the session very interactive and engaging. It’s good to see some discussions of the forum for Activity 2.1: Learner expectations. If you don’t have time to login to the ocTEL site and prefer to discuss here, the focus of this activity is… [...]","Hello everyone
We hope you enjoyed yesterday’s webinar with our guest expert Helen Beetham. If you missed it you can catch up by listening to the recording. Helen introduced us to a range of tools in the Elluminate room which made the session very interactive and engaging. It’s good to see some discussions of the forum for Activity 2.1: Learner expectations. If you don’t have time to login to the ocTEL site and prefer to discuss here, the focus of this activity is… [...]",publish,understanding-learners-needs-activity-2-1-4,2013-04-25 14:23:30,post,"JISCMail,Course Reader,Lists",
2753,942,2013-04-25 15:26:38,Greetings from Gloucestershire,"Hello
Apologies for the late introduction.
My name is Maggie Jensen and I am ten months into an exciting new (for me) role as Learning Technologist at the University of Gloucestershire.
Like so many other people on the course, I have a fairly eclectic background which includes publishing, the NHS, training, secondary school, FE and HE. I am originally from Denmark and spent the majority of my years as a learner there from pre-school through to university which gives me a lot of scope for comparing my experience of two very different educational systems. [...]","HelloApologies for the late introduction.My name is Maggie Jensen and I am ten months into an exciting new (for me) role as Learning Technologist at the University of Gloucestershire.Like so many other people on the course, I have a fairly eclectic bac...",publish,greetings-from-gloucestershire,2013-04-25 15:26:38,post,"Course Reader,JISCMail,Lists",
4870,942,2013-04-25 15:26:38,Greetings from Gloucestershire,"Hello
Apologies for the late introduction.
My name is Maggie Jensen and I am ten months into an exciting new (for me) role as Learning Technologist at the University of Gloucestershire.
Like so many other people on the course, I have a fairly eclectic background which includes publishing, the NHS, training, secondary school, FE and HE. I am originally from Denmark and spent the majority of my years as a learner there from pre-school through to university which gives me a lot of scope for comparing my experience of two very different educational systems. [...]","HelloApologies for the late introduction.My name is Maggie Jensen and I am ten months into an exciting new (for me) role as Learning Technologist at the University of Gloucestershire.Like so many other people on the course, I have a fairly eclectic bac...",publish,greetings-from-gloucestershire-2,2013-04-25 15:26:38,post,"Lists,Course Reader,JISCMail",
5366,942,2013-04-25 15:26:38,Greetings from Gloucestershire,"Hello
Apologies for the late introduction.
My name is Maggie Jensen and I am ten months into an exciting new (for me) role as Learning Technologist at the University of Gloucestershire.
Like so many other people on the course, I have a fairly eclectic background which includes publishing, the NHS, training, secondary school, FE and HE. I am originally from Denmark and spent the majority of my years as a learner there from pre-school through to university which gives me a lot of scope for comparing my experience of two very different educational systems. [...]","HelloApologies for the late introduction.My name is Maggie Jensen and I am ten months into an exciting new (for me) role as Learning Technologist at the University of Gloucestershire.Like so many other people on the course, I have a fairly eclectic bac...",publish,greetings-from-gloucestershire-3,2013-04-25 15:26:38,post,"Lists,Course Reader,JISCMail",
5717,942,2013-04-25 15:26:38,Greetings from Gloucestershire,"Hello
Apologies for the late introduction.
My name is Maggie Jensen and I am ten months into an exciting new (for me) role as Learning Technologist at the University of Gloucestershire.
Like so many other people on the course, I have a fairly eclectic background which includes publishing, the NHS, training, secondary school, FE and HE. I am originally from Denmark and spent the majority of my years as a learner there from pre-school through to university which gives me a lot of scope for comparing my experience of two very different educational systems. [...]","HelloApologies for the late introduction.My name is Maggie Jensen and I am ten months into an exciting new (for me) role as Learning Technologist at the University of Gloucestershire.Like so many other people on the course, I have a fairly eclectic bac...",publish,greetings-from-gloucestershire-4,2013-04-25 15:26:38,post,"Lists,JISCMail,Course Reader",
2764,171,2013-04-25 21:01:16,Feeling Overwhelmed or Not Keeping Up?,"
A few people I have spoken to about the ocTEL course are feeling a bit overwhelmed and behind already, (me included). I think there are a few things worth remembering:
Everyone will engage differently. Don’t compare yourself with some of the more prolific bloggers or contributors. Some people will just read the materials and listen in to some of the webinars, and that is totally fine, they will still learn a great deal. Others will not blog at all but may part in the discussion in the forums or on Twitter, – that is ok too. Some people will do a lot one week and nothing the next: still absolutely fine. There are no strict rules with MOOCs, no right or wrong ways to engage and no one will chase you up.
No one can engage with everything. Not even the course leaders and tutors. It is impossible. Do what you can, when you can. Some engagement is great. Don’t feel guilty about not doing everything.
If you miss a week for any reason or don’t do much one week, don’t worry, just move on. If you wait until you catch-up to move on, you never will. You can always revisit the earlier materials later or after the course has finished. If you move on when the next batch of resources come out you will keep up with the discussions etc.
Don’t give up even if you have done nothing or very little yet, it is not too late to join in.Perhaps do the ‘if you only do one thing this week’ in the sections you haven’t engaged with yet then move on.
","A few people I have spoken to about the ocTEL course are feeling a bit overwhelmed and behind already, (me included). I think there are a few things worth remembering: Everyone will engage differently. Don’t compare yourself with some of the more prolific bloggers or contributors. Some people will just read the materials and listen […]",publish,feeling-overwhelmed-or-not-keeping-up,2013-04-25 21:01:16,post,"Blog posts,Course Reader",Uncategorized
4670,171,2013-04-25 21:01:16,Feeling Overwhelmed or Not Keeping Up?,"
A few people I have spoken to about the ocTEL course are feeling a bit overwhelmed and behind already, (me included). I think there are a few things worth remembering:
Everyone will engage differently. Don’t compare yourself with some of the more prolific bloggers or contributors. Some people will just read the materials and listen in to some of the webinars, and that is totally fine, they will still learn a great deal. Others will not blog at all but may part in the discussion in the forums or on Twitter, – that is ok too. Some people will do a lot one week and nothing the next: still absolutely fine. There are no strict rules with MOOCs, no right or wrong ways to engage and no one will chase you up.
No one can engage with everything. Not even the course leaders and tutors. It is impossible. Do what you can, when you can. Some engagement is great. Don’t feel guilty about not doing everything.
If you miss a week for any reason or don’t do much one week, don’t worry, just move on. If you wait until you catch-up to move on, you never will. You can always revisit the earlier materials later or after the course has finished. If you move on when the next batch of resources come out you will keep up with the discussions etc.
Don’t give up even if you have done nothing or very little yet, it is not too late to join in.Perhaps do the ‘if you only do one thing this week’ in the sections you haven’t engaged with yet then move on.
","A few people I have spoken to about the ocTEL course are feeling a bit overwhelmed and behind already, (me included). I think there are a few things worth remembering: Everyone will engage differently. Don’t compare yourself with some of the more prolific bloggers or contributors. Some people will just read the materials and listen […]",publish,feeling-overwhelmed-or-not-keeping-up-2,2013-04-25 21:01:16,post,"Course Reader,Blog posts",Uncategorized
2755,2,2013-04-25 23:47:18,"Keep moving (and skipping, if necessary)","At this stage of the course most of you will have felt at some point that you are ""behind"" in some way because you have not done all the scheduled activities.
There is no such thing as ""behind"" on ocTEL. Let us remind you of the advice we gave at the very beginning of the course.
One of the features of this kind of course design is to present you… with a range of options that can seem over-stimulating at first… Always remember that these are options: you don’t have to do them all.
This is a professional development course, and its designers trust you, as a professional, to make your own judgements about what learning activities are useful to you and which you can skip. The reason there are so many options and alternative ways of spending your time is precisely to give you choice and control over selecting a path that feels right for you.
We recommend that you pace yourself through the course. Don’t worry if, for reasons within or beyond your control, you miss a week. Resist any feelings of guilt or envy when you read about other participants’ interesting activities that you weren’t part of. Try and make time for looking away from the screen and out of the window, letting your mind freewheel on some of the ideas, because that can be a very valuable part of the learning experience.
@gotanda fret not, there is no One True Path - trust yourself to find your own one! #octel
Some other tips for dealing with the ""behind"" problem:
only do one thing — each week we identify an activity that you should do ""if you only do one thing"" during this week, and if you've only got one hour to spend this is how we recommend you spend it;
do nothing and skip a week (or two) — over the course of ten or eleven weeks, there will be some times when you're struggling to keep your head above water with your everyday work, let alone course activities. If you have to miss part of the course, do it, and don't fret about it. The course is sequenced with an order and logic in mind. It is not, however, so linear that you will not be able to learn from a later week if you've skipped an earlier one.
[Update, 26 April: This post came about via a discussion with Sue Folly, volunteer tutor-about-town, and Nicola Whitton, lead tutor for Week 3. I should have spotted that Sue had already posted her own excellent set of advice on the same question.]","",publish,keep-moving-and-skipping,2013-06-06 11:26:23,post,Course information,
2798,1365,2013-04-26 01:13:32,"alexip: Some interesting questions in this post => Who’s using #MOOCs? 10 different target audiences http://t.co/IOJPqkpv1D via @donaldclark #octel","
","Developing an Online Presence (Or Not) [learning criterion?]-Jisc RSCs Blog | @scoopit sco.lt/5Gbxgn #octel #mooc #adultlearning— Elizabeth E Charles (@ElizabethECharl) April 26, 2013",publish,elizabethecharl-developing-an-online-presence-or-not-learning-criterion-jisc-rscs-blog-scoopit-httpt-cohqljak9t0f-octel-mooc-adultlearning,2013-04-26 01:15:44,post,"Social networks,Twitter (Q&A)","mooc,adultlearning,#ocTEL"
2796,793,2013-04-26 02:34:40,openplanpub: What kind of digital learner are you? http://t.co/1Qqy7CMX8a Really interesting – thanks @helenbeetham #ocTEL,"
",publish,openplanpub-what-kind-of-digital-learner-are-you-httpt-co1qqy7cmx8a-really-interesting-thanks-helenbeetham-octel,2013-04-26 02:34:40,post,"Social networks,Twitter (Q&A)",#ocTEL
2813,1382,2013-04-26 04:43:52,"ble1: Are you taking part in the #ocTEL MOOC? If so, please could you complete the 5-10 minute questionnaire at http://t.co/FmmlouRZgy","
Are you taking part in the #ocTEL MOOC? If so, please could you complete the 5-10 minute questionnaire at goo.gl/UdWH5
","Are you taking part in the #ocTEL MOOC? If so, please could you complete the 5-10 minute questionnaire at goo.gl/UdWH5— Sarah Sherman (@BLE1) April 26, 2013",publish,ble1-are-you-taking-part-in-the-octel-mooc-if-so-please-could-you-complete-the-5-10-minute-questionnaire-at-httpt-cofmmlourzgy,2013-04-26 04:43:52,post,"Social networks,Twitter (Q&A)",#ocTEL
2792,5,2013-04-26 06:18:04,mhawksey: Also some great advice from @suefolley Feeling Overwhelmed or Not Keeping Up? http://t.co/M9tmqSdLEt #octel,"
",publish,mhawksey-also-some-great-advice-from-suefolley-feeling-overwhelmed-or-not-keeping-up-httpt-com9tmqsdlet-octel,2013-04-26 06:18:04,post,"Social networks,Twitter (Q&A)",#ocTEL
2812,55,2013-04-26 07:22:05,"hopkinsdavid: RT @BLE1: Are you taking part in the #ocTEL MOOC? If so, please could you complete the 5-10 minute questionnaire at http://t.co/FmmlouRZgy","
RT @ble1: Are you taking part in the #ocTEL MOOC? If so, please could you complete the 5-10 minute questionnaire at goo.gl/UdWH5
","RT @ble1: Are you taking part in the #ocTEL MOOC? If so, please could you complete the 5-10 minute questionnaire at goo.gl/UdWH5— David Hopkins (@hopkinsdavid) April 26, 2013",publish,hopkinsdavid-rt-ble1-are-you-taking-part-in-the-octel-mooc-if-so-please-could-you-complete-the-5-10-minute-questionnaire-at-httpt-cofmmlourzgy,2013-04-26 07:22:05,post,"Twitter (Q&A),Social networks",#ocTEL
2791,1381,2013-04-26 08:16:09,kirstie_c: RT @hopkinsdavid: 'Who's using #MOOCs? 10 different target audiences' http://t.co/EusUrPYNxS via @donaldclark #octel #edcmooc #edtech,"
","RT @hopkinsdavid: 'Who's using #MOOCs? 10 different target audiences' bit.ly/ZKxoLJ via @donaldclark #octel #edcmooc #edtech— KirstieC (@kirstie_C) April 26, 2013",publish,kirstie_c-rt-hopkinsdavid-whos-using-moocs-10-different-target-audiences-httpt-coeusurpynxs-via-donaldclark-octel-edcmooc-edtech,2013-04-26 08:16:09,post,"Social networks,Twitter (Q&A)","edcmooc,moocs,#ocTEL,edtech"
2782,1357,2013-04-26 08:30:40,Re: Greetings from Gloucestershire,"Hi Maggie and Welcome to ocTEL,
Don't worry about being a later starter, there are lots of activities and lots of discussion streams but we don't expect you to engage in every way, you'll find your preferred place. There is a great blog post by one of the participants about feeling overwhlemed. you might like to have a quick read of that http://suefolleyoctel.wordpress.com/2013/04/25/feeling-overwhelmed/ [...] ","Hi Maggie and Welcome to ocTEL,Don't worry about being a later starter, there are lots of activities and lots of discussion streams but we don't expect you to engage in every way, you'll find your preferred place. There is a great blog post by one of t...",publish,re-greetings-from-gloucestershire,2013-04-26 08:30:40,post,"JISCMail,Course Reader,Lists",
4869,1357,2013-04-26 08:30:40,Re: Greetings from Gloucestershire,"Hi Maggie and Welcome to ocTEL,
Don't worry about being a later starter, there are lots of activities and lots of discussion streams but we don't expect you to engage in every way, you'll find your preferred place. There is a great blog post by one of the participants about feeling overwhlemed. you might like to have a quick read of that http://suefolleyoctel.wordpress.com/2013/04/25/feeling-overwhelmed/ [...] ","Hi Maggie and Welcome to ocTEL,Don't worry about being a later starter, there are lots of activities and lots of discussion streams but we don't expect you to engage in every way, you'll find your preferred place. There is a great blog post by one of t...",publish,re-greetings-from-gloucestershire-2,2013-04-26 08:30:40,post,"Course Reader,JISCMail,Lists",
5365,1357,2013-04-26 08:30:40,Re: Greetings from Gloucestershire,"Hi Maggie and Welcome to ocTEL,
Don't worry about being a later starter, there are lots of activities and lots of discussion streams but we don't expect you to engage in every way, you'll find your preferred place. There is a great blog post by one of the participants about feeling overwhlemed. you might like to have a quick read of that http://suefolleyoctel.wordpress.com/2013/04/25/feeling-overwhelmed/ [...] ","Hi Maggie and Welcome to ocTEL,Don't worry about being a later starter, there are lots of activities and lots of discussion streams but we don't expect you to engage in every way, you'll find your preferred place. There is a great blog post by one of t...",publish,re-greetings-from-gloucestershire-3,2013-04-26 08:30:40,post,"Lists,Course Reader,JISCMail",
5716,1357,2013-04-26 08:30:40,Re: Greetings from Gloucestershire,"Hi Maggie and Welcome to ocTEL,
Don't worry about being a later starter, there are lots of activities and lots of discussion streams but we don't expect you to engage in every way, you'll find your preferred place. There is a great blog post by one of the participants about feeling overwhlemed. you might like to have a quick read of that http://suefolleyoctel.wordpress.com/2013/04/25/feeling-overwhelmed/ [...] ","Hi Maggie and Welcome to ocTEL,Don't worry about being a later starter, there are lots of activities and lots of discussion streams but we don't expect you to engage in every way, you'll find your preferred place. There is a great blog post by one of t...",publish,re-greetings-from-gloucestershire-4,2013-04-26 08:30:40,post,"Lists,JISCMail,Course Reader",
2781,1357,2013-04-26 08:43:12,Re: Understanding Learners’ Needs: Activity 2.1,"Hi
After posting this message about the activity I then had a meeting with one of my students on the PGCert for teaching and learning. She is a lecturer at my institution, lets call her Susie...
Our PGCert is blended with most content being online and some workshops. When Susie and I were discussing her progress she was asking me questions about content readily available in our VLE, Moodle. I gently suggested she might like to have a look again at the course materials when she told me she found it a little difficult at times as she DOESN'T HAVE [...] ","HiAfter posting this message about the activity I then had a meeting with one of my students on the PGCert for teaching and learning. She is a lecturer at my institution, lets call her Susie...Our PGCert is blended with most content being online and so...",publish,re-understanding-learners-needs-activity-2-1,2013-04-26 08:43:12,post,"JISCMail,Course Reader,Lists",
4868,1357,2013-04-26 08:43:12,Re: Understanding Learners’ Needs: Activity 2.1,"Hi
After posting this message about the activity I then had a meeting with one of my students on the PGCert for teaching and learning. She is a lecturer at my institution, lets call her Susie...
Our PGCert is blended with most content being online and some workshops. When Susie and I were discussing her progress she was asking me questions about content readily available in our VLE, Moodle. I gently suggested she might like to have a look again at the course materials when she told me she found it a little difficult at times as she DOESN'T HAVE [...] ","HiAfter posting this message about the activity I then had a meeting with one of my students on the PGCert for teaching and learning. She is a lecturer at my institution, lets call her Susie...Our PGCert is blended with most content being online and so...",publish,re-understanding-learners-needs-activity-2-1-4,2013-04-26 08:43:12,post,"Lists,Course Reader,JISCMail",
5364,1357,2013-04-26 08:43:12,Re: Understanding Learners’ Needs: Activity 2.1,"Hi
After posting this message about the activity I then had a meeting with one of my students on the PGCert for teaching and learning. She is a lecturer at my institution, lets call her Susie...
Our PGCert is blended with most content being online and some workshops. When Susie and I were discussing her progress she was asking me questions about content readily available in our VLE, Moodle. I gently suggested she might like to have a look again at the course materials when she told me she found it a little difficult at times as she DOESN'T HAVE [...] ","HiAfter posting this message about the activity I then had a meeting with one of my students on the PGCert for teaching and learning. She is a lecturer at my institution, lets call her Susie...Our PGCert is blended with most content being online and so...",publish,re-understanding-learners-needs-activity-2-1-6,2013-04-26 08:43:12,post,"Course Reader,JISCMail,Lists",
5715,1357,2013-04-26 08:43:12,Re: Understanding Learners’ Needs: Activity 2.1,"Hi
After posting this message about the activity I then had a meeting with one of my students on the PGCert for teaching and learning. She is a lecturer at my institution, lets call her Susie...
Our PGCert is blended with most content being online and some workshops. When Susie and I were discussing her progress she was asking me questions about content readily available in our VLE, Moodle. I gently suggested she might like to have a look again at the course materials when she told me she found it a little difficult at times as she DOESN'T HAVE [...] ","HiAfter posting this message about the activity I then had a meeting with one of my students on the PGCert for teaching and learning. She is a lecturer at my institution, lets call her Susie...Our PGCert is blended with most content being online and so...",publish,re-understanding-learners-needs-activity-2-1-8,2013-04-26 08:43:12,post,"Course Reader,Lists,JISCMail",
2780,1357,2013-04-26 08:52:17,Understanding Learners’ Needs: Activity 2.2,"Activity 2.2: Researching themes in learner needs
(45 mins reading and assimilating; 45 mins writing and discussing; 45 mins finding more resources)
Consider one or more of these four themes:
1. The nature of adult learning and implications for practice (tags: ocTEL, adultlearning) 2. Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness) 3. Implications of digital literacy (tags: ocTEL, diglit) 4. Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery) [...] ","Activity 2.2: Researching themes in learner needs
(45 mins reading and assimilating; 45 mins writing and discussing; 45 mins finding more resources)
Consider one or more of these four themes:
1. The nature of adult learning and implications for practice (tags: ocTEL, adultlearning) 2. Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness) 3. Implications of digital literacy (tags: ocTEL, diglit) 4. Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery) [...]",publish,understanding-learners-needs-activity-2-2,2013-04-26 08:52:17,post,"Lists,JISCMail,Course Reader",
4867,1357,2013-04-26 08:52:17,Understanding Learners’ Needs: Activity 2.2,"Activity 2.2: Researching themes in learner needs
(45 mins reading and assimilating; 45 mins writing and discussing; 45 mins finding more resources)
Consider one or more of these four themes:
1. The nature of adult learning and implications for practice (tags: ocTEL, adultlearning) 2. Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness) 3. Implications of digital literacy (tags: ocTEL, diglit) 4. Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery) [...] ","Activity 2.2: Researching themes in learner needs
(45 mins reading and assimilating; 45 mins writing and discussing; 45 mins finding more resources)
Consider one or more of these four themes:
1. The nature of adult learning and implications for practice (tags: ocTEL, adultlearning) 2. Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness) 3. Implications of digital literacy (tags: ocTEL, diglit) 4. Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery) [...]",publish,understanding-learners-needs-activity-2-2-2,2013-04-26 08:52:17,post,"Lists,Course Reader,JISCMail",
5363,1357,2013-04-26 08:52:17,Understanding Learners’ Needs: Activity 2.2,"Activity 2.2: Researching themes in learner needs
(45 mins reading and assimilating; 45 mins writing and discussing; 45 mins finding more resources)
Consider one or more of these four themes:
1. The nature of adult learning and implications for practice (tags: ocTEL, adultlearning) 2. Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness) 3. Implications of digital literacy (tags: ocTEL, diglit) 4. Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery) [...] ","Activity 2.2: Researching themes in learner needs
(45 mins reading and assimilating; 45 mins writing and discussing; 45 mins finding more resources)
Consider one or more of these four themes:
1. The nature of adult learning and implications for practice (tags: ocTEL, adultlearning) 2. Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness) 3. Implications of digital literacy (tags: ocTEL, diglit) 4. Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery) [...]",publish,understanding-learners-needs-activity-2-2-3,2013-04-26 08:52:17,post,"Lists,Course Reader,JISCMail",
5714,1357,2013-04-26 08:52:17,Understanding Learners’ Needs: Activity 2.2,"Activity 2.2: Researching themes in learner needs
(45 mins reading and assimilating; 45 mins writing and discussing; 45 mins finding more resources)
Consider one or more of these four themes:
1. The nature of adult learning and implications for practice (tags: ocTEL, adultlearning) 2. Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness) 3. Implications of digital literacy (tags: ocTEL, diglit) 4. Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery) [...] ","Activity 2.2: Researching themes in learner needs
(45 mins reading and assimilating; 45 mins writing and discussing; 45 mins finding more resources)
Consider one or more of these four themes:
1. The nature of adult learning and implications for practice (tags: ocTEL, adultlearning) 2. Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness) 3. Implications of digital literacy (tags: ocTEL, diglit) 4. Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery) [...]",publish,understanding-learners-needs-activity-2-2-4,2013-04-26 08:52:17,post,"Lists,JISCMail,Course Reader",
2790,1205,2013-04-26 08:57:36,"altoctel: #ocTEL participants, have you completed our Expectations Questionnaire yet http://t.co/Gf6ycnpun0? Pretty please with sugar on top...","
#ocTEL participants, have you completed our Expectations Questionnaire yet goo.gl/UdWH5? Pretty please with sugar on top...
","#ocTEL participants, have you completed our Expectations Questionnaire yet goo.gl/UdWH5? Pretty please with sugar on top...— ALT ocTEL course (@ALTocTEL) April 26, 2013",publish,altoctel-octel-participants-have-you-completed-our-expectations-questionnaire-yet-httpt-cogf6ycnpun0-pretty-please-with-sugar-on-top,2013-04-26 08:57:36,post,"Social networks,Twitter (Q&A)",#ocTEL
2789,55,2013-04-26 09:19:43,hopkinsdavid: Timely advice from @SueFolley #ocTEL? 'Don't feel you have to do everything' http://t.co/kPEWJF7zc2,"
","Timely advice from @suefolley #ocTEL? 'Don't feel you have to do everything' tinyurl.com/cq6zp6z— David Hopkins (@hopkinsdavid) April 26, 2013",publish,hopkinsdavid-timely-advice-from-suefolley-octel-dont-feel-you-have-to-do-everything-httpt-cokpewjf7zc2,2013-04-26 09:19:43,post,"Social networks,Twitter (Q&A)",#ocTEL
2788,793,2013-04-26 09:31:18,"openplanpub: Does HE need to teach ""the mechanics of using digital resources and digital devices"", though? Won't people teach themselves? #ocTEL #diglit","
Does HE need to teach ""the mechanics of using digital resources and digital devices"", though? Won't people teach themselves? #ocTEL#diglit
","Does HE need to teach ""the mechanics of using digital resources and digital devices"", though? Won't people teach themselves? #ocTEL #diglit— Open Plan Publishing (@OpenPlanPub) April 26, 2013",publish,openplanpub-does-he-need-to-teach-the-mechanics-of-using-digital-resources-and-digital-devices-though-wont-people-teach-themselves-octel-diglit,2013-04-26 09:31:18,post,"Social networks,Twitter (Q&A)","#ocTEL,diglit"
2873,171,2013-04-26 10:15:16,octel.alt.ac.uk,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,octel-alt-ac-uk-9,2013-04-26 10:15:16,post,"Delicious,Course Reader,Bookmarks","from,from twitter,twitter,#ocTEL"
2874,171,2013-04-26 10:15:16,suefolleyoctel.wordpress.com,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,suefolleyoctel-wordpress-com-9,2013-04-26 10:15:16,post,"Delicious,Course Reader,Bookmarks","twitter,#ocTEL,from,from twitter"
2851,596,2013-04-26 11:07:08,trilia: RT @SueFolley: Doing the #ocTEL course and feeling a bit overwhelmed? Don't feel you have to do everything: http://t.co/OBndllfPMm #plodding,"
","RT @suefolley: Doing the #ocTEL course and feeling a bit overwhelmed? Don't feel you have to do everything: buff.ly/14Vlsvd #plodding— Trish McCluskey (@trilia) April 26, 2013",publish,trilia-rt-suefolley-doing-the-octel-course-and-feeling-a-bit-overwhelmed-dont-feel-you-have-to-do-everything-httpt-coobndllfpmm-plodding,2013-04-26 11:07:08,post,"Twitter (Q&A),Social networks","plodding,#ocTEL"
2785,2,2013-04-26 12:14:54,Please tell us your expectations of ocTEL,"Just a quick reminder that we'd really appreciate your help in telling us what you expect and hope for from ocTEL.
Please could you complete the 5-10 minute questionnaire at http://goo.gl/UdWH5 (or click the big blue button on your next visit to http://octel.alt.ac.uk)
If you already have, many thanks!
David ",Just a quick reminder that we'd really appreciate your help in telling us what you expect and hope for from ocTEL.Please could you complete the 5-10 minute questionnaire at http://goo.gl/UdWH5 (or click the big blue button on your next visit to http://...,publish,please-tell-us-your-expectations-of-octel,2013-04-26 12:14:54,post,"JISCMail,Lists,Course Reader",
4866,2,2013-04-26 12:14:54,Please tell us your expectations of ocTEL,"Just a quick reminder that we'd really appreciate your help in telling us what you expect and hope for from ocTEL.
Please could you complete the 5-10 minute questionnaire at http://goo.gl/UdWH5 (or click the big blue button on your next visit to http://octel.alt.ac.uk)
If you already have, many thanks!
David ",Just a quick reminder that we'd really appreciate your help in telling us what you expect and hope for from ocTEL.Please could you complete the 5-10 minute questionnaire at http://goo.gl/UdWH5 (or click the big blue button on your next visit to http://...,publish,please-tell-us-your-expectations-of-octel-2,2013-04-26 12:14:54,post,"Lists,Course Reader,JISCMail",
5362,2,2013-04-26 12:14:54,Please tell us your expectations of ocTEL,"Just a quick reminder that we'd really appreciate your help in telling us what you expect and hope for from ocTEL.
Please could you complete the 5-10 minute questionnaire at http://goo.gl/UdWH5 (or click the big blue button on your next visit to http://octel.alt.ac.uk)
If you already have, many thanks!
David ",Just a quick reminder that we'd really appreciate your help in telling us what you expect and hope for from ocTEL.Please could you complete the 5-10 minute questionnaire at http://goo.gl/UdWH5 (or click the big blue button on your next visit to http://...,publish,please-tell-us-your-expectations-of-octel-3,2013-04-26 12:14:54,post,"Lists,Course Reader,JISCMail",
5713,2,2013-04-26 12:14:54,Please tell us your expectations of ocTEL,"Just a quick reminder that we'd really appreciate your help in telling us what you expect and hope for from ocTEL.
Please could you complete the 5-10 minute questionnaire at http://goo.gl/UdWH5 (or click the big blue button on your next visit to http://octel.alt.ac.uk)
If you already have, many thanks!
David ",Just a quick reminder that we'd really appreciate your help in telling us what you expect and hope for from ocTEL.Please could you complete the 5-10 minute questionnaire at http://goo.gl/UdWH5 (or click the big blue button on your next visit to http://...,publish,please-tell-us-your-expectations-of-octel-4,2013-04-26 12:14:54,post,"JISCMail,Course Reader,Lists",
2793,1166,2013-04-26 13:00:19,Re: Understanding Learners’ Needs: Activity 2.1,"Hi Karen. Excellent point! I teach online courses and have constant issues with students that either are not computer literate and/or have limited access to the Internet. And they CHOOSE to take an online course! Strange but true. It would be great to hear if others have strategies to deal with this issue, because like you, I am dumbfounded. [...]",Hi Karen. Excellent point! I teach online courses and have constant issues with students that either are not computer literate and/or have limited access to the Internet. And they CHOOSE to take an online course! Strange but true. It would be great to ...,publish,re-understanding-learners-needs-activity-2-1-2,2013-04-26 13:00:19,post,"Course Reader,JISCMail,Lists",
4865,1166,2013-04-26 13:00:19,Re: Understanding Learners’ Needs: Activity 2.1,"Hi Karen. Excellent point! I teach online courses and have constant issues with students that either are not computer literate and/or have limited access to the Internet. And they CHOOSE to take an online course! Strange but true. It would be great to hear if others have strategies to deal with this issue, because like you, I am dumbfounded. [...]",Hi Karen. Excellent point! I teach online courses and have constant issues with students that either are not computer literate and/or have limited access to the Internet. And they CHOOSE to take an online course! Strange but true. It would be great to ...,publish,re-understanding-learners-needs-activity-2-1-3,2013-04-26 13:00:19,post,"Lists,Course Reader,JISCMail",
5361,1166,2013-04-26 13:00:19,Re: Understanding Learners’ Needs: Activity 2.1,"Hi Karen. Excellent point! I teach online courses and have constant issues with students that either are not computer literate and/or have limited access to the Internet. And they CHOOSE to take an online course! Strange but true. It would be great to hear if others have strategies to deal with this issue, because like you, I am dumbfounded. [...]",Hi Karen. Excellent point! I teach online courses and have constant issues with students that either are not computer literate and/or have limited access to the Internet. And they CHOOSE to take an online course! Strange but true. It would be great to ...,publish,re-understanding-learners-needs-activity-2-1-5,2013-04-26 13:00:19,post,"Lists,Course Reader,JISCMail",
5712,1166,2013-04-26 13:00:19,Re: Understanding Learners’ Needs: Activity 2.1,"Hi Karen. Excellent point! I teach online courses and have constant issues with students that either are not computer literate and/or have limited access to the Internet. And they CHOOSE to take an online course! Strange but true. It would be great to hear if others have strategies to deal with this issue, because like you, I am dumbfounded. [...]",Hi Karen. Excellent point! I teach online courses and have constant issues with students that either are not computer literate and/or have limited access to the Internet. And they CHOOSE to take an online course! Strange but true. It would be great to ...,publish,re-understanding-learners-needs-activity-2-1-7,2013-04-26 13:00:19,post,"Lists,JISCMail,Course Reader",
2799,1078,2013-04-26 13:59:32,Hello everyone. Here are my reflections of Week 2 Understanding Learner Needs which gave me some food...,"
Helen Blunden
Fri, 26 Apr 2013 13:59:32 GMT
- Community
Hello everyone. Here are my reflections of Week 2 Understanding Learner Needs which gave me some food for thought about implementing these checklists not only for our learners but our clients (community managers) in our organisation.
This week in #OCTEL, it was all about the learners - but I wasn't so sure. With a background in learning and development, understanding learner needs is not new to me. I've done many needs analyses......
","
Helen Blunden
Fri, 26 Apr 2013 13:59:32 GMT
- Community
Hello everyone. Here are my reflections of Week 2 Understanding Learner Needs which gave me some food for thought about implementing these checklists not only for our learners but our clients (community managers) in our organisation.
This week in #OCTEL, it was all about the learners - but I wasn't so sure. With a background in learning and development, understanding learner needs is not new to me. I've done many needs analyses......
",publish,hello-everyone-here-are-my-reflections-of-week-2-understanding-learner-needs-which-gave-me-some-food,2013-04-26 13:59:32,post,"Google+,Course Reader,Social networks",
2795,512,2013-04-26 14:19:27,Digital literacies – a bevy of infographics,"
I was prompted to really think about the term ‘digital literacy’ after the ocTEL webinar this week when HelenB made the specific point about how it was different from technical competence. Firstly, this was a relief for me as I am far from technically competent. However, I hadn’t previously considered the significance of the actual words so I am grateful to Helen for highlighting this to me with her likening it to a language. Whereas before I would have thought it was more to do with fads in common parlance this has now helped me that how we use technologies will be as diverse as how we use language – to: write / read / sing / connect etc. and that this will also change for each individual with time and context. Which takes me back to an earlier posting: JISC understands Digital Literacy to “define those capabilities which fit an individual for living, learning and working in a digital society”
In this vein of ‘helping me see’ I thought I would collect together the infographics on digital literacy; I looked for a collective noun beginning with ‘i’ for this but couldn’t find one, so here are the bevy of infographic beauties:
First up is from the Rheingold video (21st Century Literacies) that is recommended in the course notes this week:
Next I was directed towards Futurelab thanks to Imogen Bertin’s posting regarding questionnaires ‘Surveys… the nerdy view’. The handbook http://www.futurelab.org.uk/resources/digital-literacy-across-curriculum-handbook is aimed at educational practitioners in schools, provides a rationale to embed technology across the curriculum. There are also supporting case studies as well as these lovelies:
I love the graphic from the front cover but Diagram 1.1 is probably more useful as it demonstrates the inter-relationships. This then prompted me to think about the readiness-questionnaires – we need to consider the relevant importance of each of these to individual learners and their desire to develop each as well as their starting point. Think webinar quote was ‘bundles of attributes’. My results from the 4 surveys were: yes / yes / no / proceed with caution which was confusing until I read ‘Surveys… the nerdy view’ and some of the more cynical views on their purpose in the webinar. The results from the surveys from HelenB’s forum question ‘An alternative approach’ are much more useful (sliding scale) and come with colour-coded guidance too. Guidance that encourages the learner to think about their results and as a prompt for taking responsibility for their learning. I hope to do a separate post on the role of self-motivation in developing fluency.
","I was prompted to really think about the term ‘digital literacy’ after the ocTEL webinar this week when HelenB made the specific point about how it was different from technical competence. Firstly, this was a relief for me as I am far from technically competent. However, I hadn’t previously considered the significance of the actual words so I [...]",publish,digital-literacies-a-bevy-of-infographics,2013-04-26 14:19:27,post,"Course Reader,Blog posts","infographic,digital literacy,Uncategorized"
3306,1429,2013-04-26 14:51:54,OcTEL mooc week 2,"
","Comments:An aggregation of JISC diglit project blogs. Useful for quick dip in and out of latest news from these projects. - jim pettiwardTags: ocTEL, diglitby: jim pettiward",publish,jisc-e-learning-project-blogs-521,2013-04-26 16:57:27,post,"Bookmarks,Diigo,Course Reader","#ocTEL,diglit"
2801,1327,2013-04-26 16:59:52,The 5 Resources Framework - The 5 Resources Model of Critical Digital Literacy,"
Comments:
The 5 Resources framework from the University of Greenwich - jim pettiward
","Comments:The 5 Resources framework from the University of Greenwich - jim pettiwardTags: ocTEL, diglitby: jim pettiward",publish,the-5-resources-framework-the-5-resources-model-of-critical-digital-literacy,2013-04-26 16:59:52,post,"Diigo,Course Reader,Bookmarks","diglit,#ocTEL"
2877,1225,2013-04-27 04:20:10,leonie_learning: Anyone else doing #ocTEL still on week 1?!,"
","Anyone else doing #ocTEL still on week 1?!— Leonie (@leonie_learning) April 27, 2013",publish,leonie_learning-anyone-else-doing-octel-still-on-week-1,2013-04-27 04:20:10,post,"Twitter (Q&A),Social networks",#ocTEL
2876,1225,2013-04-27 04:27:18,leonie_learning: RT @OpenPlanPub: What kind of digital learner are you? http://t.co/1Qqy7CMX8a Really interesting – thanks @helenbeetham #ocTEL,"
",publish,leonie_learning-rt-openplanpub-what-kind-of-digital-learner-are-you-httpt-co1qqy7cmx8a-really-interesting-thanks-helenbeetham-octel,2013-04-27 04:27:18,post,"Social networks,Twitter (Q&A)",#ocTEL
2853,1274,2013-04-27 06:52:45,ocTEL still going,"
Interesting couple of weeks. Like a lot of people I began to feel overwhelmed quite quickly. I talked face to face with colleagues about how there was no sense of community to motivate me to engage. However
…. The daily email digest did keep me involved, and I was curious to check what was happening and what people were talking about.
Also interesting was I am involved in a number online forums and of course as many others find I seem to spend most of my working day and night on emails, so why I have energy and head included also include this I am not sure. Perhaps part of it is that I do find it wonderful that despite the complexity of information out there the fact that I can engage in discussion reflection and debate on many subjects still excites me.
","Interesting couple of weeks. Like a lot of people I began to feel overwhelmed quite quickly. I talked face to face with colleagues about how there was no sense of community to motivate me to engage. However …. … Continue reading →",publish,octel-still-going,2013-04-27 06:52:45,post,"Blog posts,Course Reader",Uncategorized
4693,1274,2013-04-27 06:52:45,ocTEL still going,"
Interesting couple of weeks. Like a lot of people I began to feel overwhelmed quite quickly. I talked face to face with colleagues about how there was no sense of community to motivate me to engage. However
…. The daily email digest did keep me involved, and I was curious to check what was happening and what people were talking about.
Also interesting was I am involved in a number online forums and of course as many others find I seem to spend most of my working day and night on emails, so why I have energy and head included also include this I am not sure. Perhaps part of it is that I do find it wonderful that despite the complexity of information out there the fact that I can engage in discussion reflection and debate on many subjects still excites me.
","Interesting couple of weeks. Like a lot of people I began to feel overwhelmed quite quickly. I talked face to face with colleagues about how there was no sense of community to motivate me to engage. However …. … Continue reading →",publish,octel-still-going-2,2013-04-27 06:52:45,post,"Course Reader,Blog posts",Uncategorized
5182,1274,2013-04-27 06:52:45,ocTEL still going,"
Interesting couple of weeks. Like a lot of people I began to feel overwhelmed quite quickly. I talked face to face with colleagues about how there was no sense of community to motivate me to engage. However
…. The daily email digest did keep me involved, and I was curious to check what was happening and what people were talking about.
Also interesting was I am involved in a number online forums and of course as many others find I seem to spend most of my working day and night on emails, so why I have energy and head included also include this I am not sure. Perhaps part of it is that I do find it wonderful that despite the complexity of information out there the fact that I can engage in discussion reflection and debate on many subjects still excites me.
","Interesting couple of weeks. Like a lot of people I began to feel overwhelmed quite quickly. I talked face to face with colleagues about how there was no sense of community to motivate me to engage. However …. … Continue reading →",publish,octel-still-going-3,2013-04-27 06:52:45,post,"Blog posts,Course Reader",Uncategorized
2852,512,2013-04-27 07:01:51,Bursting (filter) bubbles,"
I didn’t know about filter bubbles till last week. I have clearly been existing in a happy bubble unaware of the potential implications of Google’s algorithms generating / tailoring a reality just for me. I do like all the personalization that comes with Google now but hadn’t really thought about potential flip-sides. Nothing like a TED talk to open your eyes:
This article also highlights different options on search engines e.g. DuckDuckGo which searches the web without filtering results based on previous searches.
","I didn’t know about filter bubbles till last week. I have clearly been existing in a happy bubble unaware of the potential implications of Google’s algorithms generating / tailoring a reality just for me. I do like all the personalization that comes with Google now but hadn’t really thought about potential flip-sides. Nothing like a […]",publish,bursting-filter-bubbles,2013-04-27 07:01:51,post,"Blog posts,Course Reader","Uncategorized,TED,filter bubbles,search engines"
2854,512,2013-04-27 07:46:41,"Motivation – role of autonomy, mastery and purpose","
In this ocTEL learner’s needs / readiness week I have been mulling over the importance of intrinsic motivation in learning.
I thought I would share this:RSA Animate — Drive: The surprising truth about what motivates us (10.48 – worth it for the content but the animation adds another dimension and makes it really memorable. Enjoy this 10 minute version of Dan Pink’s book Drive.
Knowles made a distinction of adult learners with the term “andragogy,”. Andragogy focuses on special needs of adult learners. Knowles identified six assumptions about adult learning: (1) need to know, (2) self-concept, (3) prior experience, (4) readiness to learn, (5) learning orientation, and (6) motivation to learn
People will actually need to contribute, share, write, create, collaborate…online – and we need to let them know.
Something is taking shape in my head…
","In this ocTEL learner’s needs / readiness week I have been mulling over the importance of intrinsic motivation in learning. I thought I would share this:RSA Animate — Drive: The surprising truth about what motivates us (10.48 – worth it for the content but the animation adds another dimension and makes it really memorable. Enjoy […]",publish,motivation-role-of-autonomy-mastery-and-purpose,2013-04-27 07:46:41,post,"Course Reader,Blog posts","purpose,autonomy,contribution,adultlearning,#ocTEL,motivation,Uncategorized,mastery"
2856,898,2013-04-27 08:38:00,ocTEL Activity 2.2 – Researching themes in learner needs,"
For this task I’ve chosen to consider the ‘Implications of Digital Literacy’. My current work supporting staff in developing their use of technology for teaching and learning, along with some student experience research I’ve been doing, has brought home the fact that for Higher Education, this area is hugely relevant, extremely complex and routinely ignored and/or misunderstood by senior management.
I was familiar with the JISC pages, as I’ve been doing a fair bit of research into DL recently and I’ve previously used some of the resources from the site. Nevertheless, this was a good opportunity to take a fresh look. The site provides links to activities and outcomes of the 2 year ‘Developing Digital Literacies’ programme. (July 2011 – July 2013), and it is very usefully divided into Themesand Resources. I found that by looking at the various themes, I was able to break this very broad area down in my mind into more manageable concepts.
The first thing we see on accessing the page is their definition of DL:
“By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society. For example, the use of digital tools to undertake academic research, writing and critical thinking; digital professionalism; the use of specialist digital tools and data sets; communicating ideas effectively in a range of media; producing, sharing and critically evaluating information; collaborating in virtual networks; using digital technologies to support reflection and PDP; managing digital reputation and showcasing achievements.'”
The first sentence is often quoted as a very broad definition of Digital Literacy, but the examples given are also useful. The issue of defining DL is a very large can of worms which, in my view, is not necessarily worth opening... Gillen and Barton (2010) suggest in the introduction to their Digital Literacies Research Briefing Paper:
“The term captures an arena of rapidly developing practices, as humans interact with technologies in new ways and for innovative purposes. Many time-honoured distinctions such as between producer and consumer, writer and reader blur or virtually disappear as new syntheses emerge. There are a number of valuable approaches to digital literacies that overlap with one another. Rather than look for clear distinctions to demarcate them, it is perhaps more helpful to look for continuities and commonalities.”
Just as there are different approaches to digital literacies, there are also many different definitions of the term. Instead of getting stuck in a semantic soup, it is probably more productive to simply acknowledge that there is no one size fits all definition, and that for each individual, and each learning and teaching context, there will be some digital literacies which are more relevant and meaningful than others.
Below is a list of points or issues which I came across on the JISC website which chimed with my own experience or views:
Digital literacies need to be situated and embedded in the curriculum, rather than introduced in isolation.
Discipline-specific digital literacies need to be explored and, where possible, co-created with relevant staff and students.
For staff, a focus on Digital Literacies can function as a ‘trojan mouse’, encouraging them towards a broader reconsideration of their teaching and learning practices.
Digital Literacy development needs to take in not just teaching staff and students, but also administrative and support staff and senior management.
If the focus is too subject-specific, there is a danger that attention will only be paid to particular technologies used in that discipline (e.g. SPSS, CAD etc.) and the more generic, but nevertheless crucial skills will be ignored.
Both bottom-up and top-down approaches are necessary in order to develop digital literacies in an institution
Building bridges between different departments, faculties and services within the university can enable the sharing of expertise and exposure to alternative views and approaches.
In a teaching context, if we are using a particular technology with our students, I think it is always important to be explicit about why we are using it, how it relates to the learning outcomes and objectives of their course and/or particular graduate attributes. Having a conversation about digital practices can help us to understand more about our learners’ uses of technology and perhaps some of the obstacles they face, and we can also learn from our students. Digital literacy should not be assumed or ignored but should be part of an ongoing dialogue we have with both our students and our colleagues.
Once it becomes clear the extent to which issues around digital literacies affect an institution, its staff, its students, its strategy and its practices, then it should also be clear that it will take more than a few ‘workshops’ to begin to address some of these issues. What we’re talking about really is wholesale cultural change throughout the university. These Seedpodrecommendations give an idea of what I’m talking about.
‘Hub and spoke’ models can be useful, but the problem is, if some of the spokes 'break' (i.e. leave the university or are given increased teaching loads), they become less effective. Collaboration between faculties, departments and library services can be very fruitful, as can involving students in co-creating digital literacy agendas. The greatest obstacles in many institutions seem to be time and money (as always) but also a lack of vision and understanding among many stakeholders, especially senior management, of just how fundamentally technology is altering the learning and teaching landscape, and of what it will take to address these seismic shifts in a way that can both benefit students and allow staff to develop their own practice in meaningful ways.
I had to temporarily suspend my critical faculties to get past Howard Rheingold’s jacket and shirt combo in this presentation, but once I did I found that he had a lot of interesting things to say. While the JISC pages are particular relevant to my own situation as a Blended Learning Facilitator and EAP Lecturer at a university, this presentation was of less immediate use, but nonetheless highlighted some pertinent issues. For example, what is the relationship between skills and literacies?
Rheingold puts forward 5 areas of literacy: Attention, Participation, Cooperation, Critical consumption and Network awareness and suggests that these all work together. He also says that we have gone beyond skills and that it’s necessary to talk about literacies which are ‘skills plus community’ (by which he generally means social media). The community aspect is certainly key – the hype around ‘social learning’, the importance of PLNs and PLEs (Personal Learning Networks/Environments), the crowd and the cloud all mean that we are all connected and members of an increasing number of large and small networks which cut across many aspects of our lives.
Can we consider digital literacies as a set of fairly abstract concepts which contain a subset of more specific skills? Perhaps the literacy remains fairly constant while the skills can shift with the technological landscape? If we use the OU DL framework as an example, one of their 5 literacies is ‘Critically evaluate information, online interactions and online tools’. It is possible to outline a set of skills pertaining to this literacy. E.g. ability to find information about the author of web content, make a judgement about the reliability of content based on further information about the author (e.g. where they work, publications, online profile, mentions by other academics etc.). The tools used to realise these actions could be Google Scholar, Twitter, library resources or any number of others, but the point is, the tools and indeed the skills themselves may change, but the underlying literacies will remain the same.
Digital Literacy Frameworks
OU Digital Literacy Framework Level 0
Finally, I do think that digital literacies frameworks serve as useful starting points. However, ideally there is probably a need to have students and staff working together to produce a DL framework for their particular discipline.
Perhaps there could be one central framework which attempts to outline a set of generic literacies, but this would be designed to have discipline-specific literacies added to it. I also see no reason why this framework could not include literacies relevant for both students and teaching staff. In fact, I can see merit in identifying, for example, the areas of the framework where teaching staff perhaps have difficulties, and then involving students in helping them to address this gap and vice versa. For example, an informal session run by students on how to create and upload a YouTube video in return for a session run by a lecturer on how to engage your critical faculties in an online search. I can see a place for a type of Digital Literacies Exchange between staff and students which simultaneously looks to co-create more discipline-specific DL frameworks in particular subject areas. But perhaps that's just me being idealistic....
Here are a few resources which I’ve found useful (also on Diigo #ocTEL #diglit):
For this task I’ve chosen to consider the ‘Implications of Digital Literacy’. My current work supporting staff in developing their use of technology for teaching and learning, along with some student experience research I’ve been doing, has brought home the fact that for Higher Education, this area is hugely relevant, extremely complex and routinely ignored and/or misunderstood by senior management.
I was familiar with the JISC pages, as I’ve been doing a fair bit of research into DL recently and I’ve previously used some of the resources from the site. Nevertheless, this was a good opportunity to take a fresh look. The site provides links to activities and outcomes of the 2 year ‘Developing Digital Literacies’ programme. (July 2011 – July 2013), and it is very usefully divided into Themesand Resources. I found that by looking at the various themes, I was able to break this very broad area down in my mind into more manageable concepts.
The first thing we see on accessing the page is their definition of DL:
“By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society. For example, the use of digital tools to undertake academic research, writing and critical thinking; digital professionalism; the use of specialist digital tools and data sets; communicating ideas effectively in a range of media; producing, sharing and critically evaluating information; collaborating in virtual networks; using digital technologies to support reflection and PDP; managing digital reputation and showcasing achievements.'”
The first sentence is often quoted as a very broad definition of Digital Literacy, but the examples given are also useful. The issue of defining DL is a very large can of worms which, in my view, is not necessarily worth opening... Gillen and Barton (2010) suggest in the introduction to their Digital Literacies Research Briefing Paper:
“The term captures an arena of rapidly developing practices, as humans interact with technologies in new ways and for innovative purposes. Many time-honoured distinctions such as between producer and consumer, writer and reader blur or virtually disappear as new syntheses emerge. There are a number of valuable approaches to digital literacies that overlap with one another. Rather than look for clear distinctions to demarcate them, it is perhaps more helpful to look for continuities and commonalities.”
Just as there are different approaches to digital literacies, there are also many different definitions of the term. Instead of getting stuck in a semantic soup, it is probably more productive to simply acknowledge that there is no one size fits all definition, and that for each individual, and each learning and teaching context, there will be some digital literacies which are more relevant and meaningful than others.
Below is a list of points or issues which I came across on the JISC website which chimed with my own experience or views:
Digital literacies need to be situated and embedded in the curriculum, rather than introduced in isolation.
Discipline-specific digital literacies need to be explored and, where possible, co-created with relevant staff and students.
For staff, a focus on Digital Literacies can function as a ‘trojan mouse’, encouraging them towards a broader reconsideration of their teaching and learning practices.
Digital Literacy development needs to take in not just teaching staff and students, but also administrative and support staff and senior management.
If the focus is too subject-specific, there is a danger that attention will only be paid to particular technologies used in that discipline (e.g. SPSS, CAD etc.) and the more generic, but nevertheless crucial skills will be ignored.
Both bottom-up and top-down approaches are necessary in order to develop digital literacies in an institution
Building bridges between different departments, faculties and services within the university can enable the sharing of expertise and exposure to alternative views and approaches.
In a teaching context, if we are using a particular technology with our students, I think it is always important to be explicit about why we are using it, how it relates to the learning outcomes and objectives of their course and/or particular graduate attributes. Having a conversation about digital practices can help us to understand more about our learners’ uses of technology and perhaps some of the obstacles they face, and we can also learn from our students. Digital literacy should not be assumed or ignored but should be part of an ongoing dialogue we have with both our students and our colleagues.
Once it becomes clear the extent to which issues around digital literacies affect an institution, its staff, its students, its strategy and its practices, then it should also be clear that it will take more than a few ‘workshops’ to begin to address some of these issues. What we’re talking about really is wholesale cultural change throughout the university. These Seedpodrecommendations give an idea of what I’m talking about.
‘Hub and spoke’ models can be useful, but the problem is, if some of the spokes 'break' (i.e. leave the university or are given increased teaching loads), they become less effective. Collaboration between faculties, departments and library services can be very fruitful, as can involving students in co-creating digital literacy agendas. The greatest obstacles in many institutions seem to be time and money (as always) but also a lack of vision and understanding among many stakeholders, especially senior management, of just how fundamentally technology is altering the learning and teaching landscape, and of what it will take to address these seismic shifts in a way that can both benefit students and allow staff to develop their own practice in meaningful ways.
I had to temporarily suspend my critical faculties to get past Howard Rheingold’s jacket and shirt combo in this presentation, but once I did I found that he had a lot of interesting things to say. While the JISC pages are particular relevant to my own situation as a Blended Learning Facilitator and EAP Lecturer at a university, this presentation was of less immediate use, but nonetheless highlighted some pertinent issues. For example, what is the relationship between skills and literacies?
Rheingold puts forward 5 areas of literacy: Attention, Participation, Cooperation, Critical consumption and Network awareness and suggests that these all work together. He also says that we have gone beyond skills and that it’s necessary to talk about literacies which are ‘skills plus community’ (by which he generally means social media). The community aspect is certainly key – the hype around ‘social learning’, the importance of PLNs and PLEs (Personal Learning Networks/Environments), the crowd and the cloud all mean that we are all connected and members of an increasing number of large and small networks which cut across many aspects of our lives.
Can we consider digital literacies as a set of fairly abstract concepts which contain a subset of more specific skills? Perhaps the literacy remains fairly constant while the skills can shift with the technological landscape? If we use the OU DL framework as an example, one of their 5 literacies is ‘Critically evaluate information, online interactions and online tools’. It is possible to outline a set of skills pertaining to this literacy. E.g. ability to find information about the author of web content, make a judgement about the reliability of content based on further information about the author (e.g. where they work, publications, online profile, mentions by other academics etc.). The tools used to realise these actions could be Google Scholar, Twitter, library resources or any number of others, but the point is, the tools and indeed the skills themselves may change, but the underlying literacies will remain the same.
Digital Literacy Frameworks
OU Digital Literacy Framework Level 0
Finally, I do think that digital literacies frameworks serve as useful starting points. However, ideally there is probably a need to have students and staff working together to produce a DL framework for their particular discipline.
Perhaps there could be one central framework which attempts to outline a set of generic literacies, but this would be designed to have discipline-specific literacies added to it. I also see no reason why this framework could not include literacies relevant for both students and teaching staff. In fact, I can see merit in identifying, for example, the areas of the framework where teaching staff perhaps have difficulties, and then involving students in helping them to address this gap and vice versa. For example, an informal session run by students on how to create and upload a YouTube video in return for a session run by a lecturer on how to engage your critical faculties in an online search. I can see a place for a type of Digital Literacies Exchange between staff and students which simultaneously looks to co-create more discipline-specific DL frameworks in particular subject areas. But perhaps that's just me being idealistic....
Here are a few resources which I’ve found useful (also on Diigo #ocTEL #diglit):
",publish,octel-activity-2-2-researching-themes-in-learner-needs,2013-04-27 08:38:00,post,"Blog posts,Course Reader",#ocTEL
2855,1321,2013-04-27 08:39:10,"After much umm-ing and aaahh-ing, here are my thoughts on the implications of digital literacies","
jim pettiward
Sat, 27 Apr 2013 08:39:10 GMT
- Community
After much umm-ing and aaahh-ing, here are my thoughts on the implications of digital literacies
","
jim pettiward
Sat, 27 Apr 2013 08:39:10 GMT
- Community
After much umm-ing and aaahh-ing, here are my th...",publish,after-much-umm-ing-and-aaahh-ing-here-are-my-thoughts-on-the-implications-of-digital-literacies,2013-04-27 08:39:10,post,"Google+,Course Reader,Social networks",
2885,1383,2013-04-27 10:04:44,smythkrs: Participating in #ocTEL? Then show #ocTEL some TLC! Complete this short survey http://t.co/6SXkNRBAqA and feel a little warmer inside :-),"
Participating in #ocTEL? Then show #ocTEL some TLC! Complete this short survey bit.ly/12QleSM and feel a little warmer inside :-)
","Participating in #ocTEL? Then show #ocTEL some TLC! Complete this short survey bit.ly/12QleSM and feel a little warmer inside :-)— Keith Smyth (@smythkrs) April 27, 2013",publish,smythkrs-participating-in-octel-then-show-octel-some-tlc-complete-this-short-survey-httpt-co6sxknrbaqa-and-feel-a-little-warmer-inside,2013-04-27 10:04:44,post,"Social networks,Twitter (Q&A)",#ocTEL
2875,17,2013-04-27 17:38:42,Tour ‘o the border sportive 2013,"
The weather was dreadful at the start and then got worse! I was very apprehensive about dealing with the rain, wind and hills! I also had a problem with brakes – bike had been serviced a week before and now they were sticking. Just an added challenge when going up hill. We stopeed a couple of times to try and sort them and managed to make the breaks manageable.
For a while out of the start we were cycling west to east and with a wing from the south the gusts had a good go at taking the wheels out from under the bike. With a lot of puddles at the sides of the roads we spent a fair amount of time weaving around them. As the road turned south we found ourselves cycling up steeper and steeper hills straight into the wind and we struggled on for as long as we could. Eventually I could cycle no further as I was making no headway into the wind. We had also been advised to turn around a number of times and eventually were told that the event had been cancelled.
The cycle back – downhill with the wind behind us – might have been a doddle but the puddles had grown across the roads and with the wind blowing them into waves along the road things were still exciting especially with the debris of sticks and stones that needed to be avoided. At one point we were cycling through over the pedal water for a good 100m!
A couple of taster images from other participants:
","The weather was dreadful at the start and then got worse! I was very apprehensive about dealing with the rain, wind and hills! I also had a problem with brakes – bike had been serviced a week before and now they were sticking. Just an added challenge when going up hill. We stopeed a couple [...]",publish,tour-o-the-border-sportive-2013,2013-04-27 17:38:42,post,"Course Reader,Blog posts",Uncategorized
2932,116,2013-04-27 19:22:39,Digital Literacies with Dr Doug Belshaw,"
Comments:
I like the 8 essential essential elements of digital literacies mainly because it is not really a definition, not focused on skills, recognises the importance of context and the need for digital literacies are co-constructed. - Kathrine Jensen
","Comments:I like the 8 essential essential elements of digital literacies mainly because it is not really a definition, not focused on skills, recognises the importance of context and the need for digital literacies are co-constructed. - Kathrine Jensen...",publish,digital-literacies-with-dr-doug-belshaw,2013-04-27 19:22:39,post,"Diigo,Bookmarks,Course Reader","#ocTEL,diglit"
3001,116,2013-04-27 19:38:33,"Digital environments, learners’ needs and digital literacies","
Reflections on understanding learners’ need and digital literacies
I filled out all the four questionnaires suggested by #ocTEL week 2 activity and felt they were of little use as they seemed quite generic and also to imply that an online course meant you were basically on your own with a computer screen. I think this is a very outdated way of presenting online learning and my experience of being online is a much more connected and collaborative experience. Like most other people I preferred the questionnaire that Helen Beetham linked to which was much more positive and realistic with useful feedback and suggestions as part of the results. It was also quite accurate in identifying that I am still very focused on reading and should consider interactive media, like videos more.
“The focus is not online learning but learning in a digitally rich environment”, is what Helen Beetham said in her discussion forum post with the topic: An Alternative Approach. An interesting point because this highlights that we can no longer as easily compartmentalise or differentiate between face to face and online – thought to be honest I am not so sure it was ever really that easy…
As pointed out by a number of other #ocTEL participants in forum discussions the need to manage student expectations about the courses they are on and what is expected of them by academics and the university is always important and needs to be made explicit (and part of the course) rather than taken for granted. The reality of all courses are that most of the activities and learning take place when the academics are not actually interacting (in any mode) w learners. Surely this makes it even more important to prepare learners for the digitally rich environments in which they will be and already are working and learning (both at University and afterwards)?
However, I wonder how much any member of academic staff see this as part of their role/responsibilities or even part of the course/module they are delivering? I also wonder how many members of academic staff use the digital rich environment they live in (I guess this is a fairly safe assumption?) for learning. I am concerned that digital literacies will be understood as a separate skill set to be learnt/taught on top of everything else and thus they become embroiled in the how can we possibly ‘cover more content’ argument and digital literacies will be seen to be in conflict with disciplinary knowledge/learning rather than an integral part of this.
I like the 8 essential essential elements of digital literacies developed by Dr Doug Belshaw mainly because it is not really a definition (and therefore not restrictive), not focused on skills, recognises the importance of context and the need for digital literacies to be co-constructed.
","Reflections on understanding learners’ need and digital literacies I filled out all the four questionnaires suggested by #ocTEL week 2 activity and felt they were of little use as they seemed quite generic and also to imply that an online … Continue reading →",publish,digital-environments-learners-needs-and-digital-literacies,2013-04-27 19:38:33,post,"Course Reader,Blog posts","diglit,#ocTEL,Uncategorized"
2880,17,2013-04-27 20:18:51,Keeping things together,"
I have created an account for Scoop.It and for Diigo in the last 24 hours and have added links for Digital literacies sites. Do I need both? I expect I won’t be able to answer that question until I have tried them both out so we shall see.
","I have created an account for Scoop.It and for Diigo in the last 24 hours and have added links for Digital literacies sites. Do I need both? I expect I won’t be able to answer that question until I have tried them both out so we shall see.",publish,keeping-things-together,2013-04-27 20:18:51,post,"Course Reader,Blog posts","Scoopi.It,links,Organise,Uncategorized,Apps,diigo"
4609,17,2013-04-27 20:18:51,Keeping things together,"
I have created an account for Scoop.It and for Diigo in the last 24 hours and have added links for Digital literacies sites. Do I need both? I expect I won’t be able to answer that question until I have tried them both out so we shall see.
","I have created an account for Scoop.It and for Diigo in the last 24 hours and have added links for Digital literacies sites. Do I need both? I expect I won’t be able to answer that question until I have tried them both out so we shall see.",publish,keeping-things-together-2,2013-04-27 20:18:51,post,"Blog posts,Course Reader","Uncategorized,Apps,diigo,Scoopi.It,links,Organise"
2883,200,2013-04-27 21:36:08,#ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi, I appreciate it can be frustrating to try and understand the learning experience from the perspective of the student. I have many years experience too, meeting students who enrol for an online distance learning course. Our students have varying levels of ICT or digital literacy skills. This can make one question why they have then decided to enrol on an online course. About a third of our students are based overseas - some of these students have extremely limited broadband activity at home, or none at all. They have to use a local internet café, and even when using [...]","Hi, I appreciate it can be frustrating to try and understand the learning experience from the perspective of the student. I have many years experience too, meeting students who enrol for an online distance learning course. Our students have varying levels of ICT or digital literacy skills. This can make one question why they have then decided to enrol on an online course. About a third of our students are based overseas - some of these students have extremely limited broadband activity at home, or none at all. They have to use a local internet café, and even when using [...]",publish,octel-re-understanding-learners-needs-activity-2-1,2013-04-27 21:36:08,post,"Course Reader,Lists,JISCMail",
4864,200,2013-04-27 21:36:08,#ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi, I appreciate it can be frustrating to try and understand the learning experience from the perspective of the student. I have many years experience too, meeting students who enrol for an online distance learning course. Our students have varying levels of ICT or digital literacy skills. This can make one question why they have then decided to enrol on an online course. About a third of our students are based overseas - some of these students have extremely limited broadband activity at home, or none at all. They have to use a local internet café, and even when using [...]","Hi, I appreciate it can be frustrating to try and understand the learning experience from the perspective of the student. I have many years experience too, meeting students who enrol for an online distance learning course. Our students have varying levels of ICT or digital literacy skills. This can make one question why they have then decided to enrol on an online course. About a third of our students are based overseas - some of these students have extremely limited broadband activity at home, or none at all. They have to use a local internet café, and even when using [...]",publish,octel-re-understanding-learners-needs-activity-2-1-2,2013-04-27 21:36:08,post,"Course Reader,JISCMail,Lists",
5360,200,2013-04-27 21:36:08,#ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi, I appreciate it can be frustrating to try and understand the learning experience from the perspective of the student. I have many years experience too, meeting students who enrol for an online distance learning course. Our students have varying levels of ICT or digital literacy skills. This can make one question why they have then decided to enrol on an online course. About a third of our students are based overseas - some of these students have extremely limited broadband activity at home, or none at all. They have to use a local internet café, and even when using [...]","Hi, I appreciate it can be frustrating to try and understand the learning experience from the perspective of the student. I have many years experience too, meeting students who enrol for an online distance learning course. Our students have varying levels of ICT or digital literacy skills. This can make one question why they have then decided to enrol on an online course. About a third of our students are based overseas - some of these students have extremely limited broadband activity at home, or none at all. They have to use a local internet café, and even when using [...]",publish,octel-re-understanding-learners-needs-activity-2-1-3,2013-04-27 21:36:08,post,"Lists,Course Reader,JISCMail",
5711,200,2013-04-27 21:36:08,#ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi, I appreciate it can be frustrating to try and understand the learning experience from the perspective of the student. I have many years experience too, meeting students who enrol for an online distance learning course. Our students have varying levels of ICT or digital literacy skills. This can make one question why they have then decided to enrol on an online course. About a third of our students are based overseas - some of these students have extremely limited broadband activity at home, or none at all. They have to use a local internet café, and even when using [...]","Hi, I appreciate it can be frustrating to try and understand the learning experience from the perspective of the student. I have many years experience too, meeting students who enrol for an online distance learning course. Our students have varying levels of ICT or digital literacy skills. This can make one question why they have then decided to enrol on an online course. About a third of our students are based overseas - some of these students have extremely limited broadband activity at home, or none at all. They have to use a local internet café, and even when using [...]",publish,octel-re-understanding-learners-needs-activity-2-1-4,2013-04-27 21:36:08,post,"Lists,JISCMail,Course Reader",
2884,200,2013-04-27 21:37:43,#ocTEL – why shouldn’t students with less than ideal ICT skills study online.,"
Hi, I appreciate it can be frustrating to try and understand the learning experience from the perspective of the student. I have many years experience too, meeting students who enrol for an online distance learning course. Our students have varying levels of ICT or digital literacy skills. This can make one question why they have then decided to enrol on an online course. About a third of our students are based overseas – some of these students have extremely limited broadband activity at home, or none at all. They have to use a local internet café, and even when using broadband at home, power supply problems can make it difficult for them.
So why have they then decided to enrol on a distance learning course? Well lets look at it from the student’s perspective, rather than throwing terms around such as ‘flabergasted’ as has been done in this discussion board a little too easily I think. That someone wants to learn should be encouraged. Many learners, especially adult learners, maybe enrolling on a course to further their career, to maintain their current job, to go into another area or work, or, especially reflecting the points by Knowles, to find out something that they need to know now. If a student took part in a face to face course, we wouldn’t criticise them for having poor oral communication skills, (I hope we wouldn’t), and in good institutions, we would provide support, encouragement and maybe skills development workshops to help them develop these skills. Similarly, we wouldn’t question why someone who had to take a lengthy journey to get to the college had enrolled for the class.
So let us not so easily be open to criticise students enrolled on an online course for not having the ideal level of ICT skills and equipment. What we need to consider, is that is it good enough, at this point in a course, from which their skills can then be developed. And what support do we as learners/learner organisation need to provide. We also need to ensure that the initial information provided for prospective students makes it very clear what the requirements are for taking a course.
It is too easy in education to criticise the student without looking at our role as educators too. One thing I have been encouraged in the past couple of years, with the shift, amongst some at least, in the power balance between student and teacher – MOOCs have opened up a debate about social learning, but there is no reason why these ideas cannot be integrated within education overall. For too long, teachers / educators have sat rather comfortably on their table at the top of the class. Crowd-sourcing on any course like this, quickly highlights how much individuals have to contribute, with the social constructionist pedagogy allowed to shine through.
A slight rant, but with no apology. Teaching students from all over the world, on an online distance learning course for the past ten years, has helped me open up to shift my position towards starting from the perspective of the student, rather than expecting them to jump to my tune. Within an organisational setting this is not so easy, but the more we challenge and question this then hopefully we can shift the relationship. We need to let go of our elitism largely based on fear – and meet the people we teach more on a level.
Here my experience is in higher education and adult learners. I imagine school settings maybe different in some respect.
regards
Roger
","Hi, I appreciate it can be frustrating to try and understand the learning experience from the perspective of the student. I have many years experience too, meeting students who enrol for an online distance learning course. Our students have varying…
",publish,octel-why-shouldnt-students-with-less-than-ideal-ict-skills-study-online,2013-04-27 21:37:43,post,"Blog posts,Course Reader",Uncategorized
2911,896,2013-04-28 01:51:02,elizabethecharl: RT @smythkrs: Participating in #ocTEL? Then show #ocTEL some TLC! Complete this short survey http://t.co/6SXkNRBAqA and feel a little warme…,"
",publish,elizabethecharl-rt-smythkrs-participating-in-octel-then-show-octel-some-tlc-complete-this-short-survey-httpt-co6sxknrbaqa-and-feel-a-little-warme,2013-04-28 01:51:02,post,"Twitter (Q&A),Social networks",#ocTEL
2910,896,2013-04-28 01:56:15,elizabethecharl: Mobile Games for Adult Learning: What’s the Appeal? | @scoopit http://t.co/uHt62LgXuJ #GBL #octel #adultlearning,"
",publish,elizabethecharl-mobile-games-for-adult-learning-whats-the-appeal-scoopit-httpt-couht62lgxuj-gbl-octel-adultlearning,2013-04-28 01:56:15,post,"Social networks,Twitter (Q&A)","adultlearning,gbl,#ocTEL"
2920,1384,2013-04-28 05:32:13,strictlykaren: RT @smythkrs: Participating in #ocTEL? Then show #ocTEL some TLC! Complete this short survey http://t.co/6SXkNRBAqA and feel a little warme…,"
",publish,strictlykaren-rt-smythkrs-participating-in-octel-then-show-octel-some-tlc-complete-this-short-survey-httpt-co6sxknrbaqa-and-feel-a-little-warme,2013-04-28 05:32:13,post,"Social networks,Twitter (Q&A)",#ocTEL
2919,1383,2013-04-28 08:21:38,smythkrs: Taking part in #ocTEL? Then maybe give #ocTEL ten minutes back and complete this short survey http://t.co/6SXkNRBAqA Go on buddy!,"
Taking part in #ocTEL? Then maybe give #ocTEL ten minutes back and complete this short survey bit.ly/12QleSM Go on buddy!
","Taking part in #ocTEL? Then maybe give #ocTEL ten minutes back and complete this short survey bit.ly/12QleSM Go on buddy!— Keith Smyth (@smythkrs) April 28, 2013",publish,smythkrs-taking-part-in-octel-then-maybe-give-octel-ten-minutes-back-and-complete-this-short-survey-httpt-co6sxknrbaqa-go-on-buddy,2013-04-28 08:21:38,post,"Social networks,Twitter (Q&A)",#ocTEL
2892,322,2013-04-28 09:18:09,Are You ‘On-Line Ready’?,"
Interesting exercise on this week’s ocTEL course. Some questionnaires on on-line readiness to help learners assess whether they are ‘ready’ for online learning (or not / yet):
I enjoyed Penn State followed by Houston. The other two, I thought, seemed to be open to bias as it was obvious what conclusion would be drawn from the responses to questions asked. People might (even unconsciously) select responses which lead to the conclusion they want to hear. Or perhaps this is just my old market research past catching up with me. Is it just me?
","Interesting exercise on this week’s ocTEL course. Some questionnaires on on-line readiness to help learners assess whether they are ‘ready’ for online learning (or not / yet): Penn State University: Online Readiness Assessment San Diego Community College: Online Learning Readiness Assessment Illinois Online Network: Self Evaluation for Potential Online Students University of Houston: Test of [...]",publish,are-you-on-line-ready,2013-04-28 09:18:09,post,"Blog posts,Course Reader",Uncategorized
5292,322,2013-04-28 09:18:09,Are You ‘On-Line Ready’?,"
Interesting exercise on this week’s ocTEL course. Some questionnaires on on-line readiness to help learners assess whether they are ‘ready’ for online learning (or not / yet):
I enjoyed Penn State followed by Houston. The other two, I thought, seemed to be open to bias as it was obvious what conclusion would be drawn from the responses to questions asked. People might (even unconsciously) select responses which lead to the conclusion they want to hear. Or perhaps this is just my old market research past catching up with me. Is it just me?
","Interesting exercise on this week’s ocTEL course. Some questionnaires on on-line readiness to help learners assess whether they are ‘ready’ for online learning (or not / yet): Penn State University: Online Readiness Assessment San Diego Community College: Online Learning Readiness Assessment Illinois Online Network: Self Evaluation for Potential Online Students University of Houston: Test of [...]",publish,are-you-on-line-ready-2,2013-04-28 09:18:09,post,"Blog posts,Course Reader",Uncategorized
2900,21,2013-04-28 10:27:48,#ocTEL #diglit Week 2 Themes in learner needs: thoughts and resources,"
I chose to look further into digital literacy, as I already have an interest in this theme.
Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point)
Critical consumption of internet resources – looking at who the author is, others linked to them, sources used – detective skills. This skill evolves over time so doing 1 session on it won’t work – need to keep revisiting
Attention – even good students do multitasking and this reduces attention on teacher – multitasking not necessarily bad but have not learned how to manage it yet
Critical thinking – misunderstood? Schools fear it as it may lead students to criticise authority? He is pessimistic re capacity of schools for change – but also concerned about learning outside school and whether this will evolve student attributes (not clear what he does suggest!)
Collaboration – linked to collective action, social capital (getting things done without official channels) (what if students don’t want to do this? Why does he link collaboration with activism – what about collaboration in educational activities, which he doesn’t discuss?)
Network awareness – different types of networks have similar characteristics – refers to pre-digital-age sociology literature to help understand what happens on line. Reference to personal learning networks
Using Twitter – don’t necessarily follow all who follow you and vice versa, be selective about who you allow to ‘take up your mindspace’, ‘sample the flow’ ie don’t necessarily have to read everything (unlike email)
Teacher’s role – linking digital and non-digital literacies (is this a false division, I wonder, but I like the idea of being signpost/guide/foundation builder)
Technologies and literacies co-development (seems pretty obvious!)
Some interesting ideas, but thinking critically, I have the following points:
Conflation of political activism with collaborative activities – he was using collective action, examples of protests organised on social media as an example, but I think this confuses the picture. This is not an educational use of technology – unless in say politics! I find the conflation of the two unhelpful- and it oversteps the boundaries of education in my view
Some of the pedagogies he showed in his class – e.g. moving chairs into a circle are pretty obvious – nothing exactly earth-shattering here, so I think there is some ‘Emperor’s New Clothes’ here…
Not clear (as above) where he thinks these attributes should be developed – he did not discuss the fact that if it is left until students enter HE, it may be too late as they may be too ‘fixed’ in their digital strategies and preferences. I felt this thread was left hanging
However, notwithstanding these concerns, I do think there is some useful material in his Educause article (2010) about the attributes.
So much stuff on here, that I have just taken a quick tour and bookmarked for later. However, Helen Beetham also linked to this project in the week 2 webinar. I found the page by theme helpful in orientating myself in the vast range of resources available.
I am interested in discipline-specific digital literacies, as the iPads pilot I am coordinating at work is grounded in our discipline. Therefore, I had a look the Professionalism in the digital environment - prIDE project hosted by the University of Bath, part of which has constructed digital literacy frameworks for each faculty – accounting sits within the School of Management at Bath so I looked at that one. These use Beetham’s pyramid developmental model (as shown in the webinar slides or here) with tailoring for the discipline. However, the one for management I found a bit underdeveloped – some good basics here but lack of linkage, synthesis and higher-order skills in my view. I wonder if a good output from our project might be to do a more evolved map with more synthesis, for accounting and finance?!!?
Other resources on this theme
Digital literacy and information framework – the Open University. Quite keen on this and it’sfamiliar from my studies with the OU!
Skills@Library from the University of Leeds - http://library.leeds.ac.uk/skills. My favourite resource so far is the sources evaluation checklist – not purely based on digital, but I think could be tweaked using some of the Rheingold material. I’ve used this quite successfully in class this semester. There is a student and lecturer page on learning in a digital age.
","I chose to look further into digital literacy, as I already have an interest in this theme. ocTEL suggested resource 1: Rheingold talk (2009) on 21st century literacies Key points (my thoughts in brackets): Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point) Critical consumption of internet resources – looking at […]",publish,octel-diglit-week-2-themes-in-learner-needs-thoughts-and-resources,2013-04-28 10:27:48,post,"Blog posts,Course Reader",Uncategorized
4629,21,2013-04-28 10:27:48,#ocTEL #diglit Week 2 Themes in learner needs: thoughts and resources,"
I chose to look further into digital literacy, as I already have an interest in this theme.
Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point)
Critical consumption of internet resources – looking at who the author is, others linked to them, sources used – detective skills. This skill evolves over time so doing 1 session on it won’t work – need to keep revisiting
Attention – even good students do multitasking and this reduces attention on teacher – multitasking not necessarily bad but have not learned how to manage it yet
Critical thinking – misunderstood? Schools fear it as it may lead students to criticise authority? He is pessimistic re capacity of schools for change – but also concerned about learning outside school and whether this will evolve student attributes (not clear what he does suggest!)
Collaboration – linked to collective action, social capital (getting things done without official channels) (what if students don’t want to do this? Why does he link collaboration with activism – what about collaboration in educational activities, which he doesn’t discuss?)
Network awareness – different types of networks have similar characteristics – refers to pre-digital-age sociology literature to help understand what happens on line. Reference to personal learning networks
Using Twitter – don’t necessarily follow all who follow you and vice versa, be selective about who you allow to ‘take up your mindspace’, ‘sample the flow’ ie don’t necessarily have to read everything (unlike email)
Teacher’s role – linking digital and non-digital literacies (is this a false division, I wonder, but I like the idea of being signpost/guide/foundation builder)
Technologies and literacies co-development (seems pretty obvious!)
Some interesting ideas, but thinking critically, I have the following points:
Conflation of political activism with collaborative activities – he was using collective action, examples of protests organised on social media as an example, but I think this confuses the picture. This is not an educational use of technology – unless in say politics! I find the conflation of the two unhelpful- and it oversteps the boundaries of education in my view
Some of the pedagogies he showed in his class – e.g. moving chairs into a circle are pretty obvious – nothing exactly earth-shattering here, so I think there is some ‘Emperor’s New Clothes’ here…
Not clear (as above) where he thinks these attributes should be developed – he did not discuss the fact that if it is left until students enter HE, it may be too late as they may be too ‘fixed’ in their digital strategies and preferences. I felt this thread was left hanging
However, notwithstanding these concerns, I do think there is some useful material in his Educause article (2010) about the attributes.
So much stuff on here, that I have just taken a quick tour and bookmarked for later. However, Helen Beetham also linked to this project in the week 2 webinar. I found the page by theme helpful in orientating myself in the vast range of resources available.
I am interested in discipline-specific digital literacies, as the iPads pilot I am coordinating at work is grounded in our discipline. Therefore, I had a look the Professionalism in the digital environment - prIDE project hosted by the University of Bath, part of which has constructed digital literacy frameworks for each faculty – accounting sits within the School of Management at Bath so I looked at that one. These use Beetham’s pyramid developmental model (as shown in the webinar slides or here) with tailoring for the discipline. However, the one for management I found a bit underdeveloped – some good basics here but lack of linkage, synthesis and higher-order skills in my view. I wonder if a good output from our project might be to do a more evolved map with more synthesis, for accounting and finance?!!?
Other resources on this theme
Digital literacy and information framework – the Open University. Quite keen on this and it’sfamiliar from my studies with the OU!
Skills@Library from the University of Leeds - http://library.leeds.ac.uk/skills. My favourite resource so far is the sources evaluation checklist – not purely based on digital, but I think could be tweaked using some of the Rheingold material. I’ve used this quite successfully in class this semester. There is a student and lecturer page on learning in a digital age.
","I chose to look further into digital literacy, as I already have an interest in this theme. ocTEL suggested resource 1: Rheingold talk (2009) on 21st century literacies Key points (my thoughts in brackets): Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point) Critical consumption of internet resources – looking at […]",publish,octel-diglit-week-2-themes-in-learner-needs-thoughts-and-resources-2,2013-04-28 10:27:48,post,"Blog posts,Course Reader",Uncategorized
4753,21,2013-04-28 10:27:48,#ocTEL #diglit Week 2 Themes in learner needs: thoughts and resources,"
I chose to look further into digital literacy, as I already have an interest in this theme.
Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point)
Critical consumption of internet resources – looking at who the author is, others linked to them, sources used – detective skills. This skill evolves over time so doing 1 session on it won’t work – need to keep revisiting
Attention – even good students do multitasking and this reduces attention on teacher – multitasking not necessarily bad but have not learned how to manage it yet
Critical thinking – misunderstood? Schools fear it as it may lead students to criticise authority? He is pessimistic re capacity of schools for change – but also concerned about learning outside school and whether this will evolve student attributes (not clear what he does suggest!)
Collaboration – linked to collective action, social capital (getting things done without official channels) (what if students don’t want to do this? Why does he link collaboration with activism – what about collaboration in educational activities, which he doesn’t discuss?)
Network awareness – different types of networks have similar characteristics – refers to pre-digital-age sociology literature to help understand what happens on line. Reference to personal learning networks
Using Twitter – don’t necessarily follow all who follow you and vice versa, be selective about who you allow to ‘take up your mindspace’, ‘sample the flow’ ie don’t necessarily have to read everything (unlike email)
Teacher’s role – linking digital and non-digital literacies (is this a false division, I wonder, but I like the idea of being signpost/guide/foundation builder)
Technologies and literacies co-development (seems pretty obvious!)
Some interesting ideas, but thinking critically, I have the following points:
Conflation of political activism with collaborative activities – he was using collective action, examples of protests organised on social media as an example, but I think this confuses the picture. This is not an educational use of technology – unless in say politics! I find the conflation of the two unhelpful- and it oversteps the boundaries of education in my view
Some of the pedagogies he showed in his class – e.g. moving chairs into a circle are pretty obvious – nothing exactly earth-shattering here, so I think there is some ‘Emperor’s New Clothes’ here…
Not clear (as above) where he thinks these attributes should be developed – he did not discuss the fact that if it is left until students enter HE, it may be too late as they may be too ‘fixed’ in their digital strategies and preferences. I felt this thread was left hanging
However, notwithstanding these concerns, I do think there is some useful material in his Educause article (2010) about the attributes.
So much stuff on here, that I have just taken a quick tour and bookmarked for later. However, Helen Beetham also linked to this project in the week 2 webinar. I found the page by theme helpful in orientating myself in the vast range of resources available.
I am interested in discipline-specific digital literacies, as the iPads pilot I am coordinating at work is grounded in our discipline. Therefore, I had a look the Professionalism in the digital environment - prIDE project hosted by the University of Bath, part of which has constructed digital literacy frameworks for each faculty – accounting sits within the School of Management at Bath so I looked at that one. These use Beetham’s pyramid developmental model (as shown in the webinar slides or here) with tailoring for the discipline. However, the one for management I found a bit underdeveloped – some good basics here but lack of linkage, synthesis and higher-order skills in my view. I wonder if a good output from our project might be to do a more evolved map with more synthesis, for accounting and finance?!!?
Other resources on this theme
Digital literacy and information framework – the Open University. Quite keen on this and it’sfamiliar from my studies with the OU!
Skills@Library from the University of Leeds - http://library.leeds.ac.uk/skills. My favourite resource so far is the sources evaluation checklist – not purely based on digital, but I think could be tweaked using some of the Rheingold material. I’ve used this quite successfully in class this semester. There is a student and lecturer page on learning in a digital age.
","I chose to look further into digital literacy, as I already have an interest in this theme. ocTEL suggested resource 1: Rheingold talk (2009) on 21st century literacies Key points (my thoughts in brackets): Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point) Critical consumption of internet resources – looking at […]",publish,octel-diglit-week-2-themes-in-learner-needs-thoughts-and-resources-3,2013-04-28 10:27:48,post,"Blog posts,Course Reader",Uncategorized
5134,21,2013-04-28 10:27:48,#ocTEL #diglit Week 2 Themes in learner needs: thoughts and resources,"
I chose to look further into digital literacy, as I already have an interest in this theme.
Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point)
Critical consumption of internet resources – looking at who the author is, others linked to them, sources used – detective skills. This skill evolves over time so doing 1 session on it won’t work – need to keep revisiting
Attention – even good students do multitasking and this reduces attention on teacher – multitasking not necessarily bad but have not learned how to manage it yet
Critical thinking – misunderstood? Schools fear it as it may lead students to criticise authority? He is pessimistic re capacity of schools for change – but also concerned about learning outside school and whether this will evolve student attributes (not clear what he does suggest!)
Collaboration – linked to collective action, social capital (getting things done without official channels) (what if students don’t want to do this? Why does he link collaboration with activism – what about collaboration in educational activities, which he doesn’t discuss?)
Network awareness – different types of networks have similar characteristics – refers to pre-digital-age sociology literature to help understand what happens on line. Reference to personal learning networks
Using Twitter – don’t necessarily follow all who follow you and vice versa, be selective about who you allow to ‘take up your mindspace’, ‘sample the flow’ ie don’t necessarily have to read everything (unlike email)
Teacher’s role – linking digital and non-digital literacies (is this a false division, I wonder, but I like the idea of being signpost/guide/foundation builder)
Technologies and literacies co-development (seems pretty obvious!)
Some interesting ideas, but thinking critically, I have the following points:
Conflation of political activism with collaborative activities – he was using collective action, examples of protests organised on social media as an example, but I think this confuses the picture. This is not an educational use of technology – unless in say politics! I find the conflation of the two unhelpful- and it oversteps the boundaries of education in my view
Some of the pedagogies he showed in his class – e.g. moving chairs into a circle are pretty obvious – nothing exactly earth-shattering here, so I think there is some ‘Emperor’s New Clothes’ here…
Not clear (as above) where he thinks these attributes should be developed – he did not discuss the fact that if it is left until students enter HE, it may be too late as they may be too ‘fixed’ in their digital strategies and preferences. I felt this thread was left hanging
However, notwithstanding these concerns, I do think there is some useful material in his Educause article (2010) about the attributes.
So much stuff on here, that I have just taken a quick tour and bookmarked for later. However, Helen Beetham also linked to this project in the week 2 webinar. I found the page by theme helpful in orientating myself in the vast range of resources available.
I am interested in discipline-specific digital literacies, as the iPads pilot I am coordinating at work is grounded in our discipline. Therefore, I had a look the Professionalism in the digital environment - prIDE project hosted by the University of Bath, part of which has constructed digital literacy frameworks for each faculty – accounting sits within the School of Management at Bath so I looked at that one. These use Beetham’s pyramid developmental model (as shown in the webinar slides or here) with tailoring for the discipline. However, the one for management I found a bit underdeveloped – some good basics here but lack of linkage, synthesis and higher-order skills in my view. I wonder if a good output from our project might be to do a more evolved map with more synthesis, for accounting and finance?!!?
Other resources on this theme
Digital literacy and information framework – the Open University. Quite keen on this and it’sfamiliar from my studies with the OU!
Skills@Library from the University of Leeds -
http://library.leeds.ac.uk/skills . My favourite resource so far is the sources evaluation checklist – not purely based on digital, but I think could be tweaked using some of the Rheingold material. I’ve used this quite successfully in class this semester. There is a student and lecturer page on learning in a digital age.
","I chose to look further into digital literacy, as I already have an interest in this theme. ocTEL suggested resource 1: Rheingold talk (2009) on 21st century literacies Key points (my thoughts in brackets): Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point) Critical consumption of internet resources – looking at […]",publish,octel-diglit-week-2-themes-in-learner-needs-thoughts-and-resources-4,2013-04-28 10:27:48,post,"Blog posts,Course Reader",Uncategorized
5310,21,2013-04-28 10:27:48,#ocTEL #diglit Week 2 Themes in learner needs: thoughts and resources,"
I chose to look further into digital literacy, as I already have an interest in this theme.
Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point)
Critical consumption of internet resources – looking at who the author is, others linked to them, sources used – detective skills. This skill evolves over time so doing 1 session on it won’t work – need to keep revisiting
Attention – even good students do multitasking and this reduces attention on teacher – multitasking not necessarily bad but have not learned how to manage it yet
Critical thinking – misunderstood? Schools fear it as it may lead students to criticise authority? He is pessimistic re capacity of schools for change – but also concerned about learning outside school and whether this will evolve student attributes (not clear what he does suggest!)
Collaboration – linked to collective action, social capital (getting things done without official channels) (what if students don’t want to do this? Why does he link collaboration with activism – what about collaboration in educational activities, which he doesn’t discuss?)
Network awareness – different types of networks have similar characteristics – refers to pre-digital-age sociology literature to help understand what happens on line. Reference to personal learning networks
Using Twitter – don’t necessarily follow all who follow you and vice versa, be selective about who you allow to ‘take up your mindspace’, ‘sample the flow’ ie don’t necessarily have to read everything (unlike email)
Teacher’s role – linking digital and non-digital literacies (is this a false division, I wonder, but I like the idea of being signpost/guide/foundation builder)
Technologies and literacies co-development (seems pretty obvious!)
Some interesting ideas, but thinking critically, I have the following points:
Conflation of political activism with collaborative activities – he was using collective action, examples of protests organised on social media as an example, but I think this confuses the picture. This is not an educational use of technology – unless in say politics! I find the conflation of the two unhelpful- and it oversteps the boundaries of education in my view
Some of the pedagogies he showed in his class – e.g. moving chairs into a circle are pretty obvious – nothing exactly earth-shattering here, so I think there is some ‘Emperor’s New Clothes’ here…
Not clear (as above) where he thinks these attributes should be developed – he did not discuss the fact that if it is left until students enter HE, it may be too late as they may be too ‘fixed’ in their digital strategies and preferences. I felt this thread was left hanging
However, notwithstanding these concerns, I do think there is some useful material in his Educause article (2010) about the attributes.
So much stuff on here, that I have just taken a quick tour and bookmarked for later. However, Helen Beetham also linked to this project in the week 2 webinar. I found the page by theme helpful in orientating myself in the vast range of resources available.
I am interested in discipline-specific digital literacies, as the iPads pilot I am coordinating at work is grounded in our discipline. Therefore, I had a look the Professionalism in the digital environment - prIDE project hosted by the University of Bath, part of which has constructed digital literacy frameworks for each faculty – accounting sits within the School of Management at Bath so I looked at that one. These use Beetham’s pyramid developmental model (as shown in the webinar slides or here) with tailoring for the discipline. However, the one for management I found a bit underdeveloped – some good basics here but lack of linkage, synthesis and higher-order skills in my view. I wonder if a good output from our project might be to do a more evolved map with more synthesis, for accounting and finance?!!?
Other resources on this theme
Digital literacy and information framework – the Open University. Quite keen on this and it’sfamiliar from my studies with the OU!
Skills@Library from the University of Leeds - http://library.leeds.ac.uk/skills. My favourite resource so far is the sources evaluation checklist – not purely based on digital, but I think could be tweaked using some of the Rheingold material. I’ve used this quite successfully in class this semester. There is a student and lecturer page on learning in a digital age.
","I chose to look further into digital literacy, as I already have an interest in this theme. ocTEL suggested resource 1: Rheingold talk (2009) on 21st century literacies Key points (my thoughts in brackets): Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point) Critical consumption of internet resources – looking at […]",publish,octel-diglit-week-2-themes-in-learner-needs-thoughts-and-resources-5,2013-04-28 10:27:48,post,"Course Reader,Blog posts",Uncategorized
5670,21,2013-04-28 10:27:48,#ocTEL #diglit Week 2 Themes in learner needs: thoughts and resources,"
I chose to look further into digital literacy, as I already have an interest in this theme.
Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point)
Critical consumption of internet resources – looking at who the author is, others linked to them, sources used – detective skills. This skill evolves over time so doing 1 session on it won’t work – need to keep revisiting
Attention – even good students do multitasking and this reduces attention on teacher – multitasking not necessarily bad but have not learned how to manage it yet
Critical thinking – misunderstood? Schools fear it as it may lead students to criticise authority? He is pessimistic re capacity of schools for change – but also concerned about learning outside school and whether this will evolve student attributes (not clear what he does suggest!)
Collaboration – linked to collective action, social capital (getting things done without official channels) (what if students don’t want to do this? Why does he link collaboration with activism – what about collaboration in educational activities, which he doesn’t discuss?)
Network awareness – different types of networks have similar characteristics – refers to pre-digital-age sociology literature to help understand what happens on line. Reference to personal learning networks
Using Twitter – don’t necessarily follow all who follow you and vice versa, be selective about who you allow to ‘take up your mindspace’, ‘sample the flow’ ie don’t necessarily have to read everything (unlike email)
Teacher’s role – linking digital and non-digital literacies (is this a false division, I wonder, but I like the idea of being signpost/guide/foundation builder)
Technologies and literacies co-development (seems pretty obvious!)
Some interesting ideas, but thinking critically, I have the following points:
Conflation of political activism with collaborative activities – he was using collective action, examples of protests organised on social media as an example, but I think this confuses the picture. This is not an educational use of technology – unless in say politics! I find the conflation of the two unhelpful- and it oversteps the boundaries of education in my view
Some of the pedagogies he showed in his class – e.g. moving chairs into a circle are pretty obvious – nothing exactly earth-shattering here, so I think there is some ‘Emperor’s New Clothes’ here…
Not clear (as above) where he thinks these attributes should be developed – he did not discuss the fact that if it is left until students enter HE, it may be too late as they may be too ‘fixed’ in their digital strategies and preferences. I felt this thread was left hanging
However, notwithstanding these concerns, I do think there is some useful material in his Educause article (2010) about the attributes.
So much stuff on here, that I have just taken a quick tour and bookmarked for later. However, Helen Beetham also linked to this project in the week 2 webinar. I found the page by theme helpful in orientating myself in the vast range of resources available.
I am interested in discipline-specific digital literacies, as the iPads pilot I am coordinating at work is grounded in our discipline. Therefore, I had a look the Professionalism in the digital environment - prIDE project hosted by the University of Bath, part of which has constructed digital literacy frameworks for each faculty – accounting sits within the School of Management at Bath so I looked at that one. These use Beetham’s pyramid developmental model (as shown in the webinar slides or here) with tailoring for the discipline. However, the one for management I found a bit underdeveloped – some good basics here but lack of linkage, synthesis and higher-order skills in my view. I wonder if a good output from our project might be to do a more evolved map with more synthesis, for accounting and finance?!!?
Other resources on this theme
Digital literacy and information framework – the Open University. Quite keen on this and it’sfamiliar from my studies with the OU!
Skills@Library from the University of Leeds - http://library.leeds.ac.uk/skills. My favourite resource so far is the sources evaluation checklist – not purely based on digital, but I think could be tweaked using some of the Rheingold material. I’ve used this quite successfully in class this semester. There is a student and lecturer page on learning in a digital age.
","I chose to look further into digital literacy, as I already have an interest in this theme. ocTEL suggested resource 1: Rheingold talk (2009) on 21st century literacies Key points (my thoughts in brackets): Need to get beyond skills into attributes, also limited unless collaborative (socio-constructivist view point) Critical consumption of internet resources – looking at […]",publish,octel-diglit-week-2-themes-in-learner-needs-thoughts-and-resources-6,2013-04-28 10:27:48,post,"Blog posts,Course Reader",Uncategorized
2909,52,2013-04-28 12:36:13,suebecks: RT @smythkrs: Participating in #ocTEL? Then show #ocTEL some TLC! Complete this short survey http://t.co/6SXkNRBAqA and feel a little warme…,"
",publish,suebecks-rt-smythkrs-participating-in-octel-then-show-octel-some-tlc-complete-this-short-survey-httpt-co6sxknrbaqa-and-feel-a-little-warme,2013-04-28 12:36:13,post,"Twitter (Q&A),Social networks",#ocTEL
2908,743,2013-04-28 12:44:44,activatelearn: RT @smythkrs: Participating in #ocTEL? Then show #ocTEL some TLC! Complete this short survey http://t.co/6SXkNRBAqA and feel a little warme…,"
",publish,the-digitally-literate-learner-octel-activity-2-2-researching-themes-in-learner-needs-digital-literacy,2013-04-28 17:15:46,post,"Bookmarks,Scoopit,Course Reader",
2912,512,2013-04-28 18:23:49,Power Law of Participation – Ross Mayfield,"
I can’t get Howard Rheingold out of my head! His video ’21st Century Literacies’ seems to be on a loop in my head.
This is posting is loosely connected to ocTEL activity 2.1 about exploring colleagues readiness to engage with TEL. I haven’t done it as suggested but I did participate in a focus group this week on engagement with our VLE. I didn’t consider it particularly useful to think further about why people didn’t engage (lack of time and skill as a sweeping generalization) but to spend time on what might encourage them to start. As earlier posting on motivation, purpose and mastery clearly have a place but I’m not sure that gets the T-avoider out of the starting blocks. I am interested in the potential of participation as a motivator. This graphic shows a way this participation can build. The social aspect may then encourage further participation to the point of collaboration. Possibly over-optimistic but I like the fact that all forms of participation count.
The graphic also illustrates the difference between collective intelligence and creating new collaborative intelligence – but one thing at a time…
","I can’t get Howard Rheingold out of my head! His video ’21st Century Literacies’ seems to be on a loop in my head. • Attention • Participation • Collaboration • Network awareness • Critical consumption This is posting is loosely connected to ocTEL activity 2.1 about exploring colleagues readiness to engage with TEL. I haven’t […]",publish,power-law-of-participation-ross-mayfield,2013-04-28 18:23:49,post,"Blog posts,Course Reader","Uncategorized,collaboration,#ocTEL,participation"
2913,5,2013-04-28 19:29:48,"What I’ve starred this month: April 28, 2013","
Here's some posts which have caught my attention this month:
","Here's some posts which have caught my attention this month: SFC Further and Higher Education ICT Strategy – summary and reflections – April 23, 2013 6 Free Realtime Google Analytics Dashboards | Notes – Dan Barker – April 22, 2013 Behavio Team Joins Google, Shuts Down Behavior Tracker Project – April 14, 2013 Half an [...]",publish,what-ive-starred-this-month-april-28-2013,2013-04-28 19:29:48,post,"Course Reader,Blog posts",Starred
2858,4,2013-04-29 00:41:41,Expectations taster,"Last week we asked you to tell us what your expectations are for taking part in ocTEL. If you haven't already, please do add your views via the expectations questionnaire!
We are really hoping to hear from more of you, but from the responses so far, here's a taster of what the ocTEL community looks like, and what you hope to achieve.
As you can see from this pie chart, most respondents are based in the UK.
The majority also indicated that they work in Higher Eduction, but some cover other sectors including the NHS, private and third sectors. Over half are learning technologists or lecturers, but other roles such as manager and teacher are also represented.
We're also interested in what experiences participants had prior to taking part in ocTEL. Responses so far suggest most have some experience of using technology for teaching, and of using social media (SM) for their own learning and for networking. Perhaps reassuringly for the course team (!), there are also participants who have joined ocTEL with a view to broadening their understanding in these areas. In the words of one respondent ""I know I have big gaps in my knowledge regarding pedagogical theory and instructional design. I'd like to start 'shading in' these areas and find out what else I need to know for the future.""
The different learning opportunities offered by taking part in ocTEL were also queried, and respondents see value across the range of options shown in the figure below. Learning about the topics offered as part of ocTEL is seen as most useful, but the chance to experience a MOOC and networking are clearly significant too. For some it is about ""Finding out what and who are 'out there' in relation to TEL"".
Finally, for now, we asked respondents to choose two themes that matched their 'big questions'. These give us an indicator of what the ocTEL cohort as a whole wants to achieve. The strongest contenders are pedagogic theory, finding examples of good practice, and technology selection and effectiveness.
These figures will be updated as more people respond, so if you haven't already, please do fill in the expectations questionnaire!","",publish,expectations-taster,2013-06-06 11:26:02,post,"Evaluation,About this course,Course information","evaluation,#ocTEL,Expectations"
2933,512,2013-04-29 07:21:19,Implementation: A Tight-Loose Approach,"
Initially my big question was a very simple ‘what works and how can I adapt it’. I’ve subsequently added a few more:
What comes first technology or pedagogy?
How can we take the T out of TEL?
How can we measure and evaluate the effectiveness of planned changes / innovations?
How can we join up the pockets of good practice in a way that is ‘greater than the sum of its parts’
How do we get beyond just early adopters and enthusiasts?
Then I realized that the last question is equally applicable to learners and to colleagues. I think that is why I like ‘digital residents / visitors’ over the original ‘digital natives / immigrants’.
That brings me to consider the subject of implementation (ocTEL activity 2.2.4) …Implementation will meet resistance…Change means bringing the majority along.
As earlier post ‘Reading & some thoughts collated’ I am tackling the HEA’s ‘Transforming Higher Education Through Technology Enhanced Learning’. I think the next chapter, Nichol & Draper ‘A blueprint for transformational change in HE: REAP as a case study has much to offer. The part I am going to extract here is the tight-loose approach.
The tight-loose approach is a management approach found particularly in consideration of enterprise and innovation and comes from Tom Peters’ In Search of Excellence. It is a flexible approach in recognition that complex situations do not benefit from either-or solutions. It is about strong core values but allowing these to be adapted locally with creativity. “Loose” does not mean sloppy.
Back to the book (page 200):
… the principles were not promoted as a fixed template or set of rules to be followed. Rather, course teams were encouraged to, and did, adapt the principles to their own disciplinary context. The implementation process might be described as ‘tight-loose’: course teams were encouraged to maintain fidelity to the pedagogy behind each principle (tight), but they were also encouraged to tailor the application of the principles to their own disciplinary context (loose). [...]. The tight-loose strategy provided a way of accommodating salient differences across disciplines while using a common underlying educational framework.
This has helped me to recognize the need to carefully articulate the aspirations and purpose in terms of key principles or core values and to ensure the pedagogy underpinning each is clear – this then allows for interpretation in the implementation, rather than one-size fits all.
Perhaps this approach has an equal relevance for how we view engagement with course materials – tight on learning outcomes, loose on how these are met.
","Initially my big question was a very simple ‘what works and how can I adapt it’. I’ve subsequently added a few more: What comes first technology or pedagogy? How can we take the T out of TEL? How can we measure and evaluate the effectiveness of planned changes / innovations? How can we join up the […]",publish,implementation-a-tight-loose-approach,2013-04-29 07:21:19,post,"Blog posts,Course Reader","tight-loose,implementation,#ocTEL,Uncategorized,approach"
2937,948,2013-04-29 09:10:15,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"That's a great posting Roger, thanks for reminding us that not everybody has access to the gadgets and services that we take for granted (anybody recall the theme of digital exclusion in the information society?) - and for putting the learner at the centre of this whole process. As a learning technologist teachers are my learners and it's tempting to fall into the trap of being flabbergasted at their apparent reluctance to engage with technology, but then I remember that very little time is allowed in staff training and development schedules and though they may themselves be experts in their [...]","That's a great posting Roger, thanks for reminding us that not everybody has access to the gadgets and services that we take for granted (anybody recall the theme of digital exclusion in the information society?) - and for putting the learner at the ce...",publish,re-octel-re-understanding-learners-needs-activity-2-1-2,2013-04-29 09:10:15,post,"Course Reader,JISCMail,Lists",
4863,948,2013-04-29 09:10:15,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"That's a great posting Roger, thanks for reminding us that not everybody has access to the gadgets and services that we take for granted (anybody recall the theme of digital exclusion in the information society?) - and for putting the learner at the centre of this whole process. As a learning technologist teachers are my learners and it's tempting to fall into the trap of being flabbergasted at their apparent reluctance to engage with technology, but then I remember that very little time is allowed in staff training and development schedules and though they may themselves be experts in their [...]","That's a great posting Roger, thanks for reminding us that not everybody has access to the gadgets and services that we take for granted (anybody recall the theme of digital exclusion in the information society?) - and for putting the learner at the ce...",publish,re-octel-re-understanding-learners-needs-activity-2-1-12,2013-04-29 09:10:15,post,"Lists,Course Reader,JISCMail",
5359,948,2013-04-29 09:10:15,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"That's a great posting Roger, thanks for reminding us that not everybody has access to the gadgets and services that we take for granted (anybody recall the theme of digital exclusion in the information society?) - and for putting the learner at the centre of this whole process. As a learning technologist teachers are my learners and it's tempting to fall into the trap of being flabbergasted at their apparent reluctance to engage with technology, but then I remember that very little time is allowed in staff training and development schedules and though they may themselves be experts in their [...]","That's a great posting Roger, thanks for reminding us that not everybody has access to the gadgets and services that we take for granted (anybody recall the theme of digital exclusion in the information society?) - and for putting the learner at the ce...",publish,re-octel-re-understanding-learners-needs-activity-2-1-18,2013-04-29 09:10:15,post,"Course Reader,JISCMail,Lists",
5710,948,2013-04-29 09:10:15,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"That's a great posting Roger, thanks for reminding us that not everybody has access to the gadgets and services that we take for granted (anybody recall the theme of digital exclusion in the information society?) - and for putting the learner at the centre of this whole process. As a learning technologist teachers are my learners and it's tempting to fall into the trap of being flabbergasted at their apparent reluctance to engage with technology, but then I remember that very little time is allowed in staff training and development schedules and though they may themselves be experts in their [...]","That's a great posting Roger, thanks for reminding us that not everybody has access to the gadgets and services that we take for granted (anybody recall the theme of digital exclusion in the information society?) - and for putting the learner at the ce...",publish,re-octel-re-understanding-learners-needs-activity-2-1-24,2013-04-29 09:10:15,post,"Course Reader,Lists,JISCMail",
2945,1387,2013-04-29 09:24:36,nicwhitton: RT @smythkrs: Participating in #ocTEL? Then show #ocTEL some TLC! Complete this short survey http://t.co/6SXkNRBAqA and feel a little warme…,"
",publish,nicwhitton-rt-smythkrs-participating-in-octel-then-show-octel-some-tlc-complete-this-short-survey-httpt-co6sxknrbaqa-and-feel-a-little-warme,2013-04-29 09:24:36,post,"Social networks,Twitter (Q&A)",#ocTEL
2936,1385,2013-04-29 09:26:48,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hello Roger and fellow ocTEL participants,
Thank you, Roger, for putting this so succinctly. I read part of the debate this morning and I have been struggling with how to formulate my own response to what at the end of your email you refer to as 'elitism'. I kept thinking about what the measures we have put into place to support aspiring learners overcome a whole host of other barriers and I keep wondering why / how we can defend an attitude which punishes aspiring learners (deliberate repetition here!), even if we don't exactly tell them how we feel about [...]","Hello Roger and fellow ocTEL participants,Thank you, Roger, for putting this so succinctly. I read part of the debate this morning and I have been struggling with how to formulate my own response to what at the end of your email you refer to as 'elitis...",publish,re-octel-re-understanding-learners-needs-activity-2-1,2013-04-29 09:26:48,post,"Course Reader,JISCMail,Lists",
4862,1385,2013-04-29 09:26:48,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hello Roger and fellow ocTEL participants,
Thank you, Roger, for putting this so succinctly. I read part of the debate this morning and I have been struggling with how to formulate my own response to what at the end of your email you refer to as 'elitism'. I kept thinking about what the measures we have put into place to support aspiring learners overcome a whole host of other barriers and I keep wondering why / how we can defend an attitude which punishes aspiring learners (deliberate repetition here!), even if we don't exactly tell them how we feel about [...]","Hello Roger and fellow ocTEL participants,Thank you, Roger, for putting this so succinctly. I read part of the debate this morning and I have been struggling with how to formulate my own response to what at the end of your email you refer to as 'elitis...",publish,re-octel-re-understanding-learners-needs-activity-2-1-11,2013-04-29 09:26:48,post,"Lists,Course Reader,JISCMail",
5358,1385,2013-04-29 09:26:48,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hello Roger and fellow ocTEL participants,
Thank you, Roger, for putting this so succinctly. I read part of the debate this morning and I have been struggling with how to formulate my own response to what at the end of your email you refer to as 'elitism'. I kept thinking about what the measures we have put into place to support aspiring learners overcome a whole host of other barriers and I keep wondering why / how we can defend an attitude which punishes aspiring learners (deliberate repetition here!), even if we don't exactly tell them how we feel about [...]","Hello Roger and fellow ocTEL participants,Thank you, Roger, for putting this so succinctly. I read part of the debate this morning and I have been struggling with how to formulate my own response to what at the end of your email you refer to as 'elitis...",publish,re-octel-re-understanding-learners-needs-activity-2-1-17,2013-04-29 09:26:48,post,"Lists,Course Reader,JISCMail",
5709,1385,2013-04-29 09:26:48,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hello Roger and fellow ocTEL participants,
Thank you, Roger, for putting this so succinctly. I read part of the debate this morning and I have been struggling with how to formulate my own response to what at the end of your email you refer to as 'elitism'. I kept thinking about what the measures we have put into place to support aspiring learners overcome a whole host of other barriers and I keep wondering why / how we can defend an attitude which punishes aspiring learners (deliberate repetition here!), even if we don't exactly tell them how we feel about [...]","Hello Roger and fellow ocTEL participants,Thank you, Roger, for putting this so succinctly. I read part of the debate this morning and I have been struggling with how to formulate my own response to what at the end of your email you refer to as 'elitis...",publish,re-octel-re-understanding-learners-needs-activity-2-1-23,2013-04-29 09:26:48,post,"Lists,JISCMail,Course Reader",
3284,1387,2013-04-29 09:29:04,nicwhitton: @ElizabethECharl @Schoolie3 #ocTEL Why do you find it negative?,"
","@elizabethecharl @schoolie3 #ocTEL Why do you find it negative?— Nicola Whitton (@nicwhitton) April 29, 2013",publish,nicwhitton-elizabethecharl-schoolie3-octel-why-do-you-find-it-negative,2013-04-29 09:29:04,post,"Twitter (Q&A),Social networks",#ocTEL
2944,257,2013-04-29 09:48:43,reedyreedles: @nicwhitton going big time on #ocTEL sis? #youGoGirl,"
","@nicwhitton going big time on #ocTEL sis? #youGoGirl— Peter Reed (@reedyreedles) April 29, 2013",publish,reedyreedles-nicwhitton-going-big-time-on-octel-sis-yougogirl,2013-04-29 09:48:43,post,"Social networks,Twitter (Q&A)","yougogirl,#ocTEL"
2943,15,2013-04-29 10:34:38,philtubman: RT @smythkrs: Participating in #ocTEL? Then show #ocTEL some TLC! Complete this short survey http://t.co/6SXkNRBAqA and feel a little warme…,"
",publish,philtubman-rt-smythkrs-participating-in-octel-then-show-octel-some-tlc-complete-this-short-survey-httpt-co6sxknrbaqa-and-feel-a-little-warme,2013-04-29 10:34:38,post,"Twitter (Q&A),Social networks",#ocTEL
2941,1276,2013-04-29 11:50:48,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi all good discussion which we have frequently in high education , I also think it is about the learners taking some of the responsibility for their own learning you could question why someone would want to do an online course if they have not got the equipment to do it. In the past we would have expected students to buy books for courses these are now becoming e books, We need to be clear in our expectations of students so they know up front what is required of them and what we can offer . sue [...]","Hi all good discussion which we have frequently in high education , I also think it is about the learners taking some of the responsibility for their own learning you could question why someone would want to do an online course if they have not got the...",publish,re-octel-re-understanding-learners-needs-activity-2-1-4,2013-04-29 11:50:48,post,"Course Reader,JISCMail,Lists",
4861,1276,2013-04-29 11:50:48,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi all good discussion which we have frequently in high education , I also think it is about the learners taking some of the responsibility for their own learning you could question why someone would want to do an online course if they have not got the equipment to do it. In the past we would have expected students to buy books for courses these are now becoming e books, We need to be clear in our expectations of students so they know up front what is required of them and what we can offer . sue [...]","Hi all good discussion which we have frequently in high education , I also think it is about the learners taking some of the responsibility for their own learning you could question why someone would want to do an online course if they have not got the...",publish,re-octel-re-understanding-learners-needs-activity-2-1-10,2013-04-29 11:50:48,post,"Lists,Course Reader,JISCMail",
5357,1276,2013-04-29 11:50:48,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi all good discussion which we have frequently in high education , I also think it is about the learners taking some of the responsibility for their own learning you could question why someone would want to do an online course if they have not got the equipment to do it. In the past we would have expected students to buy books for courses these are now becoming e books, We need to be clear in our expectations of students so they know up front what is required of them and what we can offer . sue [...]","Hi all good discussion which we have frequently in high education , I also think it is about the learners taking some of the responsibility for their own learning you could question why someone would want to do an online course if they have not got the...",publish,re-octel-re-understanding-learners-needs-activity-2-1-16,2013-04-29 11:50:48,post,"Lists,Course Reader,JISCMail",
5708,1276,2013-04-29 11:50:48,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi all good discussion which we have frequently in high education , I also think it is about the learners taking some of the responsibility for their own learning you could question why someone would want to do an online course if they have not got the equipment to do it. In the past we would have expected students to buy books for courses these are now becoming e books, We need to be clear in our expectations of students so they know up front what is required of them and what we can offer . sue [...]","Hi all good discussion which we have frequently in high education , I also think it is about the learners taking some of the responsibility for their own learning you could question why someone would want to do an online course if they have not got the...",publish,re-octel-re-understanding-learners-needs-activity-2-1-22,2013-04-29 11:50:48,post,"JISCMail,Course Reader,Lists",
2928,896,2013-04-29 12:29:09,"elizabethecharl: #octel If you only do one thing... This week: What is learning? I have added my twopence worth now, as I have a busy week this week.","
#octel If you only do one thing...This week: What is learning?I have added my twopence worth now, as I have a busy week this week.
","#octel If you only do one thing...This week: What is learning?I have added my twopence worth now, as I have a busy week this week.— Elizabeth E Charles (@ElizabethECharl) April 29, 2013",publish,elizabethecharl-octel-if-you-only-do-one-thing-this-week-what-is-learning-i-have-added-my-twopence-worth-now-as-i-have-a-busy-week-this-week,2013-04-29 12:29:09,post,"Social networks,Twitter (Q&A)",#ocTEL
2942,1386,2013-04-29 12:29:33,schoolie3: #ocTEL @nicwhitton @ElizabethECharl Not initially -ve but yet another 10min countdn got tedious. Gagne 'gain attention' overuse?,"
#ocTEL @nicwhitton @elizabethecharl Not initially -ve but yet another 10min countdn got tedious. Gagne 'gain attention' overuse?
","#ocTEL @nicwhitton @elizabethecharl Not initially -ve but yet another 10min countdn got tedious. Gagne 'gain attention' overuse?— Dave (@Schoolie3) April 29, 2013",publish,schoolie3-octel-nicwhitton-elizabethecharl-not-initially-ve-but-yet-another-10min-countdn-got-tedious-gagne-gain-attention-overuse,2013-04-29 12:29:33,post,"Social networks,Twitter (Q&A)",#ocTEL
2940,1166,2013-04-29 12:56:27,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi there. I really appreciate Sue's mention of student responsibility. Over the last few days I have been mulling over all the things I could improve on to help students, but the flip side of that is we should have a certain level of expectation that our students take responsibility for their learning too. Every semester I have college students telling me that they are failing because of issues with technology (no Internet at home, no personal computer, limited skills etc). My method is to meet with them face2face and show them how my course is set up. I then [...]","Hi there. I really appreciate Sue's mention of student responsibility. Over the last few days I have been mulling over all the things I could improve on to help students, but the flip side of that is we should have a certain level of expectation that o...",publish,re-octel-re-understanding-learners-needs-activity-2-1-3,2013-04-29 12:56:27,post,"Course Reader,JISCMail,Lists",
4860,1166,2013-04-29 12:56:27,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi there. I really appreciate Sue's mention of student responsibility. Over the last few days I have been mulling over all the things I could improve on to help students, but the flip side of that is we should have a certain level of expectation that our students take responsibility for their learning too. Every semester I have college students telling me that they are failing because of issues with technology (no Internet at home, no personal computer, limited skills etc). My method is to meet with them face2face and show them how my course is set up. I then [...]","Hi there. I really appreciate Sue's mention of student responsibility. Over the last few days I have been mulling over all the things I could improve on to help students, but the flip side of that is we should have a certain level of expectation that o...",publish,re-octel-re-understanding-learners-needs-activity-2-1-9,2013-04-29 12:56:27,post,"Lists,Course Reader,JISCMail",
5356,1166,2013-04-29 12:56:27,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi there. I really appreciate Sue's mention of student responsibility. Over the last few days I have been mulling over all the things I could improve on to help students, but the flip side of that is we should have a certain level of expectation that our students take responsibility for their learning too. Every semester I have college students telling me that they are failing because of issues with technology (no Internet at home, no personal computer, limited skills etc). My method is to meet with them face2face and show them how my course is set up. I then [...]","Hi there. I really appreciate Sue's mention of student responsibility. Over the last few days I have been mulling over all the things I could improve on to help students, but the flip side of that is we should have a certain level of expectation that o...",publish,re-octel-re-understanding-learners-needs-activity-2-1-15,2013-04-29 12:56:27,post,"Lists,Course Reader,JISCMail",
5707,1166,2013-04-29 12:56:27,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,"Hi there. I really appreciate Sue's mention of student responsibility. Over the last few days I have been mulling over all the things I could improve on to help students, but the flip side of that is we should have a certain level of expectation that our students take responsibility for their learning too. Every semester I have college students telling me that they are failing because of issues with technology (no Internet at home, no personal computer, limited skills etc). My method is to meet with them face2face and show them how my course is set up. I then [...]","Hi there. I really appreciate Sue's mention of student responsibility. Over the last few days I have been mulling over all the things I could improve on to help students, but the flip side of that is we should have a certain level of expectation that o...",publish,re-octel-re-understanding-learners-needs-activity-2-1-21,2013-04-29 12:56:27,post,"Lists,JISCMail,Course Reader",
3045,198,2013-04-29 14:03:00,The Curriculum of Adult Life,"
Adult life is a massive social space, filled with experiential learning. Bohn equates adults’ experiences within the cognitive domain. Many cognitive resources, including “locus of control, self-efficacy, problem solving, decision-making, judgment, analysis (sizing up a situation, sizing up people), creativity, cause and effect, trial-and-error are the essence of experience.” (Bohn, p. 26) The lessons of adult life are learned formally and informally. Formal lessons include our formal education; P-12, undergraduate, and graduate schools. Also part of formal lessons are job training, trade apprenticeships, workforce development, religious, and community learning. Informal lessons seem to be mostly learned individually by trial-and-error, by observation, and vicariously.
The hidden curriculum of adult life is also known as social mores. These mores are called “rules-of thumb” by Bohn. (p. 26) These are the unspoken rules that are “understood” by community, society, and culture.
Curriculum is defined by roles. Each person performs multiple roles; parent, employee, partner, community member, etc. This is also referred to as context. Each role has its own content and own ways of socialization. In my role as an IT professional the context of learning is very technical and sterile. In my role as a parent, the context of learning is very much more informal, and trial-and-error. My role as a graduate student is completely immersed in formal learning with a specific curriculum.
Content, context, community, and participation provide the environment for situated learning. (Stein, 1998, p. 2; Stein, 2001, p. 422) Situated learning (also called situated cognition by Merriam, Caffarella, and Baumgartner) occurs when the learning situation and the learning process are inseparable. (2007, p. 178) Lessons in the hidden curriculum appear to be situated learning; the process of trial-and-error is itself situated learning. Lessons learned by error might be more memorable than lessons learned by successful trial, because the failure of error creates a more emotional response.
References
Bohn, James. 2002. Toward an Analysis of Adult Experience. Presentation From 2000 Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education. c.f. Glowacki-Dudka.
Glowacki-Dudka, M. (2000). Honoring Our Roots and Branches... Our History and Future. Proceedings of the Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education (19th, Madison, Wisconsin, September 27-29, 2000).
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Stein, D., & ERIC Clearinghouse on Adult, Career, and Vocational Education. (1998). Situated learning in adult education. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University.
Stein, D. S. (January 01, 2001). Situated Learning and Planned Training on the Job. Advances in Developing Human Resources, 3, 4, 415-424.
#ocTEL #tel #edtech #adult_learning #learning
","
Adult life is a massive social space, filled with experiential learning. Bohn equates adults’ experiences within the cognitive domain. Many cognitive resources, including “locus of control, self-efficacy, problem solving, decision-making, judgment, analysis (sizing up a situation, sizing up people), creativity, cause and effect, trial-and-error are the essence of experience.” (Bohn, p. 26) The lessons of adult life are learned formally and informally. Formal lessons include our formal education; P-12, undergraduate, and graduate schools. Also part of formal lessons are job training, trade apprenticeships, workforce development, religious, and community learning. Informal lessons seem to be mostly learned individually by trial-and-error, by observation, and vicariously.
The hidden curriculum of adult life is also known as social mores. These mores are called “rules-of thumb” by Bohn. (p. 26) These are the unspoken rules that are “understood” by community, society, and culture.
Curriculum is defined by roles. Each person performs multiple roles; parent, employee, partner, community member, etc. This is also referred to as context. Each role has its own content and own ways of socialization. In my role as an IT professional the context of learning is very technical and sterile. In my role as a parent, the context of learning is very much more informal, and trial-and-error. My role as a graduate student is completely immersed in formal learning with a specific curriculum.
Content, context, community, and participation provide the environment for situated learning. (Stein, 1998, p. 2; Stein, 2001, p. 422) Situated learning (also called situated cognition by Merriam, Caffarella, and Baumgartner) occurs when the learning situation and the learning process are inseparable. (2007, p. 178) Lessons in the hidden curriculum appear to be situated learning; the process of trial-and-error is itself situated learning. Lessons learned by error might be more memorable than lessons learned by successful trial, because the failure of error creates a more emotional response.
References
Bohn, James. 2002. Toward an Analysis of Adult Experience. Presentation From 2000 Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education. c.f. Glowacki-Dudka.
Glowacki-Dudka, M. (2000). Honoring Our Roots and Branches... Our History and Future. Proceedings of the Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education (19th, Madison, Wisconsin, September 27-29, 2000).
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Stein, D., & ERIC Clearinghouse on Adult, Career, and Vocational Education. (1998). Situated learning in adult education. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University.
Stein, D. S. (January 01, 2001). Situated Learning and Planned Training on the Job. Advances in Developing Human Resources, 3, 4, 415-424.
Adult life is a massive social space, filled with experiential learning. Bohn equates adults’ experiences within the cognitive domain. Many cognitive resources, including “locus of control, self-efficacy, problem solving, decision-making, judgment, analysis (sizing up a situation, sizing up people), creativity, cause and effect, trial-and-error are the essence of experience.” (Bohn, p. 26) The lessons of adult life are learned formally and informally. Formal lessons include our formal education; P-12, undergraduate, and graduate schools. Also part of formal lessons are job training, trade apprenticeships, workforce development, religious, and community learning. Informal lessons seem to be mostly learned individually by trial-and-error, by observation, and vicariously.
The hidden curriculum of adult life is also known as social mores. These mores are called “rules-of thumb” by Bohn. (p. 26) These are the unspoken rules that are “understood” by community, society, and culture.
Curriculum is defined by roles. Each person performs multiple roles; parent, employee, partner, community member, etc. This is also referred to as context. Each role has its own content and own ways of socialization. In my role as an IT professional the context of learning is very technical and sterile. In my role as a parent, the context of learning is very much more informal, and trial-and-error. My role as a graduate student is completely immersed in formal learning with a specific curriculum.
Content, context, community, and participation provide the environment for situated learning. (Stein, 1998, p. 2; Stein, 2001, p. 422) Situated learning (also called situated cognition by Merriam, Caffarella, and Baumgartner) occurs when the learning situation and the learning process are inseparable. (2007, p. 178) Lessons in the hidden curriculum appear to be situated learning; the process of trial-and-error is itself situated learning. Lessons learned by error might be more memorable than lessons learned by successful trial, because the failure of error creates a more emotional response.
References
Bohn, James. 2002. Toward an Analysis of Adult Experience. Presentation From 2000 Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education. c.f. Glowacki-Dudka.
Glowacki-Dudka, M. (2000). Honoring Our Roots and Branches... Our History and Future. Proceedings of the Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education (19th, Madison, Wisconsin, September 27-29, 2000).
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Stein, D., & ERIC Clearinghouse on Adult, Career, and Vocational Education. (1998). Situated learning in adult education. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University.
Stein, D. S. (January 01, 2001). Situated Learning and Planned Training on the Job. Advances in Developing Human Resources, 3, 4, 415-424.
#ocTEL #tel #edtech #adult_learning #learning
","
Adult life is a massive social space, filled with experiential learning. Bohn equates adults’ experiences within the cognitive domain. Many cognitive resources, including “locus of control, self-efficacy, problem solving, decision-making, judgment, analysis (sizing up a situation, sizing up people), creativity, cause and effect, trial-and-error are the essence of experience.” (Bohn, p. 26) The lessons of adult life are learned formally and informally. Formal lessons include our formal education; P-12, undergraduate, and graduate schools. Also part of formal lessons are job training, trade apprenticeships, workforce development, religious, and community learning. Informal lessons seem to be mostly learned individually by trial-and-error, by observation, and vicariously.
The hidden curriculum of adult life is also known as social mores. These mores are called “rules-of thumb” by Bohn. (p. 26) These are the unspoken rules that are “understood” by community, society, and culture.
Curriculum is defined by roles. Each person performs multiple roles; parent, employee, partner, community member, etc. This is also referred to as context. Each role has its own content and own ways of socialization. In my role as an IT professional the context of learning is very technical and sterile. In my role as a parent, the context of learning is very much more informal, and trial-and-error. My role as a graduate student is completely immersed in formal learning with a specific curriculum.
Content, context, community, and participation provide the environment for situated learning. (Stein, 1998, p. 2; Stein, 2001, p. 422) Situated learning (also called situated cognition by Merriam, Caffarella, and Baumgartner) occurs when the learning situation and the learning process are inseparable. (2007, p. 178) Lessons in the hidden curriculum appear to be situated learning; the process of trial-and-error is itself situated learning. Lessons learned by error might be more memorable than lessons learned by successful trial, because the failure of error creates a more emotional response.
References
Bohn, James. 2002. Toward an Analysis of Adult Experience. Presentation From 2000 Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education. c.f. Glowacki-Dudka.
Glowacki-Dudka, M. (2000). Honoring Our Roots and Branches... Our History and Future. Proceedings of the Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education (19th, Madison, Wisconsin, September 27-29, 2000).
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Stein, D., & ERIC Clearinghouse on Adult, Career, and Vocational Education. (1998). Situated learning in adult education. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University.
Stein, D. S. (January 01, 2001). Situated Learning and Planned Training on the Job. Advances in Developing Human Resources, 3, 4, 415-424.
Adult life is a massive social space, filled with experiential learning. Bohn equates adults’ experiences within the cognitive domain. Many cognitive resources, including “locus of control, self-efficacy, problem solving, decision-making, judgment, analysis (sizing up a situation, sizing up people), creativity, cause and effect, trial-and-error are the essence of experience.” (Bohn, p. 26) The lessons of adult life are learned formally and informally. Formal lessons include our formal education; P-12, undergraduate, and graduate schools. Also part of formal lessons are job training, trade apprenticeships, workforce development, religious, and community learning. Informal lessons seem to be mostly learned individually by trial-and-error, by observation, and vicariously.
The hidden curriculum of adult life is also known as social mores. These mores are called “rules-of thumb” by Bohn. (p. 26) These are the unspoken rules that are “understood” by community, society, and culture.
Curriculum is defined by roles. Each person performs multiple roles; parent, employee, partner, community member, etc. This is also referred to as context. Each role has its own content and own ways of socialization. In my role as an IT professional the context of learning is very technical and sterile. In my role as a parent, the context of learning is very much more informal, and trial-and-error. My role as a graduate student is completely immersed in formal learning with a specific curriculum.
Content, context, community, and participation provide the environment for situated learning. (Stein, 1998, p. 2; Stein, 2001, p. 422) Situated learning (also called situated cognition by Merriam, Caffarella, and Baumgartner) occurs when the learning situation and the learning process are inseparable. (2007, p. 178) Lessons in the hidden curriculum appear to be situated learning; the process of trial-and-error is itself situated learning. Lessons learned by error might be more memorable than lessons learned by successful trial, because the failure of error creates a more emotional response.
References
Bohn, James. 2002. Toward an Analysis of Adult Experience. Presentation From 2000 Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education. c.f. Glowacki-Dudka.
Glowacki-Dudka, M. (2000). Honoring Our Roots and Branches... Our History and Future. Proceedings of the Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education (19th, Madison, Wisconsin, September 27-29, 2000).
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Stein, D., & ERIC Clearinghouse on Adult, Career, and Vocational Education. (1998). Situated learning in adult education. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University.
Stein, D. S. (January 01, 2001). Situated Learning and Planned Training on the Job. Advances in Developing Human Resources, 3, 4, 415-424.
#ocTEL #tel #edtech #adult_learning #learning
","
Adult life is a massive social space, filled with experiential learning. Bohn equates adults’ experiences within the cognitive domain. Many cognitive resources, including “locus of control, self-efficacy, problem solving, decision-making, judgment, analysis (sizing up a situation, sizing up people), creativity, cause and effect, trial-and-error are the essence of experience.” (Bohn, p. 26) The lessons of adult life are learned formally and informally. Formal lessons include our formal education; P-12, undergraduate, and graduate schools. Also part of formal lessons are job training, trade apprenticeships, workforce development, religious, and community learning. Informal lessons seem to be mostly learned individually by trial-and-error, by observation, and vicariously.
The hidden curriculum of adult life is also known as social mores. These mores are called “rules-of thumb” by Bohn. (p. 26) These are the unspoken rules that are “understood” by community, society, and culture.
Curriculum is defined by roles. Each person performs multiple roles; parent, employee, partner, community member, etc. This is also referred to as context. Each role has its own content and own ways of socialization. In my role as an IT professional the context of learning is very technical and sterile. In my role as a parent, the context of learning is very much more informal, and trial-and-error. My role as a graduate student is completely immersed in formal learning with a specific curriculum.
Content, context, community, and participation provide the environment for situated learning. (Stein, 1998, p. 2; Stein, 2001, p. 422) Situated learning (also called situated cognition by Merriam, Caffarella, and Baumgartner) occurs when the learning situation and the learning process are inseparable. (2007, p. 178) Lessons in the hidden curriculum appear to be situated learning; the process of trial-and-error is itself situated learning. Lessons learned by error might be more memorable than lessons learned by successful trial, because the failure of error creates a more emotional response.
References
Bohn, James. 2002. Toward an Analysis of Adult Experience. Presentation From 2000 Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education. c.f. Glowacki-Dudka.
Glowacki-Dudka, M. (2000). Honoring Our Roots and Branches... Our History and Future. Proceedings of the Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education (19th, Madison, Wisconsin, September 27-29, 2000).
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Stein, D., & ERIC Clearinghouse on Adult, Career, and Vocational Education. (1998). Situated learning in adult education. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University.
Stein, D. S. (January 01, 2001). Situated Learning and Planned Training on the Job. Advances in Developing Human Resources, 3, 4, 415-424.
#ocTEL #tel #edtech #adult_learning #learning
",publish,the-curriculum-of-adult-life-3,2013-04-29 14:03:00,post,"Course Reader,Blog posts","#ocTEL,experiential learning,edtech,#tel,Adult Learning"
2947,3,2013-04-29 14:09:27,ocTEL Week 3 Webinar,"Join our weekly webinar at 12.30 on Wednesday 1 May, via Blackboard Collaborate 11.
The link for the Week 3 webinar is available via the Course Materials page.
This week's webinar
In this week’s webinar Keith Smyth from Edinburgh Napier University will explore the area of activity design for technology-enhanced learning. Drawing upon established and emerging models and approaches, the webinar will address key considerations for designing activities that place an emphasis on engagement, collaboration, and learners as co-creators of their own educational experiences and resources. The webinar will also explore how to structure the design of activities to support learning across the different stages of a course, and will provide opportunities for participants to share good practice as well as plan possible future enhancements.
About the presenter
Keith Smyth is a Senior Teaching Fellow and Senior Lecturer in Higher Education at Edinburgh Napier University, where he leads the MSc Blended and Online Education and co-ordinates various institutional activities in technology-enhanced learning. Keith led the development of Edinburgh Napier’s 3E Framework for technology-enhanced learning, which places an activity-based emphasis on using technology to support learning, teaching and assessment. Since being published via Creative Commons in late 2011, around 20 institutions within and beyond UK have implemented the 3E Framework within institutional strategies, staff development initiatives, and in the design of programmes.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ's
For help prior to the webinar and some frequently asked questions please visit our help page.
If you have any questions contact octel-tech@alt.ac.uk.","",publish,octel-week-3-webinar,2013-04-29 21:42:49,post,Course information,course information
2988,1179,2013-04-29 14:21:59,The Partnership for 21st Century Skills,"
Comments:
Working with Bicameral & Bipartisan Effort to Prepare Students for 21st Century Economy Washington, D.C.- February 12, 2013 - The Partnership for 21st Century Skills (P21), the leading organization advocating for 21st century readiness for every student, applauds U.S. Representatives Tom Petri (R-WI), Dave Loebsack (D-IA), and U.S. - James Kerr
Working with Bicameral & Bipartisan Effort to Prepare Students for 21st Century Economy Washington, D.C.- February 12, 2013 - The Partnership for 21st Century Skills (P21), the leading organization advocating for 21st century readiness for every student, applauds U.S. Representatives Tom Petri (R-WI), Dave Loebsack (D-IA), and U.S. - James Kerr
Thank you for the responses to my earlier post which may well be labelled flabbergastergate! It is interesting to see how the post has been interpreted and I wholeheartedly agree with the responses that we should make no assumptions about what our learners bring to the table and be supportive and understanding to their needs. [...] ,HiThank you for the responses to my earlier post which may well be labelled flabbergastergate! It is interesting to see how the post has been interpreted and I wholeheartedly agree with the responses that we should make no assumptions about what our le...,publish,re-octel-re-understanding-learners-needs-activity-2-1-5,2013-04-29 20:37:56,post,"Lists,Course Reader,JISCMail",
4859,1357,2013-04-29 20:37:56,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,Hi
Thank you for the responses to my earlier post which may well be labelled flabbergastergate! It is interesting to see how the post has been interpreted and I wholeheartedly agree with the responses that we should make no assumptions about what our learners bring to the table and be supportive and understanding to their needs. [...] ,HiThank you for the responses to my earlier post which may well be labelled flabbergastergate! It is interesting to see how the post has been interpreted and I wholeheartedly agree with the responses that we should make no assumptions about what our le...,publish,re-octel-re-understanding-learners-needs-activity-2-1-8,2013-04-29 20:37:56,post,"JISCMail,Lists,Course Reader",
5355,1357,2013-04-29 20:37:56,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,Hi
Thank you for the responses to my earlier post which may well be labelled flabbergastergate! It is interesting to see how the post has been interpreted and I wholeheartedly agree with the responses that we should make no assumptions about what our learners bring to the table and be supportive and understanding to their needs. [...] ,HiThank you for the responses to my earlier post which may well be labelled flabbergastergate! It is interesting to see how the post has been interpreted and I wholeheartedly agree with the responses that we should make no assumptions about what our le...,publish,re-octel-re-understanding-learners-needs-activity-2-1-14,2013-04-29 20:37:56,post,"Lists,Course Reader,JISCMail",
5706,1357,2013-04-29 20:37:56,Re: #ocTEL Re: Understanding Learners’ Needs: Activity 2.1,Hi
Thank you for the responses to my earlier post which may well be labelled flabbergastergate! It is interesting to see how the post has been interpreted and I wholeheartedly agree with the responses that we should make no assumptions about what our learners bring to the table and be supportive and understanding to their needs. [...] ,HiThank you for the responses to my earlier post which may well be labelled flabbergastergate! It is interesting to see how the post has been interpreted and I wholeheartedly agree with the responses that we should make no assumptions about what our le...,publish,re-octel-re-understanding-learners-needs-activity-2-1-20,2013-04-29 20:37:56,post,"Lists,JISCMail,Course Reader",
2973,1319,2013-04-29 22:00:24,Learning Theories Knowledge Base,"
I don't think learners are 'passive' responding to environmental stimuli. Some of the time they are, but not all of the time. - Roger Harrison
behavior is shaped through positive reinforcement or negative reinforcement.
behaviorist work was done with animals
I really see Behaviourism clearly with my dog. I give a command, he does the behaviour and gets the immediate reward, so learns that doing command = treat - Roger Harrison
acceptance of mediating structures, the role of emotions,
","Highlights and Sticky Notes:I don't think learners are 'passive' responding to environmental stimuli. Some of the time they are, but not all of the time. - Roger Harrisonbehavior is shaped through positive reinforcement or negative reinforcement.behav...",publish,behaviorism-learning-theories,2013-04-29 22:02:16,post,"Diigo,Bookmarks,Course Reader",no_tag
2971,1319,2013-04-29 22:06:44,Cognitivism | Learning Theories,"
Highlights and Sticky Notes:
So moves away from Behaviorism which considers external stimuli, and starts to look at what is going on in the mind to start with. - Roger Harrison
Mental processes such as thinking, memory, knowing, and problem-solving need to be explored
A response to behaviorism, people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking
this distinction is important - sees learners as having abilities to think and not just react/respond - Roger Harrison
So moves away from Behaviorism which considers external stimuli, and starts to look at what is going on in the mind to start with. - Roger Harrison
Mental processes such as thinking, memory, knowing, and problem-solving need to be explored
A response to behaviorism, people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking
this distinction is important - sees learners as having abilities to think and not just react/respond - Roger Harrison
People actively construct or create their own subjective representations of objective reality
learning is an active, contextualized process of constructing knowledge rather than acquiring it
Knowledge is constructed based on personal experiences and hypotheses of the environment.
I think this process of constructing new knowledge based on what one already knows is often true - much of this probably happens in the unconscious. Though also at times I think people do just accept something. - Roger Harrison
","Highlights and Sticky Notes:People actively construct or create their own subjective representations of objective realitylearning is an active, contextualized process of constructing knowledge rather than acquiring itKnowledge is constructed based on p...",publish,constructivism-learning-theories,2013-04-29 22:09:03,post,"Diigo,Bookmarks,Course Reader",no_tag
2969,1319,2013-04-29 22:14:27,Design-Based Research Methods (DBR) | Learning Theories,"
Highlights and Sticky Notes:
educators have been trying to narrow the chasm between research and practice. Part of the challenge is that research that is detached from practice “may not account for the influence of contexts, the emergent and complex nature of outcomes, and the incompleteness of knowledge about which factors are relevant for prediction” (DBRC, 2003).
The need to address theoretical questions about the nature of learning in context
The need for approaches to the study of learning phenomena in the real world situations rather than the laboratory
educators have been trying to narrow the chasm between research and practice. Part of the challenge is that research that is detached from practice “may not account for the influence of contexts, the emergent and complex nature of outcomes, and the incompleteness of knowledge about which factors are relevant for prediction” (DBRC, 2003).
The need to address theoretical questions about the nature of learning in context
The need for approaches to the study of learning phenomena in the real world situations rather than the laboratory
that our students tend to only respond to discussion boards when they are assessed, suggests a stronger impact of Behaviourism here rather than humanism - Roger Harrison
Carl Rogers and Abraham Maslow
humanism, learning is student centered and personalized, and the educator’s role is that of a facilitator
that our students tend to only respond to discussion boards when they are assessed, suggests a stronger impact of Behaviourism here rather than humanism - Roger Harrison
Carl Rogers and Abraham Maslow
humanism, learning is student centered and personalized, and the educator’s role is that of a facilitator
It's important to remember when we speak of responsibility that online delivery has expanded the reach of education very far outside the traditional model of student that we've built our expectations around. Most of our students are the first in their family to enter H.E. and have no picture of what it means to be a student in their mind--while we do. In addition, college is an activity added to their already full life of family responsibilities, jobs and an almost total lack of support from institutions cut to the bone (in our area at least) by governments that [...] ","Hello,It's important to remember when we speak of responsibility that onlinedelivery has expanded the reach of education very far outside thetraditional model of student that we've built our expectations around. Mostof our students are the first in the...",publish,re-octel-re-understanding-learners-needs-activity-2-1-6,2013-04-30 01:52:20,post,"JISCMail,Lists,Course Reader",
4858,986,2013-04-30 01:52:20,Re: #ocTEL Re: Understanding Learners' Needs: Activity 2.1,"Hello,
It's important to remember when we speak of responsibility that online delivery has expanded the reach of education very far outside the traditional model of student that we've built our expectations around. Most of our students are the first in their family to enter H.E. and have no picture of what it means to be a student in their mind--while we do. In addition, college is an activity added to their already full life of family responsibilities, jobs and an almost total lack of support from institutions cut to the bone (in our area at least) by governments that [...] ","Hello,It's important to remember when we speak of responsibility that onlinedelivery has expanded the reach of education very far outside thetraditional model of student that we've built our expectations around. Mostof our students are the first in the...",publish,re-octel-re-understanding-learners-needs-activity-2-1-7,2013-04-30 01:52:20,post,"Lists,Course Reader,JISCMail",
5354,986,2013-04-30 01:52:20,Re: #ocTEL Re: Understanding Learners' Needs: Activity 2.1,"Hello,
It's important to remember when we speak of responsibility that online delivery has expanded the reach of education very far outside the traditional model of student that we've built our expectations around. Most of our students are the first in their family to enter H.E. and have no picture of what it means to be a student in their mind--while we do. In addition, college is an activity added to their already full life of family responsibilities, jobs and an almost total lack of support from institutions cut to the bone (in our area at least) by governments that [...] ","Hello,It's important to remember when we speak of responsibility that onlinedelivery has expanded the reach of education very far outside thetraditional model of student that we've built our expectations around. Mostof our students are the first in the...",publish,re-octel-re-understanding-learners-needs-activity-2-1-13,2013-04-30 01:52:20,post,"Course Reader,JISCMail,Lists",
5705,986,2013-04-30 01:52:20,Re: #ocTEL Re: Understanding Learners' Needs: Activity 2.1,"Hello,
It's important to remember when we speak of responsibility that online delivery has expanded the reach of education very far outside the traditional model of student that we've built our expectations around. Most of our students are the first in their family to enter H.E. and have no picture of what it means to be a student in their mind--while we do. In addition, college is an activity added to their already full life of family responsibilities, jobs and an almost total lack of support from institutions cut to the bone (in our area at least) by governments that [...] ","Hello,It's important to remember when we speak of responsibility that onlinedelivery has expanded the reach of education very far outside thetraditional model of student that we've built our expectations around. Mostof our students are the first in the...",publish,re-octel-re-understanding-learners-needs-activity-2-1-19,2013-04-30 01:52:20,post,"Course Reader,Lists,JISCMail",
3000,1315,2013-04-30 02:11:41,raharris: RT @helenauea #futurelearn top 5 things students value about a #MOOC http://t.co/4R4VWL9utx Wonder if #ocTEL participants would agree?,"
",publish,raharris-rt-helenauea-futurelearn-top-5-things-students-value-about-a-mooc-httpt-co4r4vwl9utx-wonder-if-octel-participants-would-agree,2013-04-30 02:11:41,post,"Social networks,Twitter (Q&A)","mooc,futurelearn,#ocTEL"
3335,1315,2013-04-30 03:49:26,raharris: @mhawksey more a cookbook than a recipe?! A Haynes manual? Amazing to read about everything that's going on in the background of #ocTEL,"
@mhawksey more a cookbook than a recipe?! A Haynes manual? Amazing to read about everything that's going on in the background of #ocTEL
","@mhawksey more a cookbook than a recipe?! A Haynes manual? Amazing to read about everything that's going on in the background of #ocTEL— Rachel Harris (@raharris) April 30, 2013",publish,raharris-mhawksey-more-a-cookbook-than-a-recipe-a-haynes-manual-amazing-to-read-about-everything-thats-going-on-in-the-background-of-octel,2013-04-30 03:49:26,post,"Twitter (Q&A),Social networks",#ocTEL
2999,5,2013-04-30 03:56:17,"mhawksey: @raharris and there's more. Didn't mention top contributors, forum activity feed, my various gizmos ... #octel","
@raharris and there's more. Didn't mention top contributors, forum activity feed, my various gizmos ... #octel
","@raharris and there's more. Didn't mention top contributors, forum activity feed, my various gizmos ... #octel— Martin Hawksey (@mhawksey) April 30, 2013",publish,mhawksey-raharris-and-theres-more-didnt-mention-top-contributors-forum-activity-feed-my-various-gizmos-octel,2013-04-30 03:56:17,post,"Social networks,Twitter (Q&A)",#ocTEL
2976,1388,2013-04-30 06:18:31,3. Designing Active Learning,"by Sharmina Sharmina.
Just went to the OCTEL website to catch up on last week's webinar and it says it won't be available until May 1! How frustrating! Will have some major catching up to do this weekend! Aaargh!
","by Sharmina Sharmina. Just went to the OCTEL website to catch up on last week's webinar and it says it won't be available until May 1! How frustrating! Will have some major catching up to do this weekend! Aaargh!",publish,3-designing-active-learning,2013-04-30 06:18:31,post,"Blog posts,Course Reader",
4829,1388,2013-04-30 06:18:31,3. Designing Active Learning,"by Sharmina Sharmina.
Just went to the OCTEL website to catch up on last week's webinar and it says it won't be available until May 1! How frustrating! Will have some major catching up to do this weekend! Aaargh!
","by Sharmina Sharmina. Just went to the OCTEL website to catch up on last week's webinar and it says it won't be available until May 1! How frustrating! Will have some major catching up to do this weekend! Aaargh!",publish,3-designing-active-learning-2,2013-04-30 06:18:31,post,"Course Reader,Blog posts",
2982,1388,2013-04-30 08:00:52,Re: 3. Designing Active Learning,"by Roger Emery.
Hi Sharmina.
Well it look as like a huge drop off in interest in ocTEL (as is usual with most MOOCs). However I'm still here, just busy.
I did attend the webinar, and I think I am going to at least try to continue to do that to stay engaged. I'm finding it interesting that I'm reverting to a classroom based learning model of a lazy first year :-turning up to the 'lessons' but failing to do any 'homework' or 'private study'
very surface learning...
","by Roger Emery. Hi Sharmina.
Well it look as like a huge drop off in interest in ocTEL (as is usual with most MOOCs). However I'm still here, just busy.
I did attend the webinar, and I think I am going to at least try to continue to do that to st...",publish,re-3-designing-active-learning,2013-04-30 08:00:52,post,"Blog posts,Course Reader",
4828,1388,2013-04-30 08:00:52,Re: 3. Designing Active Learning,"by Roger Emery.
Hi Sharmina.
Well it look as like a huge drop off in interest in ocTEL (as is usual with most MOOCs). However I'm still here, just busy.
I did attend the webinar, and I think I am going to at least try to continue to do that to stay engaged. I'm finding it interesting that I'm reverting to a classroom based learning model of a lazy first year :-turning up to the 'lessons' but failing to do any 'homework' or 'private study'
very surface learning...
","by Roger Emery. Hi Sharmina.
Well it look as like a huge drop off in interest in ocTEL (as is usual with most MOOCs). However I'm still here, just busy.
I did attend the webinar, and I think I am going to at least try to continue to do that to st...",publish,re-3-designing-active-learning-2,2013-04-30 08:00:52,post,"Course Reader,Blog posts",
2977,2,2013-04-30 08:26:26,Understanding Learners' Needs – Week 2 Wrap-up,"The week’s activities began with a good deal of interest and comment relating to the four ‘Readiness questionnaires’. Most comments and posts related to the limitations of this mechanistic approach to identifying learners’ needs. Colleagues identified that differing degrees of self-awareness amongst students, previous experiences of learning (whether face-to-face or online) and the mood of the moment are all likely to impact upon how the questionnaire would be completed and the value that students would place on the automated feedback that they receive.
We were then delighted to welcome Helen Beetham as our guest for the Week 2 webinar, which was enjoyable, informative and as promised provocative at times. You can view the recording of Helen’s webinar, and can also view Helen’s slides.
During the webinar we considered the purpose of asking students about their preparedness for online discussion, and considered other approaches to identifying learners’ needs which focus less on student deficit assumptions and more upon understanding what students actually ‘do’ in terms of their practices. Webinar participants were divided about the various ways that learners are willing to engage with technology, which led Helen to suggest that we should be very wary about making any grand statements about learners’ needs and preferences. Instead, we should be prepared to recognize the situated nature of learning and make opportunities to speak to students about their use of technology, helping them to imagine different learner and digital identities.
After a brief consideration of models addressing the development of digital literacy, we explored what tutors could do to help students develop those high level digital identities which support learning in uncertain spaces (such as we are experiencing in our ocTEL environment).
Further to a request during the webinar for our ‘collaborative scribbling’ to be shared, what follows is an interpretation of what the four break-out groups in the webinar came up with:
How can tutors support students to develop high level digital identities?
Try to build confidence to adopt and make use of technologies
Help students to understand what is going to be useful to them
Encourage the development of student self-support groups
Encourage self-reflection – deciding at what point you need to change
Students encouraged to teach staff about their use of technology
What access do tutors need to give students to enable the development of digital identities?
Guidance to useful resources
A gentle introduction to a variety activities
Time and space to build the confidence to access collaborative opportunities online
Students need to know and be shown what they are allowed to do, or supposed to do
Learning platforms need to be user tested
What practices are supportive of the development of higher level digital identities?
Collaborative learning and peer discussion
Being fearless about asking for help
Being open-minded to learn in new ways
Developing personal learning networks
What skills should we help students to develop?
Provide students the opportunity to practice skills
Tutors have to demonstrate good practice and good use of social media
Provide a safe space where it’s OK not to get things right all the time
Foster critical analysis skills for engagement with internet resources
Share models of best practice from other students
Our second discussion activity for Week 2 saw many of the points above mirrored and explored in relation to tutors themselves. In the forum discussion on Learner Expectations, Sue Folley, James Kerr, Monika Major, Karen Strickland, and Phil Tubman addressed the challenges that staff in our educational institutions face in developing the digital skills and literacies needed to teach in online contexts. This was accompanied by a recognition that teaching online is different, and often difficult.
In our concluding discussion for Week 2, on Researching Themes in Learner Needs, the group began to explore particular concepts and ideas in further detail. James kicked things off by considering various dimensions in “the curriculum of adult life”, while Elizabeth Charles, in also tackling the nature of adult learning, offered a number of examples relating to her own teaching of digital literacy. Echoing the important point that came up in Helen’s webinar around providing safe spaces where it is ok not to get things right, both James and Elizabeth identify the value of learning from situations in which things did not go to plan, and of learners sharing experiences good and bad.
Further food for thought in our concluding discussion came from Alice Shepherd in offering a rich interpretation of Howard Rheingold’s talk on 21st century literacies, and from Brian Hutchinson in addressing accessibility and offering suggestions for making online courses accessible for all.
With so much happening in ocTEL, in the webinars and forums, on twitter, and on participants’ own blogs, Week 2 also saw many of us discussing how best to engage with the course. David Jennings and Sue Folley offered sage advice across their respective blog posts on this topic, with David reminding us that “there is no such thing as ‘behind’ on ocTEL”, and Sue pointing out that “Everyone will engage differently” and “No one can engage with everything (even the tutors)”.
Sue’s second point certainly rang true with the Week 2 tutor team, but we certainly benefited hugely from what we were able to take in, read and respond to. As we enter Week 3 of ocTEL let’s reflect on what this experience will guarantee each of us who are participating at any level. It’s summed up nicely in one of the comments from the ocTEL expectations survey we’ve been asking everyone to undertake, in which one participant explains that their personal aim for ocTEL is “Finding out what and who are ‘out there’ in relation to TEL”. The Week 2 team are certainly richer in this respect than we were this time last week, and we’re looking forward to getting richer still as ocTEL progresses over the coming weeks. We hope and trust that you are too!
Posted on behalf of Julie Fotheringham, Karen Strickland and Keith Smyth, with many thanks to them.","",publish,week-2-wrap-up,2013-06-06 11:25:44,post,"Course information,progress report",
3011,1225,2013-04-30 10:43:41,"leonie_learning: mooc noncompletion analogy ""I bought a dictionary - unfortunately I never finished reading it"" Ron http://t.co/b3jn74l5GX #ocTel ?","
mooc noncompletion analogy ""I bought a dictionary - unfortunately I never finished reading it"" Ron bit.ly/XX18pd#ocTel ?
","mooc noncompletion analogy ""I bought a dictionary - unfortunately I never finished reading it"" Ron bit.ly/XX18pd #ocTel ?— Leonie (@leonie_learning) April 30, 2013",publish,leonie_learning-mooc-noncompletion-analogy-i-bought-a-dictionary-unfortunately-i-never-finished-reading-it-ron-httpt-cob3jn74l5gx-octel,2013-04-30 10:43:41,post,"Twitter (Q&A),Social networks",#ocTEL
2989,1175,2013-04-30 11:42:51,#octel mooc – Who are our learners?,"Having very little time last week I only managed to do the “If you only do one thing” so I took a few of the questionaires Penn State University: Online Readiness Assessment San Diego Community College: Online Learning Readiness Assessment Illinois … Continue reading →","Having very little time last week I only managed to do the “If you only do one thing” so I took a few of the questionaires Penn State University: Online Readiness Assessment San Diego Community College: Online Learning Readiness Assessment Illinois … Continue reading →",publish,octel-mooc-who-are-our-learners,2013-04-30 11:42:51,post,"Blog posts,Course Reader",#ocTEL
2991,1004,2013-04-30 11:44:46,"A bit late but did some of last weeks tasks. Also if you want to know "who" the learner are for learning...","
Joseph Gliddon
Tue, 30 Apr 2013 11:44:46 GMT
- Community
A bit late but did some of last weeks tasks. Also if you want to know "who" the learner are for learning technologists have a look at the google doc at the bottom of the post
Having very little time last week I only managed to do the "If you only do one thing" so I took a few of the questionaires Penn State University: Online Readiness Assessment San Diego Community Col......
","
Joseph Gliddon
Tue, 30 Apr 2013 11:44:46 GMT
- Community
A bit late but did some of last weeks tasks. Also if you want to know ""who"" the learner are for learning technologists have a look at the google doc at the bottom of the post
Having very little time last week I only managed to do the ""If you only do one thing"" so I took a few of the questionaires Penn State University: Online Readiness Assessment San Diego Community Col......
",publish,a-bit-late-but-did-some-of-last-weeks-tasks-also-if-you-want-to-know-who-the-learner-are-for-learning,2013-04-30 11:44:46,post,"Social networks,Google+,Course Reader",
2994,5,2013-04-30 12:52:00,#ocTEL- an open online course recipe using WordPress,"
Having recently posted the ingredients card for ocTEL I thought I flesh out some of the details and give ‘mama’s secret recipe’. Like most recipes it’s not perfect and I encourage you to try it yourself and refine where necessary. Also it’s worth remembering that even though the course is in progress the recipe is being continually refined so it might be worth tracking the code and developments announced here.
Look and feel (child theme)
Starting with the basics, ocTEL gets it’s appearance from the Responsive Theme. The advantage of this is it automatically gives us a mobile and desktop friendly interface. Because we were planning a number of customisations we created a child theme (more info. on child themes). Child themeing works well but one issue is as we have customised some of the templates we are now locked into an older version of the parent theme, version 1.8.9.3 (the parent theme is now version 1.9.3).
Within ocTEL my life is made a little harder because registration is entirely separate to the WordPress site. Ideally I’d just use the Theme My Login and enable the ‘Enable User Moderation’ and ‘Enable Custom E-mail’ modules then moderate new users using admin approval. In Settings > General you would also need to set Membership to ‘Anyone can register’ and ‘New User Default Role’ as Subscriber). In the Theme My Login custom email options I’d direct new users to complete their profile (within ocTEL we use bbPress (a forum plugin) which gives us a nice profile page – I’ll detail how we customise this later).
In ocTEL we still use Theme My Login mainly for a front-end login screen and instead to create the accounts we use the Add Multiple Users (AMU) plugin. When creating usernames the rule of thumb we used was to use the person’s twitter username or combination of firstNameLastName. The reason for using the twitter handle is FeedWordPress (the aggregation plugin we use) tries to match authors to existing user accounts “with the same name as either (1) their login, (2) their display name, (3) their e-mail address (if given), or (4) one of the “aliases” listed in the user’s profile” [Ref].
By using a Twitter handle gives FeedWordPress another dimension to match authors using the theory that your twitter handle may be your ‘nom de plume’ for 3rd party services, hence trying to avoid the situation of users being ‘analytically cloaked’ (Suthers & Rosen, 2011). Logins and passwords generated by AMU were exported back to ALT to allow them to distribute via their mail merge system.
Some additional complication is in the original offsite registration form was that users were asked if they a) wanted to be publically listed, b) receive course related emails. To display course participants we use Author Avatar List which allows you to list users based on role. So by using User Role Editor we duplicated the ‘Subscriber’ role as ‘Subscriber Unlisted’. As AMU lets you define the role for each new user the import data was reshaped in Excel to include this.
As part of the course related emails we were keen where possible to automatically subscribe users to the ‘daily newsletter’. The newsletter is distributed using the MailPress plugin which does have a built-in add-on to synchronise its mailing list with the site users. The problem is there is no easy way to batch subscribe a subset of users who opted for email correspondence, instead you have to dig into the guts of the SQL database (to get easy access to this we use Adminer) and do an import from there. If the course was configured so that the default was you got the daily newsletter but you could opt out on an individual basis this would have been a lot easier as there is a tickbox in the MailPress Settings for newsletter Subscriptions for default on.
Feed aggregation
Like many other similar courses we are using the FeedWordPress plugin to pull data from external feeds. Most of the setting are left as default. Where we perhaps do something different is in the Categories & Tags settings we’ve switched of ‘Match feed categories’ for Categories and then assign the default custom Categories Reader and child category Blog posts.
There are a couple of reasons for doing this. In the Course Reader is programmed to render any posts with the ’Reader’ parent category and when users self-register blogs we wanted them to automatically be assigned these categories. When we register other data feeds like Delicious bookmarks we override the site settings and ‘file’ the feed into a different child category of Reader.
There are a couple of extra FeedWordPress plugins we use to try and keep our feeds clean. After reading Anne-Marie Scott for #edcmooc we’ve installed FeedWordPress Duplicate Post Filter mainly to try and cope with duplicate bookmarks, but as you’ll see from the previous links it doesn’t always work.
We also use Ada FeedWordPress Keyword Filters which means we avoid the issues of finding participant feeds for particular tags or categories. Instead we instruct participants to include the course tag in their post content or title and then filter using OR ocTEL,octel,OCTEL (the filter is case-sensitive hence the variations)
As part of the profile page we also get users to register their a blog feed, if they have one. I’ve cued up this video clip to show how the process works (you can watch for whole clip to see other profile features). Feed registration is notoriously difficult, feeds aren’t always visible, low general awareness of RSS etc. etc. The solution we’ve come up with is based on Martha Burtis’ Perfecting the Syndicated Blog Sign-Up. The process for doing this is in two parts. On the frontend we attach some jQuery/JavaScript to add some additional functionality to the form fields. When a blog url is entered and a button is clicked an ajax call is made to try auto-detect the RSS feed (the core stolen from Alan Levine). This creates a dropdown list of feed sources which is rendered in the profile edit page. When the profile_update is triggered as well as updating the listed/unlisted status we add the blog rss feed url to the WordPress Links database (see FeedWordPress Basic Concepts). This is done using a modification of Martha’s make_link function. The rough workflow is get the category for FeedWordPress links and build the link item. If a link hasn’t been submitted before (this is recorded in the user’s metadata) insert the link using the build in wp_insert_function (to avoid the stripslashes issue Martha talks about in her post this link is updated with a SQL call). If the user has already submitted a link we overwrite the existing one.
Newsletter management
Because we wanted users to be able to manage their newsletter subscription from their profiles and because MailPress handles this separately from user profile data we created a custom link populated by querying the MailPress database.
Individual Course Reader Submissions
Other open courses have employed a number of techniques for capturing thoughts, ideas, activity from off the rss beaten track (the ds106 assignment bank immediate springs to mind). Early on in ocTEL we got a request to add someone’s Storyify to the Course Reader. As this had no RSS feed in the user’s profile page we created an individual item submission form. The form uses the User Submitted Posts plugin. In the end it might have been quicker to code this from scratch because the plugin has a number of settings that have to be configured and custom hooks applied.
If this is something you want to use in your own course activate the plugin and in the settings show:
Post URL
Post Title
Post Content
Use the HTML5 form, don’t include JavaScript or targeted loading (we call the form building function in the template). Ignore the category selection for now – I’ll got into how we structured our categories later. Don’t worry about the set assigned author. We chose to publish immediately but you might want to moderate new submissions. An important part is the ‘Use registered user info’. Make sure you tick:
Use registered username for author
Use a hidden field for submitted category
In the category ID you need to find the ID of your chosen categories (you could use the Uncategorised’ ID because as part of our custom processing hook we modify/add it)
As mentioned earlier we use the bbPress forum plugin in the course. Originally this was included to allow an alternative discussion space for people who were not big users of other social media channels. Beyond some new templates for profile pages the only other code customisation is the integration of a users WP Favorite Posts. Several bbPress specific add-ons are used to improve functionality listed in the ocTEL recipe card, denoted by bbPress or bbP (one additional plugin recently added is bbPress Pencil Unread). These plugins are mainly used to enable extra functionality for administration, navigation and notification. Within the forum settings (Settings > Forum) with these plugins enabled gives you some extra control. For the next iteration of this one change we’d probably make is flip the threaded reply order to newest first.
MailPress custom theme
A big aspect of our course configuration is the daily newsletter summary of course activity. This is handled by the MailPress plugin. MailPress includes a number of additional add-ons which you can selectively enable (Plugins > MailPress Add-ons). The ones we have on are:
Bookmarks – a summary of bookmarks from delicious and diigo tagged ocTEL
So that’s a snapshot of work so far, stay tuned for more developments. If any aspect of this recipe is unclear or you have suggestions for improvements leave a comment ;)
","Having recently posted the ingredients card for ocTEL I thought I flesh out some of the details and give ‘mama’s secret recipe’. Like most recipes it’s not perfect and I encourage you to try it yourself and refine where necessary. Also it’s worth remembering that even though the course is in progress the recipe is being continually [...]",publish,octel-an-open-online-course-recipe-using-wordpress,2013-04-30 12:52:00,post,"Course Reader,Blog posts","Open Course,Infrastructure,mooc,#ocTEL"
2993,1004,2013-04-30 13:22:18,"A bit late but did some of last weeks tasks. Also if you want to know "who" the learner are for learning...","
Joseph Gliddon
Tue, 30 Apr 2013 13:22:18 GMT
- Reshared Post
A bit late but did some of last weeks tasks. Also if you want to know "who" the learner are for learning technologists have a look at the google doc at the bottom of the post
Having very little time last week I only managed to do the "If you only do one thing" so I took a few of the questionaires Penn State University: Online Readiness Assessment San Diego Community Col......
","
Joseph Gliddon
Tue, 30 Apr 2013 13:22:18 GMT
- Reshared Post
A bit late but did some of last weeks tasks. Also if you want to know ""who"" the learner are for learning technologists have a look at the google doc at the bottom of the post
Having very little time last week I only managed to do the ""If you only do one thing"" so I took a few of the questionaires Penn State University: Online Readiness Assessment San Diego Community Col......
",publish,a-bit-late-but-did-some-of-last-weeks-tasks-also-if-you-want-to-know-who-the-learner-are-for-learning-2,2013-04-30 13:22:18,post,"Google+,Course Reader,Social networks",
2995,927,2013-04-30 15:18:24,Been meaning to finish this post for ages. Some more detail on how the wordpress platform is configured...,"
Been meaning to finish this post for ages. Some more detail on how the wordpress platform is configured/customised as a component of the #ocTEL open online course.
Having recently posted the ingredients card for ocTEL I thought I flesh out some of the details and give ‘mama’s secret recipe’. Like most recipes it’s not perfect and I encourage you to try it you......
Been meaning to finish this post for ages. Some more detail on how the wordpress platform is configured/customised as a component of the #ocTEL open online course.
Having recently posted the ingredients card for ocTEL I thought I flesh out some of the details and give ‘mama’s secret recipe’. Like most recipes it’s not perfect and I encourage you to try it you......
",publish,been-meaning-to-finish-this-post-for-ages-some-more-detail-on-how-the-wordpress-platform-is-configured,2013-04-30 15:18:24,post,"Course Reader,Google+,Social networks",
2996,543,2013-04-30 16:07:23,What is learning?,"
That is a very good question. After half an hour reading up about different theories of learning I’m still not sure I really have any idea!
Anyway, the first task is to describe the last time I learned something and how I did it. Mine is quite a basic example, recently a colleague showed me how to use some screencasting software in order to create simple screencasts for students. I learned how to use it by watching him use it once and then having a go myself. I spent half an hour or so “playing around” with the software, making mistakes and ditching several versions before I finally felt I was getting the hang of it.
I was keen to get on with using the software myself as soon as I knew enough to make a start and I found I picked it up much more quickly by having a go and making mistakes than by watching my colleague demonstrate it perfectly. Thinking about this makes me realise that students I teach information literacy skills to must benefit so much from workshop sessions as opposed to standard lecture-type settings. Opportunities to offer this type of teaching are steadily being eroded as they are more time and resource intensive and lecturers are often reluctant to make time in the curriculum to fit them in. In addition computer labs are in ever higher demand and class sizes are growing too, which makes this type of session impractical for some groups.
Looking at the table of learning categories, I would place my learning example in the “Reasoning and Procedures” box.
","That is a very good question. After half an hour reading up about different theories of learning I’m still not sure I really have any idea! Anyway, the first task is to describe the last time I learned something and how I did it. Mine is quite a basic example, recently a colleague showed me […]",publish,what-is-learning,2013-04-30 16:07:23,post,"Blog posts,Course Reader",Uncategorized
4822,543,2013-04-30 16:07:23,What is learning?,"
That is a very good question. After half an hour reading up about different theories of learning I’m still not sure I really have any idea!
Anyway, the first task is to describe the last time I learned something and how I did it. Mine is quite a basic example, recently a colleague showed me how to use some screencasting software in order to create simple screencasts for students. I learned how to use it by watching him use it once and then having a go myself. I spent half an hour or so “playing around” with the software, making mistakes and ditching several versions before I finally felt I was getting the hang of it.
I was keen to get on with using the software myself as soon as I knew enough to make a start and I found I picked it up much more quickly by having a go and making mistakes than by watching my colleague demonstrate it perfectly. Thinking about this makes me realise that students I teach information literacy skills to must benefit so much from workshop sessions as opposed to standard lecture-type settings. Opportunities to offer this type of teaching are steadily being eroded as they are more time and resource intensive and lecturers are often reluctant to make time in the curriculum to fit them in. In addition computer labs are in ever higher demand and class sizes are growing too, which makes this type of session impractical for some groups.
Looking at the table of learning categories, I would place my learning example in the “Reasoning and Procedures” box.
","That is a very good question. After half an hour reading up about different theories of learning I’m still not sure I really have any idea! Anyway, the first task is to describe the last time I learned something and how I did it. Mine is quite a basic example, recently a colleague showed me […]",publish,what-is-learning-3,2013-04-30 16:07:23,post,"Blog posts,Course Reader",Uncategorized
3119,1424,2013-04-30 16:53:00,Embracing the challenge #ocTEL,"The challenge is not the course, the course is fine - in fact as far as MOOCs and online courses are concerned, it's great. It's my engagement and progress that is the challenge because I am ticking all the boxes of a falling behind MOOC participant at the moment: 1. I have no idea where I'm up to with the course - Week 0 and Week 1 were ok - I managed to do some of the activities. 2. While saying that I have no idea, this is not strictly true as I know that I am not up to date, that I am definitely behind. 3. While knowing that the idea is to pick and choose activities, dip in and out and even to the extent that I have developed my own 'filtering system' to tackle MOOCs - I still feel slightly worried about my progress and not being up to date (years of conditioning presumably) 4. Struck by indecision - do I try to catch up or do I just forget it and start from what seems like this weeks 'only do one thing' activity? 5. Not only have I not done complete activities, I have done part activities i.e. I joined in the webinar last Wednesday for part of the time, have made some notes for a blog posting and not even finished writing up the blog. In summary I have done a random number of incomplete activities (due to too much work and too much socialising) Luckily I am not entirely disheartened by this and am now going to go to the ocTEL website and do something - I think I will just pick something I like the look of. There is very good advice by ocTEL to not worry about being behind but to ""keep moving (and skipping, if necessary)"". It is essential advice I would say for MOOCs because unless you are able to spend 24/7 participating then you are never going to be on top of everything. But how do I and the millions of other people participating in MOOCs and online courses learn how to have the sort of mindset that copes effectively with never finishing, with never completing everything and with swirling around in a slightly bizarre world of information sharing?","The challenge is not the course, the course is fine - in fact as far as MOOCs and online courses are concerned, it's great. It's my engagement and progress that is the challenge because I am ticking all the boxes of a falling behind MOO...",publish,embracing-the-challenge-octel,2013-04-30 16:53:00,post,"Course Reader,Blog posts","moocs,mooc,#MoocsAndMe,#ocTEL"
4635,1424,2013-04-30 16:53:00,Embracing the challenge #ocTEL,"The challenge is not the course, the course is fine - in fact as far as MOOCs and online courses are concerned, it's great. It's my engagement and progress that is the challenge because I am ticking all the boxes of a falling behind MOOC participant at the moment: 1. I have no idea where I'm up to with the course - Week 0 and Week 1 were ok - I managed to do some of the activities. 2. While saying that I have no idea, this is not strictly true as I know that I am not up to date, that I am definitely behind. 3. While knowing that the idea is to pick and choose activities, dip in and out and even to the extent that I have developed my own 'filtering system' to tackle MOOCs - I still feel slightly worried about my progress and not being up to date (years of conditioning presumably) 4. Struck by indecision - do I try to catch up or do I just forget it and start from what seems like this weeks 'only do one thing' activity? 5. Not only have I not done complete activities, I have done part activities i.e. I joined in the webinar last Wednesday for part of the time, have made some notes for a blog posting and not even finished writing up the blog. In summary I have done a random number of incomplete activities (due to too much work and too much socialising) Luckily I am not entirely disheartened by this and am now going to go to the ocTEL website and do something - I think I will just pick something I like the look of. There is very good advice by ocTEL to not worry about being behind but to ""keep moving (and skipping, if necessary)"". It is essential advice I would say for MOOCs because unless you are able to spend 24/7 participating then you are never going to be on top of everything. But how do I and the millions of other people participating in MOOCs and online courses learn how to have the sort of mindset that copes effectively with never finishing, with never completing everything and with swirling around in a slightly bizarre world of information sharing?","The challenge is not the course, the course is fine - in fact as far as MOOCs and online courses are concerned, it's great. It's my engagement and progress that is the challenge because I am ticking all the boxes of a falling behind MOO...",publish,embracing-the-challenge-octel-2,2013-04-30 16:53:00,post,"Course Reader,Blog posts","mooc,#MoocsAndMe,#ocTEL,moocs"
5167,1424,2013-04-30 16:53:00,Embracing the challenge #ocTEL,"The challenge is not the course, the course is fine - in fact as far as MOOCs and online courses are concerned, it's great. It's my engagement and progress that is the challenge because I am ticking all the boxes of a falling behind MOOC participant at the moment: 1. I have no idea where I'm up to with the course - Week 0 and Week 1 were ok - I managed to do some of the activities. 2. While saying that I have no idea, this is not strictly true as I know that I am not up to date, that I am definitely behind. 3. While knowing that the idea is to pick and choose activities, dip in and out and even to the extent that I have developed my own 'filtering system' to tackle MOOCs - I still feel slightly worried about my progress and not being up to date (years of conditioning presumably) 4. Struck by indecision - do I try to catch up or do I just forget it and start from what seems like this weeks 'only do one thing' activity? 5. Not only have I not done complete activities, I have done part activities i.e. I joined in the webinar last Wednesday for part of the time, have made some notes for a blog posting and not even finished writing up the blog. In summary I have done a random number of incomplete activities (due to too much work and too much socialising) Luckily I am not entirely disheartened by this and am now going to go to the ocTEL website and do something - I think I will just pick something I like the look of. There is very good advice by ocTEL to not worry about being behind but to ""keep moving (and skipping, if necessary)"". It is essential advice I would say for MOOCs because unless you are able to spend 24/7 participating then you are never going to be on top of everything. But how do I and the millions of other people participating in MOOCs and online courses learn how to have the sort of mindset that copes effectively with never finishing, with never completing everything and with swirling around in a slightly bizarre world of information sharing?","The challenge is not the course, the course is fine - in fact as far as MOOCs and online courses are concerned, it's great. It's my engagement and progress that is the challenge because I am ticking all the boxes of a falling behind MOO...",publish,embracing-the-challenge-octel-3,2013-04-30 16:53:00,post,"Course Reader,Blog posts","#MoocsAndMe,mooc,moocs,#ocTEL"
3009,116,2013-04-30 20:10:29,A few thoughts on week two activity,"
Reflections on understanding learners' need and digital literacies I filled out all the four questionnaires suggested by #ocTEL week 2 activity and felt they were of little use as they seemed quite......
Reflections on understanding learners' need and digital literacies I filled out all the four questionnaires suggested by #ocTEL week 2 activity and felt they were of little use as they seemed quite......
",publish,a-few-thoughts-on-week-two-activity,2013-04-30 20:10:29,post,"Course Reader,Social networks,Google+",
3007,148,2013-04-30 20:54:54,Thoughts on participation in MOOCs (#ocTEL Week 2…a little bit late… ),"
I’m participating – honest!
Many MOOC and distance-learners experience ups and downs in participation.
Certainly my participation for weeks 1 and 2 of ocTEL has been missing in action so far.
I suspect that staying engaged is a challenge for many people when trying to fit in activity that is extra-curricula both from time and concentration energy viewpoint.
It has been a nice experience that such issues have been explicitly encourage and discussed by the week two ocTEL e-mail by David Jennings:
Please don’t worry, though, if you’re running slightly out of schedule. Take the course at your own time. If you have to skip an activity, skip it, and don’t feel bad about it (the materials and discussion will remain available, so come back later if you like). In fact, skipping activities is almost certainly better than chasing to catch them up now, because the risk is that you fall further behind and then feel disengaged from where everyone else is.
Plus – whenever I try to do some work someone always seems to want attention:
Pipsqueak the Cat
","Many MOOC and distance-learners experience ups and downs in participation. Certainly my participation for weeks 1 and 2 of ocTEL has been missing in action so far. I suspect that staying engaged is a challenge for many people when trying to fit in activity that is extra-curricula both from time and concentration energy …",publish,thoughts-on-participation-in-moocs-octel-week-2a-little-bit-late,2013-04-30 20:54:54,post,"Blog posts,Course Reader","moocs,#ocTEL"
4601,148,2013-04-30 20:54:54,Thoughts on participation in MOOCs (#ocTEL Week 2…a little bit late… ),"
I’m participating – honest!
Many MOOC and distance-learners experience ups and downs in participation.
Certainly my participation for weeks 1 and 2 of ocTEL has been missing in action so far.
I suspect that staying engaged is a challenge for many people when trying to fit in activity that is extra-curricula both from time and concentration energy viewpoint.
It has been a nice experience that such issues have been explicitly encourage and discussed by the week two ocTEL e-mail by David Jennings:
Please don’t worry, though, if you’re running slightly out of schedule. Take the course at your own time. If you have to skip an activity, skip it, and don’t feel bad about it (the materials and discussion will remain available, so come back later if you like). In fact, skipping activities is almost certainly better than chasing to catch them up now, because the risk is that you fall further behind and then feel disengaged from where everyone else is.
Plus – whenever I try to do some work someone always seems to want attention:
Pipsqueak the Cat
","Many MOOC and distance-learners experience ups and downs in participation. Certainly my participation for weeks 1 and 2 of ocTEL has been missing in action so far. I suspect that staying engaged is a challenge for many people when trying to fit in activity that is extra-curricula both from time and concentration energy …",publish,thoughts-on-participation-in-moocs-octel-week-2a-little-bit-late-3,2013-04-30 20:54:54,post,"Course Reader,Blog posts","moocs,#ocTEL"
4701,1197,2013-04-30 20:54:54,Thoughts on participation in MOOCs (#ocTEL Week 2…a little bit late… ),"
I’m participating – honest!
Many MOOC and distance-learners experience ups and downs in participation.
Certainly my participation for weeks 1 and 2 of ocTEL has been missing in action so far.
I suspect that staying engaged is a challenge for many people when trying to fit in activity that is extra-curricula both from time and concentration energy viewpoint.
It has been a nice experience that such issues have been explicitly encourage and discussed by the week two ocTEL e-mail by David Jennings:
Please don’t worry, though, if you’re running slightly out of schedule. Take the course at your own time. If you have to skip an activity, skip it, and don’t feel bad about it (the materials and discussion will remain available, so come back later if you like). In fact, skipping activities is almost certainly better than chasing to catch them up now, because the risk is that you fall further behind and then feel disengaged from where everyone else is.
Plus – whenever I try to do some work someone always seems to want attention:
Pipsqueak the Cat
","Many MOOC and distance-learners experience ups and downs in participation. Certainly my participation for weeks 1 and 2 of ocTEL has been missing in action so far. I suspect that staying engaged is a challenge for many people when trying to fit in activity that is extra-curricula both from time and concentration energy …",publish,thoughts-on-participation-in-moocs-octel-week-2a-little-bit-late-4,2013-04-30 20:54:54,post,"Blog posts,Course Reader","#ocTEL,moocs"
5679,1197,2013-04-30 20:54:54,Thoughts on participation in MOOCs (#ocTEL Week 2…a little bit late… ),"
I’m participating – honest!
Many MOOC and distance-learners experience ups and downs in participation.
Certainly my participation for weeks 1 and 2 of ocTEL has been missing in action so far.
I suspect that staying engaged is a challenge for many people when trying to fit in activity that is extra-curricula both from time and concentration energy viewpoint.
It has been a nice experience that such issues have been explicitly encourage and discussed by the week two ocTEL e-mail by David Jennings:
Please don’t worry, though, if you’re running slightly out of schedule. Take the course at your own time. If you have to skip an activity, skip it, and don’t feel bad about it (the materials and discussion will remain available, so come back later if you like). In fact, skipping activities is almost certainly better than chasing to catch them up now, because the risk is that you fall further behind and then feel disengaged from where everyone else is.
Plus – whenever I try to do some work someone always seems to want attention:
Pipsqueak the Cat
","Many MOOC and distance-learners experience ups and downs in participation. Certainly my participation for weeks 1 and 2 of ocTEL has been missing in action so far. I suspect that staying engaged is a challenge for many people when trying to fit in activity that is extra-curricula both from time and concentration energy …",publish,thoughts-on-participation-in-moocs-octel-week-2a-little-bit-late-5,2013-04-30 20:54:54,post,"Course Reader,Blog posts","#ocTEL,moocs"
3008,148,2013-04-30 20:58:45,Thoughts on participation in MOOCs (#ocTEL Week 2…a little bit late… ),"
James Little
Tue, 30 Apr 2013 20:58:45 GMT
- Google+
Many MOOC and distance-learners experience ups and downs in participation. Certainly my participation for weeks 1 and 2 of ocTEL has been missing in action so far. I suspect that staying engaged is a ...
","
James Little
Tue, 30 Apr 2013 20:58:45 GMT
- Google+
Many MOOC and distance-learners experience ups and downs in participation. Certainly my participation for weeks 1 and 2 of ocTEL has been missing in action so far. I suspect that staying engaged is a ...
",publish,thoughts-on-participation-in-moocs-octel-week-2a-little-bit-late-2,2013-04-30 20:58:45,post,"Social networks,Google+,Course Reader",
3038,5,2013-05-01 02:22:19,mhawksey: Knowillage LeaP™ makes your course - and your students - smarter http://t.co/5oomgBBLCo What do you think? #ocTEL,"
",publish,mhawksey-knowillage-leap-makes-your-course-and-your-students-smarter-httpt-co5oomgbblco-what-do-you-think-octel,2013-05-01 02:22:19,post,"Twitter (Q&A),Social networks",#ocTEL
3046,1179,2013-05-01 03:40:46,"kerr63: Failure to engage? Students May Be Reading Plenty, but Not for Class http://t.co/cPuxLBvDXh via @chronicle #edtech #ocTEL #tel","
","Failure to engage?Students May Be Reading Plenty, but Not for Class shar.es/ltmtf via @chronicle #edtech #ocTEL #tel— James Kerr (@Kerr63) May 1, 2013",publish,kerr63-failure-to-engage-students-may-be-reading-plenty-but-not-for-class-httpt-cocpuxlbvdxh-via-chronicle-edtech-octel-tel,2013-05-01 03:40:46,post,"Social networks,Twitter (Q&A)","edtech,#ocTEL,#tel"
3051,1413,2013-05-01 07:40:09,fionncarmichael: RT @mhawksey: Knowillage LeaP™ makes your course - and your students - smarter http://t.co/5oomgBBLCo What do you think? #ocTEL,"
Looking at the initial focus on questionnaires and other tools that existing instituions had produced in order to gauge learners needs was a starting point:
I have to admit to not being bowled over by the visual design or types of questions that were being asked by these tools (as also echoed by Kathrine Jensen). I would be worried that the more technically savvy students would be dismissive of the design and approach taken by some of these tools… perhaps more interactivity and a demonstration of the experience that awaits online learning might enable richer responses and understanding from potential students.
However, this aside a division was highlighted in the types of questions that were being asked.
Some were concerned with the technical competence and confidence of students.
Some were concerned with the engagement and distance aspects of learning.
Both are important aspects to consider – the confidence with using the new technology – and the educational considerations of learning in a new environment.
It was interesting to see these tools as I had previously developed ‘training needs analysis’ style questionnaires for academic staff taking part in a 6-session course around enhancing their digital literacy and confidence with new technology called TELUS, which was collaboratively created with colleagues.
Results from one of the TNAs
Please feel to free to view and fill in some of these:
SWOT Analysis of You and Technology Enhanced Learning. To fill it out, visit:
For five years I was involved with online distance learning courses at the University of Sheffield and as well as providing a lot of up-front information and support in the interview process for the course trying to understand the needs of the learners was enabled through a “getting started” process at the beginning of the course – much like with week zero on ocTEL. This process both enabled a safe exploration of the online environment identifying any areas of weakness, help or familiarisation needed. Activities such as posting profile information also started the online building of a community and engagement with the style of learning enabled.
Activity 2.1: Learner expectations
Find a colleague or someone else you know who has limited experience of online learning and TEL and discuss the following topics with them.
Using the ‘readiness for online learning’ themes that you identified in the previous activity, discuss the extent to which they feel ready to engage with TEL.
What expectations and concerns do they have about using TEL?
Do these expectations resonate with your experience of this course?
For Activity 2.2 I’m using retrospective experience of enabling and supporting staff getting to grips with online learning – both as from their own perspective of teaching and their understanding of learners needs.
Previously within the School of Nursing and Midwifery some staff had been on the Sheffield College’s LeTTOL Course in order to gain experience of being a student online – I also took part in this course and found it invaluable.
Concerns about engaging for the first time were:
Unsure of time commitment
Unsure of process of learning online
Unsure of being able to get to grips with the technology
Activity not being seen in the ‘real world’ and hence not acknowledged by colleagues/others/
How will I be able to interact with other students
Activity 2.2: Researching themes in learner needs
Consider one or more of these four themes:
The nature of adult learning and implications for practice (tags: ocTEL, adultlearning)
Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness)
Implications of digital literacy (tags: ocTEL, diglit)
Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery)
Theme 3 - Implications of digital literacy
Digital literacy is oft-quoted and conceptualised as those that are ‘native’ and have an innate understanding / skillset (‘younger people’) and those that are ‘digital immigrants’ and are lacking / playing catchup.
Therefore students and academics alike who for whatever reason need or want to engage in online learning need to enabled to become digital residents… making the unfamiliar to the familiar…
Theme 4 - Implications for your teaching approach/delivery and implementation
As a learning technologist it seems that there is often an unmet need for both staff and student development with using technology for education.
Kindly drawn by Sarah Horrigan
In my previous departmental role this need urged me to collaborate with colleagues in producing a TELUS a technology-enhanced programme of six sessions for staff in the department covering many aspects of technology enhanced learning.
TELUS is a staff personal development course, developed in-house in order to bridge the gap in online teaching and learning pedagogy for staff at the university. The course aims to equip academic staff with the knowledge and experience in the use of educational technologies and how to plan and develop an effective online course for their students.”
The intention would be to then build upon this experience to develop a second programme of sessions focusing solely on designing and teaching using distance learning.
In all of this considering the needs of learners was paramount to understanding the purposes and rationale for using technology enhanced learning.
Certainly, this is still a sector-wide challenge to enable both staff and students to make the best use of learning enhancement through technology and the continued debate around ways to enable change in a positive way is still central to enabling digital literacy.
","ocTEL Week 2 is all about Understanding Learners’ Needs: http://octel.alt.ac.uk/course-materials/understanding-learners-needs/ Questionnaires and Needs Looking at the initial focus on questionnaires and other tools that existing instituions had produced in order to gauge learners needs was a starting point: Penn State University: Online Readiness Assessment San Diego Community College: Online Learning Readiness Assessment Illinois Online …",publish,octel-week-2-activities,2013-05-01 08:14:59,post,"Blog posts,Course Reader","#ocTEL,moocs"
4600,148,2013-05-01 08:14:59,#ocTEL Week 2 Activities…,"
Looking at the initial focus on questionnaires and other tools that existing instituions had produced in order to gauge learners needs was a starting point:
I have to admit to not being bowled over by the visual design or types of questions that were being asked by these tools (as also echoed by Kathrine Jensen). I would be worried that the more technically savvy students would be dismissive of the design and approach taken by some of these tools… perhaps more interactivity and a demonstration of the experience that awaits online learning might enable richer responses and understanding from potential students.
However, this aside a division was highlighted in the types of questions that were being asked.
Some were concerned with the technical competence and confidence of students.
Some were concerned with the engagement and distance aspects of learning.
Both are important aspects to consider – the confidence with using the new technology – and the educational considerations of learning in a new environment.
It was interesting to see these tools as I had previously developed ‘training needs analysis’ style questionnaires for academic staff taking part in a 6-session course around enhancing their digital literacy and confidence with new technology called TELUS, which was collaboratively created with colleagues.
Results from one of the TNAs
Please feel to free to view and fill in some of these:
SWOT Analysis of You and Technology Enhanced Learning. To fill it out, visit:
For five years I was involved with online distance learning courses at the University of Sheffield and as well as providing a lot of up-front information and support in the interview process for the course trying to understand the needs of the learners was enabled through a “getting started” process at the beginning of the course – much like with week zero on ocTEL. This process both enabled a safe exploration of the online environment identifying any areas of weakness, help or familiarisation needed. Activities such as posting profile information also started the online building of a community and engagement with the style of learning enabled.
Activity 2.1: Learner expectations
Find a colleague or someone else you know who has limited experience of online learning and TEL and discuss the following topics with them.
Using the ‘readiness for online learning’ themes that you identified in the previous activity, discuss the extent to which they feel ready to engage with TEL.
What expectations and concerns do they have about using TEL?
Do these expectations resonate with your experience of this course?
For Activity 2.2 I’m using retrospective experience of enabling and supporting staff getting to grips with online learning – both as from their own perspective of teaching and their understanding of learners needs.
Previously within the School of Nursing and Midwifery some staff had been on the Sheffield College’s LeTTOL Course in order to gain experience of being a student online – I also took part in this course and found it invaluable.
Concerns about engaging for the first time were:
Unsure of time commitment
Unsure of process of learning online
Unsure of being able to get to grips with the technology
Activity not being seen in the ‘real world’ and hence not acknowledged by colleagues/others/
How will I be able to interact with other students
Activity 2.2: Researching themes in learner needs
Consider one or more of these four themes:
The nature of adult learning and implications for practice (tags: ocTEL, adultlearning)
Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness)
Implications of digital literacy (tags: ocTEL, diglit)
Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery)
Theme 3 - Implications of digital literacy
Digital literacy is oft-quoted and conceptualised as those that are ‘native’ and have an innate understanding / skillset (‘younger people’) and those that are ‘digital immigrants’ and are lacking / playing catchup.
Therefore students and academics alike who for whatever reason need or want to engage in online learning need to enabled to become digital residents… making the unfamiliar to the familiar…
Theme 4 - Implications for your teaching approach/delivery and implementation
As a learning technologist it seems that there is often an unmet need for both staff and student development with using technology for education.
Kindly drawn by Sarah Horrigan
In my previous departmental role this need urged me to collaborate with colleagues in producing a TELUS a technology-enhanced programme of six sessions for staff in the department covering many aspects of technology enhanced learning.
TELUS is a staff personal development course, developed in-house in order to bridge the gap in online teaching and learning pedagogy for staff at the university. The course aims to equip academic staff with the knowledge and experience in the use of educational technologies and how to plan and develop an effective online course for their students.”
The intention would be to then build upon this experience to develop a second programme of sessions focusing solely on designing and teaching using distance learning.
In all of this considering the needs of learners was paramount to understanding the purposes and rationale for using technology enhanced learning.
Certainly, this is still a sector-wide challenge to enable both staff and students to make the best use of learning enhancement through technology and the continued debate around ways to enable change in a positive way is still central to enabling digital literacy.
","ocTEL Week 2 is all about Understanding Learners’ Needs: http://octel.alt.ac.uk/course-materials/understanding-learners-needs/ Questionnaires and Needs Looking at the initial focus on questionnaires and other tools that existing instituions had produced in order to gauge learners needs was a starting point: Penn State University: Online Readiness Assessment San Diego Community College: Online Learning Readiness Assessment Illinois Online …",publish,octel-week-2-activities-2,2013-05-01 08:14:59,post,"Blog posts,Course Reader","moocs,#ocTEL"
4700,1197,2013-05-01 08:14:59,#ocTEL Week 2 Activities…,"
Looking at the initial focus on questionnaires and other tools that existing instituions had produced in order to gauge learners needs was a starting point:
I have to admit to not being bowled over by the visual design or types of questions that were being asked by these tools (as also echoed by Kathrine Jensen). I would be worried that the more technically savvy students would be dismissive of the design and approach taken by some of these tools… perhaps more interactivity and a demonstration of the experience that awaits online learning might enable richer responses and understanding from potential students.
However, this aside a division was highlighted in the types of questions that were being asked.
Some were concerned with the technical competence and confidence of students.
Some were concerned with the engagement and distance aspects of learning.
Both are important aspects to consider – the confidence with using the new technology – and the educational considerations of learning in a new environment.
It was interesting to see these tools as I had previously developed ‘training needs analysis’ style questionnaires for academic staff taking part in a 6-session course around enhancing their digital literacy and confidence with new technology called TELUS, which was collaboratively created with colleagues.
Results from one of the TNAs
Please feel to free to view and fill in some of these:
SWOT Analysis of You and Technology Enhanced Learning. To fill it out, visit:
For five years I was involved with online distance learning courses at the University of Sheffield and as well as providing a lot of up-front information and support in the interview process for the course trying to understand the needs of the learners was enabled through a “getting started” process at the beginning of the course – much like with week zero on ocTEL. This process both enabled a safe exploration of the online environment identifying any areas of weakness, help or familiarisation needed. Activities such as posting profile information also started the online building of a community and engagement with the style of learning enabled.
Activity 2.1: Learner expectations
Find a colleague or someone else you know who has limited experience of online learning and TEL and discuss the following topics with them.
Using the ‘readiness for online learning’ themes that you identified in the previous activity, discuss the extent to which they feel ready to engage with TEL.
What expectations and concerns do they have about using TEL?
Do these expectations resonate with your experience of this course?
For Activity 2.2 I’m using retrospective experience of enabling and supporting staff getting to grips with online learning – both as from their own perspective of teaching and their understanding of learners needs.
Previously within the School of Nursing and Midwifery some staff had been on the Sheffield College’s LeTTOL Course in order to gain experience of being a student online – I also took part in this course and found it invaluable.
Concerns about engaging for the first time were:
Unsure of time commitment
Unsure of process of learning online
Unsure of being able to get to grips with the technology
Activity not being seen in the ‘real world’ and hence not acknowledged by colleagues/others/
How will I be able to interact with other students
Activity 2.2: Researching themes in learner needs
Consider one or more of these four themes:
The nature of adult learning and implications for practice (tags: ocTEL, adultlearning)
Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness)
Implications of digital literacy (tags: ocTEL, diglit)
Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery)
Theme 3 - Implications of digital literacy
Digital literacy is oft-quoted and conceptualised as those that are ‘native’ and have an innate understanding / skillset (‘younger people’) and those that are ‘digital immigrants’ and are lacking / playing catchup.
Therefore students and academics alike who for whatever reason need or want to engage in online learning need to enabled to become digital residents… making the unfamiliar to the familiar…
Theme 4 - Implications for your teaching approach/delivery and implementation
As a learning technologist it seems that there is often an unmet need for both staff and student development with using technology for education.
Kindly drawn by Sarah Horrigan
In my previous departmental role this need urged me to collaborate with colleagues in producing a TELUS a technology-enhanced programme of six sessions for staff in the department covering many aspects of technology enhanced learning.
TELUS is a staff personal development course, developed in-house in order to bridge the gap in online teaching and learning pedagogy for staff at the university. The course aims to equip academic staff with the knowledge and experience in the use of educational technologies and how to plan and develop an effective online course for their students.”
The intention would be to then build upon this experience to develop a second programme of sessions focusing solely on designing and teaching using distance learning.
In all of this considering the needs of learners was paramount to understanding the purposes and rationale for using technology enhanced learning.
Certainly, this is still a sector-wide challenge to enable both staff and students to make the best use of learning enhancement through technology and the continued debate around ways to enable change in a positive way is still central to enabling digital literacy.
","ocTEL Week 2 is all about Understanding Learners’ Needs: http://octel.alt.ac.uk/course-materials/understanding-learners-needs/ Questionnaires and Needs Looking at the initial focus on questionnaires and other tools that existing instituions had produced in order to gauge learners needs was a starting point: Penn State University: Online Readiness Assessment San Diego Community College: Online Learning Readiness Assessment Illinois Online …",publish,octel-week-2-activities-3,2013-05-01 08:14:59,post,"Blog posts,Course Reader","moocs,#ocTEL"
5678,1197,2013-05-01 08:14:59,#ocTEL Week 2 Activities…,"
Looking at the initial focus on questionnaires and other tools that existing instituions had produced in order to gauge learners needs was a starting point:
I have to admit to not being bowled over by the visual design or types of questions that were being asked by these tools (as also echoed by Kathrine Jensen). I would be worried that the more technically savvy students would be dismissive of the design and approach taken by some of these tools… perhaps more interactivity and a demonstration of the experience that awaits online learning might enable richer responses and understanding from potential students.
However, this aside a division was highlighted in the types of questions that were being asked.
Some were concerned with the technical competence and confidence of students.
Some were concerned with the engagement and distance aspects of learning.
Both are important aspects to consider – the confidence with using the new technology – and the educational considerations of learning in a new environment.
It was interesting to see these tools as I had previously developed ‘training needs analysis’ style questionnaires for academic staff taking part in a 6-session course around enhancing their digital literacy and confidence with new technology called TELUS, which was collaboratively created with colleagues.
Results from one of the TNAs
Please feel to free to view and fill in some of these:
SWOT Analysis of You and Technology Enhanced Learning. To fill it out, visit:
For five years I was involved with online distance learning courses at the University of Sheffield and as well as providing a lot of up-front information and support in the interview process for the course trying to understand the needs of the learners was enabled through a “getting started” process at the beginning of the course – much like with week zero on ocTEL. This process both enabled a safe exploration of the online environment identifying any areas of weakness, help or familiarisation needed. Activities such as posting profile information also started the online building of a community and engagement with the style of learning enabled.
Activity 2.1: Learner expectations
Find a colleague or someone else you know who has limited experience of online learning and TEL and discuss the following topics with them.
Using the ‘readiness for online learning’ themes that you identified in the previous activity, discuss the extent to which they feel ready to engage with TEL.
What expectations and concerns do they have about using TEL?
Do these expectations resonate with your experience of this course?
For Activity 2.2 I’m using retrospective experience of enabling and supporting staff getting to grips with online learning – both as from their own perspective of teaching and their understanding of learners needs.
Previously within the School of Nursing and Midwifery some staff had been on the Sheffield College’s LeTTOL Course in order to gain experience of being a student online – I also took part in this course and found it invaluable.
Concerns about engaging for the first time were:
Unsure of time commitment
Unsure of process of learning online
Unsure of being able to get to grips with the technology
Activity not being seen in the ‘real world’ and hence not acknowledged by colleagues/others/
How will I be able to interact with other students
Activity 2.2: Researching themes in learner needs
Consider one or more of these four themes:
The nature of adult learning and implications for practice (tags: ocTEL, adultlearning)
Studies of online expectations and ‘readiness’ (tags: ocTEL, readiness)
Implications of digital literacy (tags: ocTEL, diglit)
Implications for your teaching approach/delivery and implementation (tags: ocTEL, delivery)
Theme 3 - Implications of digital literacy
Digital literacy is oft-quoted and conceptualised as those that are ‘native’ and have an innate understanding / skillset (‘younger people’) and those that are ‘digital immigrants’ and are lacking / playing catchup.
Therefore students and academics alike who for whatever reason need or want to engage in online learning need to enabled to become digital residents… making the unfamiliar to the familiar…
Theme 4 - Implications for your teaching approach/delivery and implementation
As a learning technologist it seems that there is often an unmet need for both staff and student development with using technology for education.
Kindly drawn by Sarah Horrigan
In my previous departmental role this need urged me to collaborate with colleagues in producing a TELUS a technology-enhanced programme of six sessions for staff in the department covering many aspects of technology enhanced learning.
TELUS is a staff personal development course, developed in-house in order to bridge the gap in online teaching and learning pedagogy for staff at the university. The course aims to equip academic staff with the knowledge and experience in the use of educational technologies and how to plan and develop an effective online course for their students.”
The intention would be to then build upon this experience to develop a second programme of sessions focusing solely on designing and teaching using distance learning.
In all of this considering the needs of learners was paramount to understanding the purposes and rationale for using technology enhanced learning.
Certainly, this is still a sector-wide challenge to enable both staff and students to make the best use of learning enhancement through technology and the continued debate around ways to enable change in a positive way is still central to enabling digital literacy.
","ocTEL Week 2 is all about Understanding Learners’ Needs: http://octel.alt.ac.uk/course-materials/understanding-learners-needs/ Questionnaires and Needs Looking at the initial focus on questionnaires and other tools that existing instituions had produced in order to gauge learners needs was a starting point: Penn State University: Online Readiness Assessment San Diego Community College: Online Learning Readiness Assessment Illinois Online …",publish,octel-week-2-activities-4,2013-05-01 08:14:59,post,"Course Reader,Blog posts","moocs,#ocTEL"
3017,148,2013-05-01 08:33:49,Understanding learners needs...,"
James Little
Wed, 01 May 2013 08:33:49 GMT
- Google+
“Getting Started”. For five years I was involved with online distance learning courses at the University of Sheffield and as well as providing a lot of up-front information and support in the intervie...
","
James Little
Wed, 01 May 2013 08:33:49 GMT
- Google+
“Getting Started”. For five years I was involved with online distance learning courses at the University of Sheffield and as well as providing a lot of up-front information and support in the intervie...
",publish,understanding-learners-needs-2,2013-05-01 08:33:49,post,"Course Reader,Social networks,Google+",
3023,55,2013-05-01 09:52:58,Infographic: Characteristics of a (successful) online student #ocTEL,"
What is at the core of an online course or a MOOC? You could argue it’s the academic integrity of the materials or learning. It could be the level of student engagement in required activities. I would argue that (even if not at the core, but very close to it) should be the expectations placed on the students both academically and technically!
There’s no point having a good (large, massive?) number of students enrolled on the course if you already know that a proportion of them are not technically or academically capable of engaging or completing the course. Is this one of the criticisms of MOOCs?
Screen applicants before allowing them start study: Not always possible I would think. By nature of the course being online you would hope they are aware of technical limitations in their own ability and consider this before applying. What about asking students to complete an online activity as part of the application process (within the learning environment maybe?) to assess their abilities (assignment submission, online discussion, etc)? It could be done, but what about the overheads placed on the course team members to administer these types of activities?
Teach online learning skills: Yes, this is / should be part of the orientation week / induction week (Hopkins et al, 2010) / introductory activities where the students can engage with the technology on non-subject specific activities to help align themselves with their peers and the course team. From here they are then able to use the skills in the learning without needing to learn the technology at the same time.
Early-warning systems: Not sure how you would do this at scale, but certainly knowing the attendees on the course and monitoring how they engage and interact will help form a basis for knowing if or when a problem arises, as well as making contact with those who are less vocal than the rest, to see if they are struggling or need further information or help – remember, the quiet ones are not always in trouble, they could just be listening!
Improve quality: Always yes, yes, yes! Each cohort of students should have the ability to feedback to the course leaders on their experiences (positive and negative) and this feedback should help the course team rework or adjust the materials to fill any blanks or difficult areas. It’s not only the marks that count, as these can mask areas where there are gaps or problems.
This is one reason I liked the ALT #ocTEL MOOC so much: we had a settling-in / induction week where we were able to wonder around the online environment, find our feet, find our friends, learn the subtleties of the platform, and make arrangements for our own interactions and how we’d engage (as well as where).
","What is at the core of an online course or a MOOC? You could argue it’s the academic integrity of the materials or learning. It could be the level of student engagement in required activities. I would argue that (even if not at the core, but very close to it) should be the expectations placed [...]
RT @pgsimoes: Infographic: Characteristics of a (successful) online student #ocTEL http://t.co/xyCddeHxyP (@hopkinsdavid) #elearning #edtech
",publish,infographic-characteristics-of-a-successful-online-student-octel-technology-enhanced-learning-blog,2013-05-01 11:11:41,post,"Bookmarks,Scoopit,Course Reader",
3026,819,2013-05-01 11:30:11,Design a Mooc,Design a Mooc - my initial thoughts,"",publish,design-a-mooc,2013-05-01 11:30:11,post,"Other,Course Reader",
3030,3,2013-05-01 13:13:48,Week 3 webinar recording now available,"Thanks to everyone who took part in ocTEL's weekly webinar earlier today.
If you missed all or part of the week 3 webinar, the materials from the session are now available at the links below:
Everything is also available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 12:30 BST for the week 4 webinar on producing engaging and effective learning materials. Check the Course Materials page for more information.","",publish,week-3-webinar-recording-now-available,2013-05-01 13:14:06,post,Course information,course information
3118,1424,2013-05-01 16:39:00,Catching Up #ocTEL,"Catching up with ocTEL by doing the following 1. Filling in expectations questionnaire 2. Looking at the results so far from the expectations questionnaire - it's very interesting to know what other participants are hoping to achieve from the course. It's interesting but not surprising that many of the participants are those who already have experience using TEL and in fact probably work in education with technology. I'm not sure how this will change in the future because unless it spreads to a wider audience then is it always going to be people who are 'known knowns' who are taking part and do they want to take part in order to learn for themselves or to learn in order to then encourage others to take part. The themes of the 'big questions' is also interesting - I'm interested in quick wins, engagement and good practice examples which are common themes but also how to share information which is probably all of it.
3. Filled in some of the questionnaires from last week. Penn State University: Online Readiness Assessment I immediately was put off this questionnaire by the following questions - what does that mean? Pretty easily?? Learn best??
I learn pretty easily.
I have to read something to learn it best
But I did think that these were OK and the other lot would be OK if i knew how to measure pretty or comfortable :)
My computer runs reliably on Windows NT/ Vista or on Mac OS 10.4 or higher.
I have a printer.
I am connected to the Internet with a fairly fast, reliable connection such as DSL or cable modem.
I have virus protection software running on my computer.
I have headphones or speakers and a microphone to use if a class has a videoconference.
My browser will play several common multimedia (video and audio) formats.
I am pretty good at using the computer.
I am comfortable surfing the Internet.
I am comfortable with things like doing searches, setting bookmarks, and downloading files.
I am comfortable with things like installing software and changing configuration settings on my computer.
I know someone who can help me if I have computer problems.
I liked this one it was great especially the clip art picture. The questions were fine and although I just filled in yes to them all, they were much easier to understand and answer - yes /no is fine. It made it clear that you would need a computer, that you would have to dedicate time and effort and would have to be engaged with the course - what else do you need to know?
","Catching up with ocTEL by doing the following1. Filling in expectations questionnaire2. Looking at the results so far from the expectations questionnaire - it's very interesting to know what other participants are hoping to achieve from ...",publish,catching-up-octel,2013-05-01 16:39:00,post,"Course Reader,Blog posts","#MoocsAndMe,#ocTEL,eLearning"
4634,1424,2013-05-01 16:39:00,Catching Up #ocTEL,"Catching up with ocTEL by doing the following 1. Filling in expectations questionnaire 2. Looking at the results so far from the expectations questionnaire - it's very interesting to know what other participants are hoping to achieve from the course. It's interesting but not surprising that many of the participants are those who already have experience using TEL and in fact probably work in education with technology. I'm not sure how this will change in the future because unless it spreads to a wider audience then is it always going to be people who are 'known knowns' who are taking part and do they want to take part in order to learn for themselves or to learn in order to then encourage others to take part. The themes of the 'big questions' is also interesting - I'm interested in quick wins, engagement and good practice examples which are common themes but also how to share information which is probably all of it.
3. Filled in some of the questionnaires from last week. Penn State University: Online Readiness Assessment I immediately was put off this questionnaire by the following questions - what does that mean? Pretty easily?? Learn best??
I learn pretty easily.
I have to read something to learn it best
But I did think that these were OK and the other lot would be OK if i knew how to measure pretty or comfortable :)
My computer runs reliably on Windows NT/ Vista or on Mac OS 10.4 or higher.
I have a printer.
I am connected to the Internet with a fairly fast, reliable connection such as DSL or cable modem.
I have virus protection software running on my computer.
I have headphones or speakers and a microphone to use if a class has a videoconference.
My browser will play several common multimedia (video and audio) formats.
I am pretty good at using the computer.
I am comfortable surfing the Internet.
I am comfortable with things like doing searches, setting bookmarks, and downloading files.
I am comfortable with things like installing software and changing configuration settings on my computer.
I know someone who can help me if I have computer problems.
I liked this one it was great especially the clip art picture. The questions were fine and although I just filled in yes to them all, they were much easier to understand and answer - yes /no is fine. It made it clear that you would need a computer, that you would have to dedicate time and effort and would have to be engaged with the course - what else do you need to know?
","Catching up with ocTEL by doing the following1. Filling in expectations questionnaire2. Looking at the results so far from the expectations questionnaire - it's very interesting to know what other participants are hoping to achieve from ...",publish,catching-up-octel-2,2013-05-01 16:39:00,post,"Blog posts,Course Reader","#ocTEL,eLearning,#MoocsAndMe"
5166,1424,2013-05-01 16:39:00,Catching Up #ocTEL,"Catching up with ocTEL by doing the following 1. Filling in expectations questionnaire 2. Looking at the results so far from the expectations questionnaire - it's very interesting to know what other participants are hoping to achieve from the course. It's interesting but not surprising that many of the participants are those who already have experience using TEL and in fact probably work in education with technology. I'm not sure how this will change in the future because unless it spreads to a wider audience then is it always going to be people who are 'known knowns' who are taking part and do they want to take part in order to learn for themselves or to learn in order to then encourage others to take part. The themes of the 'big questions' is also interesting - I'm interested in quick wins, engagement and good practice examples which are common themes but also how to share information which is probably all of it.
3. Filled in some of the questionnaires from last week. Penn State University: Online Readiness Assessment I immediately was put off this questionnaire by the following questions - what does that mean? Pretty easily?? Learn best??
I learn pretty easily.
I have to read something to learn it best
But I did think that these were OK and the other lot would be OK if i knew how to measure pretty or comfortable :)
My computer runs reliably on Windows NT/ Vista or on Mac OS 10.4 or higher.
I have a printer.
I am connected to the Internet with a fairly fast, reliable connection such as DSL or cable modem.
I have virus protection software running on my computer.
I have headphones or speakers and a microphone to use if a class has a videoconference.
My browser will play several common multimedia (video and audio) formats.
I am pretty good at using the computer.
I am comfortable surfing the Internet.
I am comfortable with things like doing searches, setting bookmarks, and downloading files.
I am comfortable with things like installing software and changing configuration settings on my computer.
I know someone who can help me if I have computer problems.
I liked this one it was great especially the clip art picture. The questions were fine and although I just filled in yes to them all, they were much easier to understand and answer - yes /no is fine. It made it clear that you would need a computer, that you would have to dedicate time and effort and would have to be engaged with the course - what else do you need to know?
","Catching up with ocTEL by doing the following1. Filling in expectations questionnaire2. Looking at the results so far from the expectations questionnaire - it's very interesting to know what other participants are hoping to achieve from ...",publish,catching-up-octel-3,2013-05-01 16:39:00,post,"Blog posts,Course Reader","#MoocsAndMe,#ocTEL,eLearning"
3047,1197,2013-05-01 20:44:53,#ocTEL Week 3 Webinar,"
#ocTEL Webinar Week 3: Designing Engaging Learning Activities – Keith Smyth
A quick summary of the ocTEL week 3 webinar through screenshots and Storify.
You can view a recording of the webinar. (via Elluminate, requires Java)
Click on “Distribute” above for more embed options.
","#ocTEL Webinar Week 3: Designing Engaging Learning Activities – Keith Smyth A quick summary of the ocTEL week 3 webinar through screenshots and Storify. You can view a recording of the webinar. (via Elluminate, requires Java) Storify by James Little Wed, May 01 2013 13:34:53 0 0 Edit #ocTEL Webinar Week …",publish,octel-week-3-webinar-2,2013-05-01 20:44:53,post,"Course Reader,Blog posts","#ocTEL,moocs"
4599,148,2013-05-01 20:44:53,#ocTEL Week 3 Webinar,"
#ocTEL Webinar Week 3: Designing Engaging Learning Activities – Keith Smyth
A quick summary of the ocTEL week 3 webinar through screenshots and Storify.
You can view a recording of the webinar. (via Elluminate, requires Java)
Click on “Distribute” above for more embed options.
","#ocTEL Webinar Week 3: Designing Engaging Learning Activities – Keith Smyth A quick summary of the ocTEL week 3 webinar through screenshots and Storify. You can view a recording of the webinar. (via Elluminate, requires Java) Storify by James Little Wed, May 01 2013 13:34:53 0 0 Edit #ocTEL Webinar Week …",publish,octel-week-3-webinar-3,2013-05-01 20:44:53,post,"Blog posts,Course Reader","moocs,#ocTEL"
4699,1197,2013-05-01 20:44:53,#ocTEL Week 3 Webinar,"
#ocTEL Webinar Week 3: Designing Engaging Learning Activities – Keith Smyth
A quick summary of the ocTEL week 3 webinar through screenshots and Storify.
You can view a recording of the webinar. (via Elluminate, requires Java)
Click on “Distribute” above for more embed options.
","#ocTEL Webinar Week 3: Designing Engaging Learning Activities – Keith Smyth A quick summary of the ocTEL week 3 webinar through screenshots and Storify. You can view a recording of the webinar. (via Elluminate, requires Java) Storify by James Little Wed, May 01 2013 13:34:53 0 0 Edit #ocTEL Webinar Week …",publish,octel-week-3-webinar-4,2013-05-01 20:44:53,post,"Blog posts,Course Reader","#ocTEL,moocs"
5677,1197,2013-05-01 20:44:53,#ocTEL Week 3 Webinar,"
#ocTEL Webinar Week 3: Designing Engaging Learning Activities – Keith Smyth
A quick summary of the ocTEL week 3 webinar through screenshots and Storify.
You can view a recording of the webinar. (via Elluminate, requires Java)
Click on “Distribute” above for more embed options.
","#ocTEL Webinar Week 3: Designing Engaging Learning Activities – Keith Smyth A quick summary of the ocTEL week 3 webinar through screenshots and Storify. You can view a recording of the webinar. (via Elluminate, requires Java) Storify by James Little Wed, May 01 2013 13:34:53 0 0 Edit #ocTEL Webinar Week …",publish,octel-week-3-webinar-5,2013-05-01 20:44:53,post,"Blog posts,Course Reader","#ocTEL,moocs"
3048,200,2013-05-01 20:53:55,#ocTEL Application of Learning Theories,"
I had a bit of a backlash to this area because learning about theories either confuse or frustrate me. But I have found some value in reading about these, albeit briefly and then thinking about what I do already in my teaching practice. What I would still like to know though is which approach is most effective. I’ve had a got a trying to show a few examples of how I think some of the learning theories are used on my course. I only read the materials on the theories briefly because I’m time-deficient this week! (that’s my excuse anyway)
Theories of Learning and how it reflects what I already do.
Behaviorism
I always remember the Pavlov’s Dog experiment, in that the dog is rewarded everytime he does something correct. The learner is seen as a passive recipient to external stimuli.
- Online self tests with immediate feedback. Students enter the answer and immediately receive a reward (or not) if the answer is wrong. They continue until the right answer is achieved.
Cognitivism
The mind is like a computer and needs to be ‘opened up’ to be able to understand the learner. Mental processes like thinking, problem solving, knowing, need to be explored in the learner.
- This seems to suggest that a more individual approach is needed. That we need to understand the individual student’s computer. An example of this in action might be:
- Tutor provides feedback after an assignment is marked. This is individual to the student and is an attempt by the tutor to try and understand what might have been doing on for the student in terms of their understanding of the course materials and the application to the assignment.
Constructivism
Learning is an active, contextualized process of constructing knowledge rather than acquiring it. This suggests that individual learners have a more active involvement in their knowledge generation, and that their own context (such as previous experience, reasons for taking the course, or current work or career aspirations) are likely to influence what and how they learn and engage with the materials.
- This is reflected quite a lot in my course materials. Throughout I encourage students to reflect on their own experiences and/or current work questions and how this relates or ‘fits’ with the topic I am teaching. They are encouraged to continue this reflection in the discussion boards and in the assignments.
Social Learning
People learn from one another, via observation, imitation and modelling.
- This aspect is encouraged throughout the course I lead. Students are encouraged to share their experiences of using the course material/tools and their own experiences related to this, usually stemming from their work. Students also learn by observing me as a course leader, and aware of my previous research and healthcare experience – in that I model and reflect and feedback my own experiences and how these relate to the course materials and to what I have been hearing about and from the students.
- Yet this is the area that I find the most difficult to encourage amongst the students on my course. I think several reasons might act as a barrier at times to this:
- (a) student expectations differ – some are signing up for an online distance learning masters course because they don’t want to be having to interact with people directly/face to face
- (b) students are all over the world. Their culture, home and work life and access to resources (broadband etc) will differ and this may impact upon their enthusiasm towards, the practical ability to interact with others more. Some just don’t have the time either and some only do the very necessary things needed to pass.
(c ) from a course perspective, I don’t think we really have it right in terms of developing a more open social learning environment. We use Blackboard, which is a bit clunky, and students can only interact with each other using discussion boards (and sometimes assessed Wikis) within each individual course unit, as we have it set up.
This is an area I am interested in – mainly because my own learning style is a natural network/interacting type person and I learn so much this way, and learn things that are not necessarily a fixed part of the curriculum (I think this is called rhizomatic learning). I would like to try and develop some research on this, as students taking the course I run are based around the world, they are nearly all adult learners / in employment, with a range of experience from quite new, to very experienced and in senior careers. Some will be returning to education after many years away from it, whilst others might have just finished a previous course. Most however, will be new to online distance learning. Thus this heterogeneous student population provides a number of likely barriers and opportunities to social learning. So, if it is given that social learning can be beneficial, then we need to find ways of encouraging and fostering this, with a student group such as mine. – Any funders out their?
Maybe I as an instructor/lecturer need to be doing more to encourage others to have this approach. But then isn’t this me trying to impose a certain learning style onto another student, just because I like it? Perhaps variety is needed in which students have more control about how they engage with the learning materials – what learning theories are their own default, and which the course material allows for.
","I had a bit of a backlash to this area because learning about theories either confuse or frustrate me. But I have found some value in reading about these, albeit briefly and then thinking about what I do already in…
",publish,octel-application-of-learning-theories,2013-05-01 20:53:55,post,"Blog posts,Course Reader",Uncategorized
3061,461,2013-05-02 03:25:00,Activity 0.5 updated,"I could't decide which group to join, am I a nurse educator, a lecturer/tutor in higher education, a learning technologist or do I needi to join in the reflection on distance learning, TEL or something else?
Well..... in a rather unconventional break for a participant of a MOOC on technology, I met up with a colleague Tony for a face to face reflection with yummy coffee in a lovely local Café.
What can we tell about the range of experiences and preferences among ocTEL participants?
We were both impressed with the range of experiences and preferences of ocTEL participants, I am also a little in awe as I haven't applied my self to serious research despite the nagging feeling that I ought to. I was surprised that so many people elected to leave the mailing list so early in the course. The number of emails were considerable but to be expected? (surely)? Multiple opportunities to select how and what to study, when and where to study and where to post.
What challenges does this present for the course?
Again these choices appear to be 'too many' for some but ideal for others. Both Tony and I took the challenge to start a Blog for the first time for the course 'reflections' and 'evidence to the world that we are doing something, bit more open that the forums :-S
So many readings and so little time,
In what ways is a MOOC well or poorly suited to these challenges?
I think the MOOC is suited to these challenges. It 'allows' the flexibility for studying 'martini' style, it provides materials to study (if you want) and wider resources to pick up (virtually) when you want more. It gives the participant the choice in how to engage, post, discuss etc and in doing so it promotes the opportunity to engage with technologies, master their functionalities building skills and knowledge along the way.
Although I do admit to 'lurking' in the forums (I just couldn't help myself).","I could't decide which group to join, am I a nurse educator, a lecturer/tutor in higher education, a learning technologist or do I needi to join in the reflection on distance learning, TEL or something else?
Well..... in a rather unconventional break for a participant of a MOOC on technology, I met up with a colleague Tony for a face to face reflection with yummy coffee in a lovely local Café.
What can we tell about the range of experiences and preferences among ocTEL participants?
We were both impressed with the range of experiences and preferences of ocTEL participants, I am also a little in awe as I haven't applied my self to serious research despite the nagging feeling that I ought to. I was surprised that so many people elected to leave the mailing list so early in the course. The number of emails were considerable but to be expected? (surely)? Multiple opportunities to select how and what to study, when and where to study and where to post.
What challenges does this present for the course?
Again these choices appear to be 'too many' for some but ideal for others. Both Tony and I took the challenge to start a Blog for the first time for the course 'reflections' and 'evidence to the world that we are doing something, bit more open that the forums :-S
So many readings and so little time,
In what ways is a MOOC well or poorly suited to these challenges?
I think the MOOC is suited to these challenges. It 'allows' the flexibility for studying 'martini' style, it provides materials to study (if you want) and wider resources to pick up (virtually) when you want more. It gives the participant the choice in how to engage, post, discuss etc and in doing so it promotes the opportunity to engage with technologies, master their functionalities building skills and knowledge along the way.
Although I do admit to 'lurking' in the forums (I just couldn't help myself).",publish,activity-0-5-updated,2013-05-02 03:25:43,post,"Course Reader,Blog posts","#ocTEL,mooc,Technology"
3062,461,2013-05-02 05:07:00,Webinar week 0,"Well I watched Diana Laurillard and wrote lots of notes into my blog and pressed save periodically and some how managed to loose them all..... Reminder to self... do as I tell my students .. compose in notepad then past in on-line .. grrrrrrrrr (bearing teeth),
If I find them I will add them to this page.....
18:20hrs.....02/05/13
Hallelujah! I have just found the pdf from the slides and the transcript from the discussions in the #ocTEL resources. I can rebuild my notes :-)
Thinking points were!
Course development time = 420 hrs
""We need to understand the pedagogical benefits and teacher time costs of online HE""
""What are the new digital pedagogies that will address the 1:25 student support conundrum?""
""How do we innovate, test, and build the evidence for what works at scale online?""
""Scaling up will never improve the per-student support costs… unless we invent some new pedagogies""
Big challenges Cultural, management, Economic, Strategic, Creative and Technical!
","Well I watched Diana Laurillard and wrote lots of notes into my blog and pressed save periodically and some how managed to loose them all..... Reminder to self... do as I tell my students .. compose in notepad then past in on-line .. grrrrrrrrr (bearing teeth),
If I find them I will add them to this page.....
18:20hrs.....02/05/13
Hallelujah! I have just found the pdf from the slides and the transcript from the discussions in the #ocTEL resources. I can rebuild my notes :-)
Thinking points were!
Course development time = 420 hrs
""We need to understand the pedagogical benefits and teacher time costs of online HE""
""What are the new digital pedagogies that will address the 1:25 student support conundrum?""
""How do we innovate, test, and build the evidence for what works at scale online?""
""Scaling up will never improve the per-student support costs… unless we invent some new pedagogies""
Big challenges Cultural, management, Economic, Strategic, Creative and Technical!
“Getting Started”. For five years I was involved with online distance learning courses at the University of Sheffield and as well as providing a lot of up-front information and support in the intervie...
","
James Little
Thu, 02 May 2013 08:24:56 GMT
- Community
“Getting Started”. For five years I was involved with online distance learning courses at the University of Sheffield and as well as providing a lot of up-front information and support in the intervie...
",publish,httpwww-learningtechnologist-co-uk20130501octel-week-2-activities,2013-05-02 08:24:56,post,"Social networks,Course Reader,Google+",
3064,148,2013-05-02 08:26:51,#ocTEL Week 3 Webinar Summary - a starting point for activities goo.gl/6fpTA @ALTocTEL @smythkrs,"
James Little
Thu, 02 May 2013 08:26:51 GMT
- Community
#ocTEL Week 3 Webinar Summary - a starting point for activities goo.gl/6fpTA @ALTocTEL @smythkrs
","
James Little
Thu, 02 May 2013 08:26:51 GMT
- Community
#ocTEL Week 3 Webinar Summary - a starting point for activities goo.gl/6fpTA @ALTocTEL @smythkrs
",publish,octel-week-3-webinar-summary-a-starting-point-for-activities-goo-gl6fpta-altoctel-smythkrs,2013-05-02 08:26:51,post,"Google+,Social networks,Course Reader",
3097,1205,2013-05-02 08:57:59,"altoctel: “@AndyDMMitchell: BBC - Coursera launching courses for teacher-training market http://t.co/yawZa5JTY9” interested in #ocTEL folks' thoughts?","
",publish,altoctel-andydmmitchell-bbc-coursera-launching-courses-for-teacher-training-market-httpt-coyawza5jty9-interested-in-octel-folks-thoughts,2013-05-02 08:57:59,post,"Twitter (Q&A),Social networks",#ocTEL
3066,171,2013-05-02 09:12:05,Notpron – Far too frustrating,"
I chose the Notpron from the list for activity 3.2 because the word puzzle was next to the name, and I normally like puzzle type games. I say normally. I hated this one, it was extremely frustrating. If left on my own, I would not have got further than the first level, which was easy as you just clicked on the door. This ‘puzzle’ was far too hard for me. You needed a degree in computing/programming and a very creative imagination to work through this, I have neither of these. Hints were provided, but these were insufficient to help me. When thinking of this in terms of learning, it reminded me of Vygotsky’s (1978) Zone of Proximate Development (ZPD). This ZPD stretches students to learn new things, but within their capabilities with guidance and providing suitable scaffolding for this to happen. This was way out of my ZPD, and the hints provided were not sufficient scaffolding for me to guess what to even try to do to get to the next level. I suppose this is a lesson learned in making sure that that enough scaffolding is provided for all level of student, and it provided me with the insight of what it felt like to feel way out of my comfort zone. In my case, I could just give up on the game (or cheat – see below) but what if it was someone’s degree course and they felt like that?
I didn’t give up straight away, as I don’t like to be beaten. I asked my son, who enjoys that type of thing, and together (mainly him) we worked out a few more levels. I also Googled the game and found a walkthrough, which provided the step by step answers up to level 10. Then we gave up – as it was way too hard and the hints and walkthough stopped at that point (no scaffolding at all). I didn’t feel that I built on my knowledge from one level sufficiently to get to the next one, it was all really hard and far-fetched. May be others with more creative minds found it easier but I just found it frustrating.
So lessons learnt were to build learning activities that build up knowledge (slowly if necessary), provide enough support and guidance to assist students to work within their ZPD, and that if students feel that the tasks are way out of their comfort zone, they are likely to give up.
","I chose the Notpron from the list for activity 3.2 because the word puzzle was next to the name, and I normally like puzzle type games. I say normally. I hated this one, it was extremely frustrating. If left on my own, I would not have got further than the first level, which was easy […]",publish,notpron-far-too-frustrating,2013-05-02 09:12:05,post,"Blog posts,Course Reader","Uncategorized,#ocTEL"
4669,171,2013-05-02 09:12:05,Notpron – Far too frustrating,"
I chose the Notpron from the list for activity 3.2 because the word puzzle was next to the name, and I normally like puzzle type games. I say normally. I hated this one, it was extremely frustrating. If left on my own, I would not have got further than the first level, which was easy as you just clicked on the door. This ‘puzzle’ was far too hard for me. You needed a degree in computing/programming and a very creative imagination to work through this, I have neither of these. Hints were provided, but these were insufficient to help me. When thinking of this in terms of learning, it reminded me of Vygotsky’s (1978) Zone of Proximate Development (ZPD). This ZPD stretches students to learn new things, but within their capabilities with guidance and providing suitable scaffolding for this to happen. This was way out of my ZPD, and the hints provided were not sufficient scaffolding for me to guess what to even try to do to get to the next level. I suppose this is a lesson learned in making sure that that enough scaffolding is provided for all level of student, and it provided me with the insight of what it felt like to feel way out of my comfort zone. In my case, I could just give up on the game (or cheat – see below) but what if it was someone’s degree course and they felt like that?
I didn’t give up straight away, as I don’t like to be beaten. I asked my son, who enjoys that type of thing, and together (mainly him) we worked out a few more levels. I also Googled the game and found a walkthrough, which provided the step by step answers up to level 10. Then we gave up – as it was way too hard and the hints and walkthough stopped at that point (no scaffolding at all). I didn’t feel that I built on my knowledge from one level sufficiently to get to the next one, it was all really hard and far-fetched. May be others with more creative minds found it easier but I just found it frustrating.
So lessons learnt were to build learning activities that build up knowledge (slowly if necessary), provide enough support and guidance to assist students to work within their ZPD, and that if students feel that the tasks are way out of their comfort zone, they are likely to give up.
","I chose the Notpron from the list for activity 3.2 because the word puzzle was next to the name, and I normally like puzzle type games. I say normally. I hated this one, it was extremely frustrating. If left on my own, I would not have got further than the first level, which was easy […]",publish,notpron-far-too-frustrating-2,2013-05-02 09:12:05,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
3079,171,2013-05-02 09:24:34,suefolleyoctel.wordpress.com,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,suefolleyoctel-wordpress-com-10,2013-05-02 09:24:34,post,"Delicious,Bookmarks,Course Reader","from,from twitter,#ocTEL,twitter"
3068,1150,2013-05-02 11:41:55,Using technology to encourage student engagement with feedback: a literature review,"Research in Learning Technology (2011). Volume: 19, Issue: 2.
Stuart Hepplestone, Graham Holden, Brian Irwin, Helen J. Parkin, Louise Thorpe et al.
This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks. The authors hypothesise that technology has the potential to enhance student engagement with feedback. During the literature review, a particular emphasis was placed on investigating how students might better use feedback when it is published online. This includes where an adaptive release technique is applied requiring students to submit an action plan based on their feedback to activate the release of their grade, and electronic generation of feedback using statement banks. Key journals were identified and a snowball technique was used to select relevant literature. The use of technology to support and enhance student learning and assessment is well documented in the literature, and effective feedback practices are similarly well published. However, in terms of the use of technology to support and enhance feedback processes and practices (i.e. production, publication, delivery and students making use of feedback through technology), we found the literature to be limited. Keywords: engagement; feedback; technology DOI: 10.1080/21567069.2011.586677
","Research in Learning Technology (2011). Volume: 19, Issue: 2. Stuart Hepplestone, Graham Holden, Brian Irwin, Helen J. Parkin, Louise Thorpe et al.This article presents a review of the literature over the past 10 years into the use of technological int...",publish,using-technology-to-encourage-student-engagement-with-feedback-a-literature-review,2013-05-02 11:41:55,post,"Course Reader,Mendeley Group,Bookmarks",Journal Article
3069,5,2013-05-02 12:05:27,Dashboarding your WordPress bbPress forums to gain quick top level insight,"
The term ‘dashboard’ currently seems to have a similar effect to marmite, you either love it or hate it. Fortunately it looks like the trend is towards increased personalisation of the way data is presented for both visual and exploratory purposes (an example of this is Thomson Reuters finance system Eikon), so if you don’t like marmite you can have something else instead.
When faced with a similar challenge for ocTEL it made sense to evolve this existing work rather than reinvent. As previously outlined in the ocTEL course recipe, we use the WordPress platform as a course hub, creating additional functionality using plugins. For the discussion forums we use the bbPress plugin. Like the rest of WordPress, bbPress creates a number of data feeds that we can use for forums, topics and replies. As far as I can tell though these feeds follow the WordPress global reading settings for the number of items available and are limited to RSS2.0.
[If you have your own bbPress forums you can use the code above to create your own data feed and File > Make a copy of the spreadsheet to dashboard your forums.]
So now we have some insight to the ocTEL forum activity it raises some interesting question. Besides turning the insight into action the questions at the top of my mind are: how do we promote this data endpoint? what other data feeds and formats would be useful? How do we license the data? Your thoughts as always are very welcome.
","The term ‘dashboard’ currently seems to have a similar effect to marmite, you either love it or hate it. In this post I show how you can create an activity data endpoint for bbPress forums which can be dashboarded in Google Spreadsheets",publish,dashboarding-your-wordpress-bbpress-forums-to-gain-quick-top-level-insight,2013-05-02 12:05:27,post,"Course Reader,Blog posts","#ocTEL,mooc,Open Course,Infrastructure,analytics"
3074,512,2013-05-02 12:12:11,National Student Change Agent Network,"
Going into webinar over-drive this week by also joining in the JISC event today which I thought was inspiring and thought-provoking. I saw a few familiar names from ocTEL there too! That will all have to wait though for the day-job to stop getting in the way!
I thought would share one link given at the end for anyone interested in developing networks for change. This is about change agents particularly around developing digital literacies in education:
This is a staff and student network designed to support those currently working with students as change agents or support those wishing to move into this area. Funded by Jisc, the goal is to create a sustainable and supporting national community currently focusing on the digital aspects of change agents. On this site you will find links to resources, national projects involving students as well as hints and tips for successfully delivering sustainable change. Importantly, join the forums! Lots of options to talk and share ideas, promote your work as well as get ideas to solve problems. This is your network, we are excited to see how it grows.
How exciting!
Back to the marking now…
","Going into webinar over-drive this week by also joining in the JISC event today which I thought was inspiring and thought-provoking. I saw a few familiar names from ocTEL there too! That will all have to wait though for the day-job to stop getting in the way! (more info on these here: http://elearning.jiscinvolve.org/wp/2013/01/30/diglitwebinars/) and the recording is […]",publish,national-student-change-agent-network,2013-05-02 12:12:11,post,"Blog posts,Course Reader","#ocTEL,diglit,JISC,Uncategorized,change agent"
3092,1179,2013-05-02 12:51:22,"kerr63: Gamification of learning: What is the purpose of the application/game? Profit, learning, entertainment? #tel #ocTEL #edtech #gamification","
Gamification of learning: What is the purpose of the application/game?Profit, learning, entertainment? #tel#ocTEL#edtech#gamification
","Gamification of learning: What is the purpose of the application/game?Profit, learning, entertainment? #tel #ocTEL #edtech #gamification— James Kerr (@Kerr63) May 2, 2013",publish,kerr63-gamification-of-learning-what-is-the-purpose-of-the-applicationgame-profit-learning-entertainment-tel-octel-edtech-gamification,2013-05-02 12:51:22,post,"Social networks,Twitter (Q&A)","edtech,gamification,#ocTEL,#tel"
3161,171,2013-05-02 13:25:47,octel.alt.ac.uk,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,octel-alt-ac-uk-10,2013-05-02 13:25:47,post,"Course Reader,Delicious,Bookmarks","#ocTEL,from,from twitter,twitter"
3078,975,2013-05-02 13:27:52,Just trying to catch up now that the students are away revising #ocTEL ,"
Just trying to catch up now that the students are away revising #ocTEL
",publish,just-trying-to-catch-up-now-that-the-students-are-away-revising-octel,2013-05-02 13:27:52,post,"Google+,Course Reader,Social networks",
3084,198,2013-05-02 15:06:00,History of Educational Technology - An Interactive Timeline,"An Interactive Timeline of Educational Technology (Thanks to Google Docs, TimelineJS, and Dr. Rick Voithofer, OSU College of Education & Human Ecology)
This is an interactive activity project exploring active learning and technology-enhanced learning for the Open Course in Technology Enhanced Learning (http://octel.alt.ac.uk). To request access to add/edit/modify the timeline, leave a comment, contact me, or visit ocTEL week 3 forums.
","An Interactive Timeline of Educational Technology(Thanks to Google Docs, TimelineJS, and Dr. Rick Voithofer, OSU College of Education & Human Ecology)This is an interactive activity project exploring active learning and technology-enhanced learning...",publish,history-of-educational-technology-an-interactive-timeline,2013-05-02 15:06:00,post,"Blog posts,Course Reader","learning,#tel,edtech,#ocTEL"
5283,198,2013-05-02 15:06:00,History of Educational Technology - An Interactive Timeline,"An Interactive Timeline of Educational Technology (Thanks to Google Docs, TimelineJS, and Dr. Rick Voithofer, OSU College of Education & Human Ecology)
This is an interactive activity project exploring active learning and technology-enhanced learning for the Open Course in Technology Enhanced Learning (http://octel.alt.ac.uk). To request access to add/edit/modify the timeline, leave a comment, contact me, or visit ocTEL week 3 forums.
","An Interactive Timeline of Educational Technology(Thanks to Google Docs, TimelineJS, and Dr. Rick Voithofer, OSU College of Education & Human Ecology)This is an interactive activity project exploring active learning and technology-enhanced learning...",publish,history-of-educational-technology-an-interactive-timeline-2,2013-05-02 15:06:00,post,"Course Reader,Blog posts","learning,edtech,#tel,#ocTEL"
5656,198,2013-05-02 15:06:00,History of Educational Technology - An Interactive Timeline,"An Interactive Timeline of Educational Technology (Thanks to Google Docs, TimelineJS, and Dr. Rick Voithofer, OSU College of Education & Human Ecology)
This is an interactive activity project exploring active learning and technology-enhanced learning for the Open Course in Technology Enhanced Learning (http://octel.alt.ac.uk). To request access to add/edit/modify the timeline, leave a comment, contact me, or visit ocTEL week 3 forums.
","An Interactive Timeline of Educational Technology(Thanks to Google Docs, TimelineJS, and Dr. Rick Voithofer, OSU College of Education & Human Ecology)This is an interactive activity project exploring active learning and technology-enhanced learning...",publish,history-of-educational-technology-an-interactive-timeline-3,2013-05-02 15:06:00,post,"Course Reader,Blog posts","learning,#tel,edtech,#ocTEL"
3083,1175,2013-05-02 16:04:02,What does my learning look like? #octel,"So for #octel this week our first task is “What is learning? (30 minutes) Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? “ I … Continue reading →","So for #octel this week our first task is “What is learning? (30 minutes) Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? “ I … Continue reading →",publish,what-does-my-learning-look-like-octel,2013-05-02 16:04:02,post,"Course Reader,Blog posts",Uncategorized
3085,174,2013-05-02 16:11:11,Keeping up #ocTEL,"
I'm currently experiencing what it's like to be a student struggling to keep up with a distance learning course due to competing demands of work, family, and a bout of flu. This experience itself would make participating in ocTEL worthwhile, even if the course itself were rubbish (which of course it isn't), simply because its giving me much better insight into what our students go through, and hopefully, how we can help them stay on track, or at least not feel too bad when they don't.
As others have pointed out (e.g Sue Folley here), its important not to let oneself get too stressed. One of the good things about ocTEL (as also pointed out here) is the supportive language that has been used throughout, and the way that the organisers have attempted to help us manage our own expectations of what we can achieve given all of those competing pressures. When updating our programmes for next year I'll definitely be trying to emulate this as far as possible.
Of course there is a difference between a MOOC, taken primarily for professional interest, and for which I don't have to pay, and a full masters degree programme for which someone has paid several thousand pounds, AND for which we have to make sure we are strict in terms of the standards required to receive an accredited qualification. We can't therefore say to the students 'do as much or as little as you like' without being very clear that a minimum standard is required to pass the course. But we should do our best to help them stay on track whilst avoiding adding to their stresses and strains – and if using encouraging, supportive language helps with that then that's an easy win.
","I'm currently experiencing what it's like to be a student struggling to keep up with a distance learning course due to competing demands of work, family, and a bout of flu. This experience itself would make participating in ocTEL worthwhile, even if the course itself were rubbish (which of course …",publish,keeping-up-octel,2013-05-02 16:11:11,post,"Blog posts,Course Reader","Student Engagement,moocs,#ocTEL,eLearning,Student Support,Student Expectations,ODL"
3089,946,2013-05-02 17:34:12,"#ocTEL thinking about games, reminded me how much I like Fantastic Contraption.","
James Clay
Thu, 02 May 2013 17:34:12 GMT
- Google+
#ocTEL thinking about games, reminded me how much I like Fantastic Contraption.
If you like using your iPhone for games (in the main casual gaming) then you may be interested in the following games that I have enjoyed playing on my iPhone over the last few years. Fantastic Contra...
","
James Clay
Thu, 02 May 2013 17:34:12 GMT
- Google+
#ocTEL thinking about games, reminded me how much I like Fantastic Contraption.
If you like using your iPhone for games (in the main casual gaming) then you may be interested in the following games that I have enjoyed playing on my iPhone over the last few years. Fantastic Contra...
",publish,octel-thinking-about-games-reminded-me-how-much-i-like-fantastic-contraption,2013-05-02 17:34:12,post,"Google+,Course Reader,Social networks",
3086,946,2013-05-02 17:39:48,Active Play – ocTEL,"
Have found a little time this week to look at ocTEL.
Over recent decades, game-based learning has grown as a form of TEL. It encapsulates many principles of active learning, such as engagement in an authentic context, learning by mistake-making and reflection, experiential learning, collaborative learning and learning by problem-solving. As such, it is worth considering the techniques that games use to engage learners and what can be learned from them. Four game genres with obvious learning potential are adventure games, puzzle games, role playing games and strategy games.
Playing “Lost in the City” reminded me of how much I hate these kinds of adventure games and how frustrating I find them. Now I did give it a fair go and spent over 15 minutes playing the game, of which the majority of time was spent trying to find a single small object on the screen. This was very un-engaging and very demotivating.
Personally I don’t think I could learn anything from this specific game. I also think the frustrations acted as a disincentive to learning.
This is not an “adventure” game, this is a game with puzzles that appears to be an adventure, but isn’t. These are not even “useful” puzzles as far as I am concerned, they are logic puzzles that have to be solved in a particular way or in a specific order, the “challenge” is to find that order out to solve it. The problem with this is that there is no real logic to the process and it’s much more trial and error then actual logic. Also with only one specific solution, you can’t be creative or find alternative ways of solving the problem. This does not reflect the real world.
The other aspect is that too often you spend a long time trying to find (as in the case of “Lost in the City”) that final key, that elusive number. This is not learning, unless you’re learning to be patient! It’s merely frustrating and annoying, as far as I am concerned it’s not even a game.
For me a true adventure game should allow for freedom and flexibility. Then it can be more of a learning experience.
I can see how some people may “enjoy” this kind of game, but also can see how some people think such games “could” be used to teach subjects like Health & Safety, as in spot the danger. However such games would annoy many learners for the reasons I outlined above, and therefore could be a choice, but allow other ways of learning.
","Have found a little time this week to look at ocTEL. Over recent decades, game-based learning has grown as a form of TEL. It encapsulates many principles of active learning, such as engagement in an authentic context, learning by mistake-making and reflection, experiential learning, collaborative learning and learning by problem-solving. As such, it is worth [...]",publish,active-play-octel,2013-05-02 17:39:48,post,"Course Reader,Blog posts","ALT,#ocTEL,games,play"
3088,946,2013-05-02 17:45:45,"So there I was thinking I could have a go at the Puzzle game from the ocTEL page, but alas the site was...","
James Clay
Thu, 02 May 2013 17:45:45 GMT
- Community
So there I was thinking I could have a go at the Puzzle game from the ocTEL page, but alas the site was blocked. This is an issue with any kind of MOOC or TEL activity when the learner has to access a third party site that an "administrator" has deemed to be "unsuitable". The key question is how easy is it to have the site unblocked. In this case probably unlikely as I am using the public wifi at the local library. What is also quite interesting, but could be worrying for learners, is the comment "The request was logged". You could imagine a learner thinking that if they went to too many blocked sites they would lose their internet access. It's an interesting aspect of this MOOC that I suspect hasn't really been thought about.
","
James Clay
Thu, 02 May 2013 17:45:45 GMT
- Community
So there I was thinking I could have a go at the Puzzle game from the ocTEL page, but alas the site was blocked. This is an issue with any kind of MOOC or TEL activity when the learner has to access a third party site that an ""administrator"" has deemed to be ""unsuitable"". The key question is how easy is it to have the site unblocked. In this case probably unlikely as I am using the public wifi at the local library. What is also quite interesting, but could be worrying for learners, is the comment ""The request was logged"". You could imagine a learner thinking that if they went to too many blocked sites they would lose their internet access. It's an interesting aspect of this MOOC that I suspect hasn't really been thought about.
",publish,so-there-i-was-thinking-i-could-have-a-go-at-the-puzzle-game-from-the-octel-page-but-alas-the-site-was,2013-05-02 17:45:45,post,"Course Reader,Social networks,Google+",
3090,946,2013-05-02 18:08:31,This Page has been Blocked – ocTEL,"
After posting my reflection on the Adventure Game I was reminded of Fantastic Contraption. This is a puzzle game that require logical thinking, but because of the design of the game there is no one answer, you can be very creative. It’s also very social as you can share your “contraptions” with others. I have seen some very innovative and interesting “contraptions” from others within the game. You can also return to your “contraptions” to improve them and make them better. This is a much better puzzle game and more engaging for me than I found with Lost in the City. I thought I should try and have a go at the puzzle game recommended on the ocTEL site. Alas the site was blocked, I was using the free public wifi at the local library. So despite wanting to try out the puzzle game recommended I couldn’t.
So how about I look at Fantastic Contraption instead? Well this is a fun engaging puzzle game. It requires logical thinking and elements of trial and error. Unlike something like Lost in the City, there isn’t a single solution you need to find, there is an infinite number of solutions to each of the puzzles. You can also go back and fine tune your solutions.
This is quite engaging and there is an element of satisfaction when you find a neat or clever solution. There are levels that can appear to be unsolvable and these initially proving challenging can after a while be somewhat demotivating. If there is a level that you can’t solve, you probably will stop playing the game. However as the “recipe” doesn’t really change much across the different levels, you can have enough of the game and when the next game comes along you will probably stop playing, I know I haven’t played for ages.
As for what can I learn from the game, well that’s a more challenging question. I am not entirely sure if there is too much I can learn from the game, there’s elements of physics and logic, but I am not sure how useful the skills learned will be in real life and how transferable they will be. When it comes to problem solving, I would have thought logical and fine tuning a solution would be useful, but I don’t see how this game would result in gaining those skills. If anything the game doesn’t “teach” those skills, and it would be difficult to learn those skills from the game. What is a more likely scenario is that this kind of game would appeal to someone who already has those skills.
I think another interesting point from all of this is the fact that I couldn’t access the puzzle game from the ocTEL webiste. Site blocking is an issue with any kind of MOOC or TEL activity when the learner has to access a third party site as part of the learning and that an “administrator” has deemed to be “unsuitable”. The key question is how easy is it to have the site unblocked. In my case probably unlikely as I am using the public wifi at the local library. What is also quite interesting, but could be worrying for learners, is the comment “The request was logged”. You could imagine a learner thinking that if they went to too many blocked sites they would lose their internet access. It’s an interesting aspect of this MOOC that I suspect hasn’t really been thought about.
Site blocking is still prevalent on public wifi, train wifi, school and college wireless too. For example CrossCountry Trains blocks YouTube and iPlayer as there is insufficient bandwidth on the train. A lot of sites are also blocked on 3G connections due to the default content control on these services. I remember a VLE I worked with in the past was blocked by Vodafone Content Control.
When designing TEL activities (and MOOCs) as mentioned in a previous blog, consideration must be given to alternatives for those occassions when sites are blocked. Also it makes sense to check out how these activities and tools work away from university and college systems, on free wifi or 3G networks.
","After posting my reflection on the Adventure Game I was reminded of Fantastic Contraption. This is a puzzle game that require logical thinking, but because of the design of the game there is no one answer, you can be very creative. It’s also very social as you can share your “contraptions” with others. I have [...]",publish,this-page-has-been-blocked-octel,2013-05-02 18:08:31,post,"Course Reader,Blog posts","#ocTEL,fantastic contraption,ALT,puzzles"
3087,946,2013-05-02 18:09:38,#ocTEL This Page has been Blocked http://elearningstuff.net/2013/05/02/this-page-has-been-blocked-octel...,"
James Clay
Thu, 02 May 2013 18:09:38 GMT
- Google+
After posting my reflection on the Adventure Game I was reminded of Fantastic Contraption. This is a puzzle game that require logical thinking, but because of the design of the game there is no one an...
","
James Clay
Thu, 02 May 2013 18:09:38 GMT
- Google+
After posting my reflection on the Adventure Game I was reminded of Fantastic Contraption. This is a puzzle game that require logical thinking, but because of the design of the game there is no one an...
",publish,octel-this-page-has-been-blocked-httpelearningstuff-net20130502this-page-has-been-blocked-octel,2013-05-02 18:09:38,post,"Social networks,Google+,Course Reader",
3096,512,2013-05-02 20:49:50,A note of optimism to encourage digital visitors – increasingly intuitive technologies,"
Jonathan Sands OBE gave his Professorial Inaugural lecture at the University of Huddersfield tonight.
This gem of optimism came from the Q&A session. Jonathan was asked if he was concerned that some would be left behind and excluded from the benefits of the digital society. He said no – I expected him to, he describes himself as an ‘optimista’.
To make his point he reminded us of item called an ‘instruction manual’
The point being to remind us how far we had come. To show that increasingly intuitive technologies are aiding accessibility. This will only continue.
Increasingly intuitive use should help us all engage with these technologies. It should help with that feeling of being over-whelmed by the pace and constant change, wondering if we will ever be up to date.
It will help tear down some of the current barriers and excuses…
If you want more creative gems like this log on to their blog http://www.elmwood.com/stoked/ where you can also request a daily poke!
","Jonathan Sands OBE gave his Professorial Inaugural lecture at the University of Huddersfield tonight. This gem of optimism came from the Q&A session. Jonathan was asked if he was concerned that some would be left behind and excluded from the benefits of the digital society. He said no – I expected him to, he describes […]",publish,a-note-of-optimism-to-encourage-digital-visitors-increasingly-intuitive-technologies,2013-05-02 20:49:50,post,"Course Reader,Blog posts","intuitive use,digital visitors,Uncategorized,#ocTEL,elmwood"
3099,1415,2013-05-03 05:05:20,Musings on digital literacy,"
Week 2 of the OCTEL Mooc deals with understanding learner’s needs. I am particularly interested in the one of the themes for this week, which is digital literacy because in my institution we have recently convened a working group on this topic which aims to come up with some strategies for improving digital literacy for our students (and our faculty members). As an aside, I’ll just mention that it’s good to see consideration of digital literacy being included under the topic of “understanding learners’ needs”, as this places the focus on the learner and their needs, rather that approaching digital literacy as another “topic” that we have to include somewhere in our curriculum, or in our student support practices and resources.
The more I have thought and read about digital literacy, the more complex it appears. For example just the JISC resources (Developing Digital Literacies (JISC Design Studio) http://bit.ly/diglitds) are extensive and complex and these are only one example of wht is out there. It seems that there are multiple approaches and little agreement on what are the key elements of digital literacy. Perhaps this is partly a result of the times we are living in, with the explosion of technologies and social media that has changed the ways in which we communicate, learn and teach. Perhaps too, the plethora of different ideas and resources out there reflect the diversity of our learners. This diversity is one of the issues we have been struggling with in our working group. My institution is made up of a number of separate colleges, each with their own student groups and demographics. Mostly the range of digital literacy among these various student cohorts is enormous – from very savvy digital and technical competence to virtually nil. As institutions how do we cater for this diverse range of learning needs? And to what extent is it our responsibility as teaching institutions, or the responsibility of the learners themselves?
We don’t have answers yet, but we have come up with the idea of creating a digital literacy toolbox which will contain resources for a range of target groups. We have identified 7 target groups which will serve as foci for the development of our resources:
Pre-enrolment/study orientation
First year/beginning students
Later year/experienced students
Postgraduate and research students
ESL students
Students with accessibility issues
Faculty members
The identification of these target groups will hopefully allow us to more carefully focus our digital literacy support resources to the varying needs of learners. I’d be keen to learn of whether others have successfully targeted particular groups or types of learners and what resources might be available.
","Week 2 of the OCTEL Mooc deals with understanding learner’s needs. I am particularly interested in the one of the themes for this week, which is digital literacy because in my institution we have recently convened a working group on this topic which aims to come up with some strategies for improving digital literacy for […]",publish,musings-on-digital-literacy,2013-05-03 05:05:20,post,"Blog posts,Course Reader",Uncategorized
4770,1415,2013-05-03 05:05:20,Musings on digital literacy,"
Week 2 of the OCTEL Mooc deals with understanding learner’s needs. I am particularly interested in the one of the themes for this week, which is digital literacy because in my institution we have recently convened a working group on this topic which aims to come up with some strategies for improving digital literacy for our students (and our faculty members). As an aside, I’ll just mention that it’s good to see consideration of digital literacy being included under the topic of “understanding learners’ needs”, as this places the focus on the learner and their needs, rather that approaching digital literacy as another “topic” that we have to include somewhere in our curriculum, or in our student support practices and resources.
The more I have thought and read about digital literacy, the more complex it appears. For example just the JISC resources (Developing Digital Literacies (JISC Design Studio) http://bit.ly/diglitds) are extensive and complex and these are only one example of wht is out there. It seems that there are multiple approaches and little agreement on what are the key elements of digital literacy. Perhaps this is partly a result of the times we are living in, with the explosion of technologies and social media that has changed the ways in which we communicate, learn and teach. Perhaps too, the plethora of different ideas and resources out there reflect the diversity of our learners. This diversity is one of the issues we have been struggling with in our working group. My institution is made up of a number of separate colleges, each with their own student groups and demographics. Mostly the range of digital literacy among these various student cohorts is enormous – from very savvy digital and technical competence to virtually nil. As institutions how do we cater for this diverse range of learning needs? And to what extent is it our responsibility as teaching institutions, or the responsibility of the learners themselves?
We don’t have answers yet, but we have come up with the idea of creating a digital literacy toolbox which will contain resources for a range of target groups. We have identified 7 target groups which will serve as foci for the development of our resources:
Pre-enrolment/study orientation
First year/beginning students
Later year/experienced students
Postgraduate and research students
ESL students
Students with accessibility issues
Faculty members
The identification of these target groups will hopefully allow us to more carefully focus our digital literacy support resources to the varying needs of learners. I’d be keen to learn of whether others have successfully targeted particular groups or types of learners and what resources might be available.
","Week 2 of the OCTEL Mooc deals with understanding learner’s needs. I am particularly interested in the one of the themes for this week, which is digital literacy because in my institution we have recently convened a working group on this topic which aims to come up with some strategies for improving digital literacy for […]",publish,musings-on-digital-literacy-2,2013-05-03 05:05:20,post,"Blog posts,Course Reader",Uncategorized
3114,996,2013-05-03 06:28:17,imogenbertin: #ocTEL Maybe now we're sucking diesel? A/B testing of MOOC content on edX http://t.co/JoV9IlbkiA,"
",publish,imogenbertin-octel-maybe-now-were-sucking-diesel-ab-testing-of-mooc-content-on-edx-httpt-cojov9ilbkia,2013-05-03 06:28:17,post,"Social networks,Twitter (Q&A)",#ocTEL
3153,1426,2013-05-03 06:39:41,"carlyle_a: week 3 how do I learn? I'm a know how - reasoning & problem solving mainly. #ocTEL","
week 3 how do I learn? I'm a know how - reasoning & problem solving mainly. #ocTEL
","week 3 how do I learn? I'm a know how - reasoning & problem solving mainly. #ocTEL— Anna Carlyle (@carlyle_a) May 3, 2013",publish,carlyle_a-week-3-how-do-i-learn-im-a-know-how-reasoning-amp-problem-solving-mainly-octel,2013-05-03 06:39:41,post,"Twitter (Q&A),Social networks",#ocTEL
3113,400,2013-05-03 08:27:25,sharonlflynn: RT @imogenbertin: #ocTEL Maybe now we're sucking diesel? A/B testing of MOOC content on edX http://t.co/JoV9IlbkiA,"
So for #octel this week our first task is "What is learning? (30 minutes) Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategi......
","
Joseph Gliddon
Fri, 03 May 2013 08:36:34 GMT
- Community
So for #octel this week our first task is ""What is learning? (30 minutes) Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategi......
",publish,first-activity-for-week-3-done-octel,2013-05-03 08:36:34,post,"Social networks,Course Reader,Google+",
3101,200,2013-05-03 08:40:17,How to develop student communities,"
Hi – below is a rather rough comment I sent to Keith Smyth following his Webinar. I’m intrigued how to encourage my students to interact more on online. I would also like to find out more from other people how I can link them with another student community, as in an example from Keith. Similarly, I wonder how I might develop a community across the course as a whole – currently students work within each of the course units, all at varying points in the part time (some are full time) course journey. So they tend to operate in the course module silo rather than across the course as whole.
Hi Keith, I’m doing the OctEL MOOC and enjoyed your webinar. I’d appreciate your thoughts: I help run an online masters in public health, with students from around the world. I find getting participation/discussion etc difficult and most will only engage with assessed activities (wikis, discussion question) and we’ve tried various things over the year. Secondly, I like the project on communities, and am thinking now about how we can link our students to other students. I wondered why you didn’t consider using something like Facebook or Linkedln (unless you did and I missed it). All of our students are adult learners, and I think cultural and time issues etc are likely to influence their interest and ability to take part in activities. Some struggle to get internet connection. But aside from the latter, I wonder what ideas you might have to encourage greater engagement. Of course, there is the question why do I think it is important, and yes, I can find pedagogy to support it, but overall, it is considered to be good for students and their professional development. A bit of a disjoined post – apologies. I need to spend time looking through the work you are doing at Napier more as well as very interesting and helpful.
","Hi – below is a rather rough comment I sent to Keith Smyth following his Webinar. I’m intrigued how to encourage my students to interact more on online. I would also like to find out more from other people how…
I come from a long line of unsociable learners. The writer James Hogg, a distant relative, taught himself to read and write alone by candlelight in an Ettrick farm cottage. My own father is teaching himself Gaelic; in the 1980s, he built our garage and rebuilt the engine of our Morris Minor purely by studying books from the library.
When writing essays for my first degree, I sought out information in the library rather than dissecting Beckett or Scott in the company of my classmates. This was partly because of my personality as an 18 year old. (I thought everyone was pretentious except me, which looking back was in itself quite pretentious.) But also I was trying to find something original to say, or at least combine existing ideas in a semi-original way, and I thought that learning socially meant learning by groupthink.
So the statement in Savery & Duffy that ‘the social environment is critical to the development of our individual understanding’ didn’t sit easily with me at first. The social aspect of learning is the norm these days, but people have self-taught for thousands of years. Are we dismissing this as a learning style? In my work setting, many of our MBA students learn in complete isolation, working their way through the course materials and only rarely taking up the opportunities to interact with faculty and other students. Are we saying that these students’ understanding is inferior to that of their peers who converse regularly, either in person or online? Their exam performance would seem to refute this.
I enjoyed getting my teeth into the principles of constructivism this week, and most of all I liked that relevance and ownership were key to the development of learning activities by constructivist principles. (While on a management development programme in the mid-2000s, the frustrated tutor started calling me ‘Mr Relevance’ because every time he introduced an activity I asked how it was going to help me when I got back to work. I still think that’s a fair question.)
I liked the example of problem-based learning where medical students were presented with a patient’s symptoms and left to come up with their own diagnoses in groups. One of the questions we’re asking ourselves at my institution is how we can help students bring together what they’ve learned in their MBA and apply it in a work context. So I can see how this approach could work: students could be presented with a failing business and tasked with devising a new strategy; they could be shown a set of accounts and left to figure out what has gone wrong and why.
This is the type of problem they will come across in their jobs; they have to take responsibility for how they solve it, who they talk to and what resources they consult. They can study the theories and case studies as much as they like, but in a work context they will have to talk about a problem, consult experts, test out hypotheses and argue for the viability of their solution. Even I, the unsociable learner, can recognise this behaviour in my current practice.
How you translate that into the design of TEL activities is another question. But understanding the principles of what students need and how to engage them is a good start.
","I come from a long line of unsociable learners. The writer James Hogg, a distant relative, taught himself to read and write alone by candlelight in an Ettrick farm cottage. My own father is teaching himself Gaelic; in the 1980s, … Continue reading →",publish,octel-week-3-the-unsociable-learner,2013-05-03 09:28:09,post,"Course Reader,Blog posts","Digital learning,#ocTEL"
3162,896,2013-05-03 10:24:03,elizabethecharl: Science of the Invisible: What *is* digital literacy? | @scoopit http://t.co/LNIJHT2oEy #diglit #infolit #octel #libchat,"
— Elizabeth E Charles (@ElizabethECharl) May 3, 2013
","Science of the Invisible: What *is* digital literacy? | @scoopit sco.lt/7KShxB #diglit #infolit #octel #libchat— Elizabeth E Charles (@ElizabethECharl) May 3, 2013",publish,elizabethecharl-science-of-the-invisible-what-is-digital-literacy-scoopit-httpt-colnijht2oey-diglit-infolit-octel-libchat,2013-05-03 10:24:03,post,"Social networks,Twitter (Q&A)","infolit,libchat,#ocTEL,diglit"
3109,943,2013-05-03 10:41:00,#ocTEL Designing Active Learning,"
I am getting very excited after a week of meetings and discussions about the SCALE UP project we are going to be running in the university next year. I have proposed two very different modules for the pilot - one is already very much a collaborative, tech based module but the other has been taught in a traditional way up until now and I am going to have to rethink learning activities.
The idea behind SCALE UP is large group teaching with students organised into round tables of nine, with 3 internet connected devices to share (3 to a device). Teaching is meant to be inquiry or problem based with students teaching themselves and presenting work to one another. While some might complain that here the technology is driving the pedagogy (I am rethinking activities to fit the environment) in reality, it is the other way round. I feel I have been constrained by timetabling and room restrictions to teach in a way that is really uncomfortable for me, boring for the students and increasingly irrelevant. (A lecture on Harvard Referencing conventions???) I have secretly been dreaming of a large, flat space with round tables and excellent wifi - and here it comes!
So in the week when ocTEL is asking participants to design a learning activity, I have this environment and the changes needed in mind.
My activity is going to be for very new undergraduates to whom I introduce research and digital literacy skills. One of my favourite moments in (usually final year) tutorials is when I reveal to some poor student, struggling to find the memory stick or email on which they have their dissertation backed up, the wonders of cloud storage.
So I have decided to make this a key part of early undergraduate education.
The learning activity I have designed has some elements of group collaboration built in and relies on the students accessing the internet to read and discover, practice and reflect. (Absorb, Connect, Do)
","I am getting very excited after a week of meetings and discussions about the SCALE UP project we are going to be running in the university next year. I have proposed two very different modules for the pilot - one is alread...",publish,octel-designing-active-learning,2013-05-03 10:41:00,post,"Blog posts,Course Reader","learning design,#ocTEL,digital literacy,Student Engagement,cloud,eLearning,collaboration,Dropbox"
4595,943,2013-05-03 10:41:00,#ocTEL Designing Active Learning,"
I am getting very excited after a week of meetings and discussions about the SCALE UP project we are going to be running in the university next year. I have proposed two very different modules for the pilot - one is already very much a collaborative, tech based module but the other has been taught in a traditional way up until now and I am going to have to rethink learning activities.
The idea behind SCALE UP is large group teaching with students organised into round tables of nine, with 3 internet connected devices to share (3 to a device). Teaching is meant to be inquiry or problem based with students teaching themselves and presenting work to one another. While some might complain that here the technology is driving the pedagogy (I am rethinking activities to fit the environment) in reality, it is the other way round. I feel I have been constrained by timetabling and room restrictions to teach in a way that is really uncomfortable for me, boring for the students and increasingly irrelevant. (A lecture on Harvard Referencing conventions???) I have secretly been dreaming of a large, flat space with round tables and excellent wifi - and here it comes!
So in the week when ocTEL is asking participants to design a learning activity, I have this environment and the changes needed in mind.
My activity is going to be for very new undergraduates to whom I introduce research and digital literacy skills. One of my favourite moments in (usually final year) tutorials is when I reveal to some poor student, struggling to find the memory stick or email on which they have their dissertation backed up, the wonders of cloud storage.
So I have decided to make this a key part of early undergraduate education.
The learning activity I have designed has some elements of group collaboration built in and relies on the students accessing the internet to read and discover, practice and reflect. (Absorb, Connect, Do)
","I am getting very excited after a week of meetings and discussions about the SCALE UP project we are going to be running in the university next year. I have proposed two very different modules for the pilot - one is alread...",publish,octel-designing-active-learning-2,2013-05-03 10:41:00,post,"Blog posts,Course Reader","cloud,Student Engagement,digital literacy,collaboration,Dropbox,eLearning,#ocTEL,learning design"
4644,943,2013-05-03 10:41:00,#ocTEL Designing Active Learning,"
I am getting very excited after a week of meetings and discussions about the SCALE UP project we are going to be running in the university next year. I have proposed two very different modules for the pilot - one is already very much a collaborative, tech based module but the other has been taught in a traditional way up until now and I am going to have to rethink learning activities.
The idea behind SCALE UP is large group teaching with students organised into round tables of nine, with 3 internet connected devices to share (3 to a device). Teaching is meant to be inquiry or problem based with students teaching themselves and presenting work to one another. While some might complain that here the technology is driving the pedagogy (I am rethinking activities to fit the environment) in reality, it is the other way round. I feel I have been constrained by timetabling and room restrictions to teach in a way that is really uncomfortable for me, boring for the students and increasingly irrelevant. (A lecture on Harvard Referencing conventions???) I have secretly been dreaming of a large, flat space with round tables and excellent wifi - and here it comes!
So in the week when ocTEL is asking participants to design a learning activity, I have this environment and the changes needed in mind.
My activity is going to be for very new undergraduates to whom I introduce research and digital literacy skills. One of my favourite moments in (usually final year) tutorials is when I reveal to some poor student, struggling to find the memory stick or email on which they have their dissertation backed up, the wonders of cloud storage.
So I have decided to make this a key part of early undergraduate education.
The learning activity I have designed has some elements of group collaboration built in and relies on the students accessing the internet to read and discover, practice and reflect. (Absorb, Connect, Do)
","I am getting very excited after a week of meetings and discussions about the SCALE UP project we are going to be running in the university next year. I have proposed two very different modules for the pilot - one is alread...",publish,octel-designing-active-learning-3,2013-05-03 10:41:00,post,"Blog posts,Course Reader","collaboration,cloud,eLearning,#ocTEL,digital literacy,learning design,Dropbox,Student Engagement"
5198,943,2013-05-03 10:41:00,#ocTEL Designing Active Learning,"
I am getting very excited after a week of meetings and discussions about the SCALE UP project we are going to be running in the university next year. I have proposed two very different modules for the pilot - one is already very much a collaborative, tech based module but the other has been taught in a traditional way up until now and I am going to have to rethink learning activities.
The idea behind SCALE UP is large group teaching with students organised into round tables of nine, with 3 internet connected devices to share (3 to a device). Teaching is meant to be inquiry or problem based with students teaching themselves and presenting work to one another. While some might complain that here the technology is driving the pedagogy (I am rethinking activities to fit the environment) in reality, it is the other way round. I feel I have been constrained by timetabling and room restrictions to teach in a way that is really uncomfortable for me, boring for the students and increasingly irrelevant. (A lecture on Harvard Referencing conventions???) I have secretly been dreaming of a large, flat space with round tables and excellent wifi - and here it comes!
So in the week when ocTEL is asking participants to design a learning activity, I have this environment and the changes needed in mind.
My activity is going to be for very new undergraduates to whom I introduce research and digital literacy skills. One of my favourite moments in (usually final year) tutorials is when I reveal to some poor student, struggling to find the memory stick or email on which they have their dissertation backed up, the wonders of cloud storage.
So I have decided to make this a key part of early undergraduate education.
The learning activity I have designed has some elements of group collaboration built in and relies on the students accessing the internet to read and discover, practice and reflect. (Absorb, Connect, Do)
","I am getting very excited after a week of meetings and discussions about the SCALE UP project we are going to be running in the university next year. I have proposed two very different modules for the pilot - one is alread...",publish,octel-designing-active-learning-4,2013-05-03 10:41:00,post,"Blog posts,Course Reader","collaboration,digital literacy,Dropbox,Student Engagement,#ocTEL,eLearning,learning design,cloud"
3112,943,2013-05-03 10:42:14,Cloud Storage Activity #octel ,"
Jane Challinor
Fri, 03 May 2013 10:42:14 GMT
- Community
",publish,cloud-storage-activity-octel,2013-05-03 10:42:14,post,"Google+,Course Reader,Social networks",
3135,1086,2013-05-03 18:12:46,e-Learning Stuff » Blog Archive » Active Play – ocTEL,"
Over recent decades, game-based learning has grown as a form of TEL. It encapsulates many principles of active learning, such as engagement in an authentic context, learning by mistake-making and refl...
Over recent decades, game-based learning has grown as a form of TEL. It encapsulates many principles of active learning, such as engagement in an authentic context, learning by mistake-making and refl...
",publish,e-learning-stuff-blog-archive-active-play-octel,2013-05-03 18:12:46,post,"Course Reader,Google+,Social networks",
3134,1425,2013-05-03 18:51:29,Characteristics of a successful online student - http://ow.ly/kByaU,"
Derek L. McCoy
Fri, 03 May 2013 18:51:29 GMT
- HootSuite
What is at the core of an online course or a MOOC? You could argue it's the academic integrity of the materials or learning. It could be the level of student engagement in required activities. I would...
","
Derek L. McCoy
Fri, 03 May 2013 18:51:29 GMT
- HootSuite
What is at the core of an online course or a MOOC? You could argue it's the academic integrity of the materials or learning. It could be the level of student engagement in required activities. I would...
‘Think about the last time you learnt something’ is the starting prompt for this activity. I’m finding this itself a surprisingly difficult task. Not because I can’t remember learning anything recently, but because once I started to think about it I (a) found it difficult to isolate a single piece of learning, and (b) realised that we learn all of the time, and I was struggling to draw general conclusions from the variety of types of learning. The typology provided helped with this somewhat…
Every day you learn small facts, like the name of a new colleague. How do you learn these? People tell you them, or you find them out somehow. But what does it mean to say that you’ve learnt a fact like someone’s name? I’m terrible for forgetting people’s names as soon as I am introduced to them. So just hearing the name doesn’t count as learning it. Learning it means more than just being aware of it briefly, it also involves committing it to memory in some way, perhaps through use or some kind of memory aid. This is the most basic form of learning, I.a. on the typology provided by ocTEL.
The more complex forms of learning in the typology (II. know-how and III. knowing in action) are harder to pin down. Yesterday I learnt how to lengthen the cord on a grass strimmer (the sun was out and the grass needed a cut). I learnt how to do it by trial and error, prodding and swearing at various bits until it did what I wanted it to do. I could have learnt how to do it by reading the manual, but I’m not sure I’d have been confident to say that I’d learnt how to do it until I’d successfully had a go in practice. So would having read he manual and understood the process in theory counted as know-how, whilst being successful in practice count as knowing in action? I think this is a fairly simple example of these kinds of learning – a specific task that I learnt how to do. More general skills, such as critical analysis, or facilitation of online discussions, are much harder to analyse in terms of the learning process.
That’s as far as I’ve got with this so far. I’m determined to catch up with some of the other activities so I’m not going to spend any more time on this for now.
","‘Think about the last time you learnt something’ is the starting prompt for this activity. I’m finding this itself a surprisingly difficult task. Not because I can’t remember learning anything recently, but because once I started to think about it I (a) found it difficult to isolate a single piece …",publish,what-is-learning-octel-week-3,2013-05-03 20:33:59,post,"Course Reader,Blog posts","Learning Styles,learning,Reflection,#ocTEL"
5179,174,2013-05-03 20:33:59,What is learning? #ocTEL week 3,"
‘Think about the last time you learnt something’ is the starting prompt for this activity. I’m finding this itself a surprisingly difficult task. Not because I can’t remember learning anything recently, but because once I started to think about it I (a) found it difficult to isolate a single piece of learning, and (b) realised that we learn all of the time, and I was struggling to draw general conclusions from the variety of types of learning. The typology provided helped with this somewhat…
Every day you learn small facts, like the name of a new colleague. How do you learn these? People tell you them, or you find them out somehow. But what does it mean to say that you’ve learnt a fact like someone’s name? I’m terrible for forgetting people’s names as soon as I am introduced to them. So just hearing the name doesn’t count as learning it. Learning it means more than just being aware of it briefly, it also involves committing it to memory in some way, perhaps through use or some kind of memory aid. This is the most basic form of learning, I.a. on the typology provided by ocTEL.
The more complex forms of learning in the typology (II. know-how and III. knowing in action) are harder to pin down. Yesterday I learnt how to lengthen the cord on a grass strimmer (the sun was out and the grass needed a cut). I learnt how to do it by trial and error, prodding and swearing at various bits until it did what I wanted it to do. I could have learnt how to do it by reading the manual, but I’m not sure I’d have been confident to say that I’d learnt how to do it until I’d successfully had a go in practice. So would having read he manual and understood the process in theory counted as know-how, whilst being successful in practice count as knowing in action? I think this is a fairly simple example of these kinds of learning – a specific task that I learnt how to do. More general skills, such as critical analysis, or facilitation of online discussions, are much harder to analyse in terms of the learning process.
That’s as far as I’ve got with this so far. I’m determined to catch up with some of the other activities so I’m not going to spend any more time on this for now.
","‘Think about the last time you learnt something’ is the starting prompt for this activity. I’m finding this itself a surprisingly difficult task. Not because I can’t remember learning anything recently, but because once I started to think about it I (a) found it difficult to isolate a single piece …",publish,what-is-learning-octel-week-3-2,2013-05-03 20:33:59,post,"Course Reader,Blog posts","learning,Learning Styles,#ocTEL,Reflection"
3158,240,2013-05-04 01:34:06,"Collaboratively editable timeline of educational technology, by James Kerr http://online-learning-onl...","
Doug Holton
Sat, 04 May 2013 01:34:06 GMT
- Reshared Post
",publish,collaboratively-editable-timeline-of-educational-technology-by-james-kerr-httponline-learning-onl,2013-05-04 01:34:06,post,"Social networks,Course Reader,Google+",
3160,1427,2013-05-04 01:50:36,"Collaboratively editable timeline of educational technology, by James Kerr http://online-learning-onl...","
David Wicks
Sat, 04 May 2013 01:50:36 GMT
- Reshared Post
",publish,collaboratively-editable-timeline-of-educational-technology-by-james-kerr-httponline-learning-onl-2,2013-05-04 01:50:36,post,"Social networks,Course Reader,Google+",
3165,1064,2013-05-04 05:55:31,"Collaboratively editable timeline of educational technology, by James Kerr http://online-learning-onl...","
",publish,collaboratively-editable-timeline-of-educational-technology-by-james-kerr-httponline-learning-onl-3,2013-05-04 05:55:31,post,"Google+,Social networks,Course Reader",
3197,866,2013-05-04 07:24:44,mrtimbones: Might be of interest to the #ocTEL group? http://t.co/Qv5LNF7DiE,"
",publish,mrtimbones-might-be-of-interest-to-the-octel-group-httpt-coqv5lnf7die,2013-05-04 07:24:44,post,"Twitter (Q&A),Social networks",#ocTEL
3224,1205,2013-05-04 12:04:43,altoctel: RT @mrtimbones: Might be of interest to the #ocTEL group? http://t.co/Qv5LNF7DiE,"
",publish,altoctel-rt-mrtimbones-might-be-of-interest-to-the-octel-group-httpt-coqv5lnf7die,2013-05-04 12:04:43,post,"Social networks,Twitter (Q&A)",#ocTEL
3217,1086,2013-05-04 15:44:23,e-Learning Stuff » Blog Archive » This Page has been Blocked – ocTEL,"
After posting my reflection on the Adventure Game I was reminded of Fantastic Contraption. This is a puzzle game that require logical thinking, but because of the design of the game there is no one an...
After posting my reflection on the Adventure Game I was reminded of Fantastic Contraption. This is a puzzle game that require logical thinking, but because of the design of the game there is no one an...
",publish,e-learning-stuff-blog-archive-this-page-has-been-blocked-octel,2013-05-04 15:44:23,post,"Social networks,Google+,Course Reader",
3486,1075,2013-05-04 17:15:37,Feeling inspired by the Keith Smyth webinar I decided to dip my toes into the creative waters and produced...,"
Feeling inspired by the Keith Smyth webinar I decided to dip my toes into the creative waters and produced a webform for learners to undertake preparatory work prior to a session on research skills. I have posted this in the forum.
Please see below my submission for this activity. The link to this form would be sent to learners in an email prior to their scheduled research session with the Library. This would provide the Librari...
Feeling inspired by the Keith Smyth webinar I decided to dip my toes into the creative waters and produced a webform for learners to undertake preparatory work prior to a session on research skills. I have posted this in the forum.
Please see below my submission for this activity. The link to this form would be sent to learners in an email prior to their scheduled research session with the Library. This would provide the Librari...
",publish,feeling-inspired-by-the-keith-smyth-webinar-i-decided-to-dip-my-toes-into-the-creative-waters-and-produced-2,2013-05-04 17:15:37,post,"Social networks,Course Reader,Google+",
3223,1075,2013-05-04 17:20:18,Feeling inspired by the Keith Smyth webinar I decided to dip my toes into the creative waters and produced...,"
Feeling inspired by the Keith Smyth webinar I decided to dip my toes into the creative waters and produced a webform for learners to undertake preparatory work prior to a session on research skills. I have posted this in the forum.
Please see below my submission for this activity. The link to this form would be sent to learners in an email prior to their scheduled research session with the Library. This would provide the Librari...
Feeling inspired by the Keith Smyth webinar I decided to dip my toes into the creative waters and produced a webform for learners to undertake preparatory work prior to a session on research skills. I have posted this in the forum.
Please see below my submission for this activity. The link to this form would be sent to learners in an email prior to their scheduled research session with the Library. This would provide the Librari...
",publish,feeling-inspired-by-the-keith-smyth-webinar-i-decided-to-dip-my-toes-into-the-creative-waters-and-produced,2013-05-04 17:20:18,post,"Google+,Course Reader,Social networks",
3243,996,2013-05-05 07:32:41,imogenbertin: Active learning? Peer created MCQs.. Hat tip to Mike Cosgrave... http://t.co/x2zKnWXUQZ #octel,"
",publish,imogenbertin-active-learning-peer-created-mcqs-hat-tip-to-mike-cosgrave-httpt-cox2zknwxuqz-octel,2013-05-05 07:32:41,post,"Twitter (Q&A),Social networks",#ocTEL
3258,1051,2013-05-05 09:13:03,graphdesproject: @mrtimbones Bandwagon? Or really good for education? Not sure yet....#ocTEL,"
@mrtimbones Bandwagon? Or really good for education? Not sure yet....#ocTEL
— GraphicDesignProject (@GraphDesProject) May 5, 2013
","@mrtimbones Bandwagon? Or really good for education? Not sure yet....#ocTEL— GraphicDesignProject (@GraphDesProject) May 5, 2013",publish,graphdesproject-mrtimbones-bandwagon-or-really-good-for-education-not-sure-yet-octel,2013-05-05 09:13:03,post,"Twitter (Q&A),Social networks",#ocTEL
3299,1175,2013-05-05 09:25:16,#octel Active learning session,"Ok so I am going to borrow/rework an idea from someone I did some teacher training with a few years back (cheers Rob Hawkins!). In the original, Rob told his A level students “you work for a university and have … Continue reading →","Ok so I am going to borrow/rework an idea from someone I did some teacher training with a few years back (cheers Rob Hawkins!). In the original, Rob told his A level students “you work for a university and have … Continue reading →",publish,octel-active-learning-session,2013-05-05 09:25:16,post,"Blog posts,Course Reader","VLE,eLearning,#ocTEL,mooc"
3257,866,2013-05-05 09:36:40,mrtimbones: @GraphDesProject I'm having issues getting tweets to appear in #octel feed again. Have posted act. 4.0 into forum. http://t.co/O5qtwMYmLU,"
",publish,mrtimbones-graphdesproject-im-having-issues-getting-tweets-to-appear-in-octel-feed-again-have-posted-act-4-0-into-forum-httpt-coo5qtwmymlu,2013-05-05 09:36:40,post,"Social networks,Twitter (Q&A)",#ocTEL
3242,116,2013-05-05 10:17:14,kshjensen: @librarygirlknit could you use w students? MRT @ElizabethECharl: 'Web quest - a hunting we will go' for #ocTEL http://t.co/rcoQDxe2Ja,"
","@librarygirlknit could you use w students? MRT @elizabethecharl: 'Web quest - a hunting we will go' for #ocTEL bit.ly/11JqcxJ— Kathrine Jensen (@kshjensen) May 5, 2013",publish,kshjensen-librarygirlknit-could-you-use-w-students-mrt-elizabethecharl-web-quest-a-hunting-we-will-go-for-octel-httpt-corcoqdxe2ja,2013-05-05 10:17:14,post,"Twitter (Q&A),Social networks",#ocTEL
3232,1327,2013-05-05 11:22:37,http://www.engineersmedia.com.au/journals/aaee/pdf/AJEE_15_1_McAuliffe%20F2.pdf,"
Comments:
A look at pedagogy, andragogy and heutagogy in an Australian university context. - jim pettiward
","Comments:A look at pedagogy, andragogy and heutagogy in an Australian university context. - jim pettiwardTags: heutagogyby: jim pettiward",publish,httpwww-engineersmedia-com-aujournalsaaeepdfajee_15_1_mcauliffe%20f2-pdf,2013-05-05 11:22:37,post,"Diigo,Course Reader,Bookmarks",heutagogy
3231,1327,2013-05-05 11:23:43,"http://www.ascilite2012.org/images/custom/cochrane,_thomas_-_heutagogy.pdf","
Comments:
USING COP for Professional development + heutagogy - jim pettiward
","Comments:USING COP for Professional development + heutagogy - jim pettiwardTags: digital literacy, heutagogy, ocTELby: jim pettiward",publish,httpwww-ascilite2012-orgimagescustomcochrane_thomas_-_heutagogy-pdf,2013-05-05 11:23:43,post,"Bookmarks,Diigo,Course Reader","heutagogy,digital literacy,#ocTEL"
3236,898,2013-05-05 11:26:00,Octel Week 3: What is learning? + Activity 3.1,"
I went to a photography exhibition and learned that in Ethiopia, in the 13th century, churches were carved out of rock.
I learnt the meaning of ‘heuristics’ – this is one of those words that I’ve frequently come across, but always forget what it means. Therefore, it’s probably fair to say that I haven’t really learnt it and will probably soon forget. Which is what Google’s for right? (my learning resides in the machine…)
Know how:
I went to a bicycle maintenance workshop and refreshed my knowledge of how to maintain brakes, check for chain wear and so on. This type of thing is available online through numerous articles and YouTube videos, but I found that going to a physical space, seeing somebody going through the processes on the bike in front of me and having the ability for hands-on practice improved the experience and made me more likely to retain and build on what I learnt.
Know how + knowing in action:
Being involved in a couple of MOOCs, I’m constantly learning something at the moment. If I sit down for an hour or two to browse content links, read other participants’ posts, look at the Twitter feed and read a few forum posts then this is all part of the learning process. But to answer the question ‘How did you go about learning it?’ is more difficult. Looking at the Week 2 learning outcomes, I should now be able to define, identify and propose various things, which is I guess what I was trying to do with my previous blogpost.
As for this week’s activities, I’m being asked to describe and critique, situate, design and recognise. I’ve been skim reading some of the learning theory resources, quickly rejecting some as irrelevant or uninteresting to me and focusing in more depth on those that seem more pertinent and useful. I read through and make notes, building on what I think I know already, being exposed to new ideas and trying to relate these to my own experience and prior knowledge. The next step will be to share these and hope to benefit from other participants views and contributions about them, and thus continuing to refine and build on my own knowledge.
To give a concrete example of this, I’ll go on to Activity 3.1 ‘Theories of active learning’.
How did I choose which theory to look at?
If it is the case that “it is the goal of the learner that is central in considering what is learned.” (Savery & Duffy, 2001), then it’s probably worth asking how I chose which theory to look at. I wanted to look at some of the more recent theories related to learning, but I’ve been reading a fair bit around Connectivism recently so decided to discount that option. I didn’t see the benefit of going over the same old behaviourist, cognitivist, constructivist paradigms and I clicked on some of the other links and just didn’t like the look of them. I found the PBL, Enquiry-Based Learning and Communities of Practice links interesting, but in the end I decided to look at a theory which I’d heard a bit about, but hadn’t looked into in detail – Heutagogy.
Blaschke (2012) defines heutagogy in the following way:
“Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).”
This seems to resonate with my own experiences of learning in a MOOC environment. I do feel that the emphasis for learning is very much on me, the learner, and that this is an active process where I am deciding which activities to engage in and when, who I engage with and also one in which I consider the way I’m learning and build up my meta-cognitive awareness. This puts it very much at odds with the current models prevalent in Higher Education, which still largely rely on transmission models.
In terms of being aware of my own learning, as I was reading an article on heutagogy (Does Pedagogy still rule?), I realised that some of my assumptions were being challenged and that some of my thinking was altering as a result. For example, the author describes how the current context of high student – staff ratios and the amount of content in many courses is leading, if anything, to a move back towards transmission models of education as a coping mechanism. Heutagogy is therefore not so relevant to an undergraduate context which is heavily dependent on conveying a set amount of information which then needs to be assessed in reasonably standard and transparent ways. This idea that the current Higher Education context is actually a barrier to the development of more progressive education strategies (and heutagogy is particularly appropriate for a Web 2.0 type environment) and may result in a shift back towards more traditional models was a very interesting, and also worrying, idea. This, in turn, led me to wonder:
If this MOOC was assessed, what would the assessment look like? Does the cMOOC model not lend itself very well to assessment? Is it therefore more relevant to lifelong learning and CPD than to more traditional Higher Education contexts? Would embedding assessment in this type of course necessarily affect/change the type of activities suggested? Lots of questions, fewer answers, but then I guess that's the learning process.
I went to a photography exhibition and learned that in Ethiopia, in the 13th century, churches were carved out of rock.
I learnt the meaning of ‘heuristics’ – this is one of those words that I’ve frequently come across, but always forget what it means. Therefore, it’s probably fair to say that I haven’t really learnt it and will probably soon forget. Which is what Google’s for right? (my learning resides in the machine…)
Know how:
I went to a bicycle maintenance workshop and refreshed my knowledge of how to maintain brakes, check for chain wear and so on. This type of thing is available online through numerous articles and YouTube videos, but I found that going to a physical space, seeing somebody going through the processes on the bike in front of me and having the ability for hands-on practice improved the experience and made me more likely to retain and build on what I learnt.
Know how + knowing in action:
Being involved in a couple of MOOCs, I’m constantly learning something at the moment. If I sit down for an hour or two to browse content links, read other participants’ posts, look at the Twitter feed and read a few forum posts then this is all part of the learning process. But to answer the question ‘How did you go about learning it?’ is more difficult. Looking at the Week 2 learning outcomes, I should now be able to define, identify and propose various things, which is I guess what I was trying to do with my previous blogpost.
As for this week’s activities, I’m being asked to describe and critique, situate, design and recognise. I’ve been skim reading some of the learning theory resources, quickly rejecting some as irrelevant or uninteresting to me and focusing in more depth on those that seem more pertinent and useful. I read through and make notes, building on what I think I know already, being exposed to new ideas and trying to relate these to my own experience and prior knowledge. The next step will be to share these and hope to benefit from other participants views and contributions about them, and thus continuing to refine and build on my own knowledge.
To give a concrete example of this, I’ll go on to Activity 3.1 ‘Theories of active learning’.
How did I choose which theory to look at?
If it is the case that “it is the goal of the learner that is central in considering what is learned.” (Savery & Duffy, 2001), then it’s probably worth asking how I chose which theory to look at. I wanted to look at some of the more recent theories related to learning, but I’ve been reading a fair bit around Connectivism recently so decided to discount that option. I didn’t see the benefit of going over the same old behaviourist, cognitivist, constructivist paradigms and I clicked on some of the other links and just didn’t like the look of them. I found the PBL, Enquiry-Based Learning and Communities of Practice links interesting, but in the end I decided to look at a theory which I’d heard a bit about, but hadn’t looked into in detail – Heutagogy.
Blaschke (2012) defines heutagogy in the following way:
“Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).”
This seems to resonate with my own experiences of learning in a MOOC environment. I do feel that the emphasis for learning is very much on me, the learner, and that this is an active process where I am deciding which activities to engage in and when, who I engage with and also one in which I consider the way I’m learning and build up my meta-cognitive awareness. This puts it very much at odds with the current models prevalent in Higher Education, which still largely rely on transmission models.
In terms of being aware of my own learning, as I was reading an article on heutagogy (Does Pedagogy still rule?), I realised that some of my assumptions were being challenged and that some of my thinking was altering as a result. For example, the author describes how the current context of high student – staff ratios and the amount of content in many courses is leading, if anything, to a move back towards transmission models of education as a coping mechanism. Heutagogy is therefore not so relevant to an undergraduate context which is heavily dependent on conveying a set amount of information which then needs to be assessed in reasonably standard and transparent ways. This idea that the current Higher Education context is actually a barrier to the development of more progressive education strategies (and heutagogy is particularly appropriate for a Web 2.0 type environment) and may result in a shift back towards more traditional models was a very interesting, and also worrying, idea. This, in turn, led me to wonder:
If this MOOC was assessed, what would the assessment look like? Does the cMOOC model not lend itself very well to assessment? Is it therefore more relevant to lifelong learning and CPD than to more traditional Higher Education contexts? Would embedding assessment in this type of course necessarily affect/change the type of activities suggested? Lots of questions, fewer answers, but then I guess that's the learning process.
",publish,octel-week-3-what-is-learning-activity-3-1,2013-05-05 11:26:00,post,"Blog posts,Course Reader",#ocTEL
3244,1321,2013-05-05 11:29:28,"Trying to catch up.. ! If you've done Activity 3.2, do you think it's worth doing (for someone with a...","
jim pettiward
Sun, 05 May 2013 11:29:28 GMT
- Community
Trying to catch up.. ! If you've done Activity 3.2, do you think it's worth doing (for someone with a low patience threshold ;-) ?
","
jim pettiward
Sun, 05 May 2013 11:29:28 GMT
- Community
Trying to catch up.. ! If you've done Activity 3.2, do you think it's worth doing (for someone with a low patience threshold ;-) ?
Design a short (15-20 minute) online learning activity on a subject of your choosing. You can use any freely available online technology. You can be as creative as you like...
The link to this
form would be sent to learners in an email prior to their scheduled
research session with the Library. This would provide the Librarian
with some insight as to the skills of the attendees and to get a
baseline from which to work from with individual learners; thereby
enabling the librarian to have a ‘flipped’ session when the class meets F2F.
Fellow #ocTEL colleagues (thank you) have asked about including collaborative aspect to this learning activity. This can be met by anonymising the responses and using it as the basis of small group work (two or three students) in evaluating the criteria given and the links selected. The other option would be to use the web form (with minor tweaking) during the class for small group/team work submission.
1. Title of activity: Webquest – a hunting we
will go. [A practical exercise for learners to undertake a
self-assessment prior to receiving training on research skills.]
2. Intended learning outcome/s:
a) Get learners to undertake a practical exercise of identifying and selecting (a given number of resources) for academic use.
b) To reflect on what criteria used to make their selection.
3. Activity description:
a) Learners are given a choice of search topics and asked to select ONE b) They then have to select 3 items that they think would be of an acceptable academic quality/level.
c) On the following web form the learner will: - Add their name; - Select one topic; - Search on the web and then select 3 resources that they believe would be acceptable for academic use; - Add the links for the 3 selected items; - Then have to list 5 factors/reasons/criteria they used or influenced their choice of the 3 items
4. Time: 5-10 minutes on searching and selection + 10 minutes to reflect and list criteria for their selection 5. Prerequisites: PC/laptop/mobile device, access to the internet, use of search engine and using the internet 6. Link to technology used: Google doc https://docs.google.com/forms/d/1nW_kYLn4OM3gCQO8Hm7SBW2wkZYHGDusRczNlvVF0aI/viewform
Design a short (15-20 minute) online learning activity on a subject of your choosing. You can use any freely available online technology. You can be as creative as you like...
The link to this
form would be sent to learners in an email prior to their scheduled
research session with the Library. This would provide the Librarian
with some insight as to the skills of the attendees and to get a
baseline from which to work from with individual learners; thereby
enabling the librarian to have a ‘flipped’ session when the class meets F2F.
Fellow #ocTEL colleagues (thank you) have asked about including collaborative aspect to this learning activity. This can be met by anonymising the responses and using it as the basis of small group work (two or three students) in evaluating the criteria given and the links selected. The other option would be to use the web form (with minor tweaking) during the class for small group/team work submission.
1. Title of activity: Webquest – a hunting we
will go. [A practical exercise for learners to undertake a
self-assessment prior to receiving training on research skills.]
2. Intended learning outcome/s:
a) Get learners to undertake a practical exercise of identifying and selecting (a given number of resources) for academic use.
b) To reflect on what criteria used to make their selection.
3. Activity description:
a) Learners are given a choice of search topics and asked to select ONE b) They then have to select 3 items that they think would be of an acceptable academic quality/level.
c) On the following web form the learner will: - Add their name; - Select one topic; - Search on the web and then select 3 resources that they believe would be acceptable for academic use; - Add the links for the 3 selected items; - Then have to list 5 factors/reasons/criteria they used or influenced their choice of the 3 items
4. Time: 5-10 minutes on searching and selection + 10 minutes to reflect and list criteria for their selection 5. Prerequisites: PC/laptop/mobile device, access to the internet, use of search engine and using the internet 6. Link to technology used: Google doc https://docs.google.com/forms/d/1nW_kYLn4OM3gCQO8Hm7SBW2wkZYHGDusRczNlvVF0aI/viewform
Ooh, this is sneaky. After three weeks, I’m jumping back into the #ocTEL MOOC. I’m fortunate in that this week the course comes to the end of Part I, the Foundations of Technology Enhanced Learning (TEL), so I’m just going to quickly post about the brief interactions I’ve had and the insights that I’ve gleaned through my “legitimate peripheral participation”.
The challenge for week 1 was to see what doing a course, or taking up a learning opportunity feels like, and to get a feel for the learning landscape and the underpinning theories of TEL.
I was intrigued by Helen Blunden’s post where, having looked at the learning activity graph, she identified herself as a ‘social autonomous’ learner.What struck me, when I looked at the learning graph, was that it seemed to be the activities that helped to define the type of learner. I would have said that I’m a social autonomous learner too, but looking at the activities it had me pegged in the individual autonomous learner category. Blogs, dissertations etc., yes, that’s me alright. However, the activities denoting a social autonomous learner were pitched as collaborative commentary on resources, group projects and problem solving; well, I can do those too. So I’m not too sure that the social – individual binary is that big a deal; it looks to me like it’s a matter of context. In my opinion, what’s more important is the difference between directed and autonomous learning and where one is on that journey. I’m glad that I read and commented on this post because a useful discussion developed as Phil Tubman joined in as well. He made the point that assessment often drives the type of learning activity.
This week was all about understanding learners’ needs. As the introduction made clear, “the centrality of understanding learners’ needs is obviously not unique to Technology Enhanced Learning (TEL), and some of the principles in this area are common to all teaching. However, TEL brings with it new contexts that make additional demands of learners”. Some of the key issues to consider being:
technical competence and a set of aptitudes often bracketed together under the ‘digital literacy’ heading
language and culture, from understanding of the jargon of a domain to different cultural norms about interacting with individuals and groups via the medium of technology
individual sensory, motor or cognitive impairments that affect what is accessible via technology
learning preferences and disciplines, such as the ability to schedule self-paced learning
Getting down to business, the “if you only do one thing” activity was to take a look at one or two questionnaires that claim, or should that be aim, to predict whether a prospective student is ‘ready’ for online learning. I’m already familiar with one or two of these instruments from my Program for Online Teaching course, so I wasn’t inclined to explore this particular topic much further. I was happy to read the thoughts of others. In her “mini blog”, Jane Challinor noted that the focus of the questionnaires seemed to be largely in terms of access to technology, motivation, time management and computer literacy. She also went on to wonder
whether we shouldn’t use something similar [pre-course readiness questionnaire] with all students on conventional courses as I am pretty sure that some do not appear prepared for the experience!
Definitely! I’m all for a pre-course readiness questionnaire, or initial assessment, and not just in terms of gauging access to technology and time management skills either, but to gauge actual levels of skill; that is, skill in relation to computer literacy, digital literacy and academic literacy. Initial assessment would be used to indicate general levels, but what I think would be really fantastic is then to carry out further diagnostic assessment and really identify a student’s specific skill set; that is, can they demonstrate basic use of a range of tools and sites for finding and recording information online, can they cite in text references etc. That way, you’d get a better picture of an individual, often with what amounts to a ‘spiky’ profile. Furthermore, you’d not only know where the majority of the class was starting from, but you’d also know their individual strengths and weaknesses too. Be it online or face-to-face, I think this would be really helpful to both lecturer and student alike. After all, a readiness survey is a bit late once you’ve enrolled on a course. And it can’t be a surprise that I advocate this type of readiness questionnaire/initial assessment because it’s common practice in adult literacy teaching, where you just don’t know where individuals are starting from.
This week’s topic centres on designing active learning, with the “if you only do one thing” activity, asking “what is learning?” In order to answer the question, you’re asked to think about the last time you learned something; describe what you learned; how you went about learning it and what strategies you used. A table, with an overview of categories of learning “suitable for instructional design planning”, was provided to help stimulate thinking. Well, I’m happy that I’ve caught up with the course, but as yet I haven’t browsed the comments of others this week, and I’m wondering if anyone else, like me, is struggling to clearly decipher and be inspired by either the table or the question.
Never mind, a quick look over this blog in recent weeks and months is enough to tell you that I’m an individual/social self-determined learner. I’ve learned facts and concepts (know that), I’ve learned procedures, picked up inferences and made deductions (know how), I’ve learned how to participate in online environments (knowing in action) and I’ve identified learning goals and have strategies in place to achieve these goals, and I can also reflect on my learning (elements that could intervene in all the other categories). I have learned to learn. I think what’s bugging me about this question is that there’s an assumption that it’s up to someone else to design your learning. Wouldn’t it be better if more emphasis was put on learning to learn and individuals were able to design their own learning pathways. Imagine that!!
Reader, yes, I know. You may say I’m a dreamer, but I wonder if I’m the only one. Anyway, I’m off now to more seriously engage with the reading on active learning, and get ready to participate more fully from next week onwards. I’m also going to look back over the last three weeks’ resources, especially the concept of heutagogy, and build on these somewhat ‘dodgy’ foundations
","Ooh, this is sneaky. After three weeks, I’m jumping back into the #ocTEL MOOC. I’m fortunate in that this week the course comes to the end of Part I, the Foundations of Technology Enhanced Learning (TEL), so I’m just going to quickly post about the brief interactions I’ve had and the insights that I’ve gleaned […]",publish,the-dodgy-foundations-of-technology-enhanced-learning-octel,2013-05-05 20:08:55,post,"Blog posts,Course Reader","Learning Technology,#tel,linkedin,self-determined,learning design,#ocTEL,active learning"
3252,974,2013-05-05 20:14:45,Ha hah. Playing catch up. My 3 weeks in 1 blog post.,"
Helen Crump
Sun, 05 May 2013 20:14:45 GMT
- Community
Ha hah. Playing catch up. My 3 weeks in 1 blog post.
Ooh, this is sneaky. After three weeks, I'm jumping back into the #ocTEL MOOC. I'm fortunate in that this week the course comes to the end of Part I, the Foundations of Technology Enhanced Learning......
","
Helen Crump
Sun, 05 May 2013 20:14:45 GMT
- Community
Ha hah. Playing catch up. My 3 weeks in 1 blog post.
Ooh, this is sneaky. After three weeks, I'm jumping back into the #ocTEL MOOC. I'm fortunate in that this week the course comes to the end of Part I, the Foundations of Technology Enhanced Learning......
",publish,ha-hah-playing-catch-up-my-3-weeks-in-1-blog-post,2013-05-05 20:14:45,post,"Google+,Course Reader,Social networks",
3266,1075,2013-05-06 04:40:49,Week 4 - if you do only one thing this week. My post has now been added to the forum.,"
On a regular basis I need to provide additional information to learners on search strategies, outside of just using Google. So I thought I would use this opportunity to see what else is available that...
On a regular basis I need to provide additional information to learners on search strategies, outside of just using Google. So I thought I would use this opportunity to see what else is available that...
",publish,week-4-if-you-do-only-one-thing-this-week-my-post-has-now-been-added-to-the-forum,2013-05-06 04:40:49,post,"Social networks,Google+,Course Reader",
3265,1075,2013-05-06 04:42:35,My post for week 4 If you only do one thing this week... is now available in the appropriate forum,"
On a regular basis I need to provide additional information to learners on search strategies, outside of just using Google. So I thought I would use this opportunity to see what else is available that...
","
Elizabeth E Charles
Mon, 06 May 2013 04:42:35 GMT
- Community
My post for week 4 If you only do one thin...",publish,my-post-for-week-4-if-you-only-do-one-thing-this-week-is-now-available-in-the-appropriate-forum,2013-05-06 04:42:35,post,"Google+,Course Reader,Social networks",
3282,21,2013-05-06 14:33:56,#ocTEL Activity 3.1 Theories of active learning – connectivism,"
I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs.
What is connectivism?
“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual….[It] is driven by the understanding that decisions are based on rapidly altering foundations.” (Siemens, 2004).
The basic tenet is that even learning theories which acknowledge social aspects of learning, such as social constructivism, do not fully address the idea that learning may happen outside the individual, and that in the digital world, an element of learning is learning from others’ experiences (as expressed e.g. through social media) and being selective about which sources of knowledge and who you choose to listen to (David White – see earlier post – expresses this as being selective over who you allow to take up your mindspace!)
Reflection: relationship to how I learn
I used to think that I ploughed my own furrow with regard to my learning process, and it was an intensely individual and private process. This may be a function of having done little groupwork up to my undergraduate studies. I returned to this during professional exams – when the training was very traditional, involving lots of practice drill-type exercises, particularly in the middle level papers. However, when we got to the final case study, it was all about group preparation, synthesis and application of knowledge – very different, without this being expected at the start by myself and my peers! With hindsight, we weren’t very well prepared in terms of our expectations of the professional exams…
However, on reflection, I did and do recognise that elements of my learning were not within me – for example, I was taught to listen to others’ corrections in ballet class, and then process these to improve my own work. I return to this maxim from time to time in my teaching – especially during a revision period like now. I encourage my students to listen to others’ questions and the answers both f2f and on discussion boards.
Siemens acknowledges the increased accessibility of information and ‘knowledge’ in his article about connectivism – it seems to prompt a different kind of learning. In some subject disciplines and contexts, it is about knowing where to look and who to contact to develop one’s own knowledge – an individual cannot know it all, but technology can help with the pipeline (as described by Siemens). I’ve been exhibiting some connectivist tendencies on ocTEL – I’ve been storing up resources using Delicious for future use – I know I will want to return to some later, rather ‘just in time’ learning. I don’t like instrumental learning – I used to soak things up like a sponge, just for fun, but I do recognise that not everyone is in it for the joy of learning, and this is not necessarily a problem, although I find it sad, like Ramsden (2003).
Reflection: relationship to my practice
As I have become increasingly interested in, and pursued studies in educational technologies, and led online and blended learning courses, I have gradually recognised the power of connectivism to develop my learning and teaching. I think for me, that Twitter has been the gamechanger – the ability to share links in particular, and then bookmark for later. I’ve been doing this for my students, with the hope that they use up the store during their revision!
Reflection: activity design
One interesting issue I sometimes face in my teaching is how to make best use of a guest lecture (either virtual or in person). Trying to build wrap around activities is sometimes a challenge, even though the lecture itself will always be aiming to be relevant to the course. Sometimes the links between what is said and the course syllabus need to be made more explicit for students, before and after the session. So, I can see that some activities such as following the guest lecturer on Twitter and retweeting relevant tweets (exhibiting selectivity skill) plus following others who follow/are followed by the guest lecturer etc. The learning from the benefit of others’ experience can be powerful in a guest lecture, as can the ability for myself and the students to make a contact with a key figure in industry.
Ramsden, P. (2003) Learning to teach in higher education. 2nd edition, Abingdon, Routledge Falmer
","I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs. What is connectivism? “Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. […]",publish,octel-activity-3-1-theories-of-active-learning-connectivism,2013-05-06 14:33:56,post,"Course Reader,Blog posts",Uncategorized
4628,21,2013-05-06 14:33:56,#ocTEL Activity 3.1 Theories of active learning – connectivism,"
I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs.
What is connectivism?
“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual….[It] is driven by the understanding that decisions are based on rapidly altering foundations.” (Siemens, 2004).
The basic tenet is that even learning theories which acknowledge social aspects of learning, such as social constructivism, do not fully address the idea that learning may happen outside the individual, and that in the digital world, an element of learning is learning from others’ experiences (as expressed e.g. through social media) and being selective about which sources of knowledge and who you choose to listen to (David White – see earlier post – expresses this as being selective over who you allow to take up your mindspace!)
Reflection: relationship to how I learn
I used to think that I ploughed my own furrow with regard to my learning process, and it was an intensely individual and private process. This may be a function of having done little groupwork up to my undergraduate studies. I returned to this during professional exams – when the training was very traditional, involving lots of practice drill-type exercises, particularly in the middle level papers. However, when we got to the final case study, it was all about group preparation, synthesis and application of knowledge – very different, without this being expected at the start by myself and my peers! With hindsight, we weren’t very well prepared in terms of our expectations of the professional exams…
However, on reflection, I did and do recognise that elements of my learning were not within me – for example, I was taught to listen to others’ corrections in ballet class, and then process these to improve my own work. I return to this maxim from time to time in my teaching – especially during a revision period like now. I encourage my students to listen to others’ questions and the answers both f2f and on discussion boards.
Siemens acknowledges the increased accessibility of information and ‘knowledge’ in his article about connectivism – it seems to prompt a different kind of learning. In some subject disciplines and contexts, it is about knowing where to look and who to contact to develop one’s own knowledge – an individual cannot know it all, but technology can help with the pipeline (as described by Siemens). I’ve been exhibiting some connectivist tendencies on ocTEL – I’ve been storing up resources using Delicious for future use – I know I will want to return to some later, rather ‘just in time’ learning. I don’t like instrumental learning – I used to soak things up like a sponge, just for fun, but I do recognise that not everyone is in it for the joy of learning, and this is not necessarily a problem, although I find it sad, like Ramsden (2003).
Reflection: relationship to my practice
As I have become increasingly interested in, and pursued studies in educational technologies, and led online and blended learning courses, I have gradually recognised the power of connectivism to develop my learning and teaching. I think for me, that Twitter has been the gamechanger – the ability to share links in particular, and then bookmark for later. I’ve been doing this for my students, with the hope that they use up the store during their revision!
Reflection: activity design
One interesting issue I sometimes face in my teaching is how to make best use of a guest lecture (either virtual or in person). Trying to build wrap around activities is sometimes a challenge, even though the lecture itself will always be aiming to be relevant to the course. Sometimes the links between what is said and the course syllabus need to be made more explicit for students, before and after the session. So, I can see that some activities such as following the guest lecturer on Twitter and retweeting relevant tweets (exhibiting selectivity skill) plus following others who follow/are followed by the guest lecturer etc. The learning from the benefit of others’ experience can be powerful in a guest lecture, as can the ability for myself and the students to make a contact with a key figure in industry.
Ramsden, P. (2003) Learning to teach in higher education. 2nd edition, Abingdon, Routledge Falmer
","I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs. What is connectivism? “Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. […]",publish,octel-activity-3-1-theories-of-active-learning-connectivism-2,2013-05-06 14:33:56,post,"Course Reader,Blog posts",Uncategorized
4752,21,2013-05-06 14:33:56,#ocTEL Activity 3.1 Theories of active learning – connectivism,"
I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs.
What is connectivism?
“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual….[It] is driven by the understanding that decisions are based on rapidly altering foundations.” (Siemens, 2004).
The basic tenet is that even learning theories which acknowledge social aspects of learning, such as social constructivism, do not fully address the idea that learning may happen outside the individual, and that in the digital world, an element of learning is learning from others’ experiences (as expressed e.g. through social media) and being selective about which sources of knowledge and who you choose to listen to (David White – see earlier post – expresses this as being selective over who you allow to take up your mindspace!)
Reflection: relationship to how I learn
I used to think that I ploughed my own furrow with regard to my learning process, and it was an intensely individual and private process. This may be a function of having done little groupwork up to my undergraduate studies. I returned to this during professional exams – when the training was very traditional, involving lots of practice drill-type exercises, particularly in the middle level papers. However, when we got to the final case study, it was all about group preparation, synthesis and application of knowledge – very different, without this being expected at the start by myself and my peers! With hindsight, we weren’t very well prepared in terms of our expectations of the professional exams…
However, on reflection, I did and do recognise that elements of my learning were not within me – for example, I was taught to listen to others’ corrections in ballet class, and then process these to improve my own work. I return to this maxim from time to time in my teaching – especially during a revision period like now. I encourage my students to listen to others’ questions and the answers both f2f and on discussion boards.
Siemens acknowledges the increased accessibility of information and ‘knowledge’ in his article about connectivism – it seems to prompt a different kind of learning. In some subject disciplines and contexts, it is about knowing where to look and who to contact to develop one’s own knowledge – an individual cannot know it all, but technology can help with the pipeline (as described by Siemens). I’ve been exhibiting some connectivist tendencies on ocTEL – I’ve been storing up resources using Delicious for future use – I know I will want to return to some later, rather ‘just in time’ learning. I don’t like instrumental learning – I used to soak things up like a sponge, just for fun, but I do recognise that not everyone is in it for the joy of learning, and this is not necessarily a problem, although I find it sad, like Ramsden (2003).
Reflection: relationship to my practice
As I have become increasingly interested in, and pursued studies in educational technologies, and led online and blended learning courses, I have gradually recognised the power of connectivism to develop my learning and teaching. I think for me, that Twitter has been the gamechanger – the ability to share links in particular, and then bookmark for later. I’ve been doing this for my students, with the hope that they use up the store during their revision!
Reflection: activity design
One interesting issue I sometimes face in my teaching is how to make best use of a guest lecture (either virtual or in person). Trying to build wrap around activities is sometimes a challenge, even though the lecture itself will always be aiming to be relevant to the course. Sometimes the links between what is said and the course syllabus need to be made more explicit for students, before and after the session. So, I can see that some activities such as following the guest lecturer on Twitter and retweeting relevant tweets (exhibiting selectivity skill) plus following others who follow/are followed by the guest lecturer etc. The learning from the benefit of others’ experience can be powerful in a guest lecture, as can the ability for myself and the students to make a contact with a key figure in industry.
Ramsden, P. (2003) Learning to teach in higher education. 2nd edition, Abingdon, Routledge Falmer
","I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs. What is connectivism? “Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. […]",publish,octel-activity-3-1-theories-of-active-learning-connectivism-3,2013-05-06 14:33:56,post,"Blog posts,Course Reader",Uncategorized
5133,21,2013-05-06 14:33:56,#ocTEL Activity 3.1 Theories of active learning – connectivism,"
I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs.
What is connectivism?
“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual….[It] is driven by the understanding that decisions are based on rapidly altering foundations.” (Siemens, 2004).
The basic tenet is that even learning theories which acknowledge social aspects of learning, such as social constructivism, do not fully address the idea that learning may happen outside the individual, and that in the digital world, an element of learning is learning from others’ experiences (as expressed e.g. through social media) and being selective about which sources of knowledge and who you choose to listen to (David White – see earlier post – expresses this as being selective over who you allow to take up your mindspace!)
Reflection: relationship to how I learn
I used to think that I ploughed my own furrow with regard to my learning process, and it was an intensely individual and private process. This may be a function of having done little groupwork up to my undergraduate studies. I returned to this during professional exams – when the training was very traditional, involving lots of practice drill-type exercises, particularly in the middle level papers. However, when we got to the final case study, it was all about group preparation, synthesis and application of knowledge – very different, without this being expected at the start by myself and my peers! With hindsight, we weren’t very well prepared in terms of our expectations of the professional exams…
However, on reflection, I did and do recognise that elements of my learning were not within me – for example, I was taught to listen to others’ corrections in ballet class, and then process these to improve my own work. I return to this maxim from time to time in my teaching – especially during a revision period like now. I encourage my students to listen to others’ questions and the answers both f2f and on discussion boards.
Siemens acknowledges the increased accessibility of information and ‘knowledge’ in his article about connectivism – it seems to prompt a different kind of learning. In some subject disciplines and contexts, it is about knowing where to look and who to contact to develop one’s own knowledge – an individual cannot know it all, but technology can help with the pipeline (as described by Siemens). I’ve been exhibiting some connectivist tendencies on ocTEL – I’ve been storing up resources using Delicious for future use – I know I will want to return to some later, rather ‘just in time’ learning. I don’t like instrumental learning – I used to soak things up like a sponge, just for fun, but I do recognise that not everyone is in it for the joy of learning, and this is not necessarily a problem, although I find it sad, like Ramsden (2003).
Reflection: relationship to my practice
As I have become increasingly interested in, and pursued studies in educational technologies, and led online and blended learning courses, I have gradually recognised the power of connectivism to develop my learning and teaching. I think for me, that Twitter has been the gamechanger – the ability to share links in particular, and then bookmark for later. I’ve been doing this for my students, with the hope that they use up the store during their revision!
Reflection: activity design
One interesting issue I sometimes face in my teaching is how to make best use of a guest lecture (either virtual or in person). Trying to build wrap around activities is sometimes a challenge, even though the lecture itself will always be aiming to be relevant to the course. Sometimes the links between what is said and the course syllabus need to be made more explicit for students, before and after the session. So, I can see that some activities such as following the guest lecturer on Twitter and retweeting relevant tweets (exhibiting selectivity skill) plus following others who follow/are followed by the guest lecturer etc. The learning from the benefit of others’ experience can be powerful in a guest lecture, as can the ability for myself and the students to make a contact with a key figure in industry.
Ramsden, P. (2003) Learning to teach in higher education. 2nd edition, Abingdon, Routledge Falmer
","I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs. What is connectivism? “Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. […]",publish,octel-activity-3-1-theories-of-active-learning-connectivism-4,2013-05-06 14:33:56,post,"Blog posts,Course Reader",Uncategorized
5309,21,2013-05-06 14:33:56,#ocTEL Activity 3.1 Theories of active learning – connectivism,"
I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs.
What is connectivism?
“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual….[It] is driven by the understanding that decisions are based on rapidly altering foundations.” (Siemens, 2004).
The basic tenet is that even learning theories which acknowledge social aspects of learning, such as social constructivism, do not fully address the idea that learning may happen outside the individual, and that in the digital world, an element of learning is learning from others’ experiences (as expressed e.g. through social media) and being selective about which sources of knowledge and who you choose to listen to (David White – see earlier post – expresses this as being selective over who you allow to take up your mindspace!)
Reflection: relationship to how I learn
I used to think that I ploughed my own furrow with regard to my learning process, and it was an intensely individual and private process. This may be a function of having done little groupwork up to my undergraduate studies. I returned to this during professional exams – when the training was very traditional, involving lots of practice drill-type exercises, particularly in the middle level papers. However, when we got to the final case study, it was all about group preparation, synthesis and application of knowledge – very different, without this being expected at the start by myself and my peers! With hindsight, we weren’t very well prepared in terms of our expectations of the professional exams…
However, on reflection, I did and do recognise that elements of my learning were not within me – for example, I was taught to listen to others’ corrections in ballet class, and then process these to improve my own work. I return to this maxim from time to time in my teaching – especially during a revision period like now. I encourage my students to listen to others’ questions and the answers both f2f and on discussion boards.
Siemens acknowledges the increased accessibility of information and ‘knowledge’ in his article about connectivism – it seems to prompt a different kind of learning. In some subject disciplines and contexts, it is about knowing where to look and who to contact to develop one’s own knowledge – an individual cannot know it all, but technology can help with the pipeline (as described by Siemens). I’ve been exhibiting some connectivist tendencies on ocTEL – I’ve been storing up resources using Delicious for future use – I know I will want to return to some later, rather ‘just in time’ learning. I don’t like instrumental learning – I used to soak things up like a sponge, just for fun, but I do recognise that not everyone is in it for the joy of learning, and this is not necessarily a problem, although I find it sad, like Ramsden (2003).
Reflection: relationship to my practice
As I have become increasingly interested in, and pursued studies in educational technologies, and led online and blended learning courses, I have gradually recognised the power of connectivism to develop my learning and teaching. I think for me, that Twitter has been the gamechanger – the ability to share links in particular, and then bookmark for later. I’ve been doing this for my students, with the hope that they use up the store during their revision!
Reflection: activity design
One interesting issue I sometimes face in my teaching is how to make best use of a guest lecture (either virtual or in person). Trying to build wrap around activities is sometimes a challenge, even though the lecture itself will always be aiming to be relevant to the course. Sometimes the links between what is said and the course syllabus need to be made more explicit for students, before and after the session. So, I can see that some activities such as following the guest lecturer on Twitter and retweeting relevant tweets (exhibiting selectivity skill) plus following others who follow/are followed by the guest lecturer etc. The learning from the benefit of others’ experience can be powerful in a guest lecture, as can the ability for myself and the students to make a contact with a key figure in industry.
Ramsden, P. (2003) Learning to teach in higher education. 2nd edition, Abingdon, Routledge Falmer
","I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs. What is connectivism? “Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. […]",publish,octel-activity-3-1-theories-of-active-learning-connectivism-5,2013-05-06 14:33:56,post,"Course Reader,Blog posts",Uncategorized
5669,21,2013-05-06 14:33:56,#ocTEL Activity 3.1 Theories of active learning – connectivism,"
I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs.
What is connectivism?
“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual….[It] is driven by the understanding that decisions are based on rapidly altering foundations.” (Siemens, 2004).
The basic tenet is that even learning theories which acknowledge social aspects of learning, such as social constructivism, do not fully address the idea that learning may happen outside the individual, and that in the digital world, an element of learning is learning from others’ experiences (as expressed e.g. through social media) and being selective about which sources of knowledge and who you choose to listen to (David White – see earlier post – expresses this as being selective over who you allow to take up your mindspace!)
Reflection: relationship to how I learn
I used to think that I ploughed my own furrow with regard to my learning process, and it was an intensely individual and private process. This may be a function of having done little groupwork up to my undergraduate studies. I returned to this during professional exams – when the training was very traditional, involving lots of practice drill-type exercises, particularly in the middle level papers. However, when we got to the final case study, it was all about group preparation, synthesis and application of knowledge – very different, without this being expected at the start by myself and my peers! With hindsight, we weren’t very well prepared in terms of our expectations of the professional exams…
However, on reflection, I did and do recognise that elements of my learning were not within me – for example, I was taught to listen to others’ corrections in ballet class, and then process these to improve my own work. I return to this maxim from time to time in my teaching – especially during a revision period like now. I encourage my students to listen to others’ questions and the answers both f2f and on discussion boards.
Siemens acknowledges the increased accessibility of information and ‘knowledge’ in his article about connectivism – it seems to prompt a different kind of learning. In some subject disciplines and contexts, it is about knowing where to look and who to contact to develop one’s own knowledge – an individual cannot know it all, but technology can help with the pipeline (as described by Siemens). I’ve been exhibiting some connectivist tendencies on ocTEL – I’ve been storing up resources using Delicious for future use – I know I will want to return to some later, rather ‘just in time’ learning. I don’t like instrumental learning – I used to soak things up like a sponge, just for fun, but I do recognise that not everyone is in it for the joy of learning, and this is not necessarily a problem, although I find it sad, like Ramsden (2003).
Reflection: relationship to my practice
As I have become increasingly interested in, and pursued studies in educational technologies, and led online and blended learning courses, I have gradually recognised the power of connectivism to develop my learning and teaching. I think for me, that Twitter has been the gamechanger – the ability to share links in particular, and then bookmark for later. I’ve been doing this for my students, with the hope that they use up the store during their revision!
Reflection: activity design
One interesting issue I sometimes face in my teaching is how to make best use of a guest lecture (either virtual or in person). Trying to build wrap around activities is sometimes a challenge, even though the lecture itself will always be aiming to be relevant to the course. Sometimes the links between what is said and the course syllabus need to be made more explicit for students, before and after the session. So, I can see that some activities such as following the guest lecturer on Twitter and retweeting relevant tweets (exhibiting selectivity skill) plus following others who follow/are followed by the guest lecturer etc. The learning from the benefit of others’ experience can be powerful in a guest lecture, as can the ability for myself and the students to make a contact with a key figure in industry.
Ramsden, P. (2003) Learning to teach in higher education. 2nd edition, Abingdon, Routledge Falmer
","I chose to review connectivism because it’s a theory I have become increasingly aware of as I have read various articles and blog posts by George Siemens, as I became interested in the emerging concept of MOOCs. What is connectivism? “Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. […]",publish,octel-activity-3-1-theories-of-active-learning-connectivism-6,2013-05-06 14:33:56,post,"Course Reader,Blog posts",Uncategorized
3285,512,2013-05-06 16:50:54,ocTEL 3.3 (a) Design an activity,"
This is a ‘save for later’ – looks great but too much Bank Holiday sunshine to enjoy
","This is a ‘save for later’ – looks great but too much Bank Holiday sunshine to enjoy Learning activities from EMC-DE <div style=”margin-bottom:5px”> <strong> <a href=”http://www.slideshare.net/gregaloha/learning-activities-4128807″ title=”Learning activities” target=”_blank”>Learning activities</a> </strong> from <strong><a href=”http://www.slideshare.net/gregaloha” target=”_blank”>EMC-DE</a></strong> </div>",publish,octel-3-3-a-design-an-activity,2013-05-06 16:50:54,post,"Course Reader,Blog posts","Uncategorized,#ocTEL,learning activity"
3289,108,2013-05-06 21:20:10,Week 3: What is learning?,"
Working somewhat out of sequence (diving straight into Week 3, before even starting Weeks 1 & 2), I’ll think about the last time I (deliberately) learned something.
What did I learn? I tried to remember the meaning of various terms used in research in Higher Education. Easier said than done.
How did I learn it? What strategies did I use? I started by making notes. I tried to summarise what my tutor said. You’d think this would be relatively easy. I though this was recall of facts (I: Know that – I-a Facts from the learning types table). However, even after a few seminar sessions, I would get completely tripped up by the same words. I realised I needed to have a clearer picture in my mind of how these terms fit together and are related to each other (ie I-b Concepts).
I created a Glossary in Evernote, using my own description, online dictionary definitions and a few quotes from relevant books / websites. I drew a kind of rough mind map on a piece of A1 paper. Feeling a little more comfortable with the words, but still not quite there, I started to create a Haiku Deck, editing the glossary I’d made before. Now things were coming together and I felt ready to start writing my coursework and was able to describe different research approaches to a colleague without referring to my notes. Phew! It took a fair amount of effort for a few words, but without them, I would be unable to use appropriate terminology in my next coursework, so it was worth the effort, I think (so in fact, that probably counts under IV Other: Motivation).
I don’t _think_ that I covered Know How or Knowing in Action, but I’m not entirely sure whether I’m interpreting the table correctly or whether I should have chosen an example where the learning is self-directed. How could I “level up” to Know How and in fact, is it appropriate / necessary / possible / desirable?
","Working somewhat out of sequence (diving straight into Week 3, before even starting Weeks 1 & 2), I’ll think about the last time I (deliberately) learned something. What did I learn? I tried to remember the meaning of various terms used in research in Higher Education. Easier said than done. How did I learn it? [...]",publish,week-3-what-is-learning,2013-05-06 21:20:10,post,"Course Reader,Blog posts","Week 3,learning types,learning"
4622,108,2013-05-06 21:20:10,Week 3: What is learning?,"
Working somewhat out of sequence (diving straight into Week 3, before even starting Weeks 1 & 2), I’ll think about the last time I (deliberately) learned something.
What did I learn? I tried to remember the meaning of various terms used in research in Higher Education. Easier said than done.
How did I learn it? What strategies did I use? I started by making notes. I tried to summarise what my tutor said. You’d think this would be relatively easy. I though this was recall of facts (I: Know that – I-a Facts from the learning types table). However, even after a few seminar sessions, I would get completely tripped up by the same words. I realised I needed to have a clearer picture in my mind of how these terms fit together and are related to each other (ie I-b Concepts).
I created a Glossary in Evernote, using my own description, online dictionary definitions and a few quotes from relevant books / websites. I drew a kind of rough mind map on a piece of A1 paper. Feeling a little more comfortable with the words, but still not quite there, I started to create a Haiku Deck, editing the glossary I’d made before. Now things were coming together and I felt ready to start writing my coursework and was able to describe different research approaches to a colleague without referring to my notes. Phew! It took a fair amount of effort for a few words, but without them, I would be unable to use appropriate terminology in my next coursework, so it was worth the effort, I think (so in fact, that probably counts under IV Other: Motivation).
I don’t _think_ that I covered Know How or Knowing in Action, but I’m not entirely sure whether I’m interpreting the table correctly or whether I should have chosen an example where the learning is self-directed. How could I “level up” to Know How and in fact, is it appropriate / necessary / possible / desirable?
","Working somewhat out of sequence (diving straight into Week 3, before even starting Weeks 1 & 2), I’ll think about the last time I (deliberately) learned something. What did I learn? I tried to remember the meaning of various terms used in research in Higher Education. Easier said than done. How did I learn it? [...]",publish,week-3-what-is-learning-2,2013-05-06 21:20:10,post,"Blog posts,Course Reader","Week 3,learning types,learning"
4766,108,2013-05-06 21:20:10,Week 3: What is learning?,"
Working somewhat out of sequence (diving straight into Week 3, before even starting Weeks 1 & 2), I’ll think about the last time I (deliberately) learned something.
What did I learn? I tried to remember the meaning of various terms used in research in Higher Education. Easier said than done.
How did I learn it? What strategies did I use? I started by making notes. I tried to summarise what my tutor said. You’d think this would be relatively easy. I though this was recall of facts (I: Know that – I-a Facts from the learning types table). However, even after a few seminar sessions, I would get completely tripped up by the same words. I realised I needed to have a clearer picture in my mind of how these terms fit together and are related to each other (ie I-b Concepts).
I created a Glossary in Evernote, using my own description, online dictionary definitions and a few quotes from relevant books / websites. I drew a kind of rough mind map on a piece of A1 paper. Feeling a little more comfortable with the words, but still not quite there, I started to create a Haiku Deck, editing the glossary I’d made before. Now things were coming together and I felt ready to start writing my coursework and was able to describe different research approaches to a colleague without referring to my notes. Phew! It took a fair amount of effort for a few words, but without them, I would be unable to use appropriate terminology in my next coursework, so it was worth the effort, I think (so in fact, that probably counts under IV Other: Motivation).
I don’t _think_ that I covered Know How or Knowing in Action, but I’m not entirely sure whether I’m interpreting the table correctly or whether I should have chosen an example where the learning is self-directed. How could I “level up” to Know How and in fact, is it appropriate / necessary / possible / desirable?
","Working somewhat out of sequence (diving straight into Week 3, before even starting Weeks 1 & 2), I’ll think about the last time I (deliberately) learned something. What did I learn? I tried to remember the meaning of various terms used in research in Higher Education. Easier said than done. How did I learn it? [...]",publish,week-3-what-is-learning-3,2013-05-06 21:20:10,post,"Course Reader,Blog posts","learning types,learning,Week 3"
5685,108,2013-05-06 21:20:10,Week 3: What is learning?,"
Working somewhat out of sequence (diving straight into Week 3, before even starting Weeks 1 & 2), I’ll think about the last time I (deliberately) learned something.
What did I learn? I tried to remember the meaning of various terms used in research in Higher Education. Easier said than done.
How did I learn it? What strategies did I use? I started by making notes. I tried to summarise what my tutor said. You’d think this would be relatively easy. I though this was recall of facts (I: Know that – I-a Facts from the learning types table). However, even after a few seminar sessions, I would get completely tripped up by the same words. I realised I needed to have a clearer picture in my mind of how these terms fit together and are related to each other (ie I-b Concepts).
I created a Glossary in Evernote, using my own description, online dictionary definitions and a few quotes from relevant books / websites. I drew a kind of rough mind map on a piece of A1 paper. Feeling a little more comfortable with the words, but still not quite there, I started to create a Haiku Deck, editing the glossary I’d made before. Now things were coming together and I felt ready to start writing my coursework and was able to describe different research approaches to a colleague without referring to my notes. Phew! It took a fair amount of effort for a few words, but without them, I would be unable to use appropriate terminology in my next coursework, so it was worth the effort, I think (so in fact, that probably counts under IV Other: Motivation).
I don’t _think_ that I covered Know How or Knowing in Action, but I’m not entirely sure whether I’m interpreting the table correctly or whether I should have chosen an example where the learning is self-directed. How could I “level up” to Know How and in fact, is it appropriate / necessary / possible / desirable?
","Working somewhat out of sequence (diving straight into Week 3, before even starting Weeks 1 & 2), I’ll think about the last time I (deliberately) learned something. What did I learn? I tried to remember the meaning of various terms used in research in Higher Education. Easier said than done. How did I learn it? [...]",publish,week-3-what-is-learning-4,2013-05-06 21:20:10,post,"Blog posts,Course Reader","learning types,learning,Week 3"
3295,108,2013-05-06 21:31:01,Week 0: Introduction,"
Well, I’m about a month behind, but today’s Webinar with Keith Smyth included a reminder not to worry about feeling “behind”, so I’m going to make a start today and at least work my way through the “If you only do one thing…” tasks.
Who am I? I’m Janet and I suppose you could say I’m a perpetual learner. I’ve been studying formally or informally, on- or offline, since I left school. I’ve been learning online since I was given a modem and dialled up to download text files by FTP and read email mailing lists (offline) to teach myself HTML and find out more about this new fangled thing called the World Wide Web.
I am a serial MOOC enrolled, but non-completer. Even getting as far as writing this post means I’ve taken a big step forward to participation!
I work as a Blended Learning Facilitator, supporting and developing academics in their use of technology in their teaching. I also teach occasionally, not nearly often enough.
Now that I’m no longer up to my neck in coursework, just before I’m drowning in my dissertation, it’s time find out what I’ve missed, explore the course materials and enjoy other people’s posts.
","Well, I’m about a month behind, but today’s Webinar with Keith Smyth included a reminder not to worry about feeling “behind”, so I’m going to make a start today and at least work my way through the “If you only do one thing…” tasks. Who am I? I’m Janet and I suppose you could say [...]",publish,week-0-introduction,2013-05-06 21:31:01,post,"Blog posts,Course Reader","Introduction,Week0"
4621,108,2013-05-06 21:31:01,Week 0: Introduction,"
Well, I’m about a month behind, but today’s Webinar with Keith Smyth included a reminder not to worry about feeling “behind”, so I’m going to make a start today and at least work my way through the “If you only do one thing…” tasks.
Who am I? I’m Janet and I suppose you could say I’m a perpetual learner. I’ve been studying formally or informally, on- or offline, since I left school. I’ve been learning online since I was given a modem and dialled up to download text files by FTP and read email mailing lists (offline) to teach myself HTML and find out more about this new fangled thing called the World Wide Web.
I am a serial MOOC enrolled, but non-completer. Even getting as far as writing this post means I’ve taken a big step forward to participation!
I work as a Blended Learning Facilitator, supporting and developing academics in their use of technology in their teaching. I also teach occasionally, not nearly often enough.
Now that I’m no longer up to my neck in coursework, just before I’m drowning in my dissertation, it’s time find out what I’ve missed, explore the course materials and enjoy other people’s posts.
","Well, I’m about a month behind, but today’s Webinar with Keith Smyth included a reminder not to worry about feeling “behind”, so I’m going to make a start today and at least work my way through the “If you only do one thing…” tasks. Who am I? I’m Janet and I suppose you could say [...]",publish,week-0-introduction-2,2013-05-06 21:31:01,post,"Blog posts,Course Reader","Week0,Introduction"
4765,108,2013-05-06 21:31:01,Week 0: Introduction,"
Well, I’m about a month behind, but today’s Webinar with Keith Smyth included a reminder not to worry about feeling “behind”, so I’m going to make a start today and at least work my way through the “If you only do one thing…” tasks.
Who am I? I’m Janet and I suppose you could say I’m a perpetual learner. I’ve been studying formally or informally, on- or offline, since I left school. I’ve been learning online since I was given a modem and dialled up to download text files by FTP and read email mailing lists (offline) to teach myself HTML and find out more about this new fangled thing called the World Wide Web.
I am a serial MOOC enrolled, but non-completer. Even getting as far as writing this post means I’ve taken a big step forward to participation!
I work as a Blended Learning Facilitator, supporting and developing academics in their use of technology in their teaching. I also teach occasionally, not nearly often enough.
Now that I’m no longer up to my neck in coursework, just before I’m drowning in my dissertation, it’s time find out what I’ve missed, explore the course materials and enjoy other people’s posts.
","Well, I’m about a month behind, but today’s Webinar with Keith Smyth included a reminder not to worry about feeling “behind”, so I’m going to make a start today and at least work my way through the “If you only do one thing…” tasks. Who am I? I’m Janet and I suppose you could say [...]",publish,week-0-introduction-3,2013-05-06 21:31:01,post,"Blog posts,Course Reader","Introduction,Week0"
5684,108,2013-05-06 21:31:01,Week 0: Introduction,"
Well, I’m about a month behind, but today’s Webinar with Keith Smyth included a reminder not to worry about feeling “behind”, so I’m going to make a start today and at least work my way through the “If you only do one thing…” tasks.
Who am I? I’m Janet and I suppose you could say I’m a perpetual learner. I’ve been studying formally or informally, on- or offline, since I left school. I’ve been learning online since I was given a modem and dialled up to download text files by FTP and read email mailing lists (offline) to teach myself HTML and find out more about this new fangled thing called the World Wide Web.
I am a serial MOOC enrolled, but non-completer. Even getting as far as writing this post means I’ve taken a big step forward to participation!
I work as a Blended Learning Facilitator, supporting and developing academics in their use of technology in their teaching. I also teach occasionally, not nearly often enough.
Now that I’m no longer up to my neck in coursework, just before I’m drowning in my dissertation, it’s time find out what I’ve missed, explore the course materials and enjoy other people’s posts.
","Well, I’m about a month behind, but today’s Webinar with Keith Smyth included a reminder not to worry about feeling “behind”, so I’m going to make a start today and at least work my way through the “If you only do one thing…” tasks. Who am I? I’m Janet and I suppose you could say [...]",publish,week-0-introduction-4,2013-05-06 21:31:01,post,"Course Reader,Blog posts","Week0,Introduction"
3294,1075,2013-05-06 21:39:54,I have posted my findings and thoughts on the comparison of learning resources activity in the relevant...,"
I spent my time having a look at the “Beauty of algebra” in the Khan Academy and “Simple machines” from the Museum of Science & Industry Chicago. Below is my first impressions of the two learning ...
I spent my time having a look at the “Beauty of algebra” in the Khan Academy and “Simple machines” from the Museum of Science & Industry Chicago. Below is my first impressions of the two learning ...
",publish,i-have-posted-my-findings-and-thoughts-on-the-comparison-of-learning-resources-activity-in-the-relevant,2013-05-06 21:39:54,post,"Google+,Course Reader,Social networks",
3293,1004,2013-05-06 22:06:50,"Like so many others, running to catch up but here is my 3.3 task. Some active learning for ya :)","
Joseph Gliddon
Mon, 06 May 2013 22:06:50 GMT
- Community
Like so many others, running to catch up but here is my 3.3 task. Some active learning for ya :)
Ok so I am going to borrow/rework an idea from someone I did some teacher training with a few years back (cheers Rob Hawkins!). In the original, Rob told his A level students "you work for a univer......
","
Joseph Gliddon
Mon, 06 May 2013 22:06:50 GMT
- Community
Like so many others, running to catch up but here is my 3.3 task. Some active learning for ya :)
Ok so I am going to borrow/rework an idea from someone I did some teacher training with a few years back (cheers Rob Hawkins!). In the original, Rob told his A level students ""you work for a univer......
",publish,like-so-many-others-running-to-catch-up-but-here-is-my-3-3-task-some-active-learning-for-ya,2013-05-06 22:06:50,post,"Course Reader,Social networks,Google+",
3292,1004,2013-05-06 22:10:22,For the #octel mooc I had to write an active learning session. While I was away for the bank holiday...,"
For the #octel mooc I had to write an active learning session. While I was away for the bank holiday I suddenly remembered a session a colleague of mine had done - with a few tweaks I made it work online and I even typed it up on my phone. In the end getting the picture of the bee on my phone proved the hardest bit (the little blighters tend to fly off before I get a decent focus)
Ok so I am going to borrow/rework an idea from someone I did some teacher training with a few years back (cheers Rob Hawkins!). In the original, Rob told his A level students "you work for a univer......
For the #octel mooc I had to write an active learning session. While I was away for the bank holiday I suddenly remembered a session a colleague of mine had done - with a few tweaks I made it work online and I even typed it up on my phone. In the end getting the picture of the bee on my phone proved the hardest bit (the little blighters tend to fly off before I get a decent focus)
Ok so I am going to borrow/rework an idea from someone I did some teacher training with a few years back (cheers Rob Hawkins!). In the original, Rob told his A level students ""you work for a univer......
",publish,for-the-octel-mooc-i-had-to-write-an-active-learning-session-while-i-was-away-for-the-bank-holiday,2013-05-06 22:10:22,post,"Social networks,Google+,Course Reader",
3579,1189,2013-05-07 01:47:26,elenizazani: @mhawksey are you monitoring the top participants/influencers? #ocTEL,"
@mhawksey are you monitoring the top participants/influencers? #ocTEL
","@mhawksey are you monitoring the top participants/influencers? #ocTEL— Eleni Zazani (@EleniZazani) May 7, 2013",publish,elenizazani-mhawksey-are-you-monitoring-the-top-participantsinfluencers-octel,2013-05-07 01:47:26,post,"Social networks,Twitter (Q&A)",#ocTEL
3334,5,2013-05-07 01:49:13,mhawksey: @EleniZazani have a feel for the top contributors http://t.co/mddMe1sPn0 Haven't done anything around influence or social positioning #ocTEL,"
",publish,mhawksey-elenizazani-have-a-feel-for-the-top-contributors-httpt-comddme1spn0-havent-done-anything-around-influence-or-social-positioning-octel,2013-05-07 01:49:13,post,"Social networks,Twitter (Q&A)",#ocTEL
3333,1315,2013-05-07 02:52:46,"raharris: @mhawksey Could you remind me the range of contributions the #ocTEL course reader collects from (twitter, blog, delicious...)?","
@mhawksey Could you remind me the range of contributions the #ocTEL course reader collects from (twitter, blog, delicious...)?
","@mhawksey Could you remind me the range of contributions the #ocTEL course reader collects from (twitter, blog, delicious...)?— Rachel Harris (@raharris) May 7, 2013",publish,raharris-mhawksey-could-you-remind-me-the-range-of-contributions-the-octel-course-reader-collects-from-twitter-blog-delicious,2013-05-07 02:52:46,post,"Social networks,Twitter (Q&A)",#ocTEL
3332,1179,2013-05-07 04:39:11,kerr63: Credentialing as yet unknown revenue stream? University Leaders Not Keen on MOOCs Survey Finds http://t.co/IYtEr6kAJ9 #edtech #mooc #octel,"
Credentialing as yet unknown revenue stream? University Leaders Not Keen on MOOCs Survey Finds ow.ly/kNifT#edtech#mooc#octel
","Credentialing as yet unknown revenue stream? University Leaders Not Keen on MOOCs Survey Finds ow.ly/kNifT #edtech #mooc #octel— James Kerr (@Kerr63) May 7, 2013",publish,kerr63-credentialing-as-yet-unknown-revenue-stream-university-leaders-not-keen-on-moocs-survey-finds-httpt-coiyter6kaj9-edtech-mooc-octel,2013-05-07 04:39:11,post,"Twitter (Q&A),Social networks","edtech,mooc,#ocTEL"
3392,174,2013-05-07 13:17:48,finding (and using) resources #ocTEL week 4,"
I choose to look for resources relating to distributive justice and healthcare, since I’ll be teaching on this topic in a couple of weeks. I looked on Merlot (as an example of an educational resource bank) and TED (as an example of a more open-ended repository), since I’d not used either of these before.
I couldn’t actually find a very specifically relevant resource on my topic on either site. Both had fairly general resources on justice (with the perennial Michael Sandel featuring heavily). So far, not so useful. I did explore both a bit more generally, and found potentially useful things, but nothing that I felt I could use as is without adding context or background for the students, or adapting to suit purposes.
","I choose to look for resources relating to distributive justice and healthcare, since I’ll be teaching on this topic in a couple of weeks. I looked on Merlot (as an example of an educational resource bank) and TED (as an example of a more open-ended repository), since I’d not used …",publish,finding-and-using-resources-octel-week-4,2013-05-07 13:17:48,post,"Blog posts,Course Reader","Merlot,#ocTEL,Resources,Justice,Finding Resources,OERs,TED"
5178,174,2013-05-07 13:17:48,finding (and using) resources #ocTEL week 4,"
I choose to look for resources relating to distributive justice and healthcare, since I’ll be teaching on this topic in a couple of weeks. I looked on Merlot (as an example of an educational resource bank) and TED (as an example of a more open-ended repository), since I’d not used either of these before.
I couldn’t actually find a very specifically relevant resource on my topic on either site. Both had fairly general resources on justice (with the perennial Michael Sandel featuring heavily). So far, not so useful. I did explore both a bit more generally, and found potentially useful things, but nothing that I felt I could use as is without adding context or background for the students, or adapting to suit purposes.
","I choose to look for resources relating to distributive justice and healthcare, since I’ll be teaching on this topic in a couple of weeks. I looked on Merlot (as an example of an educational resource bank) and TED (as an example of a more open-ended repository), since I’d not used …",publish,finding-and-using-resources-octel-week-4-2,2013-05-07 13:17:48,post,"Blog posts,Course Reader","OERs,TED,Justice,Merlot,Resources,Finding Resources,#ocTEL"
3316,3,2013-05-07 13:37:24,ocTEL Week 4 Webinar,"Join our weekly webinar at 12.30 on Wednesday 8 May, via Blackboard Collaborate 11.
The link for the Week 4 webinar is available via the Course Materials page.
This week's webinar
If you are planning on taking part in this session please complete a short survey in preparation for the session via http://www.surveymonkey.com/s/JFX9KG3
This week’s webinar focuses on effective learning resources and aims to offer a range of opinions and perspectives on the following key questions:
What do we mean by ‘engaging and effective learning materials’?
How do we find them and how do we evaluate them?
If we cannot find ‘ready-made’ materials to suit our purpose then how do we best create/assemble/stitch together materials to plug the gap(s)?
What are the pros and cons of using OERs and what do we need to know about them to use them effectively (e.g. licensing and copyright issues)?
After a brief introduction, there will be four 10-minute responses, each of which will respond to some or all of these questions and identify important issues for all staff who want to make more effective use of the growing range of online learning resources. Our presenters are (in order of presentation): Peter Hartley, Sarah Currier, David Walker and Panos Vlachopoulos, and finally Chris Pegler. We will then have some time for questions and discussion.
About the presenters
Peter Hartley, National Teaching Fellow and formerly Professor of Education Development at Bradford, is now working as an independent consultant and is Visiting Professor at Edge Hill University. Sarah Currier is Jorum Service Manager, Mimas (http://mimas.ac.uk). David Walker is Senior Learning Technologist at the University of Dundee and is conference organiser and co-founder of eAssessment Scotland (http://www.e-assessment-scotland.org ). Panos Vlachopoulos is Lecturer in Academic Practice in the Centre for Learning Innovation and Professional Practice at Aston University in Birmingham, with international working experience in Greece, Hong Kong and New Zealand. Chris Pegler is Senior Lecturer in the Open University's Institution of Educational Technology, National Teaching Fellow, researcher into resource reuse, and co-chair of OER13.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ's
For help prior to the webinar and some frequently asked questions please visit our help page.
If you have any questions contact octel-tech@alt.ac.uk.","",publish,octel-week-4-webinar,2013-05-07 13:37:44,post,Course information,course information
3327,1435,2013-05-07 13:59:19,Oc tel mooc week 2,"
Presentation to week 2 of the ALT OcTEL MOOC on learners' experiences of e-learning and on digital literacies
",publish,oc-tel-mooc-week-2,2013-05-07 13:59:20,post,"Course Reader,Bookmarks,Scoopit",
3329,5,2013-05-07 14:02:49,Tapping the rhizomes of dotlife: Creating an RSS search feed for Scoop.it posts,"
This was a useful post to write and reflect on some ideas. If you are here because you want to make RSS feeds for Scoop.it posts searches here’s the Feed+ Machine Chrome Web App and the standalone Feed+ Machine App
Recently when reflecting on my career path two key moments came to mind. First around 1999 having graduated as a structural engineer I got a job converting course content marked up in Word documents into HTML. Why this was important was I was forced to understand the raw building blocks of the web, I was in a foreign world and I needed to learn the language and fast.
A decade later and my interests shifted, less about static content and more dynamic data. Tapping into the work, primarily of Tony Hirst, my eyes were opened to the opportunity of remixing the web. Taking existing data, a dash of code/3rd party services and creating new things and ideas. In this world data feeds are the new building blocks to play with. In particular RSS and Atom feeds are the prize. Usually openly available and easy to manipulate/render.
Unfortunately this ease of access appears to be putting off the big 3rd party services. With the latest Twitter API atom isn’t an option, with Google+ RSS feeds should be forgot about. This is a great shame a number of open online courses recognise the value of learners finding their own space, feeding their activity into tools which can aggregate, potentially sense make, and feed the rhizomes of the networked learner.
Like other open courses this is the challenge we face in ocTEL, pulling distributed activity into the machine. For some services RSS is still championed. Diigo where the RSS badge with pride..
Eric Koleda has created a Chrome Web App (Feed+) that lets you create RSS(Atom) feeds for Google+ searches. Using Google Apps Script Eric has created a user interface and it does all the negotiation with the Google+ API converting the data into RSS. Given the availability of a Scoopit API and using Eric’s base code I’ve forked the project to create the Feed+ Machine Chrome Web App and the standalone Feed+ Machine App (Google login is required to manage your feeds). To begin with it only supports creating feeds from Scoop.it! post searches, but given Eric has done such a great job on the design it’ll be easy to extend. I’ll spare you the details of the code but the source files are here if you want to unpick what’s going on and ask questions.
Here’s an example of a feed for Scoop.its referencing ocTEL, which we are already digesting in the ocTEL Course Reader. But why do this? My interest is primarily in capturing as much of the digital landscape, each artefact collected adding more detail to the map. Whilst material pulled from Scoop.it is potentially yet another churn of existing content, who is sharing and any insight they add provides additional context and may be another way in which participants can identify and migrate to new clusters of activity.
There is a downside to this to this approach. Having a search feed from Scoop.it is useful but having wrestled with the ScoopIt API there is much more data available not being captured such as metadata around posts and topics. So perhaps like others I should abandon the feed and favour JSON and start filling the Tin Can …
","Ready for a ramble? In this post I take you on a journey from my dotbirth, RSS feeds, Chrome Apps, touching upon how I created an RSS feed for Scoopit searches, before kicking the 'Tin Can'",publish,tapping-the-rhizomes-of-dotlife-creating-an-rss-search-feed-for-scoop-it-posts,2013-05-07 14:02:49,post,"Blog posts,Course Reader","#ocTEL,Infrastructure,mooc,Google Apps Script,Open Course"
3328,927,2013-05-07 14:13:14,The things you do on your day off ... create a Chrome Web App and standalone apps to create RSS feeds...,"
The things you do on your day off ... create a Chrome Web App and standalone apps to create RSS feeds from Scoop.it searches (and then wonder if RSS is the right route) #ocTEL
Ready for a ramble? In this post I take you on a journey from my dotbirth, RSS feeds, Chrome Apps, touching upon how I created an RSS feed for Scoopit searches, before kicking the 'Tin Can'
The things you do on your day off ... create a Chrome Web App and standalone apps to create RSS feeds from Scoop.it searches (and then wonder if RSS is the right route) #ocTEL
Ready for a ramble? In this post I take you on a journey from my dotbirth, RSS feeds, Chrome Apps, touching upon how I created an RSS feed for Scoopit searches, before kicking the 'Tin Can'
",publish,the-things-you-do-on-your-day-off-create-a-chrome-web-app-and-standalone-apps-to-create-rss-feeds,2013-05-07 14:13:14,post,"Social networks,Google+,Course Reader",
3331,1327,2013-05-07 16:10:47,The Theory Underlying Concept Maps and How to Construct and Use Them,"
Comments:
There are some interesting ideas here about how people learn (from the makers of cmap concept-mapping tool) - jim pettiward
","Comments:There are some interesting ideas here about how people learn (from the makers of cmap concept-mapping tool) - jim pettiwardTags: ocTEL, concept-mappingby: jim pettiward",publish,the-theory-underlying-concept-maps-and-how-to-construct-and-use-them,2013-05-07 16:10:47,post,"Course Reader,Bookmarks,Diigo","#ocTEL,concept-mapping"
3343,1185,2013-05-07 22:33:21,"A Proposal: crowdsourced creation of a one-stop spreadsheet for organizing ocTEL-related content.
The...","
John Graves
Tue, 07 May 2013 22:33:21 GMT
- Community
A Proposal: crowdsourced creation of a one-stop spreadsheet for organizing ocTEL-related content.
The link below opens a collaborative spreadsheet for ocTEL.
Cells of the spreadsheet contain the formula =HYPERLINK(URL,cell_text) which allows the spreadsheet to contain links.
You can modify the spreadsheet to suit a variety of purposes (be creative!): 0) providing an alternative place to get the big picture overview and quickly find things 1) associating student-created extensions of the weekly material with the weekly material 2) allowing an annotated roster of course participants (which could help form sub-groups) ... Reminder: you can add additional TABS to the spreadsheet as needed.
","
John Graves
Tue, 07 May 2013 22:33:21 GMT
- Community
A Proposal: crowdsourced creation of a one-stop sp...",publish,a-proposal-crowdsourced-creation-of-a-one-stop-spreadsheet-for-organizing-octel-related-content-the,2013-05-07 22:33:21,post,"Social networks,Course Reader,Google+",
3345,1185,2013-05-08 00:01:21,"A MOOC called ocTEL, the Open Course in Technology Enhanced Learning, is running 4 April - 17 June 2013...","
John Graves
Wed, 08 May 2013 00:01:21 GMT
- Community
",publish,a-mooc-called-octel-the-open-course-in-technology-enhanced-learning-is-running-4-april-17-june-2013,2013-05-08 00:01:21,post,"Course Reader,Google+,Social networks",
3375,819,2013-05-08 04:27:24,"icjs_research: RT @Kerr63: What makes a course engaging and effective? Planning, design, foundation, and experience. #octel #edtech","
RT @kerr63: What makes a course engaging and effective? Planning, design, foundation, and experience. #octel#edtech
— Dr Stephanie Bennett (@ICJS_Research) May 8, 2013
","RT @kerr63: What makes a course engaging and effective? Planning, design, foundation, and experience. #octel #edtech— Dr Stephanie Bennett (@ICJS_Research) May 8, 2013",publish,icjs_research-rt-kerr63-what-makes-a-course-engaging-and-effective-planning-design-foundation-and-experience-octel-edtech,2013-05-08 04:27:24,post,"Social networks,Twitter (Q&A)","#ocTEL,edtech"
3346,1185,2013-05-08 04:43:20,"A MOOC called ocTEL, the Open Course in Technology Enhanced Learning, is running 4 April - 17 June 2013...","
John Graves
Wed, 08 May 2013 04:43:20 GMT
- Community
The teaser presentations "tell the story" of the course using a computer voice in just a few minutes. Others have commented "The slides are good but the voice, admittedly, is annoying." and "being able to run through a quick recap of the webinar was worth the slight irritation". https://plus.google.com/u/0/100772331866826784248/posts/Yf6UHfZ1JHF
What do you think?
","
John Graves
Wed, 08 May 2013 04:43:20 GMT
- Community
The teaser presentations ""tell the story"" of the course using a computer voice in just a few minutes. Others have commented ""The slides are good but the voice, admittedly, is annoying."" and ""being able to run through a quick recap of the webinar was worth the slight irritation"". https://plus.google.com/u/0/100772331866826784248/posts/Yf6UHfZ1JHF
What do you think?
",publish,a-mooc-called-octel-the-open-course-in-technology-enhanced-learning-is-running-4-april-17-june-2013-2,2013-05-08 04:43:20,post,"Social networks,Course Reader,Google+",
3347,1185,2013-05-08 05:56:02,""participatory learning"
I'm coming to participatory learning from just completing a PhD in Open Source...","
John Graves
Wed, 08 May 2013 05:56:02 GMT
- Community
"participatory learning"
I'm coming to participatory learning from just completing a PhD in Open Source Software Development, studying how to build a sequel to Wikipedia: a crowd sourced resource of learning material (rather than reference material).
Very enthusiastic about the idea of collaborative learning.
Have become involved in several related Google+ communities:
John Graves
Wed, 08 May 2013 05:56:02 GMT
- Community
""participatory learning""
I'm coming to participatory learning from just completing a PhD in Open Source Software Development, studying how to build a sequel to Wikipedia: a crowd sourced resource of learning material (rather than reference material).
Very enthusiastic about the idea of collaborative learning.
Have become involved in several related Google+ communities:
",publish,participatory-learningim-coming-to-participatory-learning-from-just-completing-a-phd-in-open-source,2013-05-08 05:56:02,post,"Google+,Social networks,Course Reader",
3394,1205,2013-05-08 07:15:14,"altoctel: RT @Kerr63: What makes a course engaging and effective? Planning, design, foundation, and experience. #octel #edtech","
RT @kerr63: What makes a course engaging and effective? Planning, design, foundation, and experience. #octel#edtech
","RT @kerr63: What makes a course engaging and effective? Planning, design, foundation, and experience. #octel #edtech— ALT ocTEL course (@ALTocTEL) May 8, 2013",publish,altoctel-rt-kerr63-what-makes-a-course-engaging-and-effective-planning-design-foundation-and-experience-octel-edtech,2013-05-08 07:15:14,post,"Social networks,Twitter (Q&A)","edtech,#ocTEL"
3358,1315,2013-05-08 09:17:04,raharris: @elearningPosts: MOOCs: Threat or Opportunity? [INFOGRAPHIC] http://t.co/0kFBotWok4 #octel,"
","@elearningposts: MOOCs: Threat or Opportunity? [INFOGRAPHIC] bit.ly/15EhgjF #octel— Rachel Harris (@raharris) May 8, 2013",publish,raharris-elearningposts-moocs-threat-or-opportunity-infographic-httpt-co0kfbotwok4-octel,2013-05-08 09:17:04,post,"Social networks,Twitter (Q&A)",#ocTEL
3349,5,2013-05-08 09:48:27,Webinar: Overview of cMOOC platform trends and creating your own open online course using WordPress 15th May 16:30BST,"
As part of ocTEL on the 15th May at 16:30BST (check in your own timezone) I’ll be doing a webinar on platforms for Massive Open Online Courses (MOOCs), in particular focusing on some of the connectivist style recipes I’m aware of. As part of this I’ll be taking participants behind the scenes of the ocTEL course highlighting some of the configuration/customisation that’s been done to the WordPress platform. There will be lots of opportunity for questions so if you are thinking of hosting a similar style of course it’s a great chance to find out some of the pitfalls.
This week’s webinar is on platforms for Massive Open Online Courses (MOOCs) and in particular focuses on the connectivist style of courses being often taught by individuals or small teams of academics. As well as an overview of emerging trends there will be an in-depth behind the scenes look at the ocTEL platform. ocTEL is built on the open source WordPress blogging platform which has been supplemented with a set of additional plugins and some custom coding. Participants will gain an insight into the challenges of developing and running a connectivist style open course and have the opportunity to quiz the platform architect Martin Hawksey.
","As part of ocTEL on the 15th May at 16:30BST (check in your own timezone) I’ll be doing a webinar on platforms for Massive Open Online Courses (MOOCs), in particular focusing on some of the connectivist style recipes I’m aware of. As part of this I’ll be taking participants behind the scenes of the ocTEL [...]",publish,webinar-overview-of-cmooc-platform-trends-and-creating-your-own-open-online-course-using-wordpress-15th-may-1630bst,2013-05-08 09:48:27,post,"Course Reader,Blog posts","mooc,Infrastructure,#ocTEL"
3350,166,2013-05-08 10:21:04,#octel Week3 – What is Learning?,"
This week’s “if you only do one thing” task is to reflect upon a recent experience of learning something. My choice is a recent crash course in statistics when I needed to analyse some data to see whether there was any statistical significance and I realised I couldn’t put it off any longer. I won’t say too much about the specific data I’ve been working with as I hope to have something publishable in due course.
I was aware that a colleague taught basic stats to his Year 0 students, so I had a (slightly cheeky) look at some of the screencasts he had produced for them, which gave a good overview of which test to use in which circumstances and I had a go at some of the examples he demonstrated. Then I plugged my own data into the spreadsheet and got some results which seemed reasonable. Realising that his material was designed to teach stats partly as a means to teach advanced Excel, I was able to cut a few corners when I looked at other sets of data as I’m quite experienced with Excel.
I ran into a problem where the published lookup tables for the Mann-Whitney method weren’t sufficient for the number of items of data I was working with, so I asked my colleague for advice. He suggested looking into using SPSS although he wasn’t familiar with it himself. Searching for suitable tutorials online I was able to understand enough of the basic operation to get results out of SPSS for a small data set which matched those I got manually, so I was then able to use it with confidence to analyse the larger data sets which I was interested in.
In many respects this strategy is similar to the inverted classroom that he is using with his students – engage with the online resources and then have the opportunity to discuss with the tutor.
The screencasts dealt with the “know that” aspect, giving the background to why we use statistical analysis and in which situations you would choose a T Test and where a Mann-Whitney is appropriate.
The screencasts also demonstrated the procedures through screen recordings, covering the “know-how”.
“Knowing in action” would be my having to decide which test to apply to the particular data set and learning through mistakes when it went wrong.
In terms of “other” factors I think that motivation played a part in that I was learning in order to solve a specific, real, problem rather than because somebody had told me that I needed to learn this material, so I had the motivation to seek out information and assistance where appropriate.
Other models could also be applied; Bloom’s Taxonomy seems to fit quite well too, with the screencasts being used to gain knowledge. Trying my colleagues examples allowed me to gain a comprehension of the concepts and applying his examples to my own data was an example of application.
There were elements of analysis in testing whether the results I got from SPSS matched those I got manually to confirm whether what I had learned how to do was correct.
There was some synthesis in combining my colleague’s prescribed method of carrying out the statistical analysis with my own knowledge of how to use Excel to find short cuts for the procedure.
It could be argued (albeit tenuously) that there were elements of Evaluation in selecting appropriate tutorials for SPSS that covered the information I required in a context that I was able to translate to my own particular data sets.
","This week’s “if you only do one thing” task is to reflect upon a recent experience of learning something. My choice is a recent crash course in statistics when I needed to analyse some data to see whether there was … Continue reading →",publish,octel-week3-what-is-learning,2013-05-08 10:21:04,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
5331,166,2013-05-08 10:21:04,#octel Week3 – What is Learning?,"
This week’s “if you only do one thing” task is to reflect upon a recent experience of learning something. My choice is a recent crash course in statistics when I needed to analyse some data to see whether there was any statistical significance and I realised I couldn’t put it off any longer. I won’t say too much about the specific data I’ve been working with as I hope to have something publishable in due course.
I was aware that a colleague taught basic stats to his Year 0 students, so I had a (slightly cheeky) look at some of the screencasts he had produced for them, which gave a good overview of which test to use in which circumstances and I had a go at some of the examples he demonstrated. Then I plugged my own data into the spreadsheet and got some results which seemed reasonable. Realising that his material was designed to teach stats partly as a means to teach advanced Excel, I was able to cut a few corners when I looked at other sets of data as I’m quite experienced with Excel.
I ran into a problem where the published lookup tables for the Mann-Whitney method weren’t sufficient for the number of items of data I was working with, so I asked my colleague for advice. He suggested looking into using SPSS although he wasn’t familiar with it himself. Searching for suitable tutorials online I was able to understand enough of the basic operation to get results out of SPSS for a small data set which matched those I got manually, so I was then able to use it with confidence to analyse the larger data sets which I was interested in.
In many respects this strategy is similar to the inverted classroom that he is using with his students – engage with the online resources and then have the opportunity to discuss with the tutor.
The screencasts dealt with the “know that” aspect, giving the background to why we use statistical analysis and in which situations you would choose a T Test and where a Mann-Whitney is appropriate.
The screencasts also demonstrated the procedures through screen recordings, covering the “know-how”.
“Knowing in action” would be my having to decide which test to apply to the particular data set and learning through mistakes when it went wrong.
In terms of “other” factors I think that motivation played a part in that I was learning in order to solve a specific, real, problem rather than because somebody had told me that I needed to learn this material, so I had the motivation to seek out information and assistance where appropriate.
Other models could also be applied; Bloom’s Taxonomy seems to fit quite well too, with the screencasts being used to gain knowledge. Trying my colleagues examples allowed me to gain a comprehension of the concepts and applying his examples to my own data was an example of application.
There were elements of analysis in testing whether the results I got from SPSS matched those I got manually to confirm whether what I had learned how to do was correct.
There was some synthesis in combining my colleague’s prescribed method of carrying out the statistical analysis with my own knowledge of how to use Excel to find short cuts for the procedure.
It could be argued (albeit tenuously) that there were elements of Evaluation in selecting appropriate tutorials for SPSS that covered the information I required in a context that I was able to translate to my own particular data sets.
","This week’s “if you only do one thing” task is to reflect upon a recent experience of learning something. My choice is a recent crash course in statistics when I needed to analyse some data to see whether there was … Continue reading →",publish,octel-week3-what-is-learning-2,2013-05-08 10:21:04,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
3357,1346,2013-05-08 12:09:56,olavur: @Kerr63 Hmm.. is that enough? To me the main question is whether you are making the learners active (in the subject matter) #octel,"
@kerr63 Hmm.. is that enough? To me the main question is whether you are making the learners active (in the subject matter) #octel
","@kerr63 Hmm.. is that enough? To me the main question is whether you are making the learners active (in the subject matter) #octel— Olavur Ellefsen (@olavur) May 8, 2013",publish,olavur-kerr63-hmm-is-that-enough-to-me-the-main-question-is-whether-you-are-making-the-learners-active-in-the-subject-matter-octel,2013-05-08 12:09:56,post,"Twitter (Q&A),Social networks",#ocTEL
3354,878,2013-05-08 12:12:56,Rhizomatic learning | Innovating Pedagogy,"
Comments:
Brief summary/definition of the theory of rhizomatic learning - David Jennings
","Comments:Brief summary/definition of the theory of rhizomatic learning - David JenningsTags: ocTEL, pedagogy, rhizomatic, learningby: David Jennings",publish,rhizomatic-learning-innovating-pedagogy,2013-05-08 12:12:56,post,"Bookmarks,Course Reader,Diigo","pedagogy,learning,rhizomatic,#ocTEL"
3356,1179,2013-05-08 12:16:38,kerr63: @olavur Design active and engaging activities and learning experiences from the start. More time designing+planning=strong foundation #octel,"
@olavur Design active and engaging activities and learning experiences from the start. More time designing+planning=strong foundation #octel
","@olavur Design active and engaging activities and learning experiences from the start. More time designing+planning=strong foundation #octel— James Kerr (@Kerr63) May 8, 2013",publish,kerr63-olavur-design-active-and-engaging-activities-and-learning-experiences-from-the-start-more-time-designingplanningstrong-foundation-octel,2013-05-08 12:16:38,post,"Twitter (Q&A),Social networks",#ocTEL
3353,878,2013-05-08 12:17:17,"Rhizomatic Education : Community as Curriculum » Dave's Educational Blog","
","Tags: rhizomatic, rhizomatic learning, DaveCormier, ocTEL, pedagogy, learning, PotentialResourceby: David Jennings",publish,rhizomatic-education-community-as-curriculum-daves-educational-blog,2013-05-08 12:17:17,post,"Bookmarks,Course Reader,Diigo","#ocTEL,PotentialResource,rhizomatic learning,pedagogy,DaveCormier,learning,rhizomatic"
3355,1179,2013-05-08 12:28:44,"kerr63: ""How can we meaningfully internationalise academic development provision through an open online module or other OER initiative?"" #octel","
""How can we meaningfully internationalise academic development provision through an open online module or other OER initiative?"" #octel
","""How can we meaningfully internationalise academic development provision through an open online module or other OER initiative?"" #octel— James Kerr (@Kerr63) May 8, 2013",publish,kerr63-how-can-we-meaningfully-internationalise-academic-development-provision-through-an-open-online-module-or-other-oer-initiative-octel,2013-05-08 12:28:44,post,"Twitter (Q&A),Social networks",#ocTEL
3361,1436,2013-05-08 14:52:58,For those of you interested in MOOCs,"
Philip Butler
Wed, 08 May 2013 14:52:58 GMT
- Google+
As part of ocTEL on the 15th May at 16:30BST (check in your own timezone) I’ll be doing a webinar on platforms for Massive Open Online Courses (MOOCs), in particular focusing on some of the connect...
","
Philip Butler
Wed, 08 May 2013 14:52:58 GMT
- Google+
As part of ocTEL on the 15th May at 16:30BST (check in your own timezone) I’ll be doing a webinar on platforms for Massive Open Online Courses (MOOCs), in particular focusing on some of the connect...
",publish,for-those-of-you-interested-in-moocs,2013-05-08 14:52:58,post,"Course Reader,Google+,Social networks",
3372,3,2013-05-08 15:53:08,Week 4 webinar recording now available,"Thanks to everyone who took part in ocTEL's weekly webinar earlier today.
If you missed all or part of the week 4 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 12:30 BST for the week 5 webinar on platforms and technologies. Check the Course Materials page for more information.","",publish,week-4-webinar-recording-now-available,2013-05-08 15:53:25,post,Course information,course information
3395,108,2013-05-08 22:06:49,Week 4: One thing – resource banks,"
For this activity, I decided to look for resources about screencasting from sources I hadn’t used before.
At Merlot I found text and a video about Jing… in Serbian. It was tagged English as well as Serbian, but I couldn’t spot the English version, if there was one. Would the results have been more useful with a different topic? I’m not sure.
Next, I visited iTunesU, as I’ve only dipped into it as a learner and not thought about using any resources there for teaching / supporting staff. I was surprised to find a Course (Screencasting with the iPad), 13 Episodes and a fair few Collections. On closer inspection, the majority were unrated and appeared to be aimed at US school teaching.
In answer to (some of) the questions for “If you only do one thing…”, I don’t think I did find a relevant resource, without spending significantly more time reviewing the iTunes U episodes. If I were going to use a resource during a session or link to it in Blackboard, I would certainly watch it all the way through, but there were no clear winners in the results that made me want to view them immediately. Would I have found something potentially more useful via Google or YouTube? Possibly, but that’ll have to wait for another day.
Perhaps I should have chosen a more obvious topic. I don’t think my intended audience (academics) would warm to some of the iTunes U resources, for example, a video about how an American High School Math (sic) teacher uses screencasts. iTunes U was perhaps more useful, as it returned more results, but if I had chosen a different topic, I might think differently.
","For this activity, I decided to look for resources about screencasting from sources I hadn’t used before. At Merlot I found text and a video about Jing… in Serbian. It was tagged English as well as Serbian, but I couldn’t spot the English version, if there was one. Would the results have been more useful with a different [...]",publish,week-4-one-thing-resource-banks,2013-05-08 22:06:49,post,"Blog posts,Course Reader","Merlot,Week4,itunesu"
4620,108,2013-05-08 22:06:49,Week 4: One thing – resource banks,"
For this activity, I decided to look for resources about screencasting from sources I hadn’t used before.
At Merlot I found text and a video about Jing… in Serbian. It was tagged English as well as Serbian, but I couldn’t spot the English version, if there was one. Would the results have been more useful with a different topic? I’m not sure.
Next, I visited iTunesU, as I’ve only dipped into it as a learner and not thought about using any resources there for teaching / supporting staff. I was surprised to find a Course (Screencasting with the iPad), 13 Episodes and a fair few Collections. On closer inspection, the majority were unrated and appeared to be aimed at US school teaching.
In answer to (some of) the questions for “If you only do one thing…”, I don’t think I did find a relevant resource, without spending significantly more time reviewing the iTunes U episodes. If I were going to use a resource during a session or link to it in Blackboard, I would certainly watch it all the way through, but there were no clear winners in the results that made me want to view them immediately. Would I have found something potentially more useful via Google or YouTube? Possibly, but that’ll have to wait for another day.
Perhaps I should have chosen a more obvious topic. I don’t think my intended audience (academics) would warm to some of the iTunes U resources, for example, a video about how an American High School Math (sic) teacher uses screencasts. iTunes U was perhaps more useful, as it returned more results, but if I had chosen a different topic, I might think differently.
","For this activity, I decided to look for resources about screencasting from sources I hadn’t used before. At Merlot I found text and a video about Jing… in Serbian. It was tagged English as well as Serbian, but I couldn’t spot the English version, if there was one. Would the results have been more useful with a different [...]",publish,week-4-one-thing-resource-banks-2,2013-05-08 22:06:49,post,"Course Reader,Blog posts","itunesu,Merlot,Week4"
4764,108,2013-05-08 22:06:49,Week 4: One thing – resource banks,"
For this activity, I decided to look for resources about screencasting from sources I hadn’t used before.
At Merlot I found text and a video about Jing… in Serbian. It was tagged English as well as Serbian, but I couldn’t spot the English version, if there was one. Would the results have been more useful with a different topic? I’m not sure.
Next, I visited iTunesU, as I’ve only dipped into it as a learner and not thought about using any resources there for teaching / supporting staff. I was surprised to find a Course (Screencasting with the iPad), 13 Episodes and a fair few Collections. On closer inspection, the majority were unrated and appeared to be aimed at US school teaching.
In answer to (some of) the questions for “If you only do one thing…”, I don’t think I did find a relevant resource, without spending significantly more time reviewing the iTunes U episodes. If I were going to use a resource during a session or link to it in Blackboard, I would certainly watch it all the way through, but there were no clear winners in the results that made me want to view them immediately. Would I have found something potentially more useful via Google or YouTube? Possibly, but that’ll have to wait for another day.
Perhaps I should have chosen a more obvious topic. I don’t think my intended audience (academics) would warm to some of the iTunes U resources, for example, a video about how an American High School Math (sic) teacher uses screencasts. iTunes U was perhaps more useful, as it returned more results, but if I had chosen a different topic, I might think differently.
","For this activity, I decided to look for resources about screencasting from sources I hadn’t used before. At Merlot I found text and a video about Jing… in Serbian. It was tagged English as well as Serbian, but I couldn’t spot the English version, if there was one. Would the results have been more useful with a different [...]",publish,week-4-one-thing-resource-banks-3,2013-05-08 22:06:49,post,"Blog posts,Course Reader","Merlot,Week4,itunesu"
5683,108,2013-05-08 22:06:49,Week 4: One thing – resource banks,"
For this activity, I decided to look for resources about screencasting from sources I hadn’t used before.
At Merlot I found text and a video about Jing… in Serbian. It was tagged English as well as Serbian, but I couldn’t spot the English version, if there was one. Would the results have been more useful with a different topic? I’m not sure.
Next, I visited iTunesU, as I’ve only dipped into it as a learner and not thought about using any resources there for teaching / supporting staff. I was surprised to find a Course (Screencasting with the iPad), 13 Episodes and a fair few Collections. On closer inspection, the majority were unrated and appeared to be aimed at US school teaching.
In answer to (some of) the questions for “If you only do one thing…”, I don’t think I did find a relevant resource, without spending significantly more time reviewing the iTunes U episodes. If I were going to use a resource during a session or link to it in Blackboard, I would certainly watch it all the way through, but there were no clear winners in the results that made me want to view them immediately. Would I have found something potentially more useful via Google or YouTube? Possibly, but that’ll have to wait for another day.
Perhaps I should have chosen a more obvious topic. I don’t think my intended audience (academics) would warm to some of the iTunes U resources, for example, a video about how an American High School Math (sic) teacher uses screencasts. iTunes U was perhaps more useful, as it returned more results, but if I had chosen a different topic, I might think differently.
","For this activity, I decided to look for resources about screencasting from sources I hadn’t used before. At Merlot I found text and a video about Jing… in Serbian. It was tagged English as well as Serbian, but I couldn’t spot the English version, if there was one. Would the results have been more useful with a different [...]",publish,week-4-one-thing-resource-banks-4,2013-05-08 22:06:49,post,"Course Reader,Blog posts","Merlot,Week4,itunesu"
3396,1319,2013-05-08 22:20:00,The Ed Techie: The MOOC wars,"
","Highlights and Sticky Notes:02/05/2013
The MOOC warsTags: moocs, debateby: Roger Harrison",publish,the-ed-techie-the-mooc-wars,2013-05-08 22:20:00,post,"Diigo,Course Reader,Bookmarks","debate,moocs"
4692,1319,2013-05-08 22:20:00,The Ed Techie: The MOOC wars,"
","Highlights and Sticky Notes:02/05/2013
The MOOC warsTags: moocs, debateby: Roger Harrison",publish,the-ed-techie-the-mooc-wars-2,2013-05-08 22:20:00,post,"Diigo,Bookmarks,Course Reader","debate,moocs"
3420,793,2013-05-09 02:28:03,"openplanpub: @TechSmithEDU I'm really interested in using #Camtasia. Quick question: does it support non-Western characters, e.g. Arabic/Chinese? #ocTEL","
@techsmithedu I'm really interested in using #Camtasia. Quick question: does it support non-Western characters, e.g. Arabic/Chinese? #ocTEL
","@techsmithedu I'm really interested in using #Camtasia. Quick question: does it support non-Western characters, e.g. Arabic/Chinese? #ocTEL— Open Plan Publishing (@OpenPlanPub) May 9, 2013",publish,openplanpub-techsmithedu-im-really-interested-in-using-camtasia-quick-question-does-it-support-non-western-characters-e-g-arabicchinese-octel,2013-05-09 02:28:03,post,"Social networks,Twitter (Q&A)","camtasia,#ocTEL"
3419,1205,2013-05-09 03:23:23,altoctel: RT @jimjamyahauk: #ocTEL Week 3 – What is Learning? http://t.co/hicWKU2kFs,"
",publish,altoctel-rt-jimjamyahauk-octel-week-3-what-is-learning-httpt-cohicwku2kfs,2013-05-09 03:23:23,post,"Twitter (Q&A),Social networks",#ocTEL
3418,1205,2013-05-09 03:25:33,altoctel: Would #ocTEL participants agree with this Guardian blog that online teaching in #HigherEd is no big deal http://t.co/Vg2dCCbMiX ?,"
",publish,altoctel-would-octel-participants-agree-with-this-guardian-blog-that-online-teaching-in-highered-is-no-big-deal-httpt-covg2dccbmix,2013-05-09 03:25:33,post,"Social networks,Twitter (Q&A)","highered,#ocTEL"
3437,21,2013-05-09 04:14:36,"alisheph: @ALTocTEL It reflects some of the great things about being a student on OU MAODE, I would say! #ocTEL","
@altoctel It reflects some of the great things about being a student on OU MAODE, I would say! #ocTEL
","@altoctel It reflects some of the great things about being a student on OU MAODE, I would say! #ocTEL— Alice Shepherd (@AliSheph) May 9, 2013",publish,alisheph-altoctel-it-reflects-some-of-the-great-things-about-being-a-student-on-ou-maode-i-would-say-octel,2013-05-09 04:14:36,post,"Social networks,Twitter (Q&A)",#ocTEL
3436,1179,2013-05-09 05:30:55,"kerr63: @altoctel Online teaching appeals to those who are introverts in f2f, but intimidates those who prefer f2f. Generational, broadly? #octel","
@altoctel Online teaching appeals to those who are introverts in f2f, but intimidates those who prefer f2f. Generational, broadly? #octel
","@altoctel Online teaching appeals to those who are introverts in f2f, but intimidates those who prefer f2f. Generational, broadly? #octel— James Kerr (@Kerr63) May 9, 2013",publish,kerr63-altoctel-online-teaching-appeals-to-those-who-are-introverts-in-f2f-but-intimidates-those-who-prefer-f2f-generational-broadly-octel,2013-05-09 05:30:55,post,"Social networks,Twitter (Q&A)",#ocTEL
3399,1197,2013-05-09 07:29:05,#ocTEL Week 3 – What is Learning?,"
A bit tight for time this/last week so I’ve completed the “if you do just one thing” option
What is learning?
Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use?
The small innocuous three words in the question “what is learning” belies the fact that this is a question which has the potential to be very broad and yet deep in scope.
Whilst there are many theories of how we learn and could learn as mentioned in the ocTEL week 3 email (social constructivism (e.g. Vygotsky), connectivism (Siemens), problem-based learning (Boud), experiential learning (Kolb), and communities of practice (Lave & Wenger)) and the difference between what is learnt; understanding/knowledge/facts to me the lens with which to approach this question is why/the purpose/context of learning.
So returning to the last time I learned something it could be the informal context of figuring out how to navigate the nationwide telephone banking support to enable me to try and pay a credit card payment whilst being temporarily without my debit card linked to my current account due to loosing it earlier on in the week.
Or, it could be the more formal work-related activity of installing, configuring and setting up a WordPress installation to enable the support the delivery of online resources.
The former was a small one-off event which was tied to a problem and resulted in the need to look up relevant contact information from the Internet, make contact with the relevant people and explain a situation. Overall this was about information gathering and achieving a specific goal. Strategies used were finding information and communicating until a solution was enabled.
The latter was much more complex. It was broken down into different stages. Firstly, for installing and basic configuration of WordPress the knowledge was found via the Internet. Instructions were followed and the basic setup was achieved. It would be possible for me to now repeat this process without consulting the original source of information, so in the respect I have gained some new knowledge.
Secondly, the process of play and exploration was used to understand the possibilities of WordPress and gain insight into the limitations and additional features that could be added.
Lastly the sharing of the end result with colleagues who would be using the platform to create and host content both reinforced my knowledge gained in the second section and also built upon by seeing others’ approaches to using it.
Overall, this highlights information seeking behaviour when learning as well as making further use of that knowledge to build understanding. This distinction is perhaps more pertinent today than when didactic teaching methods were used to drum capital cities into children’s minds. The sharing of knowledge/facts via the Internet makes the teaching of pure facts seem old fashioned because they are much easier to access then before (see depiction below).
The focus now is on understanding… Taking knowledge it and doing something with it, building your understanding (constructivism), on your own and collaboratively. In some ways the different and approaches to enabling theories of learning could be said to be even more important to consider when thinking about using technology to enhance learning or providing new modes of engagement (such as online).
Using the Internet as a working memory for facts….
Infographic from http://www.onlinecolleges.net/
","A bit tight for time this/last week so I’ve completed the “if you do just one thing” option What is learning? Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? The small innocuous three words …",publish,octel-week-3-what-is-learning,2013-05-09 07:29:05,post,"Blog posts,Course Reader","moocs,#ocTEL"
4598,148,2013-05-09 07:29:05,#ocTEL Week 3 – What is Learning?,"
A bit tight for time this/last week so I’ve completed the “if you do just one thing” option
What is learning?
Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use?
The small innocuous three words in the question “what is learning” belies the fact that this is a question which has the potential to be very broad and yet deep in scope.
Whilst there are many theories of how we learn and could learn as mentioned in the ocTEL week 3 email (social constructivism (e.g. Vygotsky), connectivism (Siemens), problem-based learning (Boud), experiential learning (Kolb), and communities of practice (Lave & Wenger)) and the difference between what is learnt; understanding/knowledge/facts to me the lens with which to approach this question is why/the purpose/context of learning.
So returning to the last time I learned something it could be the informal context of figuring out how to navigate the nationwide telephone banking support to enable me to try and pay a credit card payment whilst being temporarily without my debit card linked to my current account due to loosing it earlier on in the week.
Or, it could be the more formal work-related activity of installing, configuring and setting up a WordPress installation to enable the support the delivery of online resources.
The former was a small one-off event which was tied to a problem and resulted in the need to look up relevant contact information from the Internet, make contact with the relevant people and explain a situation. Overall this was about information gathering and achieving a specific goal. Strategies used were finding information and communicating until a solution was enabled.
The latter was much more complex. It was broken down into different stages. Firstly, for installing and basic configuration of WordPress the knowledge was found via the Internet. Instructions were followed and the basic setup was achieved. It would be possible for me to now repeat this process without consulting the original source of information, so in the respect I have gained some new knowledge.
Secondly, the process of play and exploration was used to understand the possibilities of WordPress and gain insight into the limitations and additional features that could be added.
Lastly the sharing of the end result with colleagues who would be using the platform to create and host content both reinforced my knowledge gained in the second section and also built upon by seeing others’ approaches to using it.
Overall, this highlights information seeking behaviour when learning as well as making further use of that knowledge to build understanding. This distinction is perhaps more pertinent today than when didactic teaching methods were used to drum capital cities into children’s minds. The sharing of knowledge/facts via the Internet makes the teaching of pure facts seem old fashioned because they are much easier to access then before (see depiction below).
The focus now is on understanding… Taking knowledge it and doing something with it, building your understanding (constructivism), on your own and collaboratively. In some ways the different and approaches to enabling theories of learning could be said to be even more important to consider when thinking about using technology to enhance learning or providing new modes of engagement (such as online).
Using the Internet as a working memory for facts….
Infographic from http://www.onlinecolleges.net/
","A bit tight for time this/last week so I’ve completed the “if you do just one thing” option What is learning? Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? The small innocuous three words …",publish,octel-week-3-what-is-learning-2,2013-05-09 07:29:05,post,"Course Reader,Blog posts","#ocTEL,moocs"
4698,1197,2013-05-09 07:29:05,#ocTEL Week 3 – What is Learning?,"
A bit tight for time this/last week so I’ve completed the “if you do just one thing” option
What is learning?
Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use?
The small innocuous three words in the question “what is learning” belies the fact that this is a question which has the potential to be very broad and yet deep in scope.
Whilst there are many theories of how we learn and could learn as mentioned in the ocTEL week 3 email (social constructivism (e.g. Vygotsky), connectivism (Siemens), problem-based learning (Boud), experiential learning (Kolb), and communities of practice (Lave & Wenger)) and the difference between what is learnt; understanding/knowledge/facts to me the lens with which to approach this question is why/the purpose/context of learning.
So returning to the last time I learned something it could be the informal context of figuring out how to navigate the nationwide telephone banking support to enable me to try and pay a credit card payment whilst being temporarily without my debit card linked to my current account due to loosing it earlier on in the week.
Or, it could be the more formal work-related activity of installing, configuring and setting up a WordPress installation to enable the support the delivery of online resources.
The former was a small one-off event which was tied to a problem and resulted in the need to look up relevant contact information from the Internet, make contact with the relevant people and explain a situation. Overall this was about information gathering and achieving a specific goal. Strategies used were finding information and communicating until a solution was enabled.
The latter was much more complex. It was broken down into different stages. Firstly, for installing and basic configuration of WordPress the knowledge was found via the Internet. Instructions were followed and the basic setup was achieved. It would be possible for me to now repeat this process without consulting the original source of information, so in the respect I have gained some new knowledge.
Secondly, the process of play and exploration was used to understand the possibilities of WordPress and gain insight into the limitations and additional features that could be added.
Lastly the sharing of the end result with colleagues who would be using the platform to create and host content both reinforced my knowledge gained in the second section and also built upon by seeing others’ approaches to using it.
Overall, this highlights information seeking behaviour when learning as well as making further use of that knowledge to build understanding. This distinction is perhaps more pertinent today than when didactic teaching methods were used to drum capital cities into children’s minds. The sharing of knowledge/facts via the Internet makes the teaching of pure facts seem old fashioned because they are much easier to access then before (see depiction below).
The focus now is on understanding… Taking knowledge it and doing something with it, building your understanding (constructivism), on your own and collaboratively. In some ways the different and approaches to enabling theories of learning could be said to be even more important to consider when thinking about using technology to enhance learning or providing new modes of engagement (such as online).
Using the Internet as a working memory for facts….
Infographic from http://www.onlinecolleges.net/
","A bit tight for time this/last week so I’ve completed the “if you do just one thing” option What is learning? Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? The small innocuous three words …",publish,octel-week-3-what-is-learning-3,2013-05-09 07:29:05,post,"Course Reader,Blog posts","#ocTEL,moocs"
5676,1197,2013-05-09 07:29:05,#ocTEL Week 3 – What is Learning?,"
A bit tight for time this/last week so I’ve completed the “if you do just one thing” option
What is learning?
Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use?
The small innocuous three words in the question “what is learning” belies the fact that this is a question which has the potential to be very broad and yet deep in scope.
Whilst there are many theories of how we learn and could learn as mentioned in the ocTEL week 3 email (social constructivism (e.g. Vygotsky), connectivism (Siemens), problem-based learning (Boud), experiential learning (Kolb), and communities of practice (Lave & Wenger)) and the difference between what is learnt; understanding/knowledge/facts to me the lens with which to approach this question is why/the purpose/context of learning.
So returning to the last time I learned something it could be the informal context of figuring out how to navigate the nationwide telephone banking support to enable me to try and pay a credit card payment whilst being temporarily without my debit card linked to my current account due to loosing it earlier on in the week.
Or, it could be the more formal work-related activity of installing, configuring and setting up a WordPress installation to enable the support the delivery of online resources.
The former was a small one-off event which was tied to a problem and resulted in the need to look up relevant contact information from the Internet, make contact with the relevant people and explain a situation. Overall this was about information gathering and achieving a specific goal. Strategies used were finding information and communicating until a solution was enabled.
The latter was much more complex. It was broken down into different stages. Firstly, for installing and basic configuration of WordPress the knowledge was found via the Internet. Instructions were followed and the basic setup was achieved. It would be possible for me to now repeat this process without consulting the original source of information, so in the respect I have gained some new knowledge.
Secondly, the process of play and exploration was used to understand the possibilities of WordPress and gain insight into the limitations and additional features that could be added.
Lastly the sharing of the end result with colleagues who would be using the platform to create and host content both reinforced my knowledge gained in the second section and also built upon by seeing others’ approaches to using it.
Overall, this highlights information seeking behaviour when learning as well as making further use of that knowledge to build understanding. This distinction is perhaps more pertinent today than when didactic teaching methods were used to drum capital cities into children’s minds. The sharing of knowledge/facts via the Internet makes the teaching of pure facts seem old fashioned because they are much easier to access then before (see depiction below).
The focus now is on understanding… Taking knowledge it and doing something with it, building your understanding (constructivism), on your own and collaboratively. In some ways the different and approaches to enabling theories of learning could be said to be even more important to consider when thinking about using technology to enhance learning or providing new modes of engagement (such as online).
Using the Internet as a working memory for facts….
Infographic from http://www.onlinecolleges.net/
","A bit tight for time this/last week so I’ve completed the “if you do just one thing” option What is learning? Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? The small innocuous three words …",publish,octel-week-3-what-is-learning-4,2013-05-09 07:29:05,post,"Course Reader,Blog posts","#ocTEL,moocs"
3412,148,2013-05-09 07:44:35,jimjamyahauk: #ocTEL Week 3 – What is Learning? http://t.co/hicWKU2kFs,"
The small innocuous three words in the question “what is learning” belies the fact that this is a question which has the potential to be very broad and yet deep in scope. Whilst there are many theories of how we learn and could learn as mentioned in the ocTEL week 3 email (social constructivism ...
","
James Little
Thu, 09 May 2013 07:45:38 GMT
- Community
The small innocuous three words in the question “what is learning” belies the fact that this is a question which has the potential to be very broad and yet deep in scope. Whilst there are many theories of how we learn and could learn as mentioned in the ocTEL week 3 email (social constructivism ...
",publish,catching-up-too-httpwww-learningtechnologist-co-uk20130509151,2013-05-09 07:45:38,post,"Social networks,Google+,Course Reader",
3402,898,2013-05-09 07:59:00,ocTEL Week 4 - If you only do one thing..,"
I’ve decided to ‘freestyle’ this week as I’ve just been looking into OER repositories as part of the H817 OU Open Education MOOC. In the spirit of reusability, I’m linking to those blog posts here: I looked at creating a mini-course based on resources sourced from some of these repositories, and also found the concept of Little vs Big OER quite interesting.
To summarise my thoughts about OER repositories, I’ve found them very inconsistent. While I’m sure that they all have a few gems hidden away, I experienced some kind of difficulty with all of them – broken links, irrelevant results returned, inability to preview content, packages which I couldn’t download or did not seem to work, bad quality materials, obscure labelling and so on. Some of this was undoubtedly my own lack of experience using the repositories and I guess I would be able to use them more effectively with practice – the problem is, if the initial experience with a resource bank is frustrating and wastes my time, it is unlikely I will return or spend the time learning how to use it more effectively. In my view, one problem is that they spread themselves too thin, trying to cover every discipline – if there was an OER repository specifically for my area of interest then I’d probably persevere with it. As it is, a well-targeted Google search still seems a better option.
I revisited YouTube and investigated whether using the ‘Filters’ on my search would enable me to find relevant resources quickly.
Searching for the term “digital identity” (following on from the activity I started in Week 3) I applied the filters ‘this year’ & ‘creative commons’ and this reduced the results to 18. Some of them were bafflingly irrelevant (e.g. building Windows 8 UIs??), but there was some good stuff in there as well, and some names I recognised from previous research I’d done. Interestingly, a TED talk about digital identity came up which didn’t appear when I used the same search term in the TED search box. So it looks like, for the moment, Google (YouTube) is the clear winner in all this…
","
I’ve decided to ‘freestyle’ this week as I’ve just been looking into OER repositories as part of the H817 OU Open Education MOOC. In the spirit of reusability, I’m linking to those blog posts here: I looked at creating a mini-course based on resources sourced from some of these repositories, and also found the concept of Little vs Big OER quite interesting.
To summarise my thoughts about OER repositories, I’ve found them very inconsistent. While I’m sure that they all have a few gems hidden away, I experienced some kind of difficulty with all of them – broken links, irrelevant results returned, inability to preview content, packages which I couldn’t download or did not seem to work, bad quality materials, obscure labelling and so on. Some of this was undoubtedly my own lack of experience using the repositories and I guess I would be able to use them more effectively with practice – the problem is, if the initial experience with a resource bank is frustrating and wastes my time, it is unlikely I will return or spend the time learning how to use it more effectively. In my view, one problem is that they spread themselves too thin, trying to cover every discipline – if there was an OER repository specifically for my area of interest then I’d probably persevere with it. As it is, a well-targeted Google search still seems a better option.
I revisited YouTube and investigated whether using the ‘Filters’ on my search would enable me to find relevant resources quickly.
Searching for the term “digital identity” (following on from the activity I started in Week 3) I applied the filters ‘this year’ & ‘creative commons’ and this reduced the results to 18. Some of them were bafflingly irrelevant (e.g. building Windows 8 UIs??), but there was some good stuff in there as well, and some names I recognised from previous research I’d done. Interestingly, a TED talk about digital identity came up which didn’t appear when I used the same search term in the TED search box. So it looks like, for the moment, Google (YouTube) is the clear winner in all this…
jim pettiward
Thu, 09 May 2013 07:59:14 GMT
- Community
","
jim pettiward
Thu, 09 May 2013 07:59:14 GMT
- Community
",publish,google-octel-activities-2013-05-09-085914,2013-05-09 07:59:14,post,"Course Reader,Social networks,Google+",
3406,54,2013-05-09 08:55:05,Dipping in and out,"
I’m one of the #ocTEL participants who only manage to dip in and out of the course from time to time, despite the best intentions I didn’t find my focus. BUT: it’s a bit like a treasure trove. Whenever I dip in I find something fascinating. This morning it was a post by someone called GraphDesProject, and his post pointed me to a brilliant resource about the history of typography. It also led me to Brain Pickings, a ‘human powered discovery engine for interestingness’. I also discovered in this process that I’m already a member on Tumblr. So on one hand, I’ve been led astray by just following one link in one of the numerous contributions to the ocTEL site. On the other hand, I learned a lot. Now I’ve got to return to the daily chores of my job … but I feel a lot better for having had this short exploration first thing in the morning!
","I’m one of the #ocTEL participants who only manage to dip in and out of the course from time to time, despite the best intentions I didn’t find my focus. BUT: it’s a bit like a treasure trove. Whenever I dip in I find something fascinating. This morning it was a post by someone called […]",publish,dipping-in-and-out,2013-05-09 08:55:05,post,"Course Reader,Blog posts",Uncategorized
5189,54,2013-05-09 08:55:05,Dipping in and out,"
I’m one of the #ocTEL participants who only manage to dip in and out of the course from time to time, despite the best intentions I didn’t find my focus. BUT: it’s a bit like a treasure trove. Whenever I dip in I find something fascinating. This morning it was a post by someone called GraphDesProject, and his post pointed me to a brilliant resource about the history of typography. It also led me to Brain Pickings, a ‘human powered discovery engine for interestingness’. I also discovered in this process that I’m already a member on Tumblr. So on one hand, I’ve been led astray by just following one link in one of the numerous contributions to the ocTEL site. On the other hand, I learned a lot. Now I’ve got to return to the daily chores of my job … but I feel a lot better for having had this short exploration first thing in the morning!
","I’m one of the #ocTEL participants who only manage to dip in and out of the course from time to time, despite the best intentions I didn’t find my focus. BUT: it’s a bit like a treasure trove. Whenever I dip in I find something fascinating. This morning it was a post by someone called [...]",publish,dipping-in-and-out-2,2013-05-09 08:55:05,post,"Course Reader,Blog posts",Uncategorized
5329,54,2013-05-09 08:55:05,Dipping in and out,"
I’m one of the #ocTEL participants who only manage to dip in and out of the course from time to time, despite the best intentions I didn’t find my focus. BUT: it’s a bit like a treasure trove. Whenever I dip in I find something fascinating. This morning it was a post by someone called GraphDesProject, and his post pointed me to a brilliant resource about the history of typography. It also led me to Brain Pickings, a ‘human powered discovery engine for interestingness’. I also discovered in this process that I’m already a member on Tumblr. So on one hand, I’ve been led astray by just following one link in one of the numerous contributions to the ocTEL site. On the other hand, I learned a lot. Now I’ve got to return to the daily chores of my job … but I feel a lot better for having had this short exploration first thing in the morning!
","I’m one of the #ocTEL participants who only manage to dip in and out of the course from time to time, despite the best intentions I didn’t find my focus. BUT: it’s a bit like a treasure trove. Whenever I dip in I find something fascinating. This morning it was a post by someone called [...]",publish,dipping-in-and-out-3,2013-05-09 08:55:05,post,"Blog posts,Course Reader",Uncategorized
3450,855,2013-05-09 09:32:31,bulgenen: RT @carlyle_a: #octel relevant to week 3? http://t.co/9Hq8ju8xH2,"
",publish,bulgenen-rt-carlyle_a-octel-relevant-to-week-3-httpt-co9hq8ju8xh2,2013-05-09 09:32:31,post,"Social networks,Twitter (Q&A)",#ocTEL
3449,1437,2013-05-09 10:21:39,manmalik: @mhawksey is this a cMOOC or an xMOOC #ocTEL?,"
","@mhawksey is this a cMOOC or an xMOOC #ocTEL?— Manish Malik (@manmalik) May 9, 2013",publish,manmalik-mhawksey-is-this-a-cmooc-or-an-xmooc-octel,2013-05-09 10:21:39,post,"Twitter (Q&A),Social networks",#ocTEL
3448,5,2013-05-09 10:25:04,"mhawksey: @manmalik c (all is laid bare at http://t.co/SlGrgxLnNi - we've collected over 1,000 external artefacts generated by #octel'ers)","
@manmalik c (all is laid bare at octel.alt.ac.uk - we've collected over 1,000 external artefacts generated by #octel'ers)
","@manmalik c (all is laid bare at octel.alt.ac.uk - we've collected over 1,000 external artefacts generated by #octel'ers)— Martin Hawksey (@mhawksey) May 9, 2013",publish,mhawksey-manmalik-c-all-is-laid-bare-at-httpt-coslgrgxlnni-weve-collected-over-1000-external-artefacts-generated-by-octelers,2013-05-09 10:25:04,post,"Social networks,Twitter (Q&A)",#ocTEL
3407,543,2013-05-09 10:44:48,Finding learning resources online,"
I chose to search Merlot from the list of “official” sites and You Tube from the open list. I searched both of these using the phrase “information literacy”. I hadn’t used Merlot before and found it easy enough to search, but a lot of the resources I found were codes of practice, protocols, competency standards, details of research projects etc. as opposed to actual reusable teaching resources. Eventually I found an information literacy game which I thought was fun up to a point, but I didn’t agree with much of the content! Also it was very specific to the University of North Carolina, who had developed it and it would have taken quite a lot of time to re-work it. Another criticism of Merlot is that it appears to be pretty US biased.
I found my You Tube search to be much more satisfying and successful. I immediately found a great video from the University of Sheffield explaining to students what a difference information literacy skills can make to their success. The first half of the video was very generic and could be used with our students immediately or we could make our own with a bit of time and resource. Obviously one limitation of You Tube is that the resources you find there are all videos, but there are no accessibility issues for students. I like to use videos in short snatches to back up a point I am making and also provide a change of activity or change the pace of the session so this is a resource I come back to again and again for ideas.
","I chose to search Merlot from the list of “official” sites and You Tube from the open list. I searched both of these using the phrase “information literacy”. I hadn’t used Merlot before and found it easy enough to search, but a lot of the resources I found were codes of practice, protocols, competency standards, […]",publish,finding-learning-resources-online,2013-05-09 10:44:48,post,"Blog posts,Course Reader",Uncategorized
4821,543,2013-05-09 10:44:48,Finding learning resources online,"
I chose to search Merlot from the list of “official” sites and You Tube from the open list. I searched both of these using the phrase “information literacy”. I hadn’t used Merlot before and found it easy enough to search, but a lot of the resources I found were codes of practice, protocols, competency standards, details of research projects etc. as opposed to actual reusable teaching resources. Eventually I found an information literacy game which I thought was fun up to a point, but I didn’t agree with much of the content! Also it was very specific to the University of North Carolina, who had developed it and it would have taken quite a lot of time to re-work it. Another criticism of Merlot is that it appears to be pretty US biased.
I found my You Tube search to be much more satisfying and successful. I immediately found a great video from the University of Sheffield explaining to students what a difference information literacy skills can make to their success. The first half of the video was very generic and could be used with our students immediately or we could make our own with a bit of time and resource. Obviously one limitation of You Tube is that the resources you find there are all videos, but there are no accessibility issues for students. I like to use videos in short snatches to back up a point I am making and also provide a change of activity or change the pace of the session so this is a resource I come back to again and again for ideas.
","I chose to search Merlot from the list of “official” sites and You Tube from the open list. I searched both of these using the phrase “information literacy”. I hadn’t used Merlot before and found it easy enough to search, but a lot of the resources I found were codes of practice, protocols, competency standards, […]",publish,finding-learning-resources-online-2,2013-05-09 10:44:48,post,"Course Reader,Blog posts",Uncategorized
3411,1225,2013-05-09 10:54:06,leonie_learning: Webinar at 1pm by @timbuckteeth on Theories of Learning for Digital Age Of interest to #ocTEL ? http://t.co/NxMnMw7xYj,"
",publish,leonie_learning-webinar-at-1pm-by-timbuckteeth-on-theories-of-learning-for-digital-age-of-interest-to-octel-httpt-conxmnmw7xyj,2013-05-09 10:54:06,post,"Twitter (Q&A),Social networks",#ocTEL
3409,1150,2013-05-09 11:08:04,Perceptions of the effects of clicker technology on student learning and engagement: a study of freshmen Chemistry students,"Research in Learning Technology (2012).
Jenepher Lennox Terrion, Victoria Aceti et al.
While technology - in the form of laptops and cellphones - may be the cause of much of the distraction in university and college classrooms, some, including the personal or classroom response system (PRS/CRS) or clicker, also present pedagogical opportunities to enhance student engagement. The current study explored the reactions of students to clicker implementation in a large, introductory chemistry class. During the final class of the semester, 200 students in an introductory chemistry class responded to an attitudinal and informational student survey using both Likert-type and non-Likert type questions to evaluate their perception of the implementation of the clickers and their impact on student learning and engagement. The results demonstrated that, when implemented effectively, clickers contribute to greater student engagement and, ultimately, an opportunity for professors to enact best practices in higher education pedagogy. This study points to the importance of effective pedagogy in making clickers worthwhile. Keywords: Clicker; technology; student engagement; higher education; learning; pedagogy (Published: 16 March 2012) Citation: Research in Learning Technology 2012, 20 : 16150 - DOI: 10.3402/rlt.v20i0.16150
","Research in Learning Technology (2012). Jenepher Lennox Terrion, Victoria Aceti et al.While technology - in the form of laptops and cellphones - may be the cause of much of the distraction in university and college classrooms, some, including the perso...",publish,perceptions-of-the-effects-of-clicker-technology-on-student-learning-and-engagement-a-study-of-freshmen-chemistry-students,2013-05-09 11:08:04,post,"Course Reader,Mendeley Group,Bookmarks",Journal Article
3478,1409,2013-05-09 11:38:00,ocTEL involvement - eventually,"
ocTEL
I'm joining the ocTEL mooc, weeks late, but I'll do what I can to catch up, and this blog is part of it: from here on it'll record my observations relating to that course's material.","ocTELI'm joining the ocTEL mooc, weeks late, but I'll do what I can to catch up, and this blog is part of it: from here on it'll record my observations relating to that course's material.",publish,e-learning-observations-2013-05-09-123800,2013-05-10 15:08:22,post,"Blog posts,Course Reader",#ocTEL
4837,1528,2013-05-09 11:38:00,ocTEL involvement - eventually,"
ocTEL
I'm joining the ocTEL mooc, weeks late, but I'll do what I can to catch up, and this blog is part of it: from here on it'll record my observations relating to that course's material.","ocTELI'm joining the ocTEL mooc, weeks late, but I'll do what I can to catch up, and this blog is part of it: from here on it'll record my observations relating to that course's material.",publish,octel-involvement-eventually,2013-05-09 11:38:00,post,"Course Reader,Blog posts",#ocTEL
5299,1528,2013-05-09 11:38:00,ocTEL involvement - eventually,"
ocTEL
I'm joining the ocTEL mooc, weeks late, but I'll do what I can to catch up, and this blog is part of it: from here on it'll record my observations relating to that course's material.","ocTELI'm joining the ocTEL mooc, weeks late, but I'll do what I can to catch up, and this blog is part of it: from here on it'll record my observations relating to that course's material.",publish,octel-involvement-eventually-2,2013-05-09 11:38:00,post,"Course Reader,Blog posts",#ocTEL
3729,15,2013-05-09 11:40:00,iTunes U as an OER repository,"
I’m actually quite a supporter of iTunes U, even though people don’t like that you have to enter it via the iTunes client. iTunes client is free and the resources are downloadable. I watched a fantastic series on Justice, by Michael Sandel through iTunes U. Even though the client is proprietary, it is worth mentioning that the videos or podcasts have open standards, so you don’t even need the client once its downloaded, certainly not necessary to have an iPod or iPhone, as some mistakenly think.
I also worked on one of the Phase 2 OER projects, which had a ‘discoverabiliy’ focus. We recognised that most people want to search through google, so hit the SEO Ninjas sites to raise its Google profile. The problem with this is that unless the resources start to take a life of their own and people independently tweet on etc. then the SEO magic starts to lost some of its capability. Fine, say, if you work in a ‘marketplace’ where constant SEO marketing will maintain your page 1 discoverability, but OERs do not have a ‘hype’ cycle to them in most cases. By this I mean the short termism of ‘retweet’, ‘reblog’, ‘backlink’ that gives such good SEO results to start with (and best in conjunction with other possibly offline marketing campaigns) does not apply to OER in that the availability of the resource needs to be constantly high, regardless whether anyone has ‘backlinked’ to it this week.
And that’s why I perhaps have a soft spot for iTunes U as an OER repository. Its available, most people use it for their media management, its free for those who don’t, EVERYONE has heard of it, and the search will not degrade resources based on this weeks popularity. And as previously said it uses open standards and the content is downloadable, therefore transferrable into areas of little bandwidth via HDDs etc. My feeling is that TOTALLY ONLINE content, like Coursera or EdX, is great for the software developers and those in the centre keeping track of the stats, but not so for the areas of lesser bandwidth, arguably those who need the OER the most. octel
","
I’m actually quite a supporter of iTunes U, even though people don’t like that you have to enter it via the iTunes client. iTunes client is free and the resources are downloadable. I watched a fantastic series on Justice, by Michael Sandel through iTunes U. Even though the client is proprietary, it is worth mentioning that the videos or podcasts have open standards, so you don’t even need the client once its downloaded, certainly not necessary to have an iPod or iPhone, as some mistakenly think.
I also worked on one of the Phase 2 OER projects, which had a ‘discoverabiliy’ focus. We recognised that most people want to search through google, so hit the SEO Ninjas sites to raise its Google profile. The problem with this is that unless the resources start to take a life of their own and people independently tweet on etc. then the SEO magic starts to lost some of its capability. Fine, say, if you work in a ‘marketplace’ where constant SEO marketing will maintain your page 1 discoverability, but OERs do not have a ‘hype’ cycle to them in most cases. By this I mean the short termism of ‘retweet’, ‘reblog’, ‘backlink’ that gives such good SEO results to start with (and best in conjunction with other possibly offline marketing campaigns) does not apply to OER in that the availability of the resource needs to be constantly high, regardless whether anyone has ‘backlinked’ to it this week.
And that’s why I perhaps have a soft spot for iTunes U as an OER repository. Its available, most people use it for their media management, its free for those who don’t, EVERYONE has heard of it, and the search will not degrade resources based on this weeks popularity. And as previously said it uses open standards and the content is downloadable, therefore transferrable into areas of little bandwidth via HDDs etc. My feeling is that TOTALLY ONLINE content, like Coursera or EdX, is great for the software developers and those in the centre keeping track of the stats, but not so for the areas of lesser bandwidth, arguably those who need the OER the most. octel
",publish,itunes-u-as-an-oer-repository,2013-05-15 19:40:08,post,"Course Reader,Blog posts","mooc,#tel,itunesu,pedagogy,eLearning,#ocTEL,oer,open educational resources"
5313,15,2013-05-09 11:40:00,iTunes U as an OER repository,"
I’m actually quite a supporter of iTunes U, even though people don’t like that you have to enter it via the iTunes client. iTunes client is free and the resources are downloadable. I watched a fantastic series on Justice, by Michael Sandel through iTunes U. Even though the client is proprietary, it is worth mentioning that the videos or podcasts have open standards, so you don’t even need the client once its downloaded, certainly not necessary to have an iPod or iPhone, as some mistakenly think.
I also worked on one of the Phase 2 OER projects, which had a ‘discoverabiliy’ focus. We recognised that most people want to search through google, so hit the SEO Ninjas sites to raise its Google profile. The problem with this is that unless the resources start to take a life of their own and people independently tweet on etc. then the SEO magic starts to lost some of its capability. Fine, say, if you work in a ‘marketplace’ where constant SEO marketing will maintain your page 1 discoverability, but OERs do not have a ‘hype’ cycle to them in most cases. By this I mean the short termism of ‘retweet’, ‘reblog’, ‘backlink’ that gives such good SEO results to start with (and best in conjunction with other possibly offline marketing campaigns) does not apply to OER in that the availability of the resource needs to be constantly high, regardless whether anyone has ‘backlinked’ to it this week.
And that’s why I perhaps have a soft spot for iTunes U as an OER repository. Its available, most people use it for their media management, its free for those who don’t, EVERYONE has heard of it, and the search will not degrade resources based on this weeks popularity. And as previously said it uses open standards and the content is downloadable, therefore transferrable into areas of little bandwidth via HDDs etc. My feeling is that TOTALLY ONLINE content, like Coursera or EdX, is great for the software developers and those in the centre keeping track of the stats, but not so for the areas of lesser bandwidth, arguably those who need the OER the most. octel
","
I’m actually quite a supporter of iTunes U, even though people don’t like that you have to enter it via the iTunes client. iTunes client is free and the resources are downloadable. I watched a fantastic series on Justice, by Michael Sandel through iTunes U. Even though the client is proprietary, it is worth mentioning that the videos or podcasts have open standards, so you don’t even need the client once its downloaded, certainly not necessary to have an iPod or iPhone, as some mistakenly think.
I also worked on one of the Phase 2 OER projects, which had a ‘discoverabiliy’ focus. We recognised that most people want to search through google, so hit the SEO Ninjas sites to raise its Google profile. The problem with this is that unless the resources start to take a life of their own and people independently tweet on etc. then the SEO magic starts to lost some of its capability. Fine, say, if you work in a ‘marketplace’ where constant SEO marketing will maintain your page 1 discoverability, but OERs do not have a ‘hype’ cycle to them in most cases. By this I mean the short termism of ‘retweet’, ‘reblog’, ‘backlink’ that gives such good SEO results to start with (and best in conjunction with other possibly offline marketing campaigns) does not apply to OER in that the availability of the resource needs to be constantly high, regardless whether anyone has ‘backlinked’ to it this week.
And that’s why I perhaps have a soft spot for iTunes U as an OER repository. Its available, most people use it for their media management, its free for those who don’t, EVERYONE has heard of it, and the search will not degrade resources based on this weeks popularity. And as previously said it uses open standards and the content is downloadable, therefore transferrable into areas of little bandwidth via HDDs etc. My feeling is that TOTALLY ONLINE content, like Coursera or EdX, is great for the software developers and those in the centre keeping track of the stats, but not so for the areas of lesser bandwidth, arguably those who need the OER the most. octel
Week 4 of ocTEL was a bit like week 0 for me: I spent a lot of time feeling quite dislocated from the subject matter and reaching for something I could use.
I have to say I didn’t find all this talk about engagement via open educational resources (OERs) very, erm, engaging though. Openness and collaboration between institutions is a fine idea if your main objective is to further the cause of TEL. And obviously pooling production resources offers major cost savings. But without sounding too mercenary, aren’t we all competitors too? If a course relies heavily on OERs, then where’s the unique selling point from the student’s point of view? Wouldn’t unique, copyright-protected learning materials be a massive competitive advantage and therefore worth investing in?
Channelling the buccaneering spirit of the MOOC, I decided to skip on to looking at a tool for producing learning resources. And as I was talking to a developer this morning about Camtasia, I was really interested in checking it out. It looks like a fantastic tool: you can create and edit your own videos, import videos/music/photos and record an audio commentary. I particularly liked the way you could highlight, zoom and write by hand, and the fact that you could build in interactive quizzes. One key issue for us is whether it supports non-western character sets – I’m waiting for a response to my tweet to the developers about this.
The Camtasia website has some great case studies, including the inspirational example of Aaron Sams, a US science teacher, ‘flipping’ his classroom. He recorded his lessons via Camtasia and asked students to watch them at home, and then used class time to do experiments, resolve questions and interact. This approach, he says, teaches children to learn for themselves and by themselves, rather than listening passively to lectures in class and then completing assignments in isolation at home. Importantly, he had clearly thought about how best to deliver the lessons via this medium, rather than just pointing a video camera at himself while he delivered a lecture.
This was all a wee bit mind-blowing. Suddenly I went from disorientation to curiosity to excitement. Cheers ocTEL!
","Week 4 of ocTEL was a bit like week 0 for me: I spent a lot of time feeling quite dislocated from the subject matter and reaching for something I could use. I have to say I didn’t find all … Continue reading →",publish,octel-week-4-camtasia,2013-05-09 15:44:16,post,"Course Reader,Blog posts","#ocTEL,Digital learning"
3480,1090,2013-05-09 15:51:05,"Make it personal, keep it simple: finding and creating resources. #octel","
In Week 4, the fundamental question that #ocTEL asks is “how can we take advantage of technological developments in order to create and source relevant learning resources?” Actually, the question continues “for our students”, but I’m going to ignore that bit. I’m just going to throw in here the idea of “self-organised learning” and, on the very same subject, quote Steve Wheeler in his blogpost today, when he refers to “the ability of the learners themselves to direct their own learning, and to be able to call upon the resources they need, when they need them”, before I move on to relate how I’ve engaged with the question and with this week’s activities.
The first activity was about finding and reviewing resources and, in terms of ease of use and usefulness, comparing a number of resource repositories. The repositories were split into two camps: “official” ones, such as Jorum and Merlot, and “open” ones like YouTube, TED and iTunesU. I have to say that I was disinclined to do this activity as I’ve done it before. It’s so time consuming, and never mind that it seems to smack of either desperation or wild anticipation akin to a lucky dip. However, I was interested to read Imogen Bertin‘s post in the forum “iTunesU – you need to learn how to search it…”. Interesting, as having undertaken a detailed review and comparison of the repositories, Imogen reports over all lukewarm enthusiasm for the “official” repositories both in terms of their search function and in terms of the resources found. However, the “open” repositories fare somewhat better, especially iTunesU. Imogen says,
if you know how to search it, then it’s actually very good. [...] there is a rake of useful stuff on there, lots of it free, but how to search isn’t obvious at all.
And on that score, Imogen kindly enlightens us.
iTunesU. You need to learn how to search it.
She also declares that “YouTube rocks!”, and attributes this to its great search engine.
It’s an excellent post, with a great follow up conversation, but my point is this: with the likelihood of such patchy results, why bother to go looking for such content in the first place. Wouldn’t it be handier to have a filtering system in place whereby relevant resources come to you. I mean, why not harness the power of your personal learning network [PLN]?
When a member of my PLN posts a link to a potentially handy resource, I bookmark it in the hope that it’ll be useful to me at a later stage. This way I’ve started to develop my own database of searchable resources. It means I’m not starting a search from scratch as I already have a bank of resources, resources that to some degree have been vetted by my peers. This is how I’ve found a number of great resources recently. Just for the record, I searched iTunesU with the term “digital literacies”, and what do you know, it came up with the exact same resources that I already have bookmarked, plus one! So thanks, Imogen for bringing this to attention.
A further activity this week related to creating you own materials. You were asked to choose a tool with which you’re not already familiar and consider its application in your context. A number of suggestions were offered for review:
and the following questions were amongst those provided as prompts:
How easy was it to understand how this tool worked?
How quickly and easily would you find it to use?
In terms of context, I paddle my own canoe. I’m an individual (tutor, facilitator, guide, learner…) who simply wants to develop online learning resources that add interest and stimulate interaction with the learning experience. Consequently, I need “low-threshold, low-barrier” technologies that are easily learned and easily accomplish my teaching and/or learning objectives, and more often than not, have sharing and collaboration features built-in to them.
With this criteria in mind, I took a look over the suggested tools. Straight off, Xerte failed to grab me because it didn’t actually tell me what it did. It opened with “Welcome to the Xerte Project”, whatever that is, and went on to tell me that:
Xerte Online Toolkits is an award winning suite of browser-based tools that allow anyone with a web browser to create interactive learning materials quickly and easily. Content can be delivered to all devices using standards compliant HTML5
Err, I’m sorry, I just want to know what the tool does. Can I design a quiz, record audio, make a video or animate a scenario etc? I didn’t appreciate all the technical terminology either. Therefore, at this stage, I’m not inclined to investigate Xerte any further, despite enthusiastic recommendations in the “what people are saying…” section of the website. Glomaker and Cmap fared similar fates with me I’m afraid. However, Camtasia, Jing and Screen-o-matic were more the sort of tools I’d be looking for, and pretty much said what they did on the tin, so to speak:
Enhance Your Online Conversations With Jing.
Jing gives you the basic tools to start sharing images and short videos of your computer screen.
Capture What You See
Record What You Do
Quick & Easy Sharing
The tools I require need to be intuitive and easy to take up in the first instance, maybe with the option of progressing to more advanced capabilities over time. In fact, I just recently used Screencast-o-matic to produce a presentation for another course I’ve been taking, and I found it to be very straight forward and easy to use. I can certainly recommend it. Co-incidentally, the presentation was on the topic of personal learning networks and how developing a PLN has helped me learn and make progress towards my learning goals. I’ll provide the link here, in case anyone would care to take a look.
","In Week 4, the fundamental question that #ocTEL asks is “how can we take advantage of technological developments in order to create and source relevant learning resources?” Actually, the question continues “for our students”, but I’m going to ignore that bit. I’m just going to throw in here the idea of “self-organised learning” and, on […]",publish,make-it-personal-keep-it-simple-finding-and-creating-resources-octel,2013-05-09 15:51:05,post,"Blog posts,Course Reader","itunesu,Technology,tools,#ocTEL,Learning Technology,#tel,open licences,linkedin,Resources,creative commons,learning,PLN,search"
3424,1424,2013-05-09 16:20:00,#ocTEL Effective Learning Resources - Global Citizenship,"ocTEL week 4 Effective learning resources
How can we take advantage of technological developments in order to create and source relevant learning resources for our students?
I wasn't sure what I wanted to search for but I’d just come out of a meeting about Visiting Students and Studying Abroad and how we can improve the student experience for these students. Two of the many areas we discussed were ‘Global Citizenship’ and ‘Employability’ and how the information and support can be delivered to enhance these aspects. So I decided to search for useful resources in one of these areas to ‘identify appropriate digital resources, including text-based, multimedia and interactive, for particular learning contexts’ although I’m looking at it from a general HE perspective rather than a particular learning context.
The second resource was a recording of a lecture from the Royal Veterinary College. The content looked very interesting and the lecture itself would have been interactive using a voting system but the playback using Echo360 was very slow. http://www.rvc.ac.uk/Review/GlobalCitizens.cfm
Open University – Open Learn
Search term ‘Global Citizenship’ The top result was a link to a module entitled Enacting European Citizenship (ENACT). It is part of a Money & Management course and wasn’t a learning resource. All of the other results on the first page were part of the same module. So I searched on the sidebar under education and the results showed a module Teaching citizenship: Work and the economy. Presumably to access the learning resources you have to enrol onto the module. http://www.open.edu/openlearn/education/teaching-citizenship-work-and-the-economy/content-section-1
YouTube Search term ‘Global Citizenship’ This search produced lots of results although not millions. I filtered the search to include only those in the last year. I watched two or three and they were very interesting. There were quite a few TEDx ones.
So the questions: How easy was it to find a relevant resource? It was easy to find the resources and I think that they were relevant because I managed to find course specific, sector specific resources as well as general ones.
How could you incorporate this resource into your professional practice? For the purposes of finding a resource that could be used for Student information Points and Enhancing the Student Experience then they were suitable as a starting point and to create a general learning resource.
Which source did you find more useful (and why) – the ‘official’ resource bank or the open search? Both the official and the open search were useful. The official ones were very text / image based and straightforward but the Jorum ones were easy to find and relevant. The YouTube videos were more engaging but if may not match specific learning outcomes. Are there any limitations to the use of your preferred resource for your learners (e.g. copyright licence; login requirements)? The Open Learn resource required a login which you would do if you knew that you definitely needed that resource and had been directed to it but when browsing it’s probably a barrier.
Would your own students agree that the resource you prefer is accessible? I think that most students would agree that the videos were accessible and the websites easy to navigate.
","ocTEL week 4 Effective learning resources
How can we take advantage of technological developments in order to create and source relevant learning resources for our students?
I wasn't sure what I wanted to search for but I’d just come out of a meeting about Visiting Students and Studying Abroad and how we can improve the student experience for these students. Two of the many areas we discussed were ‘Global Citizenship’ and ‘Employability’ and how the information and support can be delivered to enhance these aspects. So I decided to search for useful resources in one of these areas to ‘identify appropriate digital resources, including text-based, multimedia and interactive, for particular learning contexts’ although I’m looking at it from a general HE perspective rather than a particular learning context.
The second resource was a recording of a lecture from the Royal Veterinary College. The content looked very interesting and the lecture itself would have been interactive using a voting system but the playback using Echo360 was very slow. http://www.rvc.ac.uk/Review/GlobalCitizens.cfm
Open University – Open Learn
Search term ‘Global Citizenship’ The top result was a link to a module entitled Enacting European Citizenship (ENACT). It is part of a Money & Management course and wasn’t a learning resource. All of the other results on the first page were part of the same module. So I searched on the sidebar under education and the results showed a module Teaching citizenship: Work and the economy. Presumably to access the learning resources you have to enrol onto the module. http://www.open.edu/openlearn/education/teaching-citizenship-work-and-the-economy/content-section-1
YouTube Search term ‘Global Citizenship’ This search produced lots of results although not millions. I filtered the search to include only those in the last year. I watched two or three and they were very interesting. There were quite a few TEDx ones.
So the questions: How easy was it to find a relevant resource? It was easy to find the resources and I think that they were relevant because I managed to find course specific, sector specific resources as well as general ones.
How could you incorporate this resource into your professional practice? For the purposes of finding a resource that could be used for Student information Points and Enhancing the Student Experience then they were suitable as a starting point and to create a general learning resource.
Which source did you find more useful (and why) – the ‘official’ resource bank or the open search? Both the official and the open search were useful. The official ones were very text / image based and straightforward but the Jorum ones were easy to find and relevant. The YouTube videos were more engaging but if may not match specific learning outcomes. Are there any limitations to the use of your preferred resource for your learners (e.g. copyright licence; login requirements)? The Open Learn resource required a login which you would do if you knew that you definitely needed that resource and had been directed to it but when browsing it’s probably a barrier.
Would your own students agree that the resource you prefer is accessible? I think that most students would agree that the videos were accessible and the websites easy to navigate.
How can we take advantage of technological developments in order to create and source relevant learning resources for our students?
I wasn't sure what I wanted to search for but I’d just come out of a meeting about Visiting Students and Studying Abroad and how we can improve the student experience for these students. Two of the many areas we discussed were ‘Global Citizenship’ and ‘Employability’ and how the information and support can be delivered to enhance these aspects. So I decided to search for useful resources in one of these areas to ‘identify appropriate digital resources, including text-based, multimedia and interactive, for particular learning contexts’ although I’m looking at it from a general HE perspective rather than a particular learning context.
The second resource was a recording of a lecture from the Royal Veterinary College. The content looked very interesting and the lecture itself would have been interactive using a voting system but the playback using Echo360 was very slow. http://www.rvc.ac.uk/Review/GlobalCitizens.cfm
Open University – Open Learn
Search term ‘Global Citizenship’ The top result was a link to a module entitled Enacting European Citizenship (ENACT). It is part of a Money & Management course and wasn’t a learning resource. All of the other results on the first page were part of the same module. So I searched on the sidebar under education and the results showed a module Teaching citizenship: Work and the economy. Presumably to access the learning resources you have to enrol onto the module. http://www.open.edu/openlearn/education/teaching-citizenship-work-and-the-economy/content-section-1
YouTube Search term ‘Global Citizenship’ This search produced lots of results although not millions. I filtered the search to include only those in the last year. I watched two or three and they were very interesting. There were quite a few TEDx ones.
So the questions: How easy was it to find a relevant resource? It was easy to find the resources and I think that they were relevant because I managed to find course specific, sector specific resources as well as general ones.
How could you incorporate this resource into your professional practice? For the purposes of finding a resource that could be used for Student information Points and Enhancing the Student Experience then they were suitable as a starting point and to create a general learning resource.
Which source did you find more useful (and why) – the ‘official’ resource bank or the open search? Both the official and the open search were useful. The official ones were very text / image based and straightforward but the Jorum ones were easy to find and relevant. The YouTube videos were more engaging but if may not match specific learning outcomes. Are there any limitations to the use of your preferred resource for your learners (e.g. copyright licence; login requirements)? The Open Learn resource required a login which you would do if you knew that you definitely needed that resource and had been directed to it but when browsing it’s probably a barrier.
Would your own students agree that the resource you prefer is accessible? I think that most students would agree that the videos were accessible and the websites easy to navigate.
","ocTEL week 4 Effective learning resources
How can we take advantage of technological developments in order to create and source relevant learning resources for our students?
I wasn't sure what I wanted to search for but I’d just come out of a meeting about Visiting Students and Studying Abroad and how we can improve the student experience for these students. Two of the many areas we discussed were ‘Global Citizenship’ and ‘Employability’ and how the information and support can be delivered to enhance these aspects. So I decided to search for useful resources in one of these areas to ‘identify appropriate digital resources, including text-based, multimedia and interactive, for particular learning contexts’ although I’m looking at it from a general HE perspective rather than a particular learning context.
The second resource was a recording of a lecture from the Royal Veterinary College. The content looked very interesting and the lecture itself would have been interactive using a voting system but the playback using Echo360 was very slow. http://www.rvc.ac.uk/Review/GlobalCitizens.cfm
Open University – Open Learn
Search term ‘Global Citizenship’ The top result was a link to a module entitled Enacting European Citizenship (ENACT). It is part of a Money & Management course and wasn’t a learning resource. All of the other results on the first page were part of the same module. So I searched on the sidebar under education and the results showed a module Teaching citizenship: Work and the economy. Presumably to access the learning resources you have to enrol onto the module. http://www.open.edu/openlearn/education/teaching-citizenship-work-and-the-economy/content-section-1
YouTube Search term ‘Global Citizenship’ This search produced lots of results although not millions. I filtered the search to include only those in the last year. I watched two or three and they were very interesting. There were quite a few TEDx ones.
So the questions: How easy was it to find a relevant resource? It was easy to find the resources and I think that they were relevant because I managed to find course specific, sector specific resources as well as general ones.
How could you incorporate this resource into your professional practice? For the purposes of finding a resource that could be used for Student information Points and Enhancing the Student Experience then they were suitable as a starting point and to create a general learning resource.
Which source did you find more useful (and why) – the ‘official’ resource bank or the open search? Both the official and the open search were useful. The official ones were very text / image based and straightforward but the Jorum ones were easy to find and relevant. The YouTube videos were more engaging but if may not match specific learning outcomes. Are there any limitations to the use of your preferred resource for your learners (e.g. copyright licence; login requirements)? The Open Learn resource required a login which you would do if you knew that you definitely needed that resource and had been directed to it but when browsing it’s probably a barrier.
Would your own students agree that the resource you prefer is accessible? I think that most students would agree that the videos were accessible and the websites easy to navigate.
How can we take advantage of technological developments in order to create and source relevant learning resources for our students?
I wasn't sure what I wanted to search for but I’d just come out of a meeting about Visiting Students and Studying Abroad and how we can improve the student experience for these students. Two of the many areas we discussed were ‘Global Citizenship’ and ‘Employability’ and how the information and support can be delivered to enhance these aspects. So I decided to search for useful resources in one of these areas to ‘identify appropriate digital resources, including text-based, multimedia and interactive, for particular learning contexts’ although I’m looking at it from a general HE perspective rather than a particular learning context.
The second resource was a recording of a lecture from the Royal Veterinary College. The content looked very interesting and the lecture itself would have been interactive using a voting system but the playback using Echo360 was very slow. http://www.rvc.ac.uk/Review/GlobalCitizens.cfm
Open University – Open Learn
Search term ‘Global Citizenship’ The top result was a link to a module entitled Enacting European Citizenship (ENACT). It is part of a Money & Management course and wasn’t a learning resource. All of the other results on the first page were part of the same module. So I searched on the sidebar under education and the results showed a module Teaching citizenship: Work and the economy. Presumably to access the learning resources you have to enrol onto the module. http://www.open.edu/openlearn/education/teaching-citizenship-work-and-the-economy/content-section-1
YouTube Search term ‘Global Citizenship’ This search produced lots of results although not millions. I filtered the search to include only those in the last year. I watched two or three and they were very interesting. There were quite a few TEDx ones.
So the questions: How easy was it to find a relevant resource? It was easy to find the resources and I think that they were relevant because I managed to find course specific, sector specific resources as well as general ones.
How could you incorporate this resource into your professional practice? For the purposes of finding a resource that could be used for Student information Points and Enhancing the Student Experience then they were suitable as a starting point and to create a general learning resource.
Which source did you find more useful (and why) – the ‘official’ resource bank or the open search? Both the official and the open search were useful. The official ones were very text / image based and straightforward but the Jorum ones were easy to find and relevant. The YouTube videos were more engaging but if may not match specific learning outcomes. Are there any limitations to the use of your preferred resource for your learners (e.g. copyright licence; login requirements)? The Open Learn resource required a login which you would do if you knew that you definitely needed that resource and had been directed to it but when browsing it’s probably a barrier.
Would your own students agree that the resource you prefer is accessible? I think that most students would agree that the videos were accessible and the websites easy to navigate.
","ocTEL week 4 Effective learning resources
How can we take advantage of technological developments in order to create and source relevant learning resources for our students?
I wasn't sure what I wanted to search for but I’d just come out of a meeting about Visiting Students and Studying Abroad and how we can improve the student experience for these students. Two of the many areas we discussed were ‘Global Citizenship’ and ‘Employability’ and how the information and support can be delivered to enhance these aspects. So I decided to search for useful resources in one of these areas to ‘identify appropriate digital resources, including text-based, multimedia and interactive, for particular learning contexts’ although I’m looking at it from a general HE perspective rather than a particular learning context.
The second resource was a recording of a lecture from the Royal Veterinary College. The content looked very interesting and the lecture itself would have been interactive using a voting system but the playback using Echo360 was very slow. http://www.rvc.ac.uk/Review/GlobalCitizens.cfm
Open University – Open Learn
Search term ‘Global Citizenship’ The top result was a link to a module entitled Enacting European Citizenship (ENACT). It is part of a Money & Management course and wasn’t a learning resource. All of the other results on the first page were part of the same module. So I searched on the sidebar under education and the results showed a module Teaching citizenship: Work and the economy. Presumably to access the learning resources you have to enrol onto the module. http://www.open.edu/openlearn/education/teaching-citizenship-work-and-the-economy/content-section-1
YouTube Search term ‘Global Citizenship’ This search produced lots of results although not millions. I filtered the search to include only those in the last year. I watched two or three and they were very interesting. There were quite a few TEDx ones.
So the questions: How easy was it to find a relevant resource? It was easy to find the resources and I think that they were relevant because I managed to find course specific, sector specific resources as well as general ones.
How could you incorporate this resource into your professional practice? For the purposes of finding a resource that could be used for Student information Points and Enhancing the Student Experience then they were suitable as a starting point and to create a general learning resource.
Which source did you find more useful (and why) – the ‘official’ resource bank or the open search? Both the official and the open search were useful. The official ones were very text / image based and straightforward but the Jorum ones were easy to find and relevant. The YouTube videos were more engaging but if may not match specific learning outcomes. Are there any limitations to the use of your preferred resource for your learners (e.g. copyright licence; login requirements)? The Open Learn resource required a login which you would do if you knew that you definitely needed that resource and had been directed to it but when browsing it’s probably a barrier.
Would your own students agree that the resource you prefer is accessible? I think that most students would agree that the videos were accessible and the websites easy to navigate.
",publish,octel-effective-learning-resources-global-citizenship-3,2013-05-09 16:20:00,post,"Blog posts,Course Reader","#ocTEL,mooc,moocs,#MoocsAndMe"
3429,898,2013-05-09 17:58:00,Ramblings of an ocTEL junkie (Week 4),"
This post is trying not to turn into a rant…
… it combines my thoughts on activities 4.1 and 4.3 for ocTEL Week 4.
4.1. Compare some resources (Khan Academy, eLearning examples, iEthics game)
4.3. Look at tools for creating online learning resources (Xerte, Glomaker, Camtasia, CMaps, Screencast-o-matic)
It would be very difficult not to be aware of KhanAcademywith all the hype and plaudits and the money being thrown at it. On the surface, it seems like a great idea - create thousands of videos and quizzes to help people around the world to learn (as long as they have decent internet connections). The KhanAcademy’s mission is “to provide a world class education for anyone, anywhere.” This is similar to some of the lines coming out of the xMOOC providers (e.g. Coursera: “We envision a future where everyone has access to a world-class education that has so far been available to a select few.”) The basic premise of giving access to learning materials to people who might not otherwise have it, via the internet, and perhaps helping them to improve their learning situation is admirable, and when there is extensive research documenting the concrete improvements in people’s circumstances brought about by these unaccredited learning paths, that will be something to celebrate. But I don’t think we should get carried away and start talking about changing the world just yet. After all, is it really true to say that a ‘world-class education’ can be had simply by watching a few online videos and taking a few quizzes?
Pedagogically, most of the material on the Khan Academy appears to exactly replicate transmission-model chalk ‘n’ talk style lectures – surely one of the strengths of the internet is that it offers us so many different ways to access information, communicate and collaborate and opportunities to break away from the more formal, lecture-based educational paradigms?
And if we’re trying to encourage our students to have a critical eye and learn to evaluate reliability and value of online sources, what does it say if we recommend they watch videos where we don’t even know who the author/speaker is, for example, this video on the French Revolution (maybe I just don’t know where to look?) Having said that, expanding learning opportunities to greater numbers of people around the world has to be a good thing. Also, it may well be useful to be able to point students in the direction of these videos as supplementary resources, as long as we’re also teaching them to question what they find and synthesise information from a variety of sources.
Next, I tried a few of the Elearning Examples e-learning games. Game-based learning has been the next best thing for a long time now. For example, look at the Horizon (HE) Report in 2006 and you’ll see ‘Educational Gaming’ – Time to adoption 2 – 3 years. Look at the 2013 (HE) report and you’ll see ‘Games and Gamification’ – Time to adoption 2 – 3 years. In my view, this underlines the fact that with a few exceptions, gamification of learning is something that is often talked about but rarely implemented in any coherent way (in Higher Education). Yes, it would be fantastic to harness the motivation and energy that people often experience when taking part in and completing games, or the social aspects of MMOGs, but creating quality gaming experiences generally costs a lot of money, something which isn’t exactly sloshing around in Higher Education at the moment.
The games available on the link we were given seemed to have little to do with education and I couldn’t work out what I was supposed to be learning by doing them. I tried something called ‘NYT brain games’ but none of them worked. I tried a dinosaur fighting game but this just involved pressing arrow keys and ‘z’ as fast as possible. I tried ‘The Creative Mystic’ and it turned out that it was designed to advertise a product. At that point I gave up.
For me, the iEthiCs simulation has more obvious value and I can see how it could be a useful tool for staff and students involved in medical ethics education. I have seen other examples of gamified learning which I also think are worthwhile: e.g. The WW1 Poetry Archive in SL, Inanimate Alice , or Preloaded – but these all take a lot of money, time and expertise to produce. Not quite the same as a Hot Potatoes quiz… With a background of language teaching, I’ve been used to ‘gamifying’ my teaching practice for many years – making activities competitive, quizzes, word searches and that sort of thing. The question for me is, how can we bring the positive aspects of game-based learning into our practice in relatively easy ways without needing to be a developer to do so? And is it really worth our while trawling through endless badly-produced and or irrelevant e-learning games in an effort to motivate our learners? What is the best way to find examples of game-based learning which we might actually want to use?
We also need to beware of making assumptions about what learners want. It’s easy to jump on the bandwagon by saying we need to build in elements of game-based learning to make engaging and effectivelearning materials, but when did we last stop to ask OUR learners what they find engaging and effective?
In the final activity we were asked to look at various tools which could be used to create learning resources. I had already used some of these (Camtasia, Screencastomatic) and generally found them quite straightforward to use. I had a look at Xerte. If you want to create a learning object with all the bells and whistles this is probably an excellent tool to help you do that job. My one issue with this (and GloMaker which I’m familiar with) is that many lecturers simply won’t have time to develop the required skills to use these tookits properly. A combination of lack of time and lack of digital literacies means that these type of tools will probably only ever be used by a very small proportion of teaching staff. As an example, if we take an introductory paragraph about Xerte online toolkits:
“Xerte Online Toolkits 2.0 is a server-based suite of tools for content authors. Elearning materials can be authored quickly and easily using browser-based tools, with no programming required. Content can be delivered to all devices using HTML5.” Many teaching staff I know would look at terms like ‘server-based suite of tools’ or 'HTML 5' and say ""Eh?"". Also, as it says, the toolkit is designed for content authors – in an ideal world, teaching staff would work alongside learning technologists who could help them with this, but this isn’t always (often?) the case.
Apologies for straying off task, and raising more questions than answers.. ;-)
","
This post is trying not to turn into a rant…
… it combines my thoughts on activities 4.1 and 4.3 for ocTEL Week 4.
4.1. Compare some resources (Khan Academy, eLearning examples, iEthics game)
4.3. Look at tools for creating online learning resources (Xerte, Glomaker, Camtasia, CMaps, Screencast-o-matic)
It would be very difficult not to be aware of KhanAcademywith all the hype and plaudits and the money being thrown at it. On the surface, it seems like a great idea - create thousands of videos and quizzes to help people around the world to learn (as long as they have decent internet connections). The KhanAcademy’s mission is “to provide a world class education for anyone, anywhere.” This is similar to some of the lines coming out of the xMOOC providers (e.g. Coursera: “We envision a future where everyone has access to a world-class education that has so far been available to a select few.”) The basic premise of giving access to learning materials to people who might not otherwise have it, via the internet, and perhaps helping them to improve their learning situation is admirable, and when there is extensive research documenting the concrete improvements in people’s circumstances brought about by these unaccredited learning paths, that will be something to celebrate. But I don’t think we should get carried away and start talking about changing the world just yet. After all, is it really true to say that a ‘world-class education’ can be had simply by watching a few online videos and taking a few quizzes?
Pedagogically, most of the material on the Khan Academy appears to exactly replicate transmission-model chalk ‘n’ talk style lectures – surely one of the strengths of the internet is that it offers us so many different ways to access information, communicate and collaborate and opportunities to break away from the more formal, lecture-based educational paradigms?
And if we’re trying to encourage our students to have a critical eye and learn to evaluate reliability and value of online sources, what does it say if we recommend they watch videos where we don’t even know who the author/speaker is, for example, this video on the French Revolution (maybe I just don’t know where to look?) Having said that, expanding learning opportunities to greater numbers of people around the world has to be a good thing. Also, it may well be useful to be able to point students in the direction of these videos as supplementary resources, as long as we’re also teaching them to question what they find and synthesise information from a variety of sources.
Next, I tried a few of the Elearning Examples e-learning games. Game-based learning has been the next best thing for a long time now. For example, look at the Horizon (HE) Report in 2006 and you’ll see ‘Educational Gaming’ – Time to adoption 2 – 3 years. Look at the 2013 (HE) report and you’ll see ‘Games and Gamification’ – Time to adoption 2 – 3 years. In my view, this underlines the fact that with a few exceptions, gamification of learning is something that is often talked about but rarely implemented in any coherent way (in Higher Education). Yes, it would be fantastic to harness the motivation and energy that people often experience when taking part in and completing games, or the social aspects of MMOGs, but creating quality gaming experiences generally costs a lot of money, something which isn’t exactly sloshing around in Higher Education at the moment.
The games available on the link we were given seemed to have little to do with education and I couldn’t work out what I was supposed to be learning by doing them. I tried something called ‘NYT brain games’ but none of them worked. I tried a dinosaur fighting game but this just involved pressing arrow keys and ‘z’ as fast as possible. I tried ‘The Creative Mystic’ and it turned out that it was designed to advertise a product. At that point I gave up.
For me, the iEthiCs simulation has more obvious value and I can see how it could be a useful tool for staff and students involved in medical ethics education. I have seen other examples of gamified learning which I also think are worthwhile: e.g. The WW1 Poetry Archive in SL, Inanimate Alice , or Preloaded – but these all take a lot of money, time and expertise to produce. Not quite the same as a Hot Potatoes quiz… With a background of language teaching, I’ve been used to ‘gamifying’ my teaching practice for many years – making activities competitive, quizzes, word searches and that sort of thing. The question for me is, how can we bring the positive aspects of game-based learning into our practice in relatively easy ways without needing to be a developer to do so? And is it really worth our while trawling through endless badly-produced and or irrelevant e-learning games in an effort to motivate our learners? What is the best way to find examples of game-based learning which we might actually want to use?
We also need to beware of making assumptions about what learners want. It’s easy to jump on the bandwagon by saying we need to build in elements of game-based learning to make engaging and effectivelearning materials, but when did we last stop to ask OUR learners what they find engaging and effective?
In the final activity we were asked to look at various tools which could be used to create learning resources. I had already used some of these (Camtasia, Screencastomatic) and generally found them quite straightforward to use. I had a look at Xerte. If you want to create a learning object with all the bells and whistles this is probably an excellent tool to help you do that job. My one issue with this (and GloMaker which I’m familiar with) is that many lecturers simply won’t have time to develop the required skills to use these tookits properly. A combination of lack of time and lack of digital literacies means that these type of tools will probably only ever be used by a very small proportion of teaching staff. As an example, if we take an introductory paragraph about Xerte online toolkits:
“Xerte Online Toolkits 2.0 is a server-based suite of tools for content authors. Elearning materials can be authored quickly and easily using browser-based tools, with no programming required. Content can be delivered to all devices using HTML5.” Many teaching staff I know would look at terms like ‘server-based suite of tools’ or 'HTML 5' and say ""Eh?"". Also, as it says, the toolkit is designed for content authors – in an ideal world, teaching staff would work alongside learning technologists who could help them with this, but this isn’t always (often?) the case.
Apologies for straying off task, and raising more questions than answers.. ;-)
",publish,google-octel-activities-2013-05-10-022455,2013-05-10 01:24:55,post,"Google+,Course Reader,Social networks",
3456,1078,2013-05-10 02:26:52,Hello everyone. My name is Helen Blunden and I work as a Virtual Learning Consultant in one of the big...,"
Helen Blunden
Fri, 10 May 2013 02:26:52 GMT
- Community
Hello everyone. My name is Helen Blunden and I work as a Virtual Learning Consultant in one of the big 4 banks in Australia. You can find out more about me here http://about.me/helenblunden This is my 4th cMOOC and introduced to it by +Gerardine Rudolphy
My first cMOOC was #etmooc which I thoroughly enjoyed but I'm also doing the Teach The Web MOOC and the #OCTEL at the moment. It's a lot of work but the beauty of it is that you can pick and choose what works for you to apply it to your work.Looking forward to learning more here !
Helen Blunden
Fri, 10 May 2013 02:26:52 GMT
- Community
Hello everyone. My name is Helen Blunden and I work as a Virtual Learning Consultant in one of the big 4 banks in Australia. You can find out more about me here http://about.me/helenblunden This is my 4th cMOOC and introduced to it by +Gerardine Rudolphy
My first cMOOC was #etmooc which I thoroughly enjoyed but I'm also doing the Teach The Web MOOC and the #OCTEL at the moment. It's a lot of work but the beauty of it is that you can pick and choose what works for you to apply it to your work.Looking forward to learning more here !
",publish,hello-everyone-my-name-is-helen-blunden-and-i-work-as-a-virtual-learning-consultant-in-one-of-the-big,2013-05-10 02:26:52,post,"Social networks,Google+,Course Reader",
3457,461,2013-05-10 03:06:00,Webinar week 1,"Studying at home today... seriously slow broadband service :-( I can't wait for the high speed installation to happen.
Finally the Webinar recording plays (hooray!)
Teachers Talking about TEL. Liz Masterman. 17th April 2013
Activity- In the discussion that will follow Liz’s presentation, participants will be encouraged to reflect on the relevance of each theme to their own practice.
=====================
ocTEL week 1 webinar
Five questions
Is there a tension what students want and what might be more beneficial to their learning?
‘Good use of technology builds on all the education theory.’ Do you agree?
What are the trade-offs and compromises in using (open) educational resources created by others?
Where is the locus of ‘cool TEL’ in your university/college and what is its relationship to institutional support?
What information will best help you decide whether to try out a TEL innovation (quantitative and/or qualitative)?
TEL
Drivers
Enablers
Constraints
Think points! Digital literacy and the desire/need to equip students for the workplace. Staff adoption of technology driven by student request for its use. Inconsistent use within the institution, students need consistent use of technology enhanced learning across the institution. Student preferences and student numbers can 'constrain' Sometime we can only use what we have available in the time. ""Are students conservative""? concern that ""over privileging students"" with provision of online/digital resources has in some situations led to students turning away from the 'hard copy' resource.
""Is there sometimes a tension what students (say they) want and what might be more beneficial to their learning?""
Q1 - I have experienced tension where students talk about how much 'better' a colleagues teaching is from another's and when I have unpicked it the comments have often related to the technology used, the proficiency of its use, the use of or and range of media used. The 'better' has rarely focussed on the subject content. I think it is important to personally and institutionally acknowledge that the range and pace of emerging technologies is faster that 'we' can individually respond to so we should not attempt to adopt everything 'new' but be discerning and adopt and use 'well' that which is seen as the most suitable.
Q2 - I certainly do. We should design the assessment and learning activity before we select the technology. The technology should enable and enhance the learning experience. Bad, and/or unnecessary use of technology can have a negative influence on educational theory.
Theory-informed TEL - Theories of learning V theories of teaching.
Q3 - The trade off I have encountered is there is a balance between the expensive slick resource for large scale long term reuse and the cheaper less polished resource which may be for small scale local/discipline specific reuse. On occasion an OER is too 'generic' sometimes people appear to struggle with words/phrases they are not familiar with or organisational branding which is not their own. I have also encountered really slick looking resources where they refer to legislation which is relevant in a specific country or contain information which is out of date. This has lead to recreating the resource in a 'cheaper' format locally. On occasion sourcing and previewing the OER has been considerably time consuming, leaving me and colleagues thinking we could have pulled something suitable together in less time. OER enable us to 'reuse' learning resources within our teaching wider that we may have done previously. In my teaching I have generally sought out existing resources which I can re-use re-purpose. I have regularly been delivering 'team teaching' and have developed and delivered 'shared' teaching content, this has brought challenges in applying your 'own voice' to the content during delivery. It is essential to be familiar with the material in advance so you can provide relevant enhancements and not be surprised by the content. However when developing these 'team teaching' resources there was reluctance to openly share, many team members took the 'shared' resources and tweaked them for delivery to their seminar/tutorial group which lead to student voicing dissatisfactions because they were getting something different.
At my previous institution we created a repository for these shared learning/teaching resources RADAR . I have freely shared my resources for others to use, these have primarily been contained with Power Point presentations and distributed within a VLE. However my resources were never granular enough for the shared repository.
Where I am now working, I am beginning to venture into video and audio resources with the intention for use by others in my own institution. I am also exploring the creation of an institution level repository for video/audio of examples of learning and teaching activities which we can used to support the development of academic staff.
Q4 - We have an individual locus for many years and more recently there has been a central response. We have a number of Innovators and 'early adopters' and are delivering a strategy to support and enhance TEL across the institution - Digital Vision My role is to support staff to develop confidence and competence using technology in their teaching. My 'students' are faculty members.
Q5 - What convinces me/ staff to use new technology. Personally a combination of own exploration, peer feedback and published research evidence. In my institution we have interviewed staff about this and there are a range of factors, certainly peer use and how they rate their experience is a significant factor as is the research evidence, there was also mention of student expectations having influence. The greatest constraint indicated is lack of time to explore, learn, evaluate TEL.
","Studying at home today... seriously slow broadband service :-( I can't wait for the high speed installation to happen.
Finally the Webinar recording plays (hooray!)
Teachers Talking about TEL. Liz Masterman. 17th April 2013
Activity- In the discussion that will follow Liz’s presentation, participants will be encouraged to reflect on the relevance of each theme to their own practice.
=====================
ocTEL week 1 webinar
Five questions
Is there a tension what students want and what might be more beneficial to their learning?
‘Good use of technology builds on all the education theory.’ Do you agree?
What are the trade-offs and compromises in using (open) educational resources created by others?
Where is the locus of ‘cool TEL’ in your university/college and what is its relationship to institutional support?
What information will best help you decide whether to try out a TEL innovation (quantitative and/or qualitative)?
TEL
Drivers
Enablers
Constraints
Think points! Digital literacy and the desire/need to equip students for the workplace. Staff adoption of technology driven by student request for its use. Inconsistent use within the institution, students need consistent use of technology enhanced learning across the institution. Student preferences and student numbers can 'constrain' Sometime we can only use what we have available in the time. ""Are students conservative""? concern that ""over privileging students"" with provision of online/digital resources has in some situations led to students turning away from the 'hard copy' resource.
""Is there sometimes a tension what students (say they) want and what might be more beneficial to their learning?""
Q1 - I have experienced tension where students talk about how much 'better' a colleagues teaching is from another's and when I have unpicked it the comments have often related to the technology used, the proficiency of its use, the use of or and range of media used. The 'better' has rarely focussed on the subject content. I think it is important to personally and institutionally acknowledge that the range and pace of emerging technologies is faster that 'we' can individually respond to so we should not attempt to adopt everything 'new' but be discerning and adopt and use 'well' that which is seen as the most suitable.
Q2 - I certainly do. We should design the assessment and learning activity before we select the technology. The technology should enable and enhance the learning experience. Bad, and/or unnecessary use of technology can have a negative influence on educational theory.
Theory-informed TEL - Theories of learning V theories of teaching.
Q3 - The trade off I have encountered is there is a balance between the expensive slick resource for large scale long term reuse and the cheaper less polished resource which may be for small scale local/discipline specific reuse. On occasion an OER is too 'generic' sometimes people appear to struggle with words/phrases they are not familiar with or organisational branding which is not their own. I have also encountered really slick looking resources where they refer to legislation which is relevant in a specific country or contain information which is out of date. This has lead to recreating the resource in a 'cheaper' format locally. On occasion sourcing and previewing the OER has been considerably time consuming, leaving me and colleagues thinking we could have pulled something suitable together in less time. OER enable us to 'reuse' learning resources within our teaching wider that we may have done previously. In my teaching I have generally sought out existing resources which I can re-use re-purpose. I have regularly been delivering 'team teaching' and have developed and delivered 'shared' teaching content, this has brought challenges in applying your 'own voice' to the content during delivery. It is essential to be familiar with the material in advance so you can provide relevant enhancements and not be surprised by the content. However when developing these 'team teaching' resources there was reluctance to openly share, many team members took the 'shared' resources and tweaked them for delivery to their seminar/tutorial group which lead to student voicing dissatisfactions because they were getting something different.
At my previous institution we created a repository for these shared learning/teaching resources RADAR . I have freely shared my resources for others to use, these have primarily been contained with Power Point presentations and distributed within a VLE. However my resources were never granular enough for the shared repository.
Where I am now working, I am beginning to venture into video and audio resources with the intention for use by others in my own institution. I am also exploring the creation of an institution level repository for video/audio of examples of learning and teaching activities which we can used to support the development of academic staff.
Q4 - We have an individual locus for many years and more recently there has been a central response. We have a number of Innovators and 'early adopters' and are delivering a strategy to support and enhance TEL across the institution - Digital Vision My role is to support staff to develop confidence and competence using technology in their teaching. My 'students' are faculty members.
Q5 - What convinces me/ staff to use new technology. Personally a combination of own exploration, peer feedback and published research evidence. In my institution we have interviewed staff about this and there are a range of factors, certainly peer use and how they rate their experience is a significant factor as is the research evidence, there was also mention of student expectations having influence. The greatest constraint indicated is lack of time to explore, learn, evaluate TEL.
",publish,webinar-week-1,2013-05-10 03:06:28,post,"Blog posts,Course Reader","#ocTEL,Technology,mooc"
3475,898,2013-05-10 05:27:22,jimpettiward: Chalk 'n talk for the masses - is Khan academy really going to change the world? #ocTEL http://t.co/UHCH5gzqO9,"
Chalk 'n talk for the masses - is Khan academy really going to change the world? #ocTELbit.ly/11XcszM
","Chalk 'n talk for the masses - is Khan academy really going to change the world? #ocTEL bit.ly/11XcszM— Jim Pettiward (@jimpettiward) May 10, 2013",publish,jimpettiward-chalk-n-talk-for-the-masses-is-khan-academy-really-going-to-change-the-world-octel-httpt-couhch5gzqo9,2013-05-10 05:27:22,post,"Twitter (Q&A),Social networks",#ocTEL
3489,28,2013-05-10 05:54:58,lizbennett1: #octel any Moocers looking for accredation? See MSc TEL at Uni Huddersfield http://t.co/BhiMgaedMD,"
",publish,lizbennett1-octel-any-moocers-looking-for-accredation-see-msc-tel-at-uni-huddersfield-httpt-cobhimgaedmd,2013-05-10 05:54:58,post,"Social networks,Twitter (Q&A)",#ocTEL
3463,512,2013-05-10 08:56:58,Google and your memory,"
This made me think (yet again) of Rheingold’s 21st century literacies. Probably ‘attention’ – our reliance on this external memory may impact on the development of our understanding. Also the need for the development of Critical Consumption (“Crap Detection”) in order to balance the habit of ‘just Google it’.
Mmmm…
Also then the relevance of the active learning stuff from ocTEL week 3
","I am grateful to James Little http://www.learningtechnologist.co.uk/2013/05/09/151/ for posting this great infographic on Google and your memory from OnlineColleges.net This made me think (yet again) of Rheingold’s 21st century literacies. Probably ‘attention’ – our reliance on this external memory may impact on the development of our understanding. Also the need for the development of Critical Consumption (“Crap Detection”) […]",publish,google-and-your-memory,2013-05-10 08:56:58,post,"Blog posts,Course Reader","#ocTEL,memory,Rheingold,Uncategorized"
3470,1456,2013-05-10 09:06:46,This infographic has really got me thinking! As well as Imogen's comment about retrieving these external...,"
This infographic has really got me thinking! As well as Imogen's comment about retrieving these external memories, I think we also have to consider that although our personal recollection of 'facts' may be flawed this is also the case for much we find on the internet. Retrieve from a credible source... I have added it to my blog (with thanks / credited to you)
The small innocuous three words in the question “what is learning” belies the fact that this is a question which has the potential to be very broad and yet deep in scope. Whilst there are many theories of how we learn and could learn as mentioned in the ocTEL week 3 email (social constructivism ...
This infographic has really got me thinking! As well as Imogen's comment about retrieving these external memories, I think we also have to consider that although our personal recollection of 'facts' may be flawed this is also the case for much we find on the internet. Retrieve from a credible source... I have added it to my blog (with thanks / credited to you)
The small innocuous three words in the question “what is learning” belies the fact that this is a question which has the potential to be very broad and yet deep in scope. Whilst there are many theories of how we learn and could learn as mentioned in the ocTEL week 3 email (social constructivism ...
",publish,this-infographic-has-really-got-me-thinking-as-well-as-imogens-comment-about-retrieving-these-external,2013-05-10 09:06:46,post,"Course Reader,Social networks,Google+",
3474,5,2013-05-10 11:04:23,mhawksey: Bit creepy but wondered if suitable model for open courses? #octel,"
Bit creepy but wondered if suitable model for open courses? #octel
","Bit creepy but wondered if suitable model for open courses? #octel— Martin Hawksey (@mhawksey) May 10, 2013",publish,mhawksey-bit-creepy-but-wondered-if-suitable-model-for-open-courses-octel,2013-05-10 11:04:23,post,"Twitter (Q&A),Social networks",#ocTEL
3477,1409,2013-05-10 11:19:00,"Comparing resources in Khan, Articulate, and UoL","
Comparing resources in: Khan, Articulate, UoL
= part of Octel Activity 4.1: ""Comparing resources""
Take the perspective of a learner and spend some time using:
one resource from Khan Academy’s YouTube videos
one resource from ElearningExamples e-learning games
the iEthiCS simulation.
Khan Academy’s YouTube videos
This is very clear and the handwritten notes actually become the focus, though the background graphic helps hold the eye and make it look quality. Q. What elements of these do you think are appealing to different kinds of learners? A. They are clear to get into: their intent is clear.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Learners who did not know how to find their level in a subject like say, Maths. However, they can experiment. If you take one of their playlists, it works well. And indeed they present a couple of such playlists on the main page, e.g. Biology or Physics.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They form a huge bank of similar resources that the person can flick through to find their entry point. Whereas ocTEL resources are different from each other in style or substance. They are also much more visual in that they are embedded in the page, whereas ocTEL are linked to.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. It isn't initially clear how to see the list of other videos in a playlist (you do it by clicking the button in the top right of the video; though it may not be there, i.e. if you're not watching a video that is sequenced within a playlist).
A resource from ElearningExamples' e-learning games
Q. What elements of these do you think are appealing to different kinds of learners? A. They are intriguing... what will this oracle uncover? Like the famous ""Turk's Head"" machine. It may hook anyone who can be intrigued.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. The cynical, the impatient, the incurious.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. More intriguing as a contained adventure, a fortune-teller.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. Make them have different results for EACH different input.
Q. What elements of these do you think are appealing to different kinds of learners? A. Great the way that it doesn't provide the answer straight away - or indeed at all. Helps with complexity. Here's an example of where different choices may lead you to as conclusions, some incorrect:
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Those who just need a job aid, a quick clear answer.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They set up a video scenario and you follow it through, whereas we're not consuming such scenarios.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. I think they're great for effectiveness. For reach, I am unclear how they're marketed.
Local note: this simulation is made by http://www.elu.sgul.ac.uk/ who are located in SW London:
= part of Octel Activity 4.1: ""Comparing resources""
Take the perspective of a learner and spend some time using:
one resource from Khan Academy’s YouTube videos
one resource from ElearningExamples e-learning games
the iEthiCS simulation.
Khan Academy’s YouTube videos
This is very clear and the handwritten notes actually become the focus, though the background graphic helps hold the eye and make it look quality. Q. What elements of these do you think are appealing to different kinds of learners? A. They are clear to get into: their intent is clear.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Learners who did not know how to find their level in a subject like say, Maths. However, they can experiment. If you take one of their playlists, it works well. And indeed they present a couple of such playlists on the main page, e.g. Biology or Physics.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They form a huge bank of similar resources that the person can flick through to find their entry point. Whereas ocTEL resources are different from each other in style or substance. They are also much more visual in that they are embedded in the page, whereas ocTEL are linked to.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. It isn't initially clear how to see the list of other videos in a playlist (you do it by clicking the button in the top right of the video; though it may not be there, i.e. if you're not watching a video that is sequenced within a playlist).
A resource from ElearningExamples' e-learning games
Q. What elements of these do you think are appealing to different kinds of learners? A. They are intriguing... what will this oracle uncover? Like the famous ""Turk's Head"" machine. It may hook anyone who can be intrigued.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. The cynical, the impatient, the incurious.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. More intriguing as a contained adventure, a fortune-teller.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. Make them have different results for EACH different input.
Q. What elements of these do you think are appealing to different kinds of learners? A. Great the way that it doesn't provide the answer straight away - or indeed at all. Helps with complexity. Here's an example of where different choices may lead you to as conclusions, some incorrect:
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Those who just need a job aid, a quick clear answer.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They set up a video scenario and you follow it through, whereas we're not consuming such scenarios.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. I think they're great for effectiveness. For reach, I am unclear how they're marketed.
Local note: this simulation is made by http://www.elu.sgul.ac.uk/ who are located in SW London:
",publish,comparing-resources-in-khan-articulate-and-uol,2013-05-10 13:41:02,post,"Blog posts,Course Reader",#ocTEL
4838,1528,2013-05-10 11:19:00,"Comparing resources in Khan, Articulate, and UoL","
Comparing resources in: Khan, Articulate, UoL
= part of Octel Activity 4.1: ""Comparing resources""
Take the perspective of a learner and spend some time using:
one resource from Khan Academy’s YouTube videos
one resource from ElearningExamples e-learning games
the iEthiCS simulation.
Khan Academy’s YouTube videos
This is very clear and the handwritten notes actually become the focus, though the background graphic helps hold the eye and make it look quality. Q. What elements of these do you think are appealing to different kinds of learners? A. They are clear to get into: their intent is clear.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Learners who did not know how to find their level in a subject like say, Maths. However, they can experiment. If you take one of their playlists, it works well. And indeed they present a couple of such playlists on the main page, e.g. Biology or Physics.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They form a huge bank of similar resources that the person can flick through to find their entry point. Whereas ocTEL resources are different from each other in style or substance. They are also much more visual in that they are embedded in the page, whereas ocTEL are linked to.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. It isn't initially clear how to see the list of other videos in a playlist (you do it by clicking the button in the top right of the video; though it may not be there, i.e. if you're not watching a video that is sequenced within a playlist).
A resource from ElearningExamples' e-learning games
Q. What elements of these do you think are appealing to different kinds of learners? A. They are intriguing... what will this oracle uncover? Like the famous ""Turk's Head"" machine. It may hook anyone who can be intrigued.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. The cynical, the impatient, the incurious.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. More intriguing as a contained adventure, a fortune-teller.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. Make them have different results for EACH different input.
Q. What elements of these do you think are appealing to different kinds of learners? A. Great the way that it doesn't provide the answer straight away - or indeed at all. Helps with complexity. Here's an example of where different choices may lead you to as conclusions, some incorrect:
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Those who just need a job aid, a quick clear answer.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They set up a video scenario and you follow it through, whereas we're not consuming such scenarios.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. I think they're great for effectiveness. For reach, I am unclear how they're marketed.
Local note: this simulation is made by http://www.elu.sgul.ac.uk/ who are located in SW London:
= part of Octel Activity 4.1: ""Comparing resources""
Take the perspective of a learner and spend some time using:
one resource from Khan Academy’s YouTube videos
one resource from ElearningExamples e-learning games
the iEthiCS simulation.
Khan Academy’s YouTube videos
This is very clear and the handwritten notes actually become the focus, though the background graphic helps hold the eye and make it look quality. Q. What elements of these do you think are appealing to different kinds of learners? A. They are clear to get into: their intent is clear.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Learners who did not know how to find their level in a subject like say, Maths. However, they can experiment. If you take one of their playlists, it works well. And indeed they present a couple of such playlists on the main page, e.g. Biology or Physics.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They form a huge bank of similar resources that the person can flick through to find their entry point. Whereas ocTEL resources are different from each other in style or substance. They are also much more visual in that they are embedded in the page, whereas ocTEL are linked to.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. It isn't initially clear how to see the list of other videos in a playlist (you do it by clicking the button in the top right of the video; though it may not be there, i.e. if you're not watching a video that is sequenced within a playlist).
A resource from ElearningExamples' e-learning games
Q. What elements of these do you think are appealing to different kinds of learners? A. They are intriguing... what will this oracle uncover? Like the famous ""Turk's Head"" machine. It may hook anyone who can be intrigued.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. The cynical, the impatient, the incurious.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. More intriguing as a contained adventure, a fortune-teller.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. Make them have different results for EACH different input.
Q. What elements of these do you think are appealing to different kinds of learners? A. Great the way that it doesn't provide the answer straight away - or indeed at all. Helps with complexity. Here's an example of where different choices may lead you to as conclusions, some incorrect:
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Those who just need a job aid, a quick clear answer.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They set up a video scenario and you follow it through, whereas we're not consuming such scenarios.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. I think they're great for effectiveness. For reach, I am unclear how they're marketed.
Local note: this simulation is made by http://www.elu.sgul.ac.uk/ who are located in SW London:
",publish,comparing-resources-in-khan-articulate-and-uol-2,2013-05-10 11:19:00,post,"Course Reader,Blog posts",#ocTEL
5300,1528,2013-05-10 11:19:00,"Comparing resources in Khan, Articulate, and UoL","
Comparing resources in: Khan, Articulate, UoL
= part of Octel Activity 4.1: ""Comparing resources""
Take the perspective of a learner and spend some time using:
one resource from Khan Academy’s YouTube videos
one resource from ElearningExamples e-learning games
the iEthiCS simulation.
Khan Academy’s YouTube videos
This is very clear and the handwritten notes actually become the focus, though the background graphic helps hold the eye and make it look quality. Q. What elements of these do you think are appealing to different kinds of learners? A. They are clear to get into: their intent is clear.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Learners who did not know how to find their level in a subject like say, Maths. However, they can experiment. If you take one of their playlists, it works well. And indeed they present a couple of such playlists on the main page, e.g. Biology or Physics.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They form a huge bank of similar resources that the person can flick through to find their entry point. Whereas ocTEL resources are different from each other in style or substance. They are also much more visual in that they are embedded in the page, whereas ocTEL are linked to.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. It isn't initially clear how to see the list of other videos in a playlist (you do it by clicking the button in the top right of the video; though it may not be there, i.e. if you're not watching a video that is sequenced within a playlist).
A resource from ElearningExamples' e-learning games
Q. What elements of these do you think are appealing to different kinds of learners? A. They are intriguing... what will this oracle uncover? Like the famous ""Turk's Head"" machine. It may hook anyone who can be intrigued.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. The cynical, the impatient, the incurious.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. More intriguing as a contained adventure, a fortune-teller.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. Make them have different results for EACH different input.
Q. What elements of these do you think are appealing to different kinds of learners? A. Great the way that it doesn't provide the answer straight away - or indeed at all. Helps with complexity. Here's an example of where different choices may lead you to as conclusions, some incorrect:
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Those who just need a job aid, a quick clear answer.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They set up a video scenario and you follow it through, whereas we're not consuming such scenarios.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. I think they're great for effectiveness. For reach, I am unclear how they're marketed.
Local note: this simulation is made by http://www.elu.sgul.ac.uk/ who are located in SW London:
= part of Octel Activity 4.1: ""Comparing resources""
Take the perspective of a learner and spend some time using:
one resource from Khan Academy’s YouTube videos
one resource from ElearningExamples e-learning games
the iEthiCS simulation.
Khan Academy’s YouTube videos
This is very clear and the handwritten notes actually become the focus, though the background graphic helps hold the eye and make it look quality. Q. What elements of these do you think are appealing to different kinds of learners? A. They are clear to get into: their intent is clear.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Learners who did not know how to find their level in a subject like say, Maths. However, they can experiment. If you take one of their playlists, it works well. And indeed they present a couple of such playlists on the main page, e.g. Biology or Physics.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They form a huge bank of similar resources that the person can flick through to find their entry point. Whereas ocTEL resources are different from each other in style or substance. They are also much more visual in that they are embedded in the page, whereas ocTEL are linked to.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. It isn't initially clear how to see the list of other videos in a playlist (you do it by clicking the button in the top right of the video; though it may not be there, i.e. if you're not watching a video that is sequenced within a playlist).
A resource from ElearningExamples' e-learning games
Q. What elements of these do you think are appealing to different kinds of learners? A. They are intriguing... what will this oracle uncover? Like the famous ""Turk's Head"" machine. It may hook anyone who can be intrigued.
Q. What kinds of learners, if any, would they be inappropriate for and why? A. The cynical, the impatient, the incurious.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. More intriguing as a contained adventure, a fortune-teller.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. Make them have different results for EACH different input.
Q. What elements of these do you think are appealing to different kinds of learners? A. Great the way that it doesn't provide the answer straight away - or indeed at all. Helps with complexity. Here's an example of where different choices may lead you to as conclusions, some incorrect:
Q. What kinds of learners, if any, would they be inappropriate for and why? A. Those who just need a job aid, a quick clear answer.
Q. How do each of these resources differ from that of the resources we’re using in ocTEL? A. They set up a video scenario and you follow it through, whereas we're not consuming such scenarios.
Q. What ways can you see to improve the effectiveness or potential reach of these resources? A. I think they're great for effectiveness. For reach, I am unclear how they're marketed.
Local note: this simulation is made by http://www.elu.sgul.ac.uk/ who are located in SW London:
",publish,comparing-resources-in-khan-articulate-and-uol-3,2013-05-10 11:19:00,post,"Course Reader,Blog posts",#ocTEL
3476,5,2013-05-10 13:50:35,Opening the intercom with your open course participants: Tracking and engaging students,"
Earlier today I popped in the visual.ly site to see if they had anything new. After login in, having a quick nose I moved on. Minutes later I got this email:
My initial reaction was:
just got an email after logging into service hadn’t just in a long time asking if I found everything I needed … #octel
Looking at how they did this there are some clues in the email. Notice the email contains a link with ?source=intercom (campaign tracking), and the email domain for the sender is intercom.io. Visiting the intercom.io site it’s immediate to see the pieces fall in place, Intercom providing a customer relationship tracking/engagement service which allows condition based automated messaging.
If you click ‘Start using intercom’ more is revealed about how this service works. By embedding a code snippet to your sight which returns the logged in user email (in the advanced setting this can be encrypted/hashed rather than plain text it appears you still need to send either a user_id or email in plain text as well as hashing)
And true to their word in 30 seconds I was able to track active on the ocTEL testbed site.
Tracking user logins is a standard feature on most platforms (and can also be enabled in WordPress with the last login plugin), but there are nice features of Intercom that might make it a useful component within an open course situation. As well as tracking ‘last seen’ Intercom are able to track location, extended social profiles and levels of engagement. The fact it’s easy to install is a big plus, but if you are prepared to pay the $50/month you can get your hands on some nice additional features. As well as auto messaging you can reassign message replies to other users (the scenario I have in mind is reassigning messaging to other tutors).
So what would your reaction be if this tool was used in a course like ocTEL? Are there similar or better tools out there that you know about?
PS I’m currently having problems getting the email encrypted version of the embed code to work. Others might have more luck
",A quick look at how the intercom customer relationship management tool might fit into open online courses (MOOCs),publish,opening-the-intercom-with-your-open-course-participants,2013-05-10 13:50:35,post,"Blog posts,Course Reader","#ocTEL,mooc,Infrastructure"
3484,974,2013-05-10 18:31:48,"My blog post this week owes a debt of thanks to Imogen Bertin's post in the forum entitled, "iTunesU ...","
Helen Crump
Fri, 10 May 2013 18:31:48 GMT
- Community
In Week 4, the fundamental question that #ocTEL asks is “how can we take advantage of technological developments in order to create and source relevant learning resources?” Actually, the question c...
","
Helen Crump
Fri, 10 May 2013 18:31:48 GMT
- Community
In Week 4, the fundamental question that #ocTEL asks is “how can we take advantage of technological developments in order to create and source relevant learning resources?” Actually, the question c...
Elizabeth E Charles. Head of E-Services & Systems and Subject Librarian. My Posts: Storify stories. There you will find some topics related to EDCMOOC and ocTEL. They are coursework activties such as: Understanding Learner's needs; Designing a learning activity; The Teaching Machine ...
Elizabeth E Charles. Head of E-Services & Systems and Subject Librarian. My Posts: Storify stories. There you will find some topics related to EDCMOOC and ocTEL. They are coursework activties such as: Understanding Learner's needs; Designing a learning activity; The Teaching Machine ...
",publish,my-thrimble-webmaker-profile-finally-done,2013-05-10 23:24:27,post,"Google+,Course Reader,Social networks",
3492,1078,2013-05-10 23:37:16,Here's my entry for Week 4 which I enjoyed exploring Screecast-o-Matic and the iEthics simulation. I...,"
Helen Blunden
Fri, 10 May 2013 23:37:16 GMT
- Community
This week was an interesting #OCTEL activity week that opened my eyes to some resources that I had otherwise not known about and which I could immediately apply to my workplace. The first activity...
","
Helen Blunden
Fri, 10 May 2013 23:37:16 GMT
- Community
This week was an interesting #OCTEL activity week that opened my eyes to some resources that I had otherwise not known about and which I could immediately apply to my workplace. The first activity...
",publish,heres-my-entry-for-week-4-which-i-enjoyed-exploring-screecast-o-matic-and-the-iethics-simulation-i,2013-05-10 23:37:16,post,"Google+,Course Reader,Social networks",
3494,200,2013-05-11 03:03:31,"Hello, I've seen the fascinating link from John Duhring which gives a network analysis of the twitter...","
Roger Harrison
Sat, 11 May 2013 03:03:31 GMT
- Community
Hello, I've seen the fascinating link from John Duhring which gives a network analysis of the twitter conversations for a particular course. I've also come across ideas where students can use whatever tools they want to share/discuss/comment (like the system in OcTEL MOOC) and they then get aggregated into one single place for all to view. What I'd like to know is how to do this. It would be great to see if I can persuade my Faculty to allow this for a course I teach on. If anyone could send me a link to how to set this up that would be great.
","
Roger Harrison
Sat, 11 May 2013 03:03:31 GMT
- Community
Hello, I've seen the fascinating link from John Duhring which gives a network analysis of the twitter conversations for a particular course. I've also come across ideas where students can use whatever tools they want to share/discuss/comment (like the system in OcTEL MOOC) and they then get aggregated into one single place for all to view. What I'd like to know is how to do this. It would be great to see if I can persuade my Faculty to allow this for a course I teach on. If anyone could send me a link to how to set this up that would be great.
",publish,hello-ive-seen-the-fascinating-link-from-john-duhring-which-gives-a-network-analysis-of-the-twitter,2013-05-11 03:03:31,post,"Google+,Course Reader,Social networks",
3509,943,2013-05-11 09:22:09,#octel Just had a quick look at http://www.glomaker.org/guides.html Whilst not totally sure how to embed...,"
Jane Challinor
Sat, 11 May 2013 09:22:09 GMT
- Community
#octel Just had a quick look at http://www.glomaker.org/guides.html Whilst not totally sure how to embed within VLE (will need to experiment) I like the structure. Structure is what I am here to learn about as I consider how to redesign a traditional study skills module to enhance digital literacies. Thanks for the link!
Guides for using GLO Maker - Authoring tool for learning objects.
","
Jane Challinor
Sat, 11 May 2013 09:22:09 GMT
- Community
#octel Just had a quick look at http://www.glomaker.org/guides.html Whilst not totally sure how to embed within VLE (will need to experiment) I like the structure. Structure is what I am here to learn about as I consider how to redesign a traditional study skills module to enhance digital literacies. Thanks for the link!
Guides for using GLO Maker - Authoring tool for learning objects.
",publish,octel-just-had-a-quick-look-at-httpwww-glomaker-orgguides-html-whilst-not-totally-sure-how-to-embed,2013-05-11 09:22:09,post,"Course Reader,Social networks,Google+",
3517,240,2013-05-11 11:15:27,Date for your diary ... ,"
Doug Holton
Sat, 11 May 2013 11:15:27 GMT
- Reshared Post
A webinar on how to host your own MOOC course with open source tools (in this case, Wordpress, but there are several other open source MOOC tools, too, like OpenMOOC, CourseBuilder, Class2Go, and the code for edX will be released soon, too). See Martin's Wordpress MOOC recipe here: http://mashe.hawksey.info/2013/04/octel-an-open-online-course-recipe-using-wordpress/
As part of ocTEL on the 15th May at 16:30BST (check in your own timezone) I’ll be doing a webinar on platforms for Massive Open Online Courses (MOOCs), in particular focusing on some of the connect...
","
Doug Holton
Sat, 11 May 2013 11:15:27 GMT
- Reshared Post
A webinar on how to host your own MOOC course with open source tools (in this case, Wordpress, but there are several other open source MOOC tools, too, like OpenMOOC, CourseBuilder, Class2Go, and the code for edX will be released soon, too). See Martin's Wordpress MOOC recipe here: http://mashe.hawksey.info/2013/04/octel-an-open-online-course-recipe-using-wordpress/
As part of ocTEL on the 15th May at 16:30BST (check in your own timezone) I’ll be doing a webinar on platforms for Massive Open Online Courses (MOOCs), in particular focusing on some of the connect...
",publish,date-for-your-diary,2013-05-11 11:15:27,post,"Google+,Course Reader,Social networks",
3524,1428,2013-05-11 11:31:09,Sue Beckingham: My Learning Journey: Light bulb moment and have seen the light: Getting Google Glass,"
RT @suebecks: Video bringing learning alive. Light bulb moment and have now seen the light: Getting Google Glass http://t.co/Y3Rn8eNUIb #ocTEL
",publish,sue-beckingham-my-learning-journey-light-bulb-moment-and-have-seen-the-light-getting-google-glass,2013-05-11 11:47:06,post,"Scoopit,Bookmarks,Course Reader",
3485,2,2013-05-11 11:49:38,Featured post: mixing it up and making new links,"We're going to experiment on ocTEL by featuring a few of your contributions to the course each week. These may be posts on blogs, forums or any of the discussion spaces that we track in the Course Reader. These will be contributions that point to new directions or linkages between different parts of the course. We've had to design ocTEL as a linear sequence, but there are many cross-cutting themes, as well as new connections — sometimes latent in the material — that you may spot as learners in a way that we as course authors may have missed.
Our first featured post, Jim Pettiward's thoughts on Week 4, combines Jim's thoughts on two of the weeks activities, and has a sceptical vein through it:
look at the Horizon (HE) Report in 2006 and you’ll see ‘Educational Gaming’ – Time to adoption 2 – 3 years. Look at the 2013 (HE) report and you’ll see ‘Games and Gamification’ – Time to adoption 2 – 3 years. In my view, this underlines the fact that with a few exceptions, gamification of learning is something that is often talked about but rarely implemented in any coherent way (in Higher Education)
Jim then goes on to root his critique of gamification in his own experience and practice, as well as making implicit links to the Week 3 themes of designing active learning:
With a background of language teaching, I’ve been used to ‘gamifying’ my teaching practice for many years – making activities competitive, quizzes, word searches and that sort of thing. The question for me is, how can we bring the positive aspects of game-based learning into our practice in relatively easy ways without needing to be a developer to do so? And is it really worth our while trawling through endless badly-produced and or irrelevant e-learning games in an effort to motivate our learners? What is the best way to find examples of game-based learning which we might actually want to use?
And also to Week 2 on understanding learner needs:
We also need to beware of making assumptions about what learners want. It’s easy to jump on the bandwagon by saying we need to build in elements of game-based learning to make engaging and effective learning materials, but when did we last stop to ask OUR learners what they find engaging and effective?
This kind of synthesis and linkage, both within and beyond the course, is one of the key means by which learning takes place and 'sticks'.
Not only that, it can be a useful shortcut if you're feeling 'behind' (I use the inverted commas because there's no such thing as 'behind' on ocTEL). Jim's post is focused on Week 4 activities, but I might equally well have featured Helen Crump's post at the start of this week. Having taken a short break from the course, Helen 'sneakily' jumped back in with a single post that takes three weeks of the course together in one thoughtful essay. Well, Helen may have thought she was being sneaky, but I'd argue that she is practising what she describes as 'designing her own learning pathway'. In so doing she's forced herself to make new links.
There's a lesson here: don't always follow the course instructions to the letter. Or, in the words of the song, 'Take my advice, don't listen to me'. That's a more poetic way of expressing the advice we gave at the start:
This is a professional development course, and its designers trust you, as a professional, to make your own judgements about what learning activities are useful to you and which you can skip. The reason there are so many options and alternative ways of spending your time is precisely to give you choice and control over selecting a path that feels right for you.
Postscript: Going back to Jim's post, isn't it quite neat that, within just a few hours of making the post with its critical comments about the Xerte website, the Xerte webmaster replied with a note about the changes he'd made?
Post-postscript: I'll buy a drink at ALT-C for the first person to identify the song.","",publish,featured-post-mixing-it-up-and-making-new-links,2013-06-06 11:24:54,post,Course information,
3544,17,2013-05-11 12:50:35,Figure in Setting,"
I am getting ahead of myself as I have been unwell and have not painted for a couple of months. I looked ahead to the next unit to see what was involved and when we went out walking on Dartmoor thought these images might be good to tackle although they are outside so don’t have the same degree of perspective of an internal context.
","I am getting ahead of myself as I have been unwell and have not painted for a couple of months. I looked ahead to the next unit to see what was involved and when we went out walking on Dartmoor thought these images might be good to tackle although they are outside so don’t have […]",publish,figure-in-setting,2013-05-11 12:50:35,post,"Course Reader,Blog posts",Uncategorized
3554,1273,2013-05-11 13:23:56,Stories about how technology has enhanced learning,"
I wrote this post a couple of weeks ago, and only just realised I uploaded it to the wrong blog!!
I chose to listen to Eric Mazur’s keynote, on how he has used peer instruction in the lecture theatre. It immediately struck a chord in terms of the ‘ah ha’ moments as Eric dubbed them, or rather the moments of assimilation in learning. Eric makes the very valid point that in much of our teaching we tend to focus on information transfer, leaving the assimilation up to students. I will hold my hand up to being guilty of this! In my standalone Information Literacy sessions, I’m so concerned with getting across important information in a small amount of time that I don’t allow the students enough time to explore the materials for themselves to help cement their learning. Perhaps the limited time-frames I work within don’t allow for this, but I must be able to think of a way that technology can enable me to extend the teaching and discussion beyond the classroom. Hmmm.
The second video I watched was Helen Keegan talking about the module she ran as an ARG. I’d heard about this around the time Helen gave the presentation as it caused quite a stir, but I’d never actually watched her presentation. Of the 2 presentations I’ve watched today, this was by far the most powerful. Watching Helen’s presentation I got a real sense of how exciting the experience must have been for the students (and staff!) involved. I’ve always been a keen puzzle solver, and the whole concept definitely appealed to the Scientist and Librarian in me! So, in this sense, I found the project the most powerful, and relevant to me. Having said that, in terms of translation into my own practice, Eric’s techniques would be much more realistically applicable. I think an ARG would need to be a large-scale Library project, with the involvement of lots of staff, and time. I’m not sure I’d have the confidence to lead on something quite so ambitious, but I’d certainly be interested in being involved in such a fun idea!
","I wrote this post a couple of weeks ago, and only just realised I uploaded it to the wrong blog!! I chose to listen to Eric Mazur’s keynote, on how he has used peer instruction in the lecture theatre. It immediately struck a chord in terms of the ‘ah ha’ moments as Eric dubbed them, […]",publish,stories-about-how-technology-has-enhanced-learning,2013-05-11 13:23:56,post,"Course Reader,Blog posts",Uncategorized
4743,1273,2013-05-11 13:23:56,Stories about how technology has enhanced learning,"
I wrote this post a couple of weeks ago, and only just realised I uploaded it to the wrong blog!!
I chose to listen to Eric Mazur’s keynote, on how he has used peer instruction in the lecture theatre. It immediately struck a chord in terms of the ‘ah ha’ moments as Eric dubbed them, or rather the moments of assimilation in learning. Eric makes the very valid point that in much of our teaching we tend to focus on information transfer, leaving the assimilation up to students. I will hold my hand up to being guilty of this! In my standalone Information Literacy sessions, I’m so concerned with getting across important information in a small amount of time that I don’t allow the students enough time to explore the materials for themselves to help cement their learning. Perhaps the limited time-frames I work within don’t allow for this, but I must be able to think of a way that technology can enable me to extend the teaching and discussion beyond the classroom. Hmmm.
The second video I watched was Helen Keegan talking about the module she ran as an ARG. I’d heard about this around the time Helen gave the presentation as it caused quite a stir, but I’d never actually watched her presentation. Of the 2 presentations I’ve watched today, this was by far the most powerful. Watching Helen’s presentation I got a real sense of how exciting the experience must have been for the students (and staff!) involved. I’ve always been a keen puzzle solver, and the whole concept definitely appealed to the Scientist and Librarian in me! So, in this sense, I found the project the most powerful, and relevant to me. Having said that, in terms of translation into my own practice, Eric’s techniques would be much more realistically applicable. I think an ARG would need to be a large-scale Library project, with the involvement of lots of staff, and time. I’m not sure I’d have the confidence to lead on something quite so ambitious, but I’d certainly be interested in being involved in such a fun idea!
","I wrote this post a couple of weeks ago, and only just realised I uploaded it to the wrong blog!! I chose to listen to Eric Mazur’s keynote, on how he has used peer instruction in the lecture theatre. It immediately struck a chord in terms of the ‘ah ha’ moments as Eric dubbed them, […]",publish,stories-about-how-technology-has-enhanced-learning-2,2013-05-11 13:23:56,post,"Blog posts,Course Reader",Uncategorized
5192,1273,2013-05-11 13:23:56,Stories about how technology has enhanced learning,"
I wrote this post a couple of weeks ago, and only just realised I uploaded it to the wrong blog!!
I chose to listen to Eric Mazur’s keynote, on how he has used peer instruction in the lecture theatre. It immediately struck a chord in terms of the ‘ah ha’ moments as Eric dubbed them, or rather the moments of assimilation in learning. Eric makes the very valid point that in much of our teaching we tend to focus on information transfer, leaving the assimilation up to students. I will hold my hand up to being guilty of this! In my standalone Information Literacy sessions, I’m so concerned with getting across important information in a small amount of time that I don’t allow the students enough time to explore the materials for themselves to help cement their learning. Perhaps the limited time-frames I work within don’t allow for this, but I must be able to think of a way that technology can enable me to extend the teaching and discussion beyond the classroom. Hmmm.
The second video I watched was Helen Keegan talking about the module she ran as an ARG. I’d heard about this around the time Helen gave the presentation as it caused quite a stir, but I’d never actually watched her presentation. Of the 2 presentations I’ve watched today, this was by far the most powerful. Watching Helen’s presentation I got a real sense of how exciting the experience must have been for the students (and staff!) involved. I’ve always been a keen puzzle solver, and the whole concept definitely appealed to the Scientist and Librarian in me! So, in this sense, I found the project the most powerful, and relevant to me. Having said that, in terms of translation into my own practice, Eric’s techniques would be much more realistically applicable. I think an ARG would need to be a large-scale Library project, with the involvement of lots of staff, and time. I’m not sure I’d have the confidence to lead on something quite so ambitious, but I’d certainly be interested in being involved in such a fun idea!
","I wrote this post a couple of weeks ago, and only just realised I uploaded it to the wrong blog!! I chose to listen to Eric Mazur’s keynote, on how he has used peer instruction in the lecture theatre. It immediately struck a chord in terms of the ‘ah ha’ moments as Eric dubbed them, […]",publish,stories-about-how-technology-has-enhanced-learning-3,2013-05-11 13:23:56,post,"Blog posts,Course Reader",Uncategorized
3553,1273,2013-05-11 13:35:51,Online learning questionnaires,"
I completed the online learning questionnaires for Penn State, San Diego, and Illinois. I found they sought to assess the following common areas:
technical skills
commitment
willingness to participate
availability
preferred mode of delivery
I think such questionnaires serve a purpose, because they help people decide whether online learning is right for them. I feel they also help manage expectations. For example, by making it clear that online learning is not a comparitively ‘easy option’.
I beleive they assess a learner’s readiness by finding out if an individual has sufficient time available to complete the course effectively. Also, by giving feedback on areas where more preparation is required (e.g. technical skills), the questionnaires prompt learners to undertake preparatory work in order to bring them up to the entry level desired.
At present, I don’t anticipate developing an online course for students. I am engaged in the preparation of ‘pick and mix’ online learning objects, but I don’t think an online learning questionnaire would be necessary in order to assess learners prior to carrying out such activities.
","I completed the online learning questionnaires for Penn State, San Diego, and Illinois. I found they sought to assess the following common areas: technical skills commitment willingness to participate availability preferred mode of delivery I think such questionnaires serve a purpose, because they help people decide whether online learning is right for them. I feel […]",publish,online-learning-questionnaires,2013-05-11 13:35:51,post,"Blog posts,Course Reader",Uncategorized
4742,1273,2013-05-11 13:35:51,Online learning questionnaires,"
I completed the online learning questionnaires for Penn State, San Diego, and Illinois. I found they sought to assess the following common areas:
technical skills
commitment
willingness to participate
availability
preferred mode of delivery
I think such questionnaires serve a purpose, because they help people decide whether online learning is right for them. I feel they also help manage expectations. For example, by making it clear that online learning is not a comparitively ‘easy option’.
I beleive they assess a learner’s readiness by finding out if an individual has sufficient time available to complete the course effectively. Also, by giving feedback on areas where more preparation is required (e.g. technical skills), the questionnaires prompt learners to undertake preparatory work in order to bring them up to the entry level desired.
At present, I don’t anticipate developing an online course for students. I am engaged in the preparation of ‘pick and mix’ online learning objects, but I don’t think an online learning questionnaire would be necessary in order to assess learners prior to carrying out such activities.
","I completed the online learning questionnaires for Penn State, San Diego, and Illinois. I found they sought to assess the following common areas: technical skills commitment willingness to participate availability preferred mode of delivery I think such questionnaires serve a purpose, because they help people decide whether online learning is right for them. I feel […]",publish,online-learning-questionnaires-2,2013-05-11 13:35:51,post,"Blog posts,Course Reader",Uncategorized
5191,1273,2013-05-11 13:35:51,Online learning questionnaires,"
I completed the online learning questionnaires for Penn State, San Diego, and Illinois. I found they sought to assess the following common areas:
technical skills
commitment
willingness to participate
availability
preferred mode of delivery
I think such questionnaires serve a purpose, because they help people decide whether online learning is right for them. I feel they also help manage expectations. For example, by making it clear that online learning is not a comparitively ‘easy option’.
I beleive they assess a learner’s readiness by finding out if an individual has sufficient time available to complete the course effectively. Also, by giving feedback on areas where more preparation is required (e.g. technical skills), the questionnaires prompt learners to undertake preparatory work in order to bring them up to the entry level desired.
At present, I don’t anticipate developing an online course for students. I am engaged in the preparation of ‘pick and mix’ online learning objects, but I don’t think an online learning questionnaire would be necessary in order to assess learners prior to carrying out such activities.
","I completed the online learning questionnaires for Penn State, San Diego, and Illinois. I found they sought to assess the following common areas: technical skills commitment willingness to participate availability preferred mode of delivery I think such questionnaires serve a purpose, because they help people decide whether online learning is right for them. I feel […]",publish,online-learning-questionnaires-3,2013-05-11 13:35:51,post,"Course Reader,Blog posts",Uncategorized
3560,171,2013-05-11 14:02:00,Digital Methodologies in Educational Research Conference,"
This week unfortunately I have not had a great deal of time for ocTEL but I did attend the webinar and played with some of the OER resource websites. One of the reasons I have been busy is that I attended and presented at the Digital Methodologies in Educational Research Conference which was held in Preston on 10th May. As the theme of the conference very much fits in with the ocTEL themes, I thought I would write a blog post about some of the presentations, while it is all still fresh in my mind.
The conference was held in the Brockholes Nature Reserve near Preston, which was a lovely location for a conference. The conference centre was located in a building surrounded by water, with a lot of bird life around, it is just a shame that the weather was dreadful.
First up was Paul Seedhouse from Newcastle University talking about the French Digital Kitchen and European Digital Kitchen. These projects were set up to teach language skills with the additional advantage of the students acquiring cooking skills. The idea was to teach language skill in a more authentic setting than a classroom. The kitchen was fully equipped with technology to help the students who had to follow recipes in the language they were learning. They were paired up to support peer learning, and could use the technology provided to translate things they did not understand. The utensils they used were all fitted with technology that detected movement in a similar way to wii controllers, so it can be checked that the students were carrying out the correction movements. It is not a technology intervention that others could repeat elsewhere due to the heavy investment needed but was interesting none the less.
Second up was Jeff Bezemer taking about using multimodal framework in educational research. This is something I hadn’t come across before but looks really useful. Its focuses on capturing at all the different modes in the research context, such as audio, speech, images, dress, gesture, gaze, etc and very importantly how these inter-relate. The situation being researched is usually videoed so that all the modes can be captured and later analysed in minute detail. He had applied the framework to research in primary school teaching and operating theatre contexts. He used a software package called Elan to analyse the data, which is time-line based so all the different modes can be examined in relation to each other and when they occurred. The rationale behind using this framework is to make visible/explicit the unspoken, so to explore and identify the tacit/embodied knowledge in the given context.
Next up was Stephen Bax from Bedford University speaking about a project which used eye-tracking software to track how language students read some text to answer questions in an exam. This was fascinating. The students had to locate the answers to questions in the text which was set in their second language. The software could show the order of the elements on the screen that the students focussed on, and the length of time their eyes were fixed on certain places on the screen. The object of the exercise was to compare how successful students read compared to those less successful. The results showed that successful students did have a reading strategy but that the strategies used were very varied, so they all read the text in different ways e.g. some would read the whole text first then look at the questions, other would read the questions through first and then look for answers in the text. The less successful students seemed to have less of a strategy and looked around the screen a great deal, moving forwards and backwards. It was really interesting, and you could see the application to other research projects.
Next were myself and Liz Bennett from the University of Huddersfield and our presentation was about the use of digital tools to support the doctoral process. We particularly focused on the use of social media and Web 2.0 tools and their impact on identity. We argued that use of these tools can be both enhancing and exposing, and these feelings are amplified because of the widespread audiences they reach. We theorised our experiences in terms of the notions of liminality and hybridised identity.
I had to leave the conference after our paper to travel back, but I was sorry to miss Cedric Sarre speak about social network analysis and also the closing keynote which was Stephen Downs via video conference from Canada.
So overall a good conference with some really interesting presentations
","This week unfortunately I have not had a great deal of time for ocTEL but I did attend the webinar and played with some of the OER resource websites. One of the reasons I have been busy is that I attended and presented at the Digital Methodologies in Educational Research Conference which was held in […]",publish,digital-methodologies-in-educational-research-conference,2013-05-11 14:02:00,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
4668,171,2013-05-11 14:02:00,Digital Methodologies in Educational Research Conference,"
This week unfortunately I have not had a great deal of time for ocTEL but I did attend the webinar and played with some of the OER resource websites. One of the reasons I have been busy is that I attended and presented at the Digital Methodologies in Educational Research Conference which was held in Preston on 10th May. As the theme of the conference very much fits in with the ocTEL themes, I thought I would write a blog post about some of the presentations, while it is all still fresh in my mind.
The conference was held in the Brockholes Nature Reserve near Preston, which was a lovely location for a conference. The conference centre was located in a building surrounded by water, with a lot of bird life around, it is just a shame that the weather was dreadful.
First up was Paul Seedhouse from Newcastle University talking about the French Digital Kitchen and European Digital Kitchen. These projects were set up to teach language skills with the additional advantage of the students acquiring cooking skills. The idea was to teach language skill in a more authentic setting than a classroom. The kitchen was fully equipped with technology to help the students who had to follow recipes in the language they were learning. They were paired up to support peer learning, and could use the technology provided to translate things they did not understand. The utensils they used were all fitted with technology that detected movement in a similar way to wii controllers, so it can be checked that the students were carrying out the correction movements. It is not a technology intervention that others could repeat elsewhere due to the heavy investment needed but was interesting none the less.
Second up was Jeff Bezemer taking about using multimodal framework in educational research. This is something I hadn’t come across before but looks really useful. Its focuses on capturing at all the different modes in the research context, such as audio, speech, images, dress, gesture, gaze, etc and very importantly how these inter-relate. The situation being researched is usually videoed so that all the modes can be captured and later analysed in minute detail. He had applied the framework to research in primary school teaching and operating theatre contexts. He used a software package called Elan to analyse the data, which is time-line based so all the different modes can be examined in relation to each other and when they occurred. The rationale behind using this framework is to make visible/explicit the unspoken, so to explore and identify the tacit/embodied knowledge in the given context.
Next up was Stephen Bax from Bedford University speaking about a project which used eye-tracking software to track how language students read some text to answer questions in an exam. This was fascinating. The students had to locate the answers to questions in the text which was set in their second language. The software could show the order of the elements on the screen that the students focussed on, and the length of time their eyes were fixed on certain places on the screen. The object of the exercise was to compare how successful students read compared to those less successful. The results showed that successful students did have a reading strategy but that the strategies used were very varied, so they all read the text in different ways e.g. some would read the whole text first then look at the questions, other would read the questions through first and then look for answers in the text. The less successful students seemed to have less of a strategy and looked around the screen a great deal, moving forwards and backwards. It was really interesting, and you could see the application to other research projects.
Next were myself and Liz Bennett from the University of Huddersfield and our presentation was about the use of digital tools to support the doctoral process. We particularly focused on the use of social media and Web 2.0 tools and their impact on identity. We argued that use of these tools can be both enhancing and exposing, and these feelings are amplified because of the widespread audiences they reach. We theorised our experiences in terms of the notions of liminality and hybridised identity.
I had to leave the conference after our paper to travel back, but I was sorry to miss Cedric Sarre speak about social network analysis and also the closing keynote which was Stephen Downs via video conference from Canada.
So overall a good conference with some really interesting presentations
","This week unfortunately I have not had a great deal of time for ocTEL but I did attend the webinar and played with some of the OER resource websites. One of the reasons I have been busy is that I attended and presented at the Digital Methodologies in Educational Research Conference which was held in […]",publish,digital-methodologies-in-educational-research-conference-3,2013-05-11 14:02:00,post,"Blog posts,Course Reader","#ocTEL,Uncategorized"
3561,1075,2013-05-11 14:31:21,Digital Methodologies in Educational Research Conference,"
This week unfortunately I have not had a great deal of time for ocTEL but I did attend the webinar and played with some of the OER resource websites. One of the reasons I have been busy is that I attended and presented at the Digital Methodologies in Educational Research Conference which was held in Preston on 10th May. As the theme of the conference very much fits in with the ocTEL themes, I thought I would write a blog post about some of the presentations, while it is all still fresh in my mind.
","
Scooped by Elizabeth E Charles onto Information and digital literacy in education via the digital path
Digital Methodologies in Educational Research Conference
...",publish,digital-methodologies-in-educational-research-conference-2,2013-05-11 14:31:30,post,"Bookmarks,Scoopit,Course Reader",
3574,1428,2013-05-11 16:00:13,Educational Networking - List of Networks,"
RT @suebecks: Nice list of educational networking groups http://t.co/XTykiX0qQO #edchat #ocTEL
",publish,educational-networking-list-of-networks,2013-05-11 17:21:35,post,"Course Reader,Bookmarks,Scoopit",
3602,1090,2013-05-12 01:05:42,"crumphelen: @suebecks @fredgarnett not exactly, but his article on the PAH Continuum is firmly lodged in my head http://t.co/Mw39dLYbP7 #ocTEL Thnx :)","
","@suebecks @fredgarnett not exactly, but his article on the PAH Continuum is firmly lodged in my head bit.ly/WfzdyP #ocTEL Thnx :)— Helen Crump (@crumphelen) May 12, 2013",publish,crumphelen-suebecks-fredgarnett-not-exactly-but-his-article-on-the-pah-continuum-is-firmly-lodged-in-my-head-httpt-comw39dlybp7-octel-thnx,2013-05-12 01:05:42,post,"Social networks,Twitter (Q&A)",#ocTEL
3621,530,2013-05-12 08:57:44,lubsstudented: #octel people are #MOOCs saviours or nemesis of #HE? http://t.co/5upWET7xCc,"
","#octel people are #MOOCs saviours or nemesis of #HE?bit.ly/13R5Ftt— Julia Clarke (@LUBSStudentEd) May 12, 2013",publish,lubsstudented-octel-people-are-moocs-saviours-or-nemesis-of-he-httpt-co5upwet7xcc,2013-05-12 08:57:44,post,"Twitter (Q&A),Social networks","he,#ocTEL,moocs"
3597,21,2013-05-12 09:12:54,#ocTEL Activity 5.1 Course dimensions,"
This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing.
Table 1. Pedagogical dimensions.
Logistical
Practice-based
Pedagogical purpose
Participation
Size of student enrolment
Course activity type
Pedagogical plan
Contact environment
Duration
Participant expertise
Guidance to instructors
Extent of web work
Academic group
Analogue of familiar service
Academic schedule
Academic programme
I think I would add a couple more dimensions when I consider my own practice.
Logistical – class diversity – e.g. which programme(s) are the students on – are some majoring in my subject, are others studying related subjects but accounting is not their core one?, what nationalities do I have in the class – impact on cultural norms, language skills etc
Logistical – level of study. Hill et al (2012) mention UG vs PG etc but what about UG level – I would have different expectations regarding independent study of level 1 than level 3/4 UG students.
Logistical – what about pedagogical affordances of the available technologies? I think the ped-tech link works both ways (i.e. both ped first then tech, and sometimes tech first then work out ped!). Sometimes I am constrained by what the available technologies can do. By available, I mean those that are feasible, cost-efficient (hopefully free!), institutionally supported or at least compatible with our VLE, stable for use over a period of time, not too fiddly or offputting for me or the students etc). Sometimes I have an idea about something I want to do in my teaching and then set about looking for a tool/combination of tools that will support this use. This is where I sometimes set brainteasers for our learning technologists – although I’m not that innovative, so normally someone has done what I want to do. I don’t kid myself that I’m a trailblazer – after all, I’m a risk-averse accountant!
I found the ‘extent of web work’ an interesting factor. I do consider this – but it may not be set at one level for a whole course, so I would want any template to be sufficiently flexible. In the past, I’ve taught blended courses which don’t have both tracks of f2f and distance learning running in parallel, but instead they start off distance, then there’s an intensive f2f section, then it goes distance again.
I like a fairly blank VLE template (sort of basics+)- which, happily, is what my institution goes for. I find this leaves me with plenty of flexibility to enhance my VLE site to scaffold the uses I want to put it to during my courses. There is support if any teaching staff want to do something beyond the basics – our blended learning team will make suggestions based on the pedagogical uses we articulate in discussion with them. I guess the philosophy is implicitly based on the 3Es framework.
Now to the actual questions we were asked to consider in this activity!
Which of these considerations is the biggest driver towards your adoption and choice of technology?
I can’t break it down into which is most important for me- they all interact. Although the logistical ones are pressing, I tend to think about what I can then do in spite of logistical constraints. So, that one does not dominate my thinking. There is a thread of philosophy in my courses – about developing digital literacy and independent study skills, enrichment of core content with supplementary resources etc, so I think there are common themes in terms of the participation consideration. Also, they are all delivered from within an institutional Blackboard VLE, so platform does promote some consistency/constraint (depending on whether you are glass half full or glass half empty about this aspect!)
How do these dimensions change each time you run the course and what effects does this have on technology choices (e.g. ‘scale/capacity’ of certain activities for class size, physical location of activity)?
They do change – and I have repurposed materials for different courses, with different contexts e.g. the relative size of the f2f/distance components within the blended learning mix. During the ash cloud a few years ago, I was prompted by circumstance to learn about how to do screencasting because so many of my students were stranded overseas close to exam time and needed to attend a virtual class, asynchronously as they were in multiple time zones. This emergency meant I started to use this technology and have returned to it many times since! So, there is serendipity as well.
How does this relate to the learning activity dimensions you may have identified in Activity 1.2?
I think the considerations discussed above probably overlay the 4 dimensions social, individual, directed and autonomous – these impact on each of the pedagogical dimensions. It’s a bit like a giant cauldron, with more ingredients going in there as I get more granular on the course design.
So, for example, within the logistical, I have a final year class. Therefore, I would expect that the position along the spectrum directed to autonomous is more over towards autonomous than directed, given the level of study. So, there have been some more directed workshop activities, and some which were less directed and more open – I’ve explained that you get out what you put in to these! I try to reward students who have gone beyond the course constraints and found their own examples etc in the assessment criteria on the course.
","This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing. Table 1. Pedagogical dimensions. Logistical Practice-based Pedagogical purpose Participation Size of student […]",publish,octel-activity-5-1-course-dimensions,2013-05-12 09:12:54,post,"Blog posts,Course Reader","#ocTEL,Uncategorized"
4627,21,2013-05-12 09:12:54,#ocTEL Activity 5.1 Course dimensions,"
This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing.
Table 1. Pedagogical dimensions.
Logistical
Practice-based
Pedagogical purpose
Participation
Size of student enrolment
Course activity type
Pedagogical plan
Contact environment
Duration
Participant expertise
Guidance to instructors
Extent of web work
Academic group
Analogue of familiar service
Academic schedule
Academic programme
I think I would add a couple more dimensions when I consider my own practice.
Logistical – class diversity – e.g. which programme(s) are the students on – are some majoring in my subject, are others studying related subjects but accounting is not their core one?, what nationalities do I have in the class – impact on cultural norms, language skills etc
Logistical – level of study. Hill et al (2012) mention UG vs PG etc but what about UG level – I would have different expectations regarding independent study of level 1 than level 3/4 UG students.
Logistical – what about pedagogical affordances of the available technologies? I think the ped-tech link works both ways (i.e. both ped first then tech, and sometimes tech first then work out ped!). Sometimes I am constrained by what the available technologies can do. By available, I mean those that are feasible, cost-efficient (hopefully free!), institutionally supported or at least compatible with our VLE, stable for use over a period of time, not too fiddly or offputting for me or the students etc). Sometimes I have an idea about something I want to do in my teaching and then set about looking for a tool/combination of tools that will support this use. This is where I sometimes set brainteasers for our learning technologists – although I’m not that innovative, so normally someone has done what I want to do. I don’t kid myself that I’m a trailblazer – after all, I’m a risk-averse accountant!
I found the ‘extent of web work’ an interesting factor. I do consider this – but it may not be set at one level for a whole course, so I would want any template to be sufficiently flexible. In the past, I’ve taught blended courses which don’t have both tracks of f2f and distance learning running in parallel, but instead they start off distance, then there’s an intensive f2f section, then it goes distance again.
I like a fairly blank VLE template (sort of basics+)- which, happily, is what my institution goes for. I find this leaves me with plenty of flexibility to enhance my VLE site to scaffold the uses I want to put it to during my courses. There is support if any teaching staff want to do something beyond the basics – our blended learning team will make suggestions based on the pedagogical uses we articulate in discussion with them. I guess the philosophy is implicitly based on the 3Es framework.
Now to the actual questions we were asked to consider in this activity!
Which of these considerations is the biggest driver towards your adoption and choice of technology?
I can’t break it down into which is most important for me- they all interact. Although the logistical ones are pressing, I tend to think about what I can then do in spite of logistical constraints. So, that one does not dominate my thinking. There is a thread of philosophy in my courses – about developing digital literacy and independent study skills, enrichment of core content with supplementary resources etc, so I think there are common themes in terms of the participation consideration. Also, they are all delivered from within an institutional Blackboard VLE, so platform does promote some consistency/constraint (depending on whether you are glass half full or glass half empty about this aspect!)
How do these dimensions change each time you run the course and what effects does this have on technology choices (e.g. ‘scale/capacity’ of certain activities for class size, physical location of activity)?
They do change – and I have repurposed materials for different courses, with different contexts e.g. the relative size of the f2f/distance components within the blended learning mix. During the ash cloud a few years ago, I was prompted by circumstance to learn about how to do screencasting because so many of my students were stranded overseas close to exam time and needed to attend a virtual class, asynchronously as they were in multiple time zones. This emergency meant I started to use this technology and have returned to it many times since! So, there is serendipity as well.
How does this relate to the learning activity dimensions you may have identified in Activity 1.2?
I think the considerations discussed above probably overlay the 4 dimensions social, individual, directed and autonomous – these impact on each of the pedagogical dimensions. It’s a bit like a giant cauldron, with more ingredients going in there as I get more granular on the course design.
So, for example, within the logistical, I have a final year class. Therefore, I would expect that the position along the spectrum directed to autonomous is more over towards autonomous than directed, given the level of study. So, there have been some more directed workshop activities, and some which were less directed and more open – I’ve explained that you get out what you put in to these! I try to reward students who have gone beyond the course constraints and found their own examples etc in the assessment criteria on the course.
","This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing. Table 1. Pedagogical dimensions. Logistical Practice-based Pedagogical purpose Participation Size of student […]",publish,octel-activity-5-1-course-dimensions-2,2013-05-12 09:12:54,post,"Blog posts,Course Reader","#ocTEL,Uncategorized"
4751,21,2013-05-12 09:12:54,#ocTEL Activity 5.1 Course dimensions,"
This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing.
Table 1. Pedagogical dimensions.
Logistical
Practice-based
Pedagogical purpose
Participation
Size of student enrolment
Course activity type
Pedagogical plan
Contact environment
Duration
Participant expertise
Guidance to instructors
Extent of web work
Academic group
Analogue of familiar service
Academic schedule
Academic programme
I think I would add a couple more dimensions when I consider my own practice.
Logistical – class diversity – e.g. which programme(s) are the students on – are some majoring in my subject, are others studying related subjects but accounting is not their core one?, what nationalities do I have in the class – impact on cultural norms, language skills etc
Logistical – level of study. Hill et al (2012) mention UG vs PG etc but what about UG level – I would have different expectations regarding independent study of level 1 than level 3/4 UG students.
Logistical – what about pedagogical affordances of the available technologies? I think the ped-tech link works both ways (i.e. both ped first then tech, and sometimes tech first then work out ped!). Sometimes I am constrained by what the available technologies can do. By available, I mean those that are feasible, cost-efficient (hopefully free!), institutionally supported or at least compatible with our VLE, stable for use over a period of time, not too fiddly or offputting for me or the students etc). Sometimes I have an idea about something I want to do in my teaching and then set about looking for a tool/combination of tools that will support this use. This is where I sometimes set brainteasers for our learning technologists – although I’m not that innovative, so normally someone has done what I want to do. I don’t kid myself that I’m a trailblazer – after all, I’m a risk-averse accountant!
I found the ‘extent of web work’ an interesting factor. I do consider this – but it may not be set at one level for a whole course, so I would want any template to be sufficiently flexible. In the past, I’ve taught blended courses which don’t have both tracks of f2f and distance learning running in parallel, but instead they start off distance, then there’s an intensive f2f section, then it goes distance again.
I like a fairly blank VLE template (sort of basics+)- which, happily, is what my institution goes for. I find this leaves me with plenty of flexibility to enhance my VLE site to scaffold the uses I want to put it to during my courses. There is support if any teaching staff want to do something beyond the basics – our blended learning team will make suggestions based on the pedagogical uses we articulate in discussion with them. I guess the philosophy is implicitly based on the 3Es framework.
Now to the actual questions we were asked to consider in this activity!
Which of these considerations is the biggest driver towards your adoption and choice of technology?
I can’t break it down into which is most important for me- they all interact. Although the logistical ones are pressing, I tend to think about what I can then do in spite of logistical constraints. So, that one does not dominate my thinking. There is a thread of philosophy in my courses – about developing digital literacy and independent study skills, enrichment of core content with supplementary resources etc, so I think there are common themes in terms of the participation consideration. Also, they are all delivered from within an institutional Blackboard VLE, so platform does promote some consistency/constraint (depending on whether you are glass half full or glass half empty about this aspect!)
How do these dimensions change each time you run the course and what effects does this have on technology choices (e.g. ‘scale/capacity’ of certain activities for class size, physical location of activity)?
They do change – and I have repurposed materials for different courses, with different contexts e.g. the relative size of the f2f/distance components within the blended learning mix. During the ash cloud a few years ago, I was prompted by circumstance to learn about how to do screencasting because so many of my students were stranded overseas close to exam time and needed to attend a virtual class, asynchronously as they were in multiple time zones. This emergency meant I started to use this technology and have returned to it many times since! So, there is serendipity as well.
How does this relate to the learning activity dimensions you may have identified in Activity 1.2?
I think the considerations discussed above probably overlay the 4 dimensions social, individual, directed and autonomous – these impact on each of the pedagogical dimensions. It’s a bit like a giant cauldron, with more ingredients going in there as I get more granular on the course design.
So, for example, within the logistical, I have a final year class. Therefore, I would expect that the position along the spectrum directed to autonomous is more over towards autonomous than directed, given the level of study. So, there have been some more directed workshop activities, and some which were less directed and more open – I’ve explained that you get out what you put in to these! I try to reward students who have gone beyond the course constraints and found their own examples etc in the assessment criteria on the course.
","This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing. Table 1. Pedagogical dimensions. Logistical Practice-based Pedagogical purpose Participation Size of student […]",publish,octel-activity-5-1-course-dimensions-3,2013-05-12 09:12:54,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
5132,21,2013-05-12 09:12:54,#ocTEL Activity 5.1 Course dimensions,"
This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing.
Table 1. Pedagogical dimensions.
Logistical
Practice-based
Pedagogical purpose
Participation
Size of student enrolment
Course activity type
Pedagogical plan
Contact environment
Duration
Participant expertise
Guidance to instructors
Extent of web work
Academic group
Analogue of familiar service
Academic schedule
Academic programme
I think I would add a couple more dimensions when I consider my own practice.
Logistical – class diversity – e.g. which programme(s) are the students on – are some majoring in my subject, are others studying related subjects but accounting is not their core one?, what nationalities do I have in the class – impact on cultural norms, language skills etc
Logistical – level of study. Hill et al (2012) mention UG vs PG etc but what about UG level – I would have different expectations regarding independent study of level 1 than level 3/4 UG students.
Logistical – what about pedagogical affordances of the available technologies? I think the ped-tech link works both ways (i.e. both ped first then tech, and sometimes tech first then work out ped!). Sometimes I am constrained by what the available technologies can do. By available, I mean those that are feasible, cost-efficient (hopefully free!), institutionally supported or at least compatible with our VLE, stable for use over a period of time, not too fiddly or offputting for me or the students etc). Sometimes I have an idea about something I want to do in my teaching and then set about looking for a tool/combination of tools that will support this use. This is where I sometimes set brainteasers for our learning technologists – although I’m not that innovative, so normally someone has done what I want to do. I don’t kid myself that I’m a trailblazer – after all, I’m a risk-averse accountant!
I found the ‘extent of web work’ an interesting factor. I do consider this – but it may not be set at one level for a whole course, so I would want any template to be sufficiently flexible. In the past, I’ve taught blended courses which don’t have both tracks of f2f and distance learning running in parallel, but instead they start off distance, then there’s an intensive f2f section, then it goes distance again.
I like a fairly blank VLE template (sort of basics+)- which, happily, is what my institution goes for. I find this leaves me with plenty of flexibility to enhance my VLE site to scaffold the uses I want to put it to during my courses. There is support if any teaching staff want to do something beyond the basics – our blended learning team will make suggestions based on the pedagogical uses we articulate in discussion with them. I guess the philosophy is implicitly based on the 3Es framework.
Now to the actual questions we were asked to consider in this activity!
Which of these considerations is the biggest driver towards your adoption and choice of technology?
I can’t break it down into which is most important for me- they all interact. Although the logistical ones are pressing, I tend to think about what I can then do in spite of logistical constraints. So, that one does not dominate my thinking. There is a thread of philosophy in my courses – about developing digital literacy and independent study skills, enrichment of core content with supplementary resources etc, so I think there are common themes in terms of the participation consideration. Also, they are all delivered from within an institutional Blackboard VLE, so platform does promote some consistency/constraint (depending on whether you are glass half full or glass half empty about this aspect!)
How do these dimensions change each time you run the course and what effects does this have on technology choices (e.g. ‘scale/capacity’ of certain activities for class size, physical location of activity)?
They do change – and I have repurposed materials for different courses, with different contexts e.g. the relative size of the f2f/distance components within the blended learning mix. During the ash cloud a few years ago, I was prompted by circumstance to learn about how to do screencasting because so many of my students were stranded overseas close to exam time and needed to attend a virtual class, asynchronously as they were in multiple time zones. This emergency meant I started to use this technology and have returned to it many times since! So, there is serendipity as well.
How does this relate to the learning activity dimensions you may have identified in Activity 1.2?
I think the considerations discussed above probably overlay the 4 dimensions social, individual, directed and autonomous – these impact on each of the pedagogical dimensions. It’s a bit like a giant cauldron, with more ingredients going in there as I get more granular on the course design.
So, for example, within the logistical, I have a final year class. Therefore, I would expect that the position along the spectrum directed to autonomous is more over towards autonomous than directed, given the level of study. So, there have been some more directed workshop activities, and some which were less directed and more open – I’ve explained that you get out what you put in to these! I try to reward students who have gone beyond the course constraints and found their own examples etc in the assessment criteria on the course.
","This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing. Table 1. Pedagogical dimensions. Logistical Practice-based Pedagogical purpose Participation Size of student […]",publish,octel-activity-5-1-course-dimensions-4,2013-05-12 09:12:54,post,"Blog posts,Course Reader","#ocTEL,Uncategorized"
5308,21,2013-05-12 09:12:54,#ocTEL Activity 5.1 Course dimensions,"
This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing.
Table 1. Pedagogical dimensions.
Logistical
Practice-based
Pedagogical purpose
Participation
Size of student enrolment
Course activity type
Pedagogical plan
Contact environment
Duration
Participant expertise
Guidance to instructors
Extent of web work
Academic group
Analogue of familiar service
Academic schedule
Academic programme
I think I would add a couple more dimensions when I consider my own practice.
Logistical – class diversity – e.g. which programme(s) are the students on – are some majoring in my subject, are others studying related subjects but accounting is not their core one?, what nationalities do I have in the class – impact on cultural norms, language skills etc
Logistical – level of study. Hill et al (2012) mention UG vs PG etc but what about UG level – I would have different expectations regarding independent study of level 1 than level 3/4 UG students.
Logistical – what about pedagogical affordances of the available technologies? I think the ped-tech link works both ways (i.e. both ped first then tech, and sometimes tech first then work out ped!). Sometimes I am constrained by what the available technologies can do. By available, I mean those that are feasible, cost-efficient (hopefully free!), institutionally supported or at least compatible with our VLE, stable for use over a period of time, not too fiddly or offputting for me or the students etc). Sometimes I have an idea about something I want to do in my teaching and then set about looking for a tool/combination of tools that will support this use. This is where I sometimes set brainteasers for our learning technologists – although I’m not that innovative, so normally someone has done what I want to do. I don’t kid myself that I’m a trailblazer – after all, I’m a risk-averse accountant!
I found the ‘extent of web work’ an interesting factor. I do consider this – but it may not be set at one level for a whole course, so I would want any template to be sufficiently flexible. In the past, I’ve taught blended courses which don’t have both tracks of f2f and distance learning running in parallel, but instead they start off distance, then there’s an intensive f2f section, then it goes distance again.
I like a fairly blank VLE template (sort of basics+)- which, happily, is what my institution goes for. I find this leaves me with plenty of flexibility to enhance my VLE site to scaffold the uses I want to put it to during my courses. There is support if any teaching staff want to do something beyond the basics – our blended learning team will make suggestions based on the pedagogical uses we articulate in discussion with them. I guess the philosophy is implicitly based on the 3Es framework.
Now to the actual questions we were asked to consider in this activity!
Which of these considerations is the biggest driver towards your adoption and choice of technology?
I can’t break it down into which is most important for me- they all interact. Although the logistical ones are pressing, I tend to think about what I can then do in spite of logistical constraints. So, that one does not dominate my thinking. There is a thread of philosophy in my courses – about developing digital literacy and independent study skills, enrichment of core content with supplementary resources etc, so I think there are common themes in terms of the participation consideration. Also, they are all delivered from within an institutional Blackboard VLE, so platform does promote some consistency/constraint (depending on whether you are glass half full or glass half empty about this aspect!)
How do these dimensions change each time you run the course and what effects does this have on technology choices (e.g. ‘scale/capacity’ of certain activities for class size, physical location of activity)?
They do change – and I have repurposed materials for different courses, with different contexts e.g. the relative size of the f2f/distance components within the blended learning mix. During the ash cloud a few years ago, I was prompted by circumstance to learn about how to do screencasting because so many of my students were stranded overseas close to exam time and needed to attend a virtual class, asynchronously as they were in multiple time zones. This emergency meant I started to use this technology and have returned to it many times since! So, there is serendipity as well.
How does this relate to the learning activity dimensions you may have identified in Activity 1.2?
I think the considerations discussed above probably overlay the 4 dimensions social, individual, directed and autonomous – these impact on each of the pedagogical dimensions. It’s a bit like a giant cauldron, with more ingredients going in there as I get more granular on the course design.
So, for example, within the logistical, I have a final year class. Therefore, I would expect that the position along the spectrum directed to autonomous is more over towards autonomous than directed, given the level of study. So, there have been some more directed workshop activities, and some which were less directed and more open – I’ve explained that you get out what you put in to these! I try to reward students who have gone beyond the course constraints and found their own examples etc in the assessment criteria on the course.
","This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing. Table 1. Pedagogical dimensions. Logistical Practice-based Pedagogical purpose Participation Size of student […]",publish,octel-activity-5-1-course-dimensions-5,2013-05-12 09:12:54,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
5668,21,2013-05-12 09:12:54,#ocTEL Activity 5.1 Course dimensions,"
This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing.
Table 1. Pedagogical dimensions.
Logistical
Practice-based
Pedagogical purpose
Participation
Size of student enrolment
Course activity type
Pedagogical plan
Contact environment
Duration
Participant expertise
Guidance to instructors
Extent of web work
Academic group
Analogue of familiar service
Academic schedule
Academic programme
I think I would add a couple more dimensions when I consider my own practice.
Logistical – class diversity – e.g. which programme(s) are the students on – are some majoring in my subject, are others studying related subjects but accounting is not their core one?, what nationalities do I have in the class – impact on cultural norms, language skills etc
Logistical – level of study. Hill et al (2012) mention UG vs PG etc but what about UG level – I would have different expectations regarding independent study of level 1 than level 3/4 UG students.
Logistical – what about pedagogical affordances of the available technologies? I think the ped-tech link works both ways (i.e. both ped first then tech, and sometimes tech first then work out ped!). Sometimes I am constrained by what the available technologies can do. By available, I mean those that are feasible, cost-efficient (hopefully free!), institutionally supported or at least compatible with our VLE, stable for use over a period of time, not too fiddly or offputting for me or the students etc). Sometimes I have an idea about something I want to do in my teaching and then set about looking for a tool/combination of tools that will support this use. This is where I sometimes set brainteasers for our learning technologists – although I’m not that innovative, so normally someone has done what I want to do. I don’t kid myself that I’m a trailblazer – after all, I’m a risk-averse accountant!
I found the ‘extent of web work’ an interesting factor. I do consider this – but it may not be set at one level for a whole course, so I would want any template to be sufficiently flexible. In the past, I’ve taught blended courses which don’t have both tracks of f2f and distance learning running in parallel, but instead they start off distance, then there’s an intensive f2f section, then it goes distance again.
I like a fairly blank VLE template (sort of basics+)- which, happily, is what my institution goes for. I find this leaves me with plenty of flexibility to enhance my VLE site to scaffold the uses I want to put it to during my courses. There is support if any teaching staff want to do something beyond the basics – our blended learning team will make suggestions based on the pedagogical uses we articulate in discussion with them. I guess the philosophy is implicitly based on the 3Es framework.
Now to the actual questions we were asked to consider in this activity!
Which of these considerations is the biggest driver towards your adoption and choice of technology?
I can’t break it down into which is most important for me- they all interact. Although the logistical ones are pressing, I tend to think about what I can then do in spite of logistical constraints. So, that one does not dominate my thinking. There is a thread of philosophy in my courses – about developing digital literacy and independent study skills, enrichment of core content with supplementary resources etc, so I think there are common themes in terms of the participation consideration. Also, they are all delivered from within an institutional Blackboard VLE, so platform does promote some consistency/constraint (depending on whether you are glass half full or glass half empty about this aspect!)
How do these dimensions change each time you run the course and what effects does this have on technology choices (e.g. ‘scale/capacity’ of certain activities for class size, physical location of activity)?
They do change – and I have repurposed materials for different courses, with different contexts e.g. the relative size of the f2f/distance components within the blended learning mix. During the ash cloud a few years ago, I was prompted by circumstance to learn about how to do screencasting because so many of my students were stranded overseas close to exam time and needed to attend a virtual class, asynchronously as they were in multiple time zones. This emergency meant I started to use this technology and have returned to it many times since! So, there is serendipity as well.
How does this relate to the learning activity dimensions you may have identified in Activity 1.2?
I think the considerations discussed above probably overlay the 4 dimensions social, individual, directed and autonomous – these impact on each of the pedagogical dimensions. It’s a bit like a giant cauldron, with more ingredients going in there as I get more granular on the course design.
So, for example, within the logistical, I have a final year class. Therefore, I would expect that the position along the spectrum directed to autonomous is more over towards autonomous than directed, given the level of study. So, there have been some more directed workshop activities, and some which were less directed and more open – I’ve explained that you get out what you put in to these! I try to reward students who have gone beyond the course constraints and found their own examples etc in the assessment criteria on the course.
","This activity is based on a consideration of how course dimensions as identified by Hill et al (2012) may influence technology use. The table from the paper is shown below – I’ve included it as it’s under a creative commons licence which allows remixing. Table 1. Pedagogical dimensions. Logistical Practice-based Pedagogical purpose Participation Size of student […]",publish,octel-activity-5-1-course-dimensions-6,2013-05-12 09:12:54,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
3598,52,2013-05-12 10:36:00,"The best blogs on MOOCs, cloud computing, mobile learning, social media, digital pedagogy and more.","
The EdTech online magazine has recently released a list of 50 must-read higher education and IT focussed blogs covering the likes of MOOCs, cloud computing, mobile learning, social media, digital pedagogy and more. The list was chosen not by the magazine but by the readers who were asked to submit thier favourite blogs and then vote on the submissions. I recommend you take a look!
I was pleased to see a number of bloggers I follow, but especially so when I saw David Hopkins who blogs from Technology Enhanced Learning Blog and tweets as @hopkinsdavid.
Congratulations David!
This is someone I have had both the privilege to learn from and with. His blog is both informative and inspiring, but it was through Twitter that we first developed conversations on topics of shared interest. He encouraged me to write my own blog on social media, one I had initially set up just to demo blogging to my students.
Our paths have continued to cross and through Twitter and blogging I continue to learn from David and many other educators who are freely sharing resources and thoughts (often provoking and inviting to be challenged). Through our mutual interest of digital identity and the use of social media by students, David and I went on to plan and prepare a presentation on Digital Footprints for the annual PELeCON elearning conference in Plymouth in 2011 (an event I would recommend you keep an eye open for - Led by Steve Wheeler @timbuckteeth).
What has become clear is that it is through social channels such as Twitter, that have enabled our learning communities to grow. Because of the sheer volume of information passing through on a daily basis, I often come upon gems that interest me via those I consider as essential members of my personal learning network. It is these signposts that help to bring posts and tweets to my attention, alongside the serendipity of simply dipping in and out of the social channels. The use of re-tweeting and sharing tools to post links of interesting and valuable information, is one of the amazing positives of social media; creating a ripple effect that reaches far beyond your immediate connections. The use of comments within blogs enable rich discussions to both learn from and debate. Very often these have introduced me to new educators, increasing my network of connections. This in turn has highlighted opportunities to join webinars and MOOCs such as #ocTEL the Open Course in Technology Enhanced Learning led by ALT the Association for Learning Technology. Within the comments of the EdTech blog post sharing the top 50 list of higher education IT bloggers, recipients of the award paid their thanks. David Hopkins went one step further adding this in his comment:
I was thrilled to be included as one of the people David values as part of his personal learning network. I can also agree 100% with the other names he mentions, as they too are valued by myself. I have also over time had the pleasure of meeting each of these people face to face. Prior to I have followed their posts having been introduced to them virtually through my own connections. Developing conversations online meant that we had already gone though the intro stages of meeting new people, so on meeting face to face for the first time, our conversations simply continued. The moral of this post? Value your learning community and share their contributions with others. Had the likes of David and many others not shared information about their own networks, mine may still have been a very much smaller community to learn with than it is now. ","The EdTech online magazine has recently released a list of 50 must-read higher education and IT focussed blogs covering the likes of MOOCs, cloud computing, mobile learning, social media, digital pedagogy and more. The list was chosen not by the magazi...",publish,the-best-blogs-on-moocs-cloud-computing-mobile-learning-social-media-digital-pedagogy-and-more,2013-05-12 12:41:29,post,"Course Reader,Blog posts","PLN,community,online presence,#ocTEL,network,CoP"
4845,52,2013-05-12 10:36:00,"The best blogs on MOOCs, cloud computing, mobile learning, social media, digital pedagogy and more.","
The EdTech online magazine has recently released a list of 50 must-read higher education and IT focussed blogs covering the likes of MOOCs, cloud computing, mobile learning, social media, digital pedagogy and more. The list was chosen not by the magazine but by the readers who were asked to submit thier favourite blogs and then vote on the submissions. I recommend you take a look!
I was pleased to see a number of bloggers I follow, but especially so when I saw David Hopkins who blogs from Technology Enhanced Learning Blog and tweets as @hopkinsdavid.
Congratulations David!
This is someone I have had both the privilege to learn from and with. His blog is both informative and inspiring, but it was through Twitter that we first developed conversations on topics of shared interest. He encouraged me to write my own blog on social media, one I had initially set up just to demo blogging to my students.
Our paths have continued to cross and through Twitter and blogging I continue to learn from David and many other educators who are freely sharing resources and thoughts (often provoking and inviting to be challenged). Through our mutual interest of digital identity and the use of social media by students, David and I went on to plan and prepare a presentation on Digital Footprints for the annual PELeCON elearning conference in Plymouth in 2011 (an event I would recommend you keep an eye open for - Led by Steve Wheeler @timbuckteeth).
What has become clear is that it is through social channels such as Twitter, that have enabled our learning communities to grow. Because of the sheer volume of information passing through on a daily basis, I often come upon gems that interest me via those I consider as essential members of my personal learning network. It is these signposts that help to bring posts and tweets to my attention, alongside the serendipity of simply dipping in and out of the social channels. The use of re-tweeting and sharing tools to post links of interesting and valuable information, is one of the amazing positives of social media; creating a ripple effect that reaches far beyond your immediate connections. The use of comments within blogs enable rich discussions to both learn from and debate. Very often these have introduced me to new educators, increasing my network of connections. This in turn has highlighted opportunities to join webinars and MOOCs such as #ocTEL the Open Course in Technology Enhanced Learning led by ALT the Association for Learning Technology. Within the comments of the EdTech blog post sharing the top 50 list of higher education IT bloggers, recipients of the award paid their thanks. David Hopkins went one step further adding this in his comment:
I was thrilled to be included as one of the people David values as part of his personal learning network. I can also agree 100% with the other names he mentions, as they too are valued by myself. I have also over time had the pleasure of meeting each of these people face to face. Prior to I have followed their posts having been introduced to them virtually through my own connections. Developing conversations online meant that we had already gone though the intro stages of meeting new people, so on meeting face to face for the first time, our conversations simply continued. The moral of this post? Value your learning community and share their contributions with others. Had the likes of David and many others not shared information about their own networks, mine may still have been a very much smaller community to learn with than it is now. ","The EdTech online magazine has recently released a list of 50 must-read higher education and IT focussed blogs covering the likes of MOOCs, cloud computing, mobile learning, social media, digital pedagogy and more. The list was chosen not by the magazi...",publish,the-best-blogs-on-moocs-cloud-computing-mobile-learning-social-media-digital-pedagogy-and-more-2,2013-05-12 12:41:29,post,"Course Reader,Blog posts","network,PLN,CoP,community,online presence,#ocTEL"
3620,17,2013-05-12 21:45:24,Back from holiday and ready to roll!,"
I have lots to catch up on after an excellent holiday doing mad things in Devon and then Perthshire so will definitely be doing a sherlock!
","I have lots to catch up on after an excellent holiday doing mad things in Devon and then Perthshire so will definitely be doing a sherlock! ",publish,back-from-holiday-and-ready-to-roll,2013-05-12 21:45:24,post,"Blog posts,Course Reader",Uncategorized
4608,17,2013-05-12 21:45:24,Back from holiday and ready to roll!,"
I have lots to catch up on after an excellent holiday doing mad things in Devon and then Perthshire so will definitely be doing a sherlock!
","I have lots to catch up on after an excellent holiday doing mad things in Devon and then Perthshire so will definitely be doing a sherlock! ",publish,back-from-holiday-and-ready-to-roll-2,2013-05-12 21:45:24,post,"Course Reader,Blog posts",Uncategorized
3623,991,2013-05-13 02:45:00,Learning Theories #ocTEL,"As we all know there are many learning theories, and often we can find loads of articles about each of these theories and what it does.
www.learning-theories.com/ was introduced through week 3 learning resources of ocTEL and it provides the summary of many of the learning theories that we have come across so far. It provides the summary paradigm and the model.
","As we all know there are many learning theories, and often we can find loads of articles about each of these theories and what it does.www.learning-theories.com/ was introduced through week 3 learning resources of ocTEL and it provides the summary...",publish,learning-theories-octel,2013-05-13 02:45:00,post,"Course Reader,Blog posts",#ocTEL
4592,991,2013-05-13 02:45:00,Learning Theories #ocTEL,"As we all know there are many learning theories, and often we can find loads of articles about each of these theories and what it does.
www.learning-theories.com/ was introduced through week 3 learning resources of ocTEL and it provides the summary of many of the learning theories that we have come across so far. It provides the summary paradigm and the model.
","As we all know there are many learning theories, and often we can find loads of articles about each of these theories and what it does.www.learning-theories.com/ was introduced through week 3 learning resources of ocTEL and it provides the summary...",publish,learning-theories-octel-2,2013-05-13 02:45:00,post,"Blog posts,Course Reader",#ocTEL
3622,991,2013-05-13 02:56:00,OERs," OERs
OERs are always interesting. OERs provides an opportunity to use pre-created learning resources. Sometimes it could be only part of the resource that we will need. However, rather than re-inventing it is good to re-use and be sustainable.
With ocTEL the following links were provided as some interesting OER resource hubs.
Jorum and Merlot has been around for sometime, and I have used resource from these two hubs in the past.
"," OERs
OERs are always interesting. OERs provides an opportunity to use pre-created learning resources. Sometimes it could be only part of the resource that we will need. However, rather than re-inventing it is good to re-use and be sustainable.
With ocTEL the following links were provided as some interesting OER resource hubs.
OERs are always interesting. OERs provides an opportunity to use pre-created learning resources. Sometimes it could be only part of the resource that we will need. However, rather than re-inventing it is good to re-use and be sustainable.
With ocTEL the following links were provided as some interesting OER resource hubs.
Jorum and Merlot has been around for sometime, and I have used resource from these two hubs in the past.
"," OERs
OERs are always interesting. OERs provides an opportunity to use pre-created learning resources. Sometimes it could be only part of the resource that we will need. However, rather than re-inventing it is good to re-use and be sustainable.
With ocTEL the following links were provided as some interesting OER resource hubs.
Jorum and Merlot has been around for sometime, and I have used resource from these two hubs in the past.
",publish,oers-2,2013-05-13 02:56:00,post,"Course Reader,Blog posts","#ocTEL,#OER101"
3653,1179,2013-05-13 05:49:21,"kerr63: Training vs. learning; watch/do vs. feel/think? #octel #tel #kolb","
Training vs. learning; watch/do vs. feel/think?#octel#tel#kolb
","Training vs. learning; watch/do vs. feel/think?#octel #tel #kolb— James Kerr (@Kerr63) May 13, 2013",publish,kerr63-training-vs-learning-watchdo-vs-feelthink-octel-tel-kolb,2013-05-13 05:49:21,post,"Social networks,Twitter (Q&A)","#ocTEL,#tel,kolb"
3627,1205,2013-05-13 06:32:37,"altoctel: Sue is back from holiday and ""doing a sherlock"" http://t.co/FcY2ta5FVa What's she on about? http://t.co/MNjzOIPbDD has some #octel clues.","
",publish,altoctel-sue-is-back-from-holiday-and-doing-a-sherlock-httpt-cofcy2ta5fva-whats-she-on-about-httpt-comnjzoipbdd-has-some-octel-clues,2013-05-13 06:32:37,post,"Twitter (Q&A),Social networks",#ocTEL
3635,1205,2013-05-13 12:27:00,altoctel: RT @LUBSStudentEd: #octel people are #MOOCs saviours or nemesis of #HE? http://t.co/5upWET7xCc,"
","RT @lubsstudented: #octel people are #MOOCs saviours or nemesis of #HE?bit.ly/13R5Ftt— ALT ocTEL course (@ALTocTEL) May 13, 2013",publish,altoctel-rt-lubsstudented-octel-people-are-moocs-saviours-or-nemesis-of-he-httpt-co5upwet7xcc,2013-05-13 12:27:00,post,"Twitter (Q&A),Social networks","moocs,he,#ocTEL"
3646,1183,2013-05-13 12:49:54,#octel this presentation by Jim Groom of Uni Mary Washington is an entertaining and inspirational story...,"
Phil Tubman
Mon, 13 May 2013 12:49:54 GMT
- Community
#octel this presentation by Jim Groom of Uni Mary Washington is an entertaining and inspirational story from the people who brought you DS106, and other 'edu-punk' stories about open pedagogy. I cannot recommend this talk enough....
Jim Groom, Director of Teaching and Learning Technologies at the University of Mary Washington (Javascript is required to view Mediasite content). 1x. Slide Image. Share Presentation. Share Presentation Message. OK. From: Separate addresses with a semi-colon. To: Subject: Start Time: HH:MM:SS ...
","
Phil Tubman
Mon, 13 May 2013 12:49:54 GMT
- Community
#octel this presentation by Jim Groom of Uni Mary Washington is an entertaining and inspirational story from the people who brought you DS106, and other 'edu-punk' stories about open pedagogy. I cannot recommend this talk enough....
Jim Groom, Director of Teaching and Learning Technologies at the University of Mary Washington (Javascript is required to view Mediasite content). 1x. Slide Image. Share Presentation. Share Presentation Message. OK. From: Separate addresses with a semi-colon. To: Subject: Start Time: HH:MM:SS ...
",publish,octel-this-presentation-by-jim-groom-of-uni-mary-washington-is-an-entertaining-and-inspirational-story,2013-05-13 12:50:32,post,"Course Reader,Google+,Social networks",
3638,3,2013-05-13 14:03:54,ocTEL Week 5 Webinar,"Join our weekly webinar at 16.30 on Wednesday 15 May, via Blackboard Collaborate 11.
You can access the Week 5 webinar via this link.
This week's webinar
PLEASE NOTE this week's webinar is at 4.30pm rather than the usual 12.30pm.
This week's webinar is on platforms for Massive Open Online Courses (MOOCs) and in particular focuses on the connectivist style of courses being often taught by individuals or small teams of academics. As well as an overview of emerging trends there will be an in-depth behind the scenes look at the ocTEL platform. ocTEL is built on the open source WordPress blogging platform which has been augmented with a set of additional plugins and some custom coding. Participants will gain an insight into the challenges of developing and running a connectivist style open course and have the opportunity to quiz the platform architect Martin Hawksey.
About the presenter
Martin Hawksey in an advisor at the Jisc Centre for Educational Technology and Interoperability Standards (CETIS), which provides advice to the UK Higher and Post-16 Education sectors on educational technology and standards. Martin was first recruited to CETIS to provide technical support to the UK Open Educational Resources Programme (UKOER) but his work in data collection and visualisation techniques has seen this role broaden out into the field of open educational practices. Martin has been involved with a number of MOOCs including CFHE12, LAK13 and ds106.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ's
For help prior to the webinar and some frequently asked questions please visit our help page.
If you have any questions contact octel-tech@alt.ac.uk.","",publish,octel-week-5-webinar,2013-05-13 14:04:20,post,Course information,course information
3645,1183,2013-05-13 14:40:38,+Roger Harrison re: open course reader software. have you seen this blog post by martin hawksey http:...,"
Phil Tubman
Mon, 13 May 2013 14:40:38 GMT
- Community
Having recently posted the ingredients card for ocTEL I thought I flesh out some of the details and give ‘mama’s secret recipe’. Like most recipes it’s not perfect and I encourage you to ...
","
Phil Tubman
Mon, 13 May 2013 14:40:38 GMT
- Community
Having recently posted the ingredients card for ocTEL I thought I flesh out some of the details and give ‘mama’s secret recipe’. Like most recipes it’s not perfect and I encourage you to ...
",publish,roger-harrison-re-open-course-reader-software-have-you-seen-this-blog-post-by-martin-hawksey-http,2013-05-13 14:40:38,post,"Course Reader,Google+,Social networks",
3647,198,2013-05-13 14:42:00,Alignment of Educational Resources,"
In the Quality Matters benchmark rubrics, alignment is a common thread that runs throughout the evaluation process. It is critical for emphasizing that each piece of an online course is relevant to the topic, the setting, the audience, and the course. Following is directly from QM:
“What is Alignment?Critical course components – Learning Objectives (2), Assessment and Measurement (3), Resources and Materials (4), Learner Engagement (5), and Course Technology (6) – work together to ensure that students achieve the desired learning outcomes. When aligned, each of these course components is directly tied to and supports the learning objectives. Specific standards included in Alignment are indicated in the rubric annotations.” (Quality Matters, 2013. https://www.qualitymatters.org/rubric)
When considering resources, I keep these guidelines for alignment in mind. As part of the instructional design process, alignment should be a major factor being considered at every stage of the design, not just when evaluating resources.
One aspect of alignment that I find particularly interesting is style; content, audience, and course alignment are straightforward, but alignment of style seems a bit more abstract, but important nonetheless. Does the resource fit the style of the course, the instructor, and the institution? If the resource is an activity, does the style of the activity match the instructional level of the course? The audience?
Alignment is a broad category that affects the overall quality of a course, whether it is f2f, online, blended, or hybrid.
#edtech, #MOOC, #ocTEL, #tel, #OER, #alignment
","
In the Quality Matters benchmark rubrics, alignment is a common thread that runs throughout the evaluation process. It is critical for emphasizing that each piece of an online course is relevant to the topic, the setting, the audience, and the course. Following is directly from QM:
“What is Alignment?Critical course components – Learning Objectives (2), Assessment and Measurement (3), Resources and Materials (4), Learner Engagement (5), and Course Technology (6) – work together to ensure that students achieve the desired learning outcomes. When aligned, each of these course components is directly tied to and supports the learning objectives. Specific standards included in Alignment are indicated in the rubric annotations.” (Quality Matters, 2013. https://www.qualitymatters.org/rubric)
When considering resources, I keep these guidelines for alignment in mind. As part of the instructional design process, alignment should be a major factor being considered at every stage of the design, not just when evaluating resources.
One aspect of alignment that I find particularly interesting is style; content, audience, and course alignment are straightforward, but alignment of style seems a bit more abstract, but important nonetheless. Does the resource fit the style of the course, the instructor, and the institution? If the resource is an activity, does the style of the activity match the instructional level of the course? The audience?
Alignment is a broad category that affects the overall quality of a course, whether it is f2f, online, blended, or hybrid.
#edtech, #MOOC, #ocTEL, #tel, #OER, #alignment
",publish,alignment-of-educational-resources,2013-05-13 14:42:00,post,"Blog posts,Course Reader","oer,#ocTEL,edtech,mooc,alignment,#tel"
5282,198,2013-05-13 14:42:00,Alignment of Educational Resources,"
In the Quality Matters benchmark rubrics, alignment is a common thread that runs throughout the evaluation process. It is critical for emphasizing that each piece of an online course is relevant to the topic, the setting, the audience, and the course. Following is directly from QM:
“What is Alignment?Critical course components – Learning Objectives (2), Assessment and Measurement (3), Resources and Materials (4), Learner Engagement (5), and Course Technology (6) – work together to ensure that students achieve the desired learning outcomes. When aligned, each of these course components is directly tied to and supports the learning objectives. Specific standards included in Alignment are indicated in the rubric annotations.” (Quality Matters, 2013. https://www.qualitymatters.org/rubric)
When considering resources, I keep these guidelines for alignment in mind. As part of the instructional design process, alignment should be a major factor being considered at every stage of the design, not just when evaluating resources.
One aspect of alignment that I find particularly interesting is style; content, audience, and course alignment are straightforward, but alignment of style seems a bit more abstract, but important nonetheless. Does the resource fit the style of the course, the instructor, and the institution? If the resource is an activity, does the style of the activity match the instructional level of the course? The audience?
Alignment is a broad category that affects the overall quality of a course, whether it is f2f, online, blended, or hybrid.
#edtech, #MOOC, #ocTEL, #tel, #OER, #alignment
","
In the Quality Matters benchmark rubrics, alignment is a common thread that runs throughout the evaluation process. It is critical for emphasizing that each piece of an online course is relevant to the topic, the setting, the audience, and the course. Following is directly from QM:
“What is Alignment?Critical course components – Learning Objectives (2), Assessment and Measurement (3), Resources and Materials (4), Learner Engagement (5), and Course Technology (6) – work together to ensure that students achieve the desired learning outcomes. When aligned, each of these course components is directly tied to and supports the learning objectives. Specific standards included in Alignment are indicated in the rubric annotations.” (Quality Matters, 2013. https://www.qualitymatters.org/rubric)
When considering resources, I keep these guidelines for alignment in mind. As part of the instructional design process, alignment should be a major factor being considered at every stage of the design, not just when evaluating resources.
One aspect of alignment that I find particularly interesting is style; content, audience, and course alignment are straightforward, but alignment of style seems a bit more abstract, but important nonetheless. Does the resource fit the style of the course, the instructor, and the institution? If the resource is an activity, does the style of the activity match the instructional level of the course? The audience?
Alignment is a broad category that affects the overall quality of a course, whether it is f2f, online, blended, or hybrid.
#edtech, #MOOC, #ocTEL, #tel, #OER, #alignment
",publish,alignment-of-educational-resources-2,2013-05-13 14:42:00,post,"Course Reader,Blog posts","#tel,alignment,#ocTEL,edtech,mooc,oer"
5655,198,2013-05-13 14:42:00,Alignment of Educational Resources,"
In the Quality Matters benchmark rubrics, alignment is a common thread that runs throughout the evaluation process. It is critical for emphasizing that each piece of an online course is relevant to the topic, the setting, the audience, and the course. Following is directly from QM:
“What is Alignment?Critical course components – Learning Objectives (2), Assessment and Measurement (3), Resources and Materials (4), Learner Engagement (5), and Course Technology (6) – work together to ensure that students achieve the desired learning outcomes. When aligned, each of these course components is directly tied to and supports the learning objectives. Specific standards included in Alignment are indicated in the rubric annotations.” (Quality Matters, 2013. https://www.qualitymatters.org/rubric)
When considering resources, I keep these guidelines for alignment in mind. As part of the instructional design process, alignment should be a major factor being considered at every stage of the design, not just when evaluating resources.
One aspect of alignment that I find particularly interesting is style; content, audience, and course alignment are straightforward, but alignment of style seems a bit more abstract, but important nonetheless. Does the resource fit the style of the course, the instructor, and the institution? If the resource is an activity, does the style of the activity match the instructional level of the course? The audience?
Alignment is a broad category that affects the overall quality of a course, whether it is f2f, online, blended, or hybrid.
#edtech, #MOOC, #ocTEL, #tel, #OER, #alignment
","
In the Quality Matters benchmark rubrics, alignment is a common thread that runs throughout the evaluation process. It is critical for emphasizing that each piece of an online course is relevant to the topic, the setting, the audience, and the course. Following is directly from QM:
“What is Alignment?Critical course components – Learning Objectives (2), Assessment and Measurement (3), Resources and Materials (4), Learner Engagement (5), and Course Technology (6) – work together to ensure that students achieve the desired learning outcomes. When aligned, each of these course components is directly tied to and supports the learning objectives. Specific standards included in Alignment are indicated in the rubric annotations.” (Quality Matters, 2013. https://www.qualitymatters.org/rubric)
When considering resources, I keep these guidelines for alignment in mind. As part of the instructional design process, alignment should be a major factor being considered at every stage of the design, not just when evaluating resources.
One aspect of alignment that I find particularly interesting is style; content, audience, and course alignment are straightforward, but alignment of style seems a bit more abstract, but important nonetheless. Does the resource fit the style of the course, the instructor, and the institution? If the resource is an activity, does the style of the activity match the instructional level of the course? The audience?
Alignment is a broad category that affects the overall quality of a course, whether it is f2f, online, blended, or hybrid.
","Tags: ocTEL, TEL, learners, learningtheory, kolbby: James Kerr",publish,kolbs-learning-styles-5,2013-05-13 18:17:14,post,"Course Reader,Diigo,Bookmarks","learners,learningtheory,#ocTEL,kolb,#tel"
3656,198,2013-05-13 18:21:00,Kolb's Learning Styles and Social Media Tools,"
In a (very simplistic) nutshell: Kolb's Learning Cycle is a process of experience, reflection, abstraction, and experimentation, which feeds back into experience. Kolb also classified four different types of learners based on their preferences within the learning cycle: thinking, feeling, doing, watching.
Considering all the different social media tools available, they share a fundamental function; one can be a consumer or voyeur, or one can be an active participant. It is the difference between “watching” and “doing”, from Kolb’s learning styles. Consider the following social media applications:
YouTube – Can be viewed entirely at a “consumer” level, and not as an uploader or participant. Or, one can contribute to the community and content base;
Twitter – Can be view-only, or can contribute. Great for starting dialogue, brainstorming, quick sharing;
Instagram – Photo-sharing;
Pinterest – Collecting images and links, organizing and categorizing;
I realize there are many, many more social media sites available that each have their own ""angle""; this is not an exercise in listing all the social media sites available, but a simplistic example to illustrate SM to Kolb's theory.
At the “watching” level, anyone can become a consumer of the content, browsing at will, or subscribing to specific feeds or channels. Not until participation occurs, however, does it cross into the “doing” level.
Even as watchers though, consumers can use their experiences as “feeling” for further reflection and “thinking”. Certainly as active participants who are “doing” and interacting with the social communities, “feeling” as concrete experiences can lead to further “thinking”. In this manner, social media applications seem to fulfill all aspects of Kolb’s learning styles.
In a (very simplistic) nutshell: Kolb's Learning Cycle is a process of experience, reflection, abstraction, and experimentation, which feeds back into experience. Kolb also classified four different types of learners based on their preferences within the learning cycle: thinking, feeling, doing, watching.
Considering all the different social media tools available, they share a fundamental function; one can be a consumer or voyeur, or one can be an active participant. It is the difference between “watching” and “doing”, from Kolb’s learning styles. Consider the following social media applications:
YouTube – Can be viewed entirely at a “consumer” level, and not as an uploader or participant. Or, one can contribute to the community and content base;
Twitter – Can be view-only, or can contribute. Great for starting dialogue, brainstorming, quick sharing;
Instagram – Photo-sharing;
Pinterest – Collecting images and links, organizing and categorizing;
I realize there are many, many more social media sites available that each have their own ""angle""; this is not an exercise in listing all the social media sites available, but a simplistic example to illustrate SM to Kolb's theory.
At the “watching” level, anyone can become a consumer of the content, browsing at will, or subscribing to specific feeds or channels. Not until participation occurs, however, does it cross into the “doing” level.
Even as watchers though, consumers can use their experiences as “feeling” for further reflection and “thinking”. Certainly as active participants who are “doing” and interacting with the social communities, “feeling” as concrete experiences can lead to further “thinking”. In this manner, social media applications seem to fulfill all aspects of Kolb’s learning styles.
",publish,kolbs-learning-styles-and-social-media-tools,2013-05-13 18:21:00,post,"Course Reader,Blog posts","edtech,#tel,learning,social media,kolb,experiential learning,#ocTEL"
5281,198,2013-05-13 18:21:00,Kolb's Learning Styles and Social Media Tools,"
In a (very simplistic) nutshell: Kolb's Learning Cycle is a process of experience, reflection, abstraction, and experimentation, which feeds back into experience. Kolb also classified four different types of learners based on their preferences within the learning cycle: thinking, feeling, doing, watching.
Considering all the different social media tools available, they share a fundamental function; one can be a consumer or voyeur, or one can be an active participant. It is the difference between “watching” and “doing”, from Kolb’s learning styles. Consider the following social media applications:
YouTube – Can be viewed entirely at a “consumer” level, and not as an uploader or participant. Or, one can contribute to the community and content base;
Twitter – Can be view-only, or can contribute. Great for starting dialogue, brainstorming, quick sharing;
Instagram – Photo-sharing;
Pinterest – Collecting images and links, organizing and categorizing;
I realize there are many, many more social media sites available that each have their own ""angle""; this is not an exercise in listing all the social media sites available, but a simplistic example to illustrate SM to Kolb's theory.
At the “watching” level, anyone can become a consumer of the content, browsing at will, or subscribing to specific feeds or channels. Not until participation occurs, however, does it cross into the “doing” level.
Even as watchers though, consumers can use their experiences as “feeling” for further reflection and “thinking”. Certainly as active participants who are “doing” and interacting with the social communities, “feeling” as concrete experiences can lead to further “thinking”. In this manner, social media applications seem to fulfill all aspects of Kolb’s learning styles.
In a (very simplistic) nutshell: Kolb's Learning Cycle is a process of experience, reflection, abstraction, and experimentation, which feeds back into experience. Kolb also classified four different types of learners based on their preferences within the learning cycle: thinking, feeling, doing, watching.
Considering all the different social media tools available, they share a fundamental function; one can be a consumer or voyeur, or one can be an active participant. It is the difference between “watching” and “doing”, from Kolb’s learning styles. Consider the following social media applications:
YouTube – Can be viewed entirely at a “consumer” level, and not as an uploader or participant. Or, one can contribute to the community and content base;
Twitter – Can be view-only, or can contribute. Great for starting dialogue, brainstorming, quick sharing;
Instagram – Photo-sharing;
Pinterest – Collecting images and links, organizing and categorizing;
I realize there are many, many more social media sites available that each have their own ""angle""; this is not an exercise in listing all the social media sites available, but a simplistic example to illustrate SM to Kolb's theory.
At the “watching” level, anyone can become a consumer of the content, browsing at will, or subscribing to specific feeds or channels. Not until participation occurs, however, does it cross into the “doing” level.
Even as watchers though, consumers can use their experiences as “feeling” for further reflection and “thinking”. Certainly as active participants who are “doing” and interacting with the social communities, “feeling” as concrete experiences can lead to further “thinking”. In this manner, social media applications seem to fulfill all aspects of Kolb’s learning styles.
",publish,kolbs-learning-styles-and-social-media-tools-2,2013-05-13 18:21:00,post,"Course Reader,Blog posts","kolb,experiential learning,edtech,#tel,learning,social media,#ocTEL"
5654,198,2013-05-13 18:21:00,Kolb's Learning Styles and Social Media Tools,"
In a (very simplistic) nutshell: Kolb's Learning Cycle is a process of experience, reflection, abstraction, and experimentation, which feeds back into experience. Kolb also classified four different types of learners based on their preferences within the learning cycle: thinking, feeling, doing, watching.
Considering all the different social media tools available, they share a fundamental function; one can be a consumer or voyeur, or one can be an active participant. It is the difference between “watching” and “doing”, from Kolb’s learning styles. Consider the following social media applications:
YouTube – Can be viewed entirely at a “consumer” level, and not as an uploader or participant. Or, one can contribute to the community and content base;
Twitter – Can be view-only, or can contribute. Great for starting dialogue, brainstorming, quick sharing;
Instagram – Photo-sharing;
Pinterest – Collecting images and links, organizing and categorizing;
I realize there are many, many more social media sites available that each have their own ""angle""; this is not an exercise in listing all the social media sites available, but a simplistic example to illustrate SM to Kolb's theory.
At the “watching” level, anyone can become a consumer of the content, browsing at will, or subscribing to specific feeds or channels. Not until participation occurs, however, does it cross into the “doing” level.
Even as watchers though, consumers can use their experiences as “feeling” for further reflection and “thinking”. Certainly as active participants who are “doing” and interacting with the social communities, “feeling” as concrete experiences can lead to further “thinking”. In this manner, social media applications seem to fulfill all aspects of Kolb’s learning styles.
In a (very simplistic) nutshell: Kolb's Learning Cycle is a process of experience, reflection, abstraction, and experimentation, which feeds back into experience. Kolb also classified four different types of learners based on their preferences within the learning cycle: thinking, feeling, doing, watching.
Considering all the different social media tools available, they share a fundamental function; one can be a consumer or voyeur, or one can be an active participant. It is the difference between “watching” and “doing”, from Kolb’s learning styles. Consider the following social media applications:
YouTube – Can be viewed entirely at a “consumer” level, and not as an uploader or participant. Or, one can contribute to the community and content base;
Twitter – Can be view-only, or can contribute. Great for starting dialogue, brainstorming, quick sharing;
Instagram – Photo-sharing;
Pinterest – Collecting images and links, organizing and categorizing;
I realize there are many, many more social media sites available that each have their own ""angle""; this is not an exercise in listing all the social media sites available, but a simplistic example to illustrate SM to Kolb's theory.
At the “watching” level, anyone can become a consumer of the content, browsing at will, or subscribing to specific feeds or channels. Not until participation occurs, however, does it cross into the “doing” level.
Even as watchers though, consumers can use their experiences as “feeling” for further reflection and “thinking”. Certainly as active participants who are “doing” and interacting with the social communities, “feeling” as concrete experiences can lead to further “thinking”. In this manner, social media applications seem to fulfill all aspects of Kolb’s learning styles.
",publish,kolbs-learning-styles-and-social-media-tools-3,2013-05-13 18:21:00,post,"Course Reader,Blog posts","kolb,experiential learning,social media,#tel,edtech,#ocTEL,learning"
3655,53,2013-05-13 18:26:22,Do affordances make that much difference or 10 things to use a mug for?,"
Getting back to ocTEL after a break imposed by too many other things to do, this week weve been asked to think about how different tools might relate to Kolbs model of learning styles as depicted here http://www.businessballs.com/images/kolb’s_learning_styles_businessballs.jpg. I started off thinking this was pretty straightforward but as I added platforms and tools into the diagram I began to think that perhaps its not so simple. It depends to some extent on the affordances of the tool but also maybe on the purpose of the person using it. Take Youtube for example, it could be used by someone who wants to watch and either think about a topic (assimilator) or someone who wants to watch and feel their emotions stirred (diverger) Or to put that another way a teacher may want to use video to deliver a powerful emotional experience in order to engage student interest, and then ask them to think about it less emotively, to understand how it was constructed for example. But its possible to envisage a series of learning activities built around the video clip that require learners to do things as well as watch things, so video seems to fit in all the quadrants of the diagram. Trying out another example, blogs, I came to the same conclusion. Maybe its because they are both narrative media and thus essentially similar? What about clickers then? Well, clickers could be used by learners to record their emotions (click every time you feel angry/sad/amused/etc. while listening to/watching/reading/doing XYZ), so they are seemingly compatible with the diverger style, but if the results were collected together and displayed and the class were asked to reflect on them then wouldn’t that support the assimilator style? And what if the clicking action was actually an active task such as “click each time you spot concept X being used in this narrative” or “every time you get a sum right, click to advance your on-screen avatar one step closer to the goal”. Wouldn’t that mean that the clicker was compatible also with accommodating and converging (doing) styles? So maybe the affordances of the tool are less important than the imagination and intentions of the user….after all , its easy to think of 10 things to use a mug for, none of which include drinking beverages.
","Getting back to ocTEL after a break imposed by too many other things to do, this week weve been asked to think about how different tools might relate to Kolbs model of learning styles as depicted here http://www.businessballs.com/images/kolb’s_learning_styles_businessballs.jpg. I started off … Continue reading →",publish,do-affordances-make-that-much-difference-or-10-things-to-use-a-mug-for,2013-05-13 18:26:22,post,"Course Reader,Blog posts","affordances,kolb,#ocTEL,Uncategorized,Learning Styles"
5321,53,2013-05-13 18:26:22,Do affordances make that much difference or 10 things to use a mug for?,"
Getting back to ocTEL after a break imposed by too many other things to do, this week weve been asked to think about how different tools might relate to Kolbs model of learning styles as depicted here http://www.businessballs.com/images/kolb’s_learning_styles_businessballs.jpg. I started off thinking this was pretty straightforward but as I added platforms and tools into the diagram I began to think that perhaps its not so simple. It depends to some extent on the affordances of the tool but also maybe on the purpose of the person using it. Take Youtube for example, it could be used by someone who wants to watch and either think about a topic (assimilator) or someone who wants to watch and feel their emotions stirred (diverger) Or to put that another way a teacher may want to use video to deliver a powerful emotional experience in order to engage student interest, and then ask them to think about it less emotively, to understand how it was constructed for example. But its possible to envisage a series of learning activities built around the video clip that require learners to do things as well as watch things, so video seems to fit in all the quadrants of the diagram. Trying out another example, blogs, I came to the same conclusion. Maybe its because they are both narrative media and thus essentially similar? What about clickers then? Well, clickers could be used by learners to record their emotions (click every time you feel angry/sad/amused/etc. while listening to/watching/reading/doing XYZ), so they are seemingly compatible with the diverger style, but if the results were collected together and displayed and the class were asked to reflect on them then wouldn’t that support the assimilator style? And what if the clicking action was actually an active task such as “click each time you spot concept X being used in this narrative” or “every time you get a sum right, click to advance your on-screen avatar one step closer to the goal”. Wouldn’t that mean that the clicker was compatible also with accommodating and converging (doing) styles? So maybe the affordances of the tool are less important than the imagination and intentions of the user….after all , its easy to think of 10 things to use a mug for, none of which include drinking beverages.
","Getting back to ocTEL after a break imposed by too many other things to do, this week weve been asked to think about how different tools might relate to Kolbs model of learning styles as depicted here http://www.businessballs.com/images/kolb’s_learning_styles_businessballs.jpg. I started off … Continue reading →",publish,do-affordances-make-that-much-difference-or-10-things-to-use-a-mug-for-2,2013-05-13 18:26:22,post,"Course Reader,Blog posts","Uncategorized,affordances,kolb,Learning Styles,#ocTEL"
3661,1415,2013-05-14 04:21:49,Developing learning activities for different learning styles,"
I have always found Kolb’s learning cycle a helpful concept but have been a little more uncertain about his learning styles. I suppose I don’t like the idea of “putting people in boxes”. (Kolb’s four-stage cycle of learning is: ‘immediate or concrete experiences’ provide a basis for ‘observations and reflections’. These ‘observations and reflections’ are assimilated and distilled into ‘abstract concepts’ producing new implications for action which can be ‘actively tested’ in turn creating new experiences).
This week the ocTEL course asked us to read this summary of Kolb’s Learning Styles Theory and to think about what learning activities might work well for the four learning styles identified by Kolb. I found this a helpful question to consider because rather than putting people into boxes, it provides a way for thinking about including a range of different learning activities in our courses that cater for and encourage the expression of a range of different ways of learning. If we as teachers work towards including a range of activities in our courses (whatever mode they are offered in and whatever technologies they use), this will not only help to address the learning preferences of individuals but also provide a variety of learning activities and assessments, and ensure that we don’t cater (whether intentionally or unintentionally) for only some ways of learning.
So here are my very preliminary thoughts about the kinds of learning activities and assessment tasks that might be relevant to the four learning styles identified by Kolb. I’d appreciate any suggestions from others and will add to this as I gather more ideas.
Diverging (feeling and watching – CE/RO)
Assimilating (watching and thinking – AC/RO)
Brainstorming
Creative assignments
Group work (summariser, motivator)
PBL
Wikis
Peer feedback
Social media
Readings
Lectures/presentations
Models
Written analysis, critique
Discussion forums which focus on analysis/critique/ideas
Group work (summariser, leader, note-taker)
Portfolio
Converging (doing and thinking – AC/AE)
Accommodating (doing and feeling – CE/AE)
Practically oriented and applied assessment tasks e.g. devise a plan, produce a set of resources
PBL
Discussion forums that focus on application of knowledge
Simulations
Group work (producer)
Simulations
Practical tasks
Group work (leader)
Create own learning tasks
Report on outcomes of trials/experiments
Portfolio
","I have always found Kolb’s learning cycle a helpful concept but have been a little more uncertain about his learning styles. I suppose I don’t like the idea of “putting people in boxes”. (Kolb’s four-stage cycle of learning is: ‘immediate or concrete experiences’ provide a basis for ‘observations and reflections’. These ‘observations and reflections’ are […]",publish,developing-learning-activities-for-different-learning-styles,2013-05-14 04:21:49,post,"Course Reader,Blog posts",Uncategorized
4769,1415,2013-05-14 04:21:49,Developing learning activities for different learning styles,"
I have always found Kolb’s learning cycle a helpful concept but have been a little more uncertain about his learning styles. I suppose I don’t like the idea of “putting people in boxes”. (Kolb’s four-stage cycle of learning is: ‘immediate or concrete experiences’ provide a basis for ‘observations and reflections’. These ‘observations and reflections’ are assimilated and distilled into ‘abstract concepts’ producing new implications for action which can be ‘actively tested’ in turn creating new experiences).
This week the ocTEL course asked us to read this summary of Kolb’s Learning Styles Theory and to think about what learning activities might work well for the four learning styles identified by Kolb. I found this a helpful question to consider because rather than putting people into boxes, it provides a way for thinking about including a range of different learning activities in our courses that cater for and encourage the expression of a range of different ways of learning. If we as teachers work towards including a range of activities in our courses (whatever mode they are offered in and whatever technologies they use), this will not only help to address the learning preferences of individuals but also provide a variety of learning activities and assessments, and ensure that we don’t cater (whether intentionally or unintentionally) for only some ways of learning.
So here are my very preliminary thoughts about the kinds of learning activities and assessment tasks that might be relevant to the four learning styles identified by Kolb. I’d appreciate any suggestions from others and will add to this as I gather more ideas.
Diverging (feeling and watching – CE/RO)
Assimilating (watching and thinking – AC/RO)
Brainstorming
Creative assignments
Group work (summariser, motivator)
PBL
Wikis
Peer feedback
Social media
Readings
Lectures/presentations
Models
Written analysis, critique
Discussion forums which focus on analysis/critique/ideas
Group work (summariser, leader, note-taker)
Portfolio
Converging (doing and thinking – AC/AE)
Accommodating (doing and feeling – CE/AE)
Practically oriented and applied assessment tasks e.g. devise a plan, produce a set of resources
PBL
Discussion forums that focus on application of knowledge
Simulations
Group work (producer)
Simulations
Practical tasks
Group work (leader)
Create own learning tasks
Report on outcomes of trials/experiments
Portfolio
","I have always found Kolb’s learning cycle a helpful concept but have been a little more uncertain about his learning styles. I suppose I don’t like the idea of “putting people in boxes”. (Kolb’s four-stage cycle of learning is: ‘immediate or concrete experiences’ provide a basis for ‘observations and reflections’. These ‘observations and reflections’ are […]",publish,developing-learning-activities-for-different-learning-styles-2,2013-05-14 04:21:49,post,"Blog posts,Course Reader",Uncategorized
3696,5,2013-05-14 09:59:43,mhawksey: Who's in the feedwordpress open course club? #DS106 #FSLT12 #FSLT13 #H817open #edcmooc #Octel #etmooc Others?,"
","RT @mhawksey: Who's in the feedwordpress open course club? #DS106 #FSLT12 #FSLT13 #H817open #edcmooc #Octel #etmooc Others?— Chahira Nouira (@CosmoCat) May 14, 2013",publish,cosmocat-rt-mhawksey-whos-in-the-feedwordpress-open-course-club-ds106-fslt12-fslt13-h817open-edcmooc-octel-etmooc-others,2013-05-14 10:00:30,post,"Social networks,Twitter (Q&A)","#h817open,#ocTEL,edcmooc,etmooc,ds106,fslt13,fslt12"
4413,1528,2013-05-14 10:30:00,Which learning styles do we support with e-learning?,"
Which learning styles do we support with e-learning?
Reflect on whether you accommodate these learning styles in your teaching practice.
Do the technologies you use help you achieve this? If so, how? Or do they hinder it? What tools relate to the quadrants of the diagram? Does the situation change if the activity is accessed from a mobile, or done ‘in the field’?
What other types of technology works well with activities in these quadrants? For example, where do classroom clickers (mentioned in the Eric Mazur story in Week 1) belong? What about social media?
To deal with one axis (of a Kolb diagram) at a time:
In education, we often work to a model of view-then-do.
On the other axis, in a traditional classroom style, teacher exposition provides the theory to be grasped while the experience is provided in exercises.
","
Which learning styles do we support with e-learning?
Reflect on whether you accommodate these learning styles in your teaching practice.
Do the technologies you use help you achieve this? If so, how? Or do they hinder it? What tools relate to the quadrants of the diagram? Does the situation change if the activity is accessed from a mobile, or done ‘in the field’?
What other types of technology works well with activities in these quadrants? For example, where do classroom clickers (mentioned in the Eric Mazur story in Week 1) belong? What about social media?
To deal with one axis (of a Kolb diagram) at a time:
In education, we often work to a model of view-then-do.
On the other axis, in a traditional classroom style, teacher exposition provides the theory to be grasped while the experience is provided in exercises.
",publish,which-learning-styles-do-we-support-with-e-learning,2013-05-14 10:30:00,post,"Course Reader,Blog posts",
4836,1528,2013-05-14 10:30:00,Which learning styles do we support with e-learning?,"
Which learning styles do we support with e-learning?
Reflect on whether you accommodate these learning styles in your teaching practice.
Do the technologies you use help you achieve this? If so, how? Or do they hinder it? What tools relate to the quadrants of the diagram? Does the situation change if the activity is accessed from a mobile, or done ‘in the field’?
What other types of technology works well with activities in these quadrants? For example, where do classroom clickers (mentioned in the Eric Mazur story in Week 1) belong? What about social media?
To deal with one axis (of a Kolb diagram) at a time:
In education, we often work to a model of view-then-do.
On the other axis, in a traditional classroom style, teacher exposition provides the theory to be grasped while the experience is provided in exercises.
","
Which learning styles do we support with e-learning?
Reflect on whether you accommodate these learning styles in your teaching practice.
Do the technologies you use help you achieve this? If so, how? Or do they hinder it? What tools relate to the quadrants of the diagram? Does the situation change if the activity is accessed from a mobile, or done ‘in the field’?
What other types of technology works well with activities in these quadrants? For example, where do classroom clickers (mentioned in the Eric Mazur story in Week 1) belong? What about social media?
To deal with one axis (of a Kolb diagram) at a time:
In education, we often work to a model of view-then-do.
On the other axis, in a traditional classroom style, teacher exposition provides the theory to be grasped while the experience is provided in exercises.
",publish,which-learning-styles-do-we-support-with-e-learning-2,2013-05-14 10:30:00,post,"Course Reader,Blog posts",
5298,1528,2013-05-14 10:30:00,Which learning styles do we support with e-learning?,"
Which learning styles do we support with e-learning?
Reflect on whether you accommodate these learning styles in your teaching practice.
Do the technologies you use help you achieve this? If so, how? Or do they hinder it? What tools relate to the quadrants of the diagram? Does the situation change if the activity is accessed from a mobile, or done ‘in the field’?
What other types of technology works well with activities in these quadrants? For example, where do classroom clickers (mentioned in the Eric Mazur story in Week 1) belong? What about social media?
To deal with one axis (of a Kolb diagram) at a time:
In education, we often work to a model of view-then-do.
On the other axis, in a traditional classroom style, teacher exposition provides the theory to be grasped while the experience is provided in exercises.
","
Which learning styles do we support with e-learning?
Reflect on whether you accommodate these learning styles in your teaching practice.
Do the technologies you use help you achieve this? If so, how? Or do they hinder it? What tools relate to the quadrants of the diagram? Does the situation change if the activity is accessed from a mobile, or done ‘in the field’?
What other types of technology works well with activities in these quadrants? For example, where do classroom clickers (mentioned in the Eric Mazur story in Week 1) belong? What about social media?
To deal with one axis (of a Kolb diagram) at a time:
In education, we often work to a model of view-then-do.
On the other axis, in a traditional classroom style, teacher exposition provides the theory to be grasped while the experience is provided in exercises.
This week #ocTEL MOOC takes a look at “Platforms and Technologies“. It’s a topic that I’ve really been looking forward to as I want to gain a better understanding of the pros and cons of hosted and open source options. Why? because like it says in the course notes and commentary, I realise that
ultimately this is about power and control. Within educational technology, power and control basically means the forms of pedagogy that a tool enables or prevents.
However, it looks like such lofty ambitions will have to wait a bit longer because I’m going to be pushed for time this week and have, in the meantime, become interested by something related to the “one thing” activity. Namely, narrative learning and its facilitation through blogging or, if I’m going to tie this in to the theme of the week, blogging platforms. The “one thing” activity asked that we refresh our memory in relation to Kolb’s Experiential Learning Theory and then think about the use of technology in terms of the learning cycle and learning styles that he advocates. Well, I’ve never been sold on the theory of learning styles, but this time I wasn’t inclined to be sold on Kolb’s experiential learning theory as much as I might have been in the past either. This is because I’ve recently been investigating the role that stories play in learning, and it’s led me to think about narrative learning and to consider experiential learning more widely.
Narrative Learning.
In adulthood, learning is integrally related to lived experience, but the relationship between lived experience and learning can be understood in a number of ways. Similarly, conceptualisations of when learning actually occurs can be understood in a number of ways too. According to Kolb, individuals choose a way of “grasping the experience”, and choose a way to “transform the experience” into something meaningful and usable. In constructivist learning theory such as this, the learner connects to the experience by reflecting upon it, thus learning is located in reflection. It might be said that constructivist interpretations see the person and their experiences as existing somewhat separate from one another. However, within situated learning theory the learning is seen as occurring in the interaction between learners and their contexts, and reflection as occurring within this social and highly contextual interaction. Narrative learning theory though, still under the constructivist umbrella, argues that there is a much closer connection between learners and experience. It regards experience as being prelinguistic; that is, experience must afterwards be “languaged”, or storified, and it’s in the process of “languaging”, or narrating, the experience and ascribing meaning to it that learning occurs.
Experience is the basis of meaning making, and it’s in the construction of the narrative, the way in which it’s made accessible to language that determines the meaning individuals ascribe to it. Individuals need to make sense of many many experiences, as Clark and Rossiter point out in the article that I’ve been reading
Everyday we are bombarded by a dizzying variety of experiences and we make sense of those by storying them, by constructing narratives that make things cohere. Coherence creates sense out of chaos by establishing connections between and among these experiences.[...]Narrative is also how we craft our sense of self, our identity.
The quest for sense and coherence through the construction of narrative, or story, is how we demonstrate our growing understanding of a thing and it’s how we make our learning visible, not just to ourselves but to others too.
I find that blogging is not only a way of making learning visible, but it’s a powerful way to achieve learning too, striving to narrate understanding, make sense and achieve coherence.
Thus, informed by experiential learning theory, narrative learning can be seen as not just fostering learning through the telling of stories, but as the learning process itself. What’s absolutely fabulous about this though is the sheer amount of tools available to tell stories and to be a narrative learner today.
I’m glad that as part of this week’s activities, I didn’t reflect on whether or not I accommodate Kolb’s learning styles in my teaching/learning because otherwise I wouldn’t have considered accommodating learning “narrative style”, whereas now I most certainly do. I’m also glad, that on open courses such as this that I’m given license to choose my own learning pathways – previously not sticking to the question would have had me marked out as being awkward, and would have lost me marks. This is way better. Self-determined narrative learning rocks!!
","This week #ocTEL MOOC takes a look at “Platforms and Technologies“. It’s a topic that I’ve really been looking forward to as I want to gain a better understanding of the pros and cons of hosted and open source options. Why? because like it says in the course notes and commentary, I realise that ultimately […]",publish,learning-from-experience-narrative-style-octel,2013-05-14 18:40:14,post,"Blog posts,Course Reader","kolb,experiential learning,blogging,narrative learning,#ocTEL,Technology,story telling,Learning Technology,meaning making,linkedin"
3687,974,2013-05-14 18:57:53,"Off on a tangent for me this week, I'm afraid. But learning lots and enjoying it, I have to say.","
Helen Crump
Tue, 14 May 2013 18:57:53 GMT
- Community
Off on a tangent for me this week, I'm afraid. But learning lots and enjoying it, I have to say.
This week #ocTEL MOOC takes a look at "Platforms and Technologies". It's a topic that I've really been looking forward to as I want to gain a better understanding of the pros and cons of hosted and...
","
Helen Crump
Tue, 14 May 2013 18:57:53 GMT
- Community
Off on a tangent for me this week, I'm afraid. But learning lots and enjoying it, I have to say.
This week #ocTEL MOOC takes a look at ""Platforms and Technologies"". It's a topic that I've really been looking forward to as I want to gain a better understanding of the pros and cons of hosted and...
",publish,off-on-a-tangent-for-me-this-week-im-afraid-but-learning-lots-and-enjoying-it-i-have-to-say,2013-05-14 18:57:53,post,"Google+,Course Reader,Social networks",
3683,2,2013-05-14 19:39:44,Getting the right level of challenge,"Continuing our series of featured contributions by ocTEL participants, here Nicola Whitton draws out some points from blogs and forums in the Week 3 activities (which she led). It's good to see that several of the discussions from 'past' weeks are still drawing interest and interaction.
I was struck by an interesting conversation in the ocTEL forums discussing the game NotPron. This is a particularly hard game, with a steep learning curve, that also requires high levels of technical expertise (or the ability and confidence to pick up technical skills very quickly). I think that NotPron is an interesting example of how technologically-simple games can stimulate learning; but it is a very bad example of how to make a game accessible for a wide audience.
Sue Folley blogged about the game, discussing the difficulties she had getting started and being able to play the game. In her analysis, the lessons learned from her experience for students:
… the hints provided were not sufficient scaffolding for me to guess what to even try to do to get to the next level. I suppose this is a lesson learned in making sure that that enough scaffolding is provided for all level of student, and it provided me with the insight of what it felt like to feel way out of my comfort zone.
Sue is certainly not alone, as several others on the discussion forum share her experience. Anna Warren agreed, and highlighted that the game prides itself on its difficulty, with only 0.0001% of players completing the game. She comments:
I’m trying to imagine us designing learning where only 0.0001% of students would successfully complete the task! But joking aside, I think it’s a reminder for me of the need to design learning that is challenging, but achievable. That the purpose and the outcome needs to be clear and explicit, and that there needs to be timely reward and feedback!
What struck me also was the number of times that words such as ‘frustrating’ and ‘losing patience’ and reflecting on how important it is to make learning activities challenging enough that it’s not boring but not so challenging that it becomes frustrating. How to do this for a massively diverse learner demographic – with different interests, abilities, passions, concerns, confidence levels, background, etc., etc.? Now, there’s a difficult challenge.","",publish,the-right-level-of-challenge,2013-06-06 11:24:39,post,Course information,"active learning,games,forum,Week 3"
3694,1175,2013-05-14 21:21:34,"Finding resources, making resources? – I don’t have time! #octel","Your standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding them is a problem they may not have time, quality checking takes more time. Creating … Continue reading →","Your standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding them is a problem they may not have time, quality checking takes more time. Creating … Continue reading →",publish,finding-resources-making-resources-i-dont-have-time-octel,2013-05-14 21:21:34,post,"Blog posts,Course Reader","mooc,#ocTEL"
3697,1004,2013-05-14 21:24:12,A week late - but maybe the better for it #octel week 4,"
Joseph Gliddon
Tue, 14 May 2013 21:24:12 GMT
- Community
A week late - but maybe the better for it #octel week 4
Your standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding them is a problem they may not have time...
","
Joseph Gliddon
Tue, 14 May 2013 21:24:12 GMT
- Community
A week late - but maybe the better for it #octel week 4
Your standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding them is a problem they may not have time...
",publish,a-week-late-but-maybe-the-better-for-it-octel-week-4,2013-05-14 21:24:12,post,"Course Reader,Google+,Social networks",
3725,1179,2013-05-15 03:41:14,kerr63: cMOOC challenging for new MOOC learners? Comment from participant #octel #mooc #tel,"
cMOOC challenging for new MOOC learners? Comment from participant #octel#mooc#tel
","cMOOC challenging for new MOOC learners? Comment from participant #octel #mooc #tel— James Kerr (@Kerr63) May 15, 2013
",publish,kerr63-cmooc-challenging-for-new-mooc-learners-comment-from-participant-octel-mooc-tel,2013-05-15 03:41:14,post,"Twitter (Q&A),Social networks","#ocTEL,mooc,#tel"
3724,1179,2013-05-15 03:48:18,kerr63: What is a MOOC? YouTube video: http://t.co/3MBnzW8akg #octel #tel #mooc,"
","What is a MOOC? YouTube video: http://t.co/3MBnzW8akg #octel #tel #mooc— James Kerr (@Kerr63) May 15, 2013
",publish,kerr63-what-is-a-mooc-youtube-video-httpt-co3mbnzw8akg-octel-tel-mooc,2013-05-15 03:48:18,post,"Twitter (Q&A),Social networks","mooc,#tel,#ocTEL"
3745,1179,2013-05-15 04:29:23,kerr63: RT @smithstorian: Great overview of #MOOCs in the @NewYorker:Is College Moving Online? http://t.co/l57U4xA4VJ #HigherEd #EdTech #octel #mooc,"
","RT @smithstorian: Great overview of #MOOCs in the @NewYorker:Is College Moving Online? http://t.co/l57U4xA4VJ #HigherEd #EdTech #octel #mooc— James Kerr (@Kerr63) May 15, 2013
",publish,kerr63-rt-smithstorian-great-overview-of-moocs-in-the-newyorkeris-college-moving-online-httpt-col57u4xa4vj-highered-edtech-octel-mooc,2013-05-15 04:29:23,post,"Social networks,Twitter (Q&A)","highered,#ocTEL,edtech,moocs,mooc"
3714,5,2013-05-15 07:12:04,"mhawksey: My fav. post from the newsletter> Finding resources, making resources? – I don’t have time! #octel http://t.co/fvUytUP3Ug","
",publish,mhawksey-my-fav-post-from-the-newslettergt-finding-resources-making-resources-i-dont-have-timeoctel-httpt-cofvuytup3ug,2013-05-15 07:12:04,post,"Social networks,Twitter (Q&A)",#ocTEL
3701,1458,2013-05-15 07:25:24,"Finding resources, making resources? - I don't have time! #octel","
Your standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding them is a problem they may not have time...
","
Hsiao-yun Chan
Wed, 15 May 2013 07:25:24 GMT
- Mobile
...",publish,finding-resources-making-resources-i-dont-have-time-octel-2,2013-05-15 07:25:24,post,"Social networks,Course Reader,Google+",
3713,1462,2013-05-15 07:25:29,"hsiao_yun: RT @mhawksey: My fav. post from the newsletter> Finding resources, making resources? – I don’t have time! #octel http://t.co/fvUytUP3Ug","
",publish,hsiao_yun-rt-mhawksey-my-fav-post-from-the-newslettergt-finding-resources-making-resources-i-dont-have-timeoctel-httpt-cofvuytup3ug,2013-05-15 07:25:29,post,"Twitter (Q&A),Social networks",#ocTEL
3712,1461,2013-05-15 08:01:29,"rchtodayslrnr: RT @mhawksey: My fav. post from the newsletter> Finding resources, making resources? – I don’t have time! #octel http://t.co/fvUytUP3Ug","
",publish,rchtodayslrnr-rt-mhawksey-my-fav-post-from-the-newslettergt-finding-resources-making-resources-i-dont-have-timeoctel-httpt-cofvuytup3ug,2013-05-15 08:01:29,post,"Social networks,Twitter (Q&A)",#ocTEL
3711,1205,2013-05-15 08:39:57,"altoctel: RT @mhawksey: My fav. post from the newsletter> Finding resources, making resources? – I don’t have time! #octel http://t.co/fvUytUP3Ug","
My fav. post from the newsletter> Finding resources, making resources? – I don’t have time! #octelhttp://t.co/fvUytUP3Ug
",publish,altoctel-rt-mhawksey-my-fav-post-from-the-newslettergt-finding-resources-making-resources-i-dont-have-timeoctel-httpt-cofvuytup3ug,2013-05-15 08:39:57,post,"Twitter (Q&A),Social networks",#ocTEL
3710,1315,2013-05-15 08:55:48,"raharris: I need to follow @mhawksey's lead & share my fav posts from #octel newsletter Finding resources, making resources?... http://t.co/D64z5PgCfB","
",publish,raharris-i-need-to-follow-mhawkseys-lead-amp-share-my-fav-posts-from-octel-newsletter-finding-resources-making-resources-httpt-cod64z5pgcfb,2013-05-15 08:55:48,post,"Twitter (Q&A),Social networks",#ocTEL
3709,1460,2013-05-15 09:02:00,"rscem: RT @mhawksey: My fav. post from the newsletter> Finding resources, making resources? – I don’t have time! #octel http://t.co/fvUytUP3Ug","
My fav. post from the newsletter> Finding resources, making resources? – I don’t have time! #octelhttp://t.co/fvUytUP3Ug
",publish,rscem-rt-mhawksey-my-fav-post-from-the-newslettergt-finding-resources-making-resources-i-dont-have-timeoctel-httpt-cofvuytup3ug,2013-05-15 09:02:00,post,"Social networks,Twitter (Q&A)",#ocTEL
3708,1459,2013-05-15 10:47:22,Just wondered if anyone is taking an active part in the Octel course this year? I'm enrolled but it overlaps...,"
Ian D Loasby
Wed, 15 May 2013 10:47:22 GMT
- Community
Just wondered if anyone is taking an active part in the Octel course this year? I'm enrolled but it overlaps with 2 other courses so I'm just reading the discussions and the weekly resources but not able to do the activities There has been some useful material so I think its worth enrolling even if you don't have time to contribute very often.
","
Ian D Loasby
Wed, 15 May 2013 10:47:22 GMT
- Community
Just wondered if anyone is taking an active part in the Octel course this year? I'm enrolled but it overlaps with 2 other courses so I'm just reading the discussions and the weekly resources but not able to do the activities There has been some useful material so I think its worth enrolling even if you don't have time to contribute very often.
",publish,just-wondered-if-anyone-is-taking-an-active-part-in-the-octel-course-this-year-im-enrolled-but-it-overlaps,2013-05-15 10:47:22,post,"Google+,Social networks,Course Reader",
3744,7,2013-05-15 12:55:30,Learning Technologies: It's a matter of policy....,"
add this on Delicious
- saved by
to
octelpolicygoogleapps
- more about this link
","
add this on Delicious
- saved by
to
octel
policy
googleapps
- more about this link
...",publish,learning-technologies-its-a-matter-of-policy,2013-05-15 12:55:30,post,"Bookmarks,Course Reader,Delicious","#ocTEL,googleapps,policy"
3764,171,2013-05-15 12:55:30,Learning Technologies: It's a matter of policy....,"
add this on Delicious
- saved by suefolley
to
octelpolicygoogleapps
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
policy
googleapps
- more about this link...",publish,learning-technologies-its-a-matter-of-policy-2,2013-05-15 12:55:30,post,"Delicious,Bookmarks,Course Reader","googleapps,policy,#ocTEL"
3733,1150,2013-05-15 17:10:49,"Reducing Costs through Online Learning Five Proven Strategies from the US , Canada , the UK and Australia","No description available.
",No description available.Published using Mendeley: Academic software for researchers,publish,reducing-costs-through-online-learning-five-proven-strategies-from-the-us-canada-the-uk-and-australia,2013-05-15 17:10:49,post,"Bookmarks,Mendeley Group,Course Reader",Journal Article
4356,1150,2013-05-15 17:10:49,"Reducing Costs through Online Learning Five Proven Strategies from the US , Canada , the UK and Australia","No description available.
",No description available.Published using Mendeley: The research paper manager,publish,reducing-costs-through-online-learning-five-proven-strategies-from-the-us-canada-the-uk-and-australia-2,2013-05-15 17:10:49,post,"Mendeley Group,Course Reader,Bookmarks",Journal Article
3728,1150,2013-05-15 17:10:54,Innovating Pedagogy 2012,"
Mike Sharples, Patrick Mcandrew, Martin Weller, Rebecca Ferguson, Elizabeth Fitzgerald, Tony Hirst, Yishay Mor, Mark Gaved et al.
Published using Mendeley: The digital library for researchers
","Mike Sharples, Patrick Mcandrew, Martin Weller, Rebecca Ferguson, Elizabeth Fitzgerald, Tony Hirst, Yishay Mor, Mark Gaved et al.Published using Mendeley: The digital library for researchers",publish,innovating-pedagogy-2012,2013-05-15 17:10:54,post,"Bookmarks,Course Reader,Mendeley Group",Book
3732,1150,2013-05-15 17:10:54,Innovating Pedagogy 2012,"
Mike Sharples, Patrick Mcandrew, Martin Weller, Rebecca Ferguson, Elizabeth Fitzgerald, Tony Hirst, Yishay Mor, Mark Gaved et al.
","Mike Sharples, Patrick Mcandrew, Martin Weller, Rebecca Ferguson, Elizabeth Fitzgerald, Tony Hirst, Yishay Mor, Mark Gaved et al.Published using Mendeley: The reference software for researchers",publish,innovating-pedagogy-2012-2,2013-05-15 17:10:54,post,"Bookmarks,Mendeley Group,Course Reader",Book
3727,1150,2013-05-15 17:10:57,"Of massive open online courses. The assessment of the quality of anything is fraught with difficulties, depending as it does on some commonly understood account of what would count as a","
",Stephen Downes et al.Published using Mendeley: The bibliography manager for researchers,publish,of-massive-open-online-courses-the-assessment-of-the-quality-of-anything-is-fraught-with-difficulties-depending-as-it-does-on-some-commonly-understood-account-of-what-would-count-as-a,2013-05-15 17:10:57,post,"Bookmarks,Course Reader,Mendeley Group",Journal Article
3731,1150,2013-05-15 17:10:57,"Of massive open online courses. The assessment of the quality of anything is fraught with difficulties, depending as it does on some commonly understood account of what would count as a","
Stephen Downes et al.
Published using Mendeley: The digital library for researchers
",Stephen Downes et al.Published using Mendeley: The digital library for researchers,publish,of-massive-open-online-courses-the-assessment-of-the-quality-of-anything-is-fraught-with-difficulties-depending-as-it-does-on-some-commonly-understood-account-of-what-would-count-as-a-2,2013-05-15 17:10:57,post,"Course Reader,Bookmarks,Mendeley Group",Journal Article
3726,1150,2013-05-15 17:11:01,ICT's participatory potential in higher education collaborations: Reality or just talk,"British Journal of Educational Technology (2013). Pages: n/a-n/a.
Rosalind James et al.
Published using Mendeley: The research tool for desktop & web
","British Journal of Educational Technology (2013). Pages: n/a-n/a. Rosalind James et al.Published using Mendeley: The research tool for desktop & web",publish,icts-participatory-potential-in-higher-education-collaborations-reality-or-just-talk,2013-05-15 17:11:01,post,"Bookmarks,Course Reader,Mendeley Group",Journal Article
3741,1075,2013-05-15 22:34:44,Webinar: Overview of cMOOC platform trends and creating your own open online course using WordPress 15th May 16:30BST,"
As part of ocTEL on the 15th May at 16:30BST (check in your own timezone) I’ll be doing a webinar on platforms for Massive Open Online Courses (MOOCs), in particular focusing on some of the connect...
","
Scooped by Elizabeth E Charles onto Everything open
Webinar: Overview of cMOOC platform trends and creating your own open online course using WordPress 15th May 16:...",publish,webinar-overview-of-cmooc-platform-trends-and-creating-your-own-open-online-course-using-wordpress-15th-may-1630bst-2,2013-05-15 22:34:45,post,"Course Reader,Scoopit,Bookmarks",
3749,461,2013-05-16 01:15:00,Understanding Learners’ Needs,"
Activity 2.1 - Survey experience.
Using the ‘readiness for online learning’ themes that you identified in the previous activity, discuss the extent to which they feel ready to engage with TEL.
What expectations and concerns do they have about using TEL?
Do these expectations resonate with your experience of this course?
What is the purpose of the survey? Who is it for? Does the university retain the data from the survey? What do they do with it?
I can see the value for the student in helping them to prepare/decide to undertake online learning. The survey would only be valuable if the student could access further support to become 'ready' where they are motivated to study at a distance and on-line.
The four surveys are rather simplistic but I can see their relevance.
I have fielded a few calls recently where students just haven't appreciated the demands of a blended course where the majority of their time is out in practice (Nurses) undertaking study online from work and home (and anywhere in between) and appear to have little confidence with the technology and skills they needed to keep going. The main challenge was their motivation, the course is a mandatory aspect of their professional development. Geography required their undertaking the course in blended delivery.
In this situation I am unsure how these survey tools would assist the learner is answering the question 'is online learning for me?'
For the student who is deciding on whether to undertake online learning and has not done so before a survey may help them decide.
I scored 11. Their response for the survey was ""You are a great candidate for online learning.""
I selected yes against, When it comes to schoolwork and deadlines, are you a procrastinator? Because I am. It is amazing how interesting the Ironing can become if the topic I am studying isn't engaging.
The important aspect of this type of survey is it sets out the technology expectations and requirements for the course and the attributes of the learner in a simple easy to follow survey. It may be a little too simplistic regarding Internet availability and service. Here in NZ you may have a computer and phone line but may limited Internet capability.
A more comprehensive survey. I scored 206. The feedback only went up to 201 so I am 'more than ready to go'!
As before my skill and mastery in procrastination when I am not feeling engaged mean't a few questions were lower rated. This survey may provide potential students a greater feel of their readiness for online learning.
Responses to questions:
Having read through the posts in this weeks discussion forum, I observe a variety of participant views and experiences. There are many who are highly digitally literate, innovators, early adopters , digital natives (more Jargon I hear you cry!) and there are those who are novices, potentially new users on distance/online learning as students, (perhaps some who are bravely trying out the MOOC to see how it feels to be a student in this environment).
Concerns focussed on their own student readiness. However the stronger voice questioned the value and validity on the survey, questions about who is the survey for?
Reflecting on the withdrawal of individuals from the ocTEL email list at the start of the course, would a survey question which asked about 'familiarity or usage or email lists have prepared these users for the volume and frequency of emails received?
","
Activity 2.1 - Survey experience.
Using the ‘readiness for online learning’ themes that you identified in the previous activity, discuss the extent to which they feel ready to engage with TEL.
What expectations and concerns do they have about using TEL?
Do these expectations resonate with your experience of this course?
What is the purpose of the survey? Who is it for? Does the university retain the data from the survey? What do they do with it?
I can see the value for the student in helping them to prepare/decide to undertake online learning. The survey would only be valuable if the student could access further support to become 'ready' where they are motivated to study at a distance and on-line.
The four surveys are rather simplistic but I can see their relevance.
I have fielded a few calls recently where students just haven't appreciated the demands of a blended course where the majority of their time is out in practice (Nurses) undertaking study online from work and home (and anywhere in between) and appear to have little confidence with the technology and skills they needed to keep going. The main challenge was their motivation, the course is a mandatory aspect of their professional development. Geography required their undertaking the course in blended delivery.
In this situation I am unsure how these survey tools would assist the learner is answering the question 'is online learning for me?'
For the student who is deciding on whether to undertake online learning and has not done so before a survey may help them decide.
I scored 11. Their response for the survey was ""You are a great candidate for online learning.""
I selected yes against, When it comes to schoolwork and deadlines, are you a procrastinator? Because I am. It is amazing how interesting the Ironing can become if the topic I am studying isn't engaging.
The important aspect of this type of survey is it sets out the technology expectations and requirements for the course and the attributes of the learner in a simple easy to follow survey. It may be a little too simplistic regarding Internet availability and service. Here in NZ you may have a computer and phone line but may limited Internet capability.
A more comprehensive survey. I scored 206. The feedback only went up to 201 so I am 'more than ready to go'!
As before my skill and mastery in procrastination when I am not feeling engaged mean't a few questions were lower rated. This survey may provide potential students a greater feel of their readiness for online learning.
Responses to questions:
Having read through the posts in this weeks discussion forum, I observe a variety of participant views and experiences. There are many who are highly digitally literate, innovators, early adopters , digital natives (more Jargon I hear you cry!) and there are those who are novices, potentially new users on distance/online learning as students, (perhaps some who are bravely trying out the MOOC to see how it feels to be a student in this environment).
Concerns focussed on their own student readiness. However the stronger voice questioned the value and validity on the survey, questions about who is the survey for?
Reflecting on the withdrawal of individuals from the ocTEL email list at the start of the course, would a survey question which asked about 'familiarity or usage or email lists have prepared these users for the volume and frequency of emails received?
How we can find out about our learners - Finding out about learners' experiences with technology. The comments in the chat window were varied and it is reassuring to read that where the opportunities arise face to face verbal enquiry is used along side the technology such as polls, surveys for feedback.
Merging social (personal) with learning media, do students understand what this entails? personally I am trying hard not to merge my media.
This is an interesting overview... STROLL These students have a range of technologies available and are using them to meet their study, home and work needs. I especially like the quote regarding studying at night sleeping during the day ""when the nothing else is happening apart from lectures"". This student obviously values independent study using the digital resources provided by the university above attending lectures in person. I also thought it was interesting how another student praised the 'boring' StudyNet ( VLE/LMS) environment but said how great it was because everything was in it, easy to navigate, well organised easy to search and it was provided by the institution and ""quite possible the most useful thing you could use at university"".
Using skills developed in social (personal) to use of learning media, many students do appear to do this adequately but recent observations show a distinct divide between those who do transfer skills well and those who struggle and regularly seek assistance.
JISC learner experiences of e-learning http://oro.open.ac.uk/30014/ Special Interest Group - The net generation and digital natives: implications for higher education
","WebinarDigital literacy - how is it determined? What is digital literacy?Beetham and Sharpe (2010) Digital Literacy FrameworkAsk, what learners do rather than what they are good a may elicit more honest and genuine responses.How we can find out about o...",publish,understanding-learners-needs-webinar,2013-05-16 03:31:03,post,"Course Reader,Blog posts","digital literacy,#VLE #LMS,#ocTEL,mooc,Technology"
3784,843,2013-05-16 05:00:51,theorifortel: #ocTEL MOOC (week 4 A41) Can TEL be taught or only learned? [http://t.co/o1SRj6EAzD] #EdTech,"
","#OcTEL activity - quite impressed with a colleague learning whole texts by heart - does anyone else do this? http://t.co/9PhQmeK5eg— Kathrine Jensen (@kshjensen) May 16, 2013
",publish,kshjensen-octel-activity-quite-impressed-with-a-colleague-learning-whole-texts-by-heart-does-anyone-else-do-this-httpt-co9phqmek5eg,2013-05-16 08:45:33,post,"Social networks,Twitter (Q&A)",#ocTEL
3778,1060,2013-05-16 09:23:32,alejandroa: Over 80% of MOOC participants are already in HE in some capacity. Are MOOCs really about access to HE? #OpenAndOnline #ocTEL,"
Over 80% of MOOC participants are already in HE in some capacity. Are MOOCs really about access to HE? #OpenAndOnline#ocTEL
","Over 80% of MOOC participants are already in HE in some capacity. Are MOOCs really about access to HE? #OpenAndOnline #ocTEL— Alejandro Armellini (@alejandroa) May 16, 2013
",publish,alejandroa-over-80-of-mooc-participants-are-already-in-he-in-some-capacity-are-moocs-really-about-access-to-he-openandonline-octel,2013-05-16 09:23:32,post,"Social networks,Twitter (Q&A)","openandonline,#ocTEL"
3766,898,2013-05-16 10:31:00,ocTEL Week 5 - Learning Styles,"
I’m currently involved in running professional development sessions for staff looking at how they can use various technologies, including our VLE (Blackboard) in their teaching and development. The aim of the sessions is to showcase what the various technologies can be used for and try to stimulate interest and enthusiasm among teaching staff, rather than ‘click-after-me’ style training sessions.
The latest session I ran was about Developing a Personal Learning Network, so I'll look at that in relation to learning styles. As staff are so time-poor, we're currently experimenting with giving a one-hour session which is largely aimed at showcasing examples, giving the rationale for using certain technologies and discussion of the issues, followed by a 'free practice' practical session which staff can choose to stay on for if they want to try things out and get support while they do so. The session is also supported by a websiteand a Blackboard module which contains examples of the technology tools covered in the session, links to further information (both theoretical and practical), a Discussion Forum and so on, which allows staff to catch up, fill in the gaps as and when they have time.
For the learning styles task, I tried to breakdown the four types of learning style (diverging, assimilating, converging, accommodating) outlined by Kolbinto the types of learning approach/activity related to it, then thought about how I try to include these in my sessions.
(I’m uneasy about pigeon-holing individuals into one of these specific learning styles. In my view, many learners display different traits which could belong to any of these styles, depending on what they’re learning, who they’re learning with, their level of motivation etc. I also notice that Kolb has recently expanded these 4 learning styles to 9 (Initiating, Experiencing, Imagining, Reflecting, Analyzing, Thinking, Deciding, Acting and Balancing) which makes me wonder what happened to the original 4 mentioned below…
Having said that, despite my suspicion of learning styles generally, I do think there's some merit in thinking about learning styles, and trying to identify learners who have more of one kind of style than another, even if only to remind ourselves that when it comes to learning, one size doesn't fit all.
Developing a Personal Academic Network
LEARNING STYLEACTIVITY/APPROACH
Diverging
Look at things from different perspectives
Watch rather than do
Gather information
Brainstorm
Work in groups
Personal feedback
·Start session with brief discussion in pairs / small groups to find out what they know and their ideas on the subject
·Find out who uses which types of Social Media and what they use them for
·Demonstrate my own Personal Learning Network
Assimilating
Logical approach
Clear explanation
Abstract concepts
Reading
Models/diagrams
·Small section devoted to how to use a particular technology – e.g. Twitter, Diigo etc (followed up after initial one hour session)
·Explain rationale behind building your own PLN and how it can help expand access to research and expertise
·Provide links to further reading/theory in module and on website
·Diagram of my PLN
Converging
Problem-solving
Technical tasks
Work with practical applications
·Set up a tool during the session, or, if short of time, set aside time after session for questions/hands-on working with tools
·Allow participants to try setting up instance of tools themselves and provide support where necessary
Accomodating
Practical approach
New challenges
Gut instinct
Work in teams
Set targets
·Discussion Forum and Groups set up in Blackboard module to support session
·Allow time after session for hands-on practice setting up/using tools (they might need less help)
·Ask participants which tools they aim to use and to report back in next session
","
I’m currently involved in running professional development sessions for staff looking at how they can use various technologies, including our VLE (Blackboard) in their teaching and development. The aim of the sessions is to showcase what the various technologies can be used for and try to stimulate interest and enthusiasm among teaching staff, rather than ‘click-after-me’ style training sessions.
The latest session I ran was about Developing a Personal Learning Network, so I'll look at that in relation to learning styles. As staff are so time-poor, we're currently experimenting with giving a one-hour session which is largely aimed at showcasing examples, giving the rationale for using certain technologies and discussion of the issues, followed by a 'free practice' practical session which staff can choose to stay on for if they want to try things out and get support while they do so. The session is also supported by a websiteand a Blackboard module which contains examples of the technology tools covered in the session, links to further information (both theoretical and practical), a Discussion Forum and so on, which allows staff to catch up, fill in the gaps as and when they have time.
For the learning styles task, I tried to breakdown the four types of learning style (diverging, assimilating, converging, accommodating) outlined by Kolbinto the types of learning approach/activity related to it, then thought about how I try to include these in my sessions.
(I’m uneasy about pigeon-holing individuals into one of these specific learning styles. In my view, many learners display different traits which could belong to any of these styles, depending on what they’re learning, who they’re learning with, their level of motivation etc. I also notice that Kolb has recently expanded these 4 learning styles to 9 (Initiating, Experiencing, Imagining, Reflecting, Analyzing, Thinking, Deciding, Acting and Balancing) which makes me wonder what happened to the original 4 mentioned below…
Having said that, despite my suspicion of learning styles generally, I do think there's some merit in thinking about learning styles, and trying to identify learners who have more of one kind of style than another, even if only to remind ourselves that when it comes to learning, one size doesn't fit all.
Developing a Personal Academic Network
LEARNING STYLEACTIVITY/APPROACH
Diverging
Look at things from different perspectives
Watch rather than do
Gather information
Brainstorm
Work in groups
Personal feedback
·Start session with brief discussion in pairs / small groups to find out what they know and their ideas on the subject
·Find out who uses which types of Social Media and what they use them for
·Demonstrate my own Personal Learning Network
Assimilating
Logical approach
Clear explanation
Abstract concepts
Reading
Models/diagrams
·Small section devoted to how to use a particular technology – e.g. Twitter, Diigo etc (followed up after initial one hour session)
·Explain rationale behind building your own PLN and how it can help expand access to research and expertise
·Provide links to further reading/theory in module and on website
·Diagram of my PLN
Converging
Problem-solving
Technical tasks
Work with practical applications
·Set up a tool during the session, or, if short of time, set aside time after session for questions/hands-on working with tools
·Allow participants to try setting up instance of tools themselves and provide support where necessary
Accomodating
Practical approach
New challenges
Gut instinct
Work in teams
Set targets
·Discussion Forum and Groups set up in Blackboard module to support session
·Allow time after session for hands-on practice setting up/using tools (they might need less help)
·Ask participants which tools they aim to use and to report back in next session
One of the discussion threads this week on otTEL is about running online synchronous sessions using platforms like Blackboard Collaborate or Adobe Connect. I have used both these tools for delivering and attending webinars, but I am always looking to improve my skills in this area. I attended a free webinar run by Citrix in March this year on how to create virtual learning sessions, which I found really useful, so thought I would share the notes I made from the session here:
1. How to keep participants engaged and active:
Call a session by its rightful name; terming a session meeting, presentation, webinar, learning event all create different expectations in terms of participation etc – so make sure you label your session correctly.
Every 3-5 minutes have the audience do something different to keep attention and prevent multitasking. You have plenty of tools at your disposal including: asking questions; using the whiteboard; using chat; polling; giving a break; thinking time; asking for people to speak; read something; show a video; etc.
For a small group, a tip to make sure everyone is engaging is to write everyone’s name down on a piece of paper and mark down when they contribute, that way you can invite those who are quieter for their opinion.
2. 3-step instructional design technique:
Identify goal performance and objectives: the instructional goal is the session’s mission statement; the performance objectives are what the learners will be able to do when they leave the session.
Determine the assessment needs: how do we know each of the objectives have been achieved? Take each objective separately for this to determine if it suitable for online instruction. A general rule of thumb is ‘if it can be tested online, it can be taught online’.
Determine collaboration needs: think about if you need to bring people together to learning this thing. What does collaboration bring? Will it make the experience richer? A general rule is that if it does not need collaboration, then it can be taught via self-paced online materials rather than in a collaborative session e.g. learning road signs.
3. Determine when and how to design interaction and collaboration online
Differentiate between interaction and collaboration. Interaction involves participation including polling and adding ideas to the chat space; collaboration involves working as a group to come up with a solution to a shared problem.
Two main reasons to include interaction and collaboration: firstly to support participant engagement and secondly to support learning outcomes.
Interactions are usually at the lower end of Bloom’s taxonomy and promotes communication between the tutor and participants and between the participants.
Collaborations usually target the higher levels of Bloom’s taxonomy like evaluation, analysis and synthesis and achieves deeper learning.
The goal with collaboration is to help participants to achieve better results than they would individually.
Interactions can be serial or concurrent. Serial means that people take it in turns, concurrent means that everyone can participate at the same time. A unique feature of online platforms means that concurrent interactions can take place. If serial interactions take place online, people will quickly start to lose interest and multi-task.
Summary:
Set realistic expectations for your students.
Create opportunities for learners to engage.
Follow the 3-step process to make sure the content is suitable for an online webinar session.
Ensure that the learners are interacting and collaborating with you, the other participants and the technology.
","One of the discussion threads this week on otTEL is about running online synchronous sessions using platforms like Blackboard Collaborate or Adobe Connect. I have used both these tools for delivering and attending webinars, but I am always looking to improve my skills in this area. I attended a free webinar run by Citrix in March this year […]",publish,creating-virtual-learning-sessions-webinars,2013-05-16 10:32:00,post,"Blog posts,Course Reader",Uncategorized
4667,171,2013-05-16 10:32:00,Creating Virtual Learning Sessions (webinars),"
One of the discussion threads this week on otTEL is about running online synchronous sessions using platforms like Blackboard Collaborate or Adobe Connect. I have used both these tools for delivering and attending webinars, but I am always looking to improve my skills in this area. I attended a free webinar run by Citrix in March this year on how to create virtual learning sessions, which I found really useful, so thought I would share the notes I made from the session here:
1. How to keep participants engaged and active:
Call a session by its rightful name; terming a session meeting, presentation, webinar, learning event all create different expectations in terms of participation etc – so make sure you label your session correctly.
Every 3-5 minutes have the audience do something different to keep attention and prevent multitasking. You have plenty of tools at your disposal including: asking questions; using the whiteboard; using chat; polling; giving a break; thinking time; asking for people to speak; read something; show a video; etc.
For a small group, a tip to make sure everyone is engaging is to write everyone’s name down on a piece of paper and mark down when they contribute, that way you can invite those who are quieter for their opinion.
2. 3-step instructional design technique:
Identify goal performance and objectives: the instructional goal is the session’s mission statement; the performance objectives are what the learners will be able to do when they leave the session.
Determine the assessment needs: how do we know each of the objectives have been achieved? Take each objective separately for this to determine if it suitable for online instruction. A general rule of thumb is ‘if it can be tested online, it can be taught online’.
Determine collaboration needs: think about if you need to bring people together to learning this thing. What does collaboration bring? Will it make the experience richer? A general rule is that if it does not need collaboration, then it can be taught via self-paced online materials rather than in a collaborative session e.g. learning road signs.
3. Determine when and how to design interaction and collaboration online
Differentiate between interaction and collaboration. Interaction involves participation including polling and adding ideas to the chat space; collaboration involves working as a group to come up with a solution to a shared problem.
Two main reasons to include interaction and collaboration: firstly to support participant engagement and secondly to support learning outcomes.
Interactions are usually at the lower end of Bloom’s taxonomy and promotes communication between the tutor and participants and between the participants.
Collaborations usually target the higher levels of Bloom’s taxonomy like evaluation, analysis and synthesis and achieves deeper learning.
The goal with collaboration is to help participants to achieve better results than they would individually.
Interactions can be serial or concurrent. Serial means that people take it in turns, concurrent means that everyone can participate at the same time. A unique feature of online platforms means that concurrent interactions can take place. If serial interactions take place online, people will quickly start to lose interest and multi-task.
Summary:
Set realistic expectations for your students.
Create opportunities for learners to engage.
Follow the 3-step process to make sure the content is suitable for an online webinar session.
Ensure that the learners are interacting and collaborating with you, the other participants and the technology.
","One of the discussion threads this week on otTEL is about running online synchronous sessions using platforms like Blackboard Collaborate or Adobe Connect. I have used both these tools for delivering and attending webinars, but I am always looking to improve my skills in this area. I attended a free webinar run by Citrix in March this year […]",publish,creating-virtual-learning-sessions-webinars-2,2013-05-16 10:32:00,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
3774,1321,2013-05-16 10:32:42,Learning styles and all that stuff...,"
jim pettiward
Thu, 16 May 2013 10:32:42 GMT
- Community
Learning styles and all that stuff...
","
jim pettiward
Thu, 16 May 2013 10:32:42 GMT
- Community
Learning styles and all that stuff...
...",publish,learning-styles-and-all-that-stuff,2013-05-16 10:32:42,post,"Course Reader,Google+,Social networks",
3777,898,2013-05-16 10:38:14,"jimpettiward: Are you divergor, convergor, assimilator or accommodator? Or 'None of the above'? Or 'All of the above'? #ocTEL http://t.co/fBDesdZwBL","
Are you divergor, convergor, assimilator or accommodator? Or 'None of the above'? Or 'All of the above'? #ocTELhttp://t.co/fBDesdZwBL
","Course Templates in Higher Education; Why Re-Invent the Wheel Every Time? http://t.co/WAL9oCYH15 #octel #tel— James Kerr (@Kerr63) May 16, 2013
",publish,kerr63-course-templates-in-higher-education-why-re-invent-the-wheel-every-time-httpt-cowal9ocyh15-octel-tel,2013-05-16 11:08:24,post,"Social networks,Twitter (Q&A)","#ocTEL,#tel"
3803,1205,2013-05-16 11:19:45,altoctel: RT @kshjensen: #OcTEL activity - quite impressed with a colleague learning whole texts by heart - does anyone else do this? http://t.co/9Ph…,"
#OcTEL activity - quite impressed with a colleague learning whole texts by heart - does anyone else do this? http://t.co/9PhQmeK5eg
","#octel Completing, Audting, Disengaging, Sampling. What sort of #MOOC learner are you? #openandonline report http://t.co/TbAE7dOmbd— Julia Clarke (@LUBSStudentEd) May 16, 2013
",publish,lubsstudented-octel-completing-audting-disengaging-sampling-what-sort-of-mooc-learner-are-you-openandonline-report-httpt-cotbae7dombd,2013-05-16 11:22:41,post,"Social networks,Twitter (Q&A)","#ocTEL,openandonline,mooc"
3771,3,2013-05-16 11:26:24,Week 5 webinar recording now available,"Thanks to everyone who took part in ocTEL’s weekly webinar yesterday.
If you missed all or part of the week 5 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 10:00 BST for the week 6 webinar on providing timely, effective assessment and feedback. Check the Course Materials page for more information.
","",publish,week-5-webinar-recording-now-available,2013-05-16 11:26:42,post,Course information,course information
3783,543,2013-05-16 17:36:32,Kolb’s Learning Styles,"
I had heard of learning styles but had never taken the time to understand in detail what the fuss was about. Having had a good read of the suggested website (a task which I struggled with as I am an “accommodating” type!) I now understand much more. What’s more, I discovered that although I had no idea what learning styles were, I have somehow been accommodating most of them in my teaching in any case. The only learning style I think I am guilty of neglecting is “Concrete Experience”/Feeling, but I think I generally have a reasonable mix of opportunities for students to watch, think about and do things. I don’t consciously use technology to facilitate this at the moment though, so this is a good opportunity to think about how I could start doing that.
In terms of what kinds of technology fit where, some are obvious, for example videos fit clearly into the “watching” quadrant. Clicker or voting technology is somewhere between “thinking” and “doing” as it involves both. I wondered quite a bit about where social media, blogging and discussion boards fit into the model and concluded that they could fit under both “doing” if students are using them to complete a task or assignment and “feeling” if they are being used simply to have a chat about the course/module and how people are getting to grips with the subject matter. Online quizzes fall into the “doing” quadrant as do any other technologies students may use to complete tasks. No time to think about this any more now as I’m on an enquiry desk but I’ll come back to it if/when I have time…
","I had heard of learning styles but had never taken the time to understand in detail what the fuss was about. Having had a good read of the suggested website (a task which I struggled with as I am an “accommodating” type!) I now understand much more. What’s more, I discovered that although I had […]",publish,kolbs-learning-styles-2,2013-05-16 17:36:32,post,"Course Reader,Blog posts",Uncategorized
4820,543,2013-05-16 17:36:32,Kolb’s Learning Styles,"
I had heard of learning styles but had never taken the time to understand in detail what the fuss was about. Having had a good read of the suggested website (a task which I struggled with as I am an “accommodating” type!) I now understand much more. What’s more, I discovered that although I had no idea what learning styles were, I have somehow been accommodating most of them in my teaching in any case. The only learning style I think I am guilty of neglecting is “Concrete Experience”/Feeling, but I think I generally have a reasonable mix of opportunities for students to watch, think about and do things. I don’t consciously use technology to facilitate this at the moment though, so this is a good opportunity to think about how I could start doing that.
In terms of what kinds of technology fit where, some are obvious, for example videos fit clearly into the “watching” quadrant. Clicker or voting technology is somewhere between “thinking” and “doing” as it involves both. I wondered quite a bit about where social media, blogging and discussion boards fit into the model and concluded that they could fit under both “doing” if students are using them to complete a task or assignment and “feeling” if they are being used simply to have a chat about the course/module and how people are getting to grips with the subject matter. Online quizzes fall into the “doing” quadrant as do any other technologies students may use to complete tasks. No time to think about this any more now as I’m on an enquiry desk but I’ll come back to it if/when I have time…
","I had heard of learning styles but had never taken the time to understand in detail what the fuss was about. Having had a good read of the suggested website (a task which I struggled with as I am an “accommodating” type!) I now understand much more. What’s more, I discovered that although I had […]",publish,kolbs-learning-styles-4,2013-05-16 17:36:32,post,"Course Reader,Blog posts",Uncategorized
3792,198,2013-05-16 23:07:00,"Course Templates in Higher Education; Why Re-Invent the Wheel Every Time?","An interesting article for the Week 5 activity 5.1 in ocTEL (http://octel.alt.ac.uk): Derivation of electronic course templates for use in higher education. As an instructional technologist in higher education, I frequently hear from faculty who express interest in integrating technology into their courses, from basic steps all the way to going completely online. Many times, we will show them a course or two, or they have already seen a colleague's work, and want to model theirs after that. Hill, et. al., suggest twelve pedagogical dimensions grouped into four categories: Logistical, Practice-based, Pedagogical purpose, and Participation.
When we look to model a new course after an existing one, the existing course has become a template. It may not have been designed as an exemplar of courses to follow, but nonetheless, it is. The concept of building course templates based on the type of course or the style of instruction makes so much sense, it's a wonder there hasn't been more widespread discussion of it.
Building templates for web site content is a notion that has been around for years. It just makes sense. Just like a template in a word processor saves time and duplication of effort, so would it for courses. Backwards design as an instructional design process comes close to the idea of templates; build the scaffolding then fill in the details and the content after. Templates takes it a step further, and builds scaffolding that can be used over and over again for multiple courses, not just one singular course.
This is on my list of things to research further, and put into my practice.
Reference
Hill, R. K., Fresen, J. W., & Geng, F. (December 17, 2012). Derivation of electronic course templates for use in higher education. Research in Learning Technology, 20.
#edtech, #learning, #ocTEL, #tel, #templates, #pedagogical, #participatory, #logistic, #practice-based ","An interesting article for the Week 5 activity 5.1 in ocTEL (http://octel.alt.ac.uk): Derivation of electronic course templates for use in higher education. As an instructional technologist in higher education, I frequently hear from facult...",publish,course-templates-in-higher-education-why-re-invent-the-wheel-every-time,2013-05-16 23:07:00,post,"Blog posts,Course Reader","learning,logistic,#ocTEL,templates,edtech,practice-based,participatory,#tel,pedagogical"
5280,198,2013-05-16 23:07:00,"Course Templates in Higher Education; Why Re-Invent the Wheel Every Time?","An interesting article for the Week 5 activity 5.1 in ocTEL (http://octel.alt.ac.uk): Derivation of electronic course templates for use in higher education. As an instructional technologist in higher education, I frequently hear from faculty who express interest in integrating technology into their courses, from basic steps all the way to going completely online. Many times, we will show them a course or two, or they have already seen a colleague's work, and want to model theirs after that. Hill, et. al., suggest twelve pedagogical dimensions grouped into four categories: Logistical, Practice-based, Pedagogical purpose, and Participation.
When we look to model a new course after an existing one, the existing course has become a template. It may not have been designed as an exemplar of courses to follow, but nonetheless, it is. The concept of building course templates based on the type of course or the style of instruction makes so much sense, it's a wonder there hasn't been more widespread discussion of it.
Building templates for web site content is a notion that has been around for years. It just makes sense. Just like a template in a word processor saves time and duplication of effort, so would it for courses. Backwards design as an instructional design process comes close to the idea of templates; build the scaffolding then fill in the details and the content after. Templates takes it a step further, and builds scaffolding that can be used over and over again for multiple courses, not just one singular course.
This is on my list of things to research further, and put into my practice.
Reference
Hill, R. K., Fresen, J. W., & Geng, F. (December 17, 2012). Derivation of electronic course templates for use in higher education. Research in Learning Technology, 20.
#edtech, #learning, #ocTEL, #tel, #templates, #pedagogical, #participatory, #logistic, #practice-based ","An interesting article for the Week 5 activity 5.1 in ocTEL (http://octel.alt.ac.uk): Derivation of electronic course templates for use in higher education. As an instructional technologist in higher education, I frequently hear from facult...",publish,course-templates-in-higher-education-why-re-invent-the-wheel-every-time-2,2013-05-16 23:07:00,post,"Blog posts,Course Reader","templates,#tel,learning,pedagogical,logistic,#ocTEL,practice-based,participatory,edtech"
5653,198,2013-05-16 23:07:00,"Course Templates in Higher Education; Why Re-Invent the Wheel Every Time?","An interesting article for the Week 5 activity 5.1 in ocTEL (http://octel.alt.ac.uk): Derivation of electronic course templates for use in higher education. As an instructional technologist in higher education, I frequently hear from faculty who express interest in integrating technology into their courses, from basic steps all the way to going completely online. Many times, we will show them a course or two, or they have already seen a colleague's work, and want to model theirs after that. Hill, et. al., suggest twelve pedagogical dimensions grouped into four categories: Logistical, Practice-based, Pedagogical purpose, and Participation.
When we look to model a new course after an existing one, the existing course has become a template. It may not have been designed as an exemplar of courses to follow, but nonetheless, it is. The concept of building course templates based on the type of course or the style of instruction makes so much sense, it's a wonder there hasn't been more widespread discussion of it.
Building templates for web site content is a notion that has been around for years. It just makes sense. Just like a template in a word processor saves time and duplication of effort, so would it for courses. Backwards design as an instructional design process comes close to the idea of templates; build the scaffolding then fill in the details and the content after. Templates takes it a step further, and builds scaffolding that can be used over and over again for multiple courses, not just one singular course.
This is on my list of things to research further, and put into my practice.
Reference
Hill, R. K., Fresen, J. W., & Geng, F. (December 17, 2012). Derivation of electronic course templates for use in higher education. Research in Learning Technology, 20.
#edtech, #learning, #ocTEL, #tel, #templates, #pedagogical, #participatory, #logistic, #practice-based ","An interesting article for the Week 5 activity 5.1 in ocTEL (http://octel.alt.ac.uk): Derivation of electronic course templates for use in higher education. As an instructional technologist in higher education, I frequently hear from facult...",publish,course-templates-in-higher-education-why-re-invent-the-wheel-every-time-3,2013-05-16 23:07:00,post,"Blog posts,Course Reader","#tel,practice-based,edtech,#ocTEL,templates,learning,participatory,pedagogical,logistic"
3838,896,2013-05-17 01:35:36,elizabethecharl: @AliSheph @daveowhite Yes I think that captures more acurately what is required and that this is ongoing process/lifelong activity. #octel,"
@AliSheph@daveowhite Yes I think that captures more acurately what is required and that this is ongoing process/lifelong activity. #octel
— Elizabeth E Charles (@ElizabethECharl) May 17, 2013
","@AliSheph @daveowhite Yes I think that captures more acurately what is required and that this is ongoing process/lifelong activity. #octel— Elizabeth E Charles (@ElizabethECharl) May 17, 2013
",publish,elizabethecharl-alisheph-daveowhite-yes-i-think-that-captures-more-acurately-what-is-required-and-that-this-is-ongoing-processlifelong-activity-octel,2013-05-17 01:35:36,post,"Social networks,Twitter (Q&A)",#ocTEL
3811,1179,2013-05-17 03:14:08,kerr63: I would love to be involved in hosting (throwing?) a MOOC #octel #tel #mooc #open #oer,"
","I would love to be involved in hosting (throwing?) a MOOC #octel #tel #mooc #open #oer— James Kerr (@Kerr63) May 17, 2013
",publish,kerr63-i-would-love-to-be-involved-in-hosting-throwing-a-mooc-octel-tel-mooc-open-oer,2013-05-17 03:14:08,post,"Social networks,Twitter (Q&A)","open,mooc,#tel,#ocTEL,oer"
3810,1074,2013-05-17 03:37:32,"ryantracey: Finding resources, making resources? - I don't have time! #octel http://t.co/cVuxj9JcTJ via @JosephGliddon","
",publish,ryantracey-finding-resources-making-resources-i-dont-have-time-octel-httpt-cocvuxj9jctj-via-josephgliddon,2013-05-17 03:37:32,post,"Social networks,Twitter (Q&A)",#ocTEL
3802,198,2013-05-17 03:53:00,Open,"This is an open post. I'm including my train of thought. If the Blogger system lets me, I will allow unmoderated posts in response to this post. If it doesn't, I'll simply allow them all. I'm going to write another post after this to demonstrate what happens when something isn't open.
I am going to include a Creative Commons license on this post. It can be used with modification. The idea of using an open post and a closed post on a blog to illustrate open and closed - it's out there. Use it. Steal it. Have it. Change it.
Knowledge is open. It is free. Mathematics is available for anyone to learn. Science. Languages. Knowledge is not sequestered and used as a control, like during the dark ages. Granted, some knowledge is kept from us, but that's probably best all around. Yet, I bet, if one looks hard enough, one can find the forbidden fruit, too.
Open by Online Learning Online Blog Post ""Open"" is licensed under a Creative Commons Attribution 3.0 Unported License.","This is an open post. I'm including my train of thought. If the Blogger system lets me, I will allow unmoderated posts in response to this post. If it doesn't, I'll simply allow them all. I'm going to write another post after th...",publish,open,2013-05-17 03:53:00,post,"Blog posts,Course Reader","Adult Learning,edtech,oer,closed,#tel,open,mooc,#ocTEL"
5279,198,2013-05-17 03:53:00,Open,"This is an open post. I'm including my train of thought. If the Blogger system lets me, I will allow unmoderated posts in response to this post. If it doesn't, I'll simply allow them all. I'm going to write another post after this to demonstrate what happens when something isn't open.
I am going to include a Creative Commons license on this post. It can be used with modification. The idea of using an open post and a closed post on a blog to illustrate open and closed - it's out there. Use it. Steal it. Have it. Change it.
Knowledge is open. It is free. Mathematics is available for anyone to learn. Science. Languages. Knowledge is not sequestered and used as a control, like during the dark ages. Granted, some knowledge is kept from us, but that's probably best all around. Yet, I bet, if one looks hard enough, one can find the forbidden fruit, too.
Open by Online Learning Online Blog Post ""Open"" is licensed under a Creative Commons Attribution 3.0 Unported License.","This is an open post. I'm including my train of thought. If the Blogger system lets me, I will allow unmoderated posts in response to this post. If it doesn't, I'll simply allow them all. I'm going to write another post after th...",publish,open-2,2013-05-17 03:53:00,post,"Course Reader,Blog posts","#ocTEL,closed,mooc,edtech,oer,Adult Learning,open,#tel"
5652,198,2013-05-17 03:53:00,Open,"This is an open post. I'm including my train of thought. If the Blogger system lets me, I will allow unmoderated posts in response to this post. If it doesn't, I'll simply allow them all. I'm going to write another post after this to demonstrate what happens when something isn't open.
I am going to include a Creative Commons license on this post. It can be used with modification. The idea of using an open post and a closed post on a blog to illustrate open and closed - it's out there. Use it. Steal it. Have it. Change it.
Knowledge is open. It is free. Mathematics is available for anyone to learn. Science. Languages. Knowledge is not sequestered and used as a control, like during the dark ages. Granted, some knowledge is kept from us, but that's probably best all around. Yet, I bet, if one looks hard enough, one can find the forbidden fruit, too.
Open by Online Learning Online Blog Post ""Open"" is licensed under a Creative Commons Attribution 3.0 Unported License.","This is an open post. I'm including my train of thought. If the Blogger system lets me, I will allow unmoderated posts in response to this post. If it doesn't, I'll simply allow them all. I'm going to write another post after th...",publish,open-3,2013-05-17 03:53:00,post,"Course Reader,Blog posts","#ocTEL,closed,Adult Learning,mooc,oer,open,#tel,edtech"
3801,198,2013-05-17 03:57:00,Closed,"
This is a closed post. This is all you get. No further reasoning or rationale, no input or comments.
","This is a closed post. This is all you get. No further reasoning or rationale, no input or comments. #adult_learning, #closed, #edtech, #learning, #MOOC, #ocTEL, #OER, #open, #tel",publish,closed,2013-05-17 03:57:00,post,"Course Reader,Blog posts","oer,closed,#tel,open,mooc,learning,#ocTEL,Adult Learning,edtech"
5278,198,2013-05-17 03:57:00,Closed,"
This is a closed post. This is all you get. No further reasoning or rationale, no input or comments.
","This is a closed post. This is all you get. No further reasoning or rationale, no input or comments. #adult_learning, #closed, #edtech, #learning, #MOOC, #ocTEL, #OER, #open, #tel",publish,closed-2,2013-05-17 03:57:00,post,"Course Reader,Blog posts","mooc,edtech,oer,Adult Learning,open,#tel,#ocTEL,learning,closed"
5651,198,2013-05-17 03:57:00,Closed,"
This is a closed post. This is all you get. No further reasoning or rationale, no input or comments.
","This is a closed post. This is all you get. No further reasoning or rationale, no input or comments. #adult_learning, #closed, #edtech, #learning, #MOOC, #ocTEL, #OER, #open, #tel",publish,closed-3,2013-05-17 03:57:00,post,"Course Reader,Blog posts","mooc,learning,oer,open,#tel,edtech,#ocTEL,closed,Adult Learning"
3806,1350,2013-05-17 04:13:02,"Finding resources, making resources? - I don't have time! #octel","
Your standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding them is a problem they may not have time...
Karen Johnson's insight:
This is for the lecturers I was speaking to on Wednesday lunchtime. None of us have time -it is a constant worry. Hope this sort of information is helpful - let me know :)
Your standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding them is a problem they may not have time...
Karen Johnson's insight:
This is for the lecturers I was speaking to on Wednesday lunchtime. None of us have time -it is a constant worry. Hope this sort of information is helpful - let me know :)
",publish,finding-resources-making-resources-i-dont-have-time-octel-3,2013-05-17 08:34:08,post,"Bookmarks,Course Reader,Scoopit",
3809,896,2013-05-17 08:27:07,elizabethecharl: 7 Major Learning Styles – Which One are You? - http://t.co/jdVKHegWwY | @scoopit via @cpappas http://t.co/RjXmJX4R2x #octel,"
",publish,timothy_titus-finding-resources-making-resources-i-dont-have-time-octel-httpt-co1oyrvuiwe5,2013-05-17 08:34:15,post,"Social networks,Twitter (Q&A)",#ocTEL
3826,7,2013-05-17 09:17:32,JISC TechDis - User Needs,"
add this on Delicious
- saved by
to
ocTELlearner_experience
- more about this link
","
add this on Delicious
- saved by
to
ocTEL
learner_experience
- more about this link
...",publish,jisc-techdis-user-needs,2013-05-17 09:17:32,post,"Bookmarks,Course Reader,Delicious","learner_experience,#ocTEL"
3883,130,2013-05-17 09:17:32,JISC TechDis - User Needs,"
add this on Delicious
- saved by cathfenn
to
ocTELlearner_experience
- more about this link
","
add this on Delicious
- saved by cathfenn
to
ocTEL
learner_experience
- more about this link
...",publish,jisc-techdis-user-needs-2,2013-05-17 09:17:32,post,"Bookmarks,Delicious,Course Reader","learner_experience,#ocTEL"
3825,7,2013-05-17 09:31:32,Hi-tech tools for dental students - YouTube,"
add this on Delicious
- saved by
to
ocTELdentistrysimulation
- more about this link
","
add this on Delicious
- saved by
to
ocTEL
dentistry
simulation
- more about this link
...",publish,hi-tech-tools-for-dental-students-youtube,2013-05-17 09:31:32,post,"Delicious,Bookmarks,Course Reader","simulation,#ocTEL,dentistry"
3882,130,2013-05-17 09:31:32,Hi-tech tools for dental students - YouTube,"
add this on Delicious
- saved by cathfenn
to
ocTELdentistrysimulation
- more about this link
","
add this on Delicious
- saved by cathfenn
to
ocTEL
dentistry
simulation
- more about this li...",publish,hi-tech-tools-for-dental-students-youtube-2,2013-05-17 09:31:32,post,"Bookmarks,Delicious,Course Reader","#ocTEL,simulation,dentistry"
3824,7,2013-05-17 09:42:12,Donald Clark Plan B: Blog marathon: 50 blogs on learning theorists over next 50 days,"
add this on Delicious
- saved by
to
ocTELlearning-theory
- more about this link
","
add this on Delicious
- saved by
to
ocTEL
learning-theory
- more about this link
...",publish,donald-clark-plan-b-blog-marathon-50-blogs-on-learning-theorists-over-next-50-days,2013-05-17 09:42:12,post,"Bookmarks,Course Reader,Delicious","#ocTEL,learning theory"
3881,130,2013-05-17 09:42:12,Donald Clark Plan B: Blog marathon: 50 blogs on learning theorists over next 50 days,"
add this on Delicious
- saved by cathfenn
to
ocTELlearning-theory
- more about this link
","
add this on Delicious
- saved by cathfenn
to
ocTEL
learning-theory
- more about this link
...",publish,donald-clark-plan-b-blog-marathon-50-blogs-on-learning-theorists-over-next-50-days-2,2013-05-17 09:42:12,post,"Course Reader,Bookmarks,Delicious","learning theory,#ocTEL"
3827,896,2013-05-17 12:17:17,"elizabethecharl: @AliSheph @daveowhite I think it should be both, not one or the other. #octel","
— Elizabeth E Charles (@ElizabethECharl) May 17, 2013
","@AliSheph @daveowhite I think it should be both, not one or the other. #octel— Elizabeth E Charles (@ElizabethECharl) May 17, 2013
",publish,elizabethecharl-alisheph-daveowhite-i-think-it-should-be-both-not-one-or-the-other-octel,2013-05-17 12:17:17,post,"Social networks,Twitter (Q&A)",#ocTEL
3850,1183,2013-05-17 20:08:53,"Finding resources, making resources? - I don't have time! #octel","
Phil Tubman
Fri, 17 May 2013 20:08:53 GMT
- Google+
Your standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding them is a problem they may not have time...
","
Phil Tubman
Fri, 17 May 2013 20:08:53 GMT
- Google+
Your standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding them is a problem they may not have time...
",publish,finding-resources-making-resources-i-dont-have-time-octel-4,2013-05-17 20:08:53,post,"Google+,Course Reader,Social networks",
3860,843,2013-05-18 09:18:12,theorifortel: #ocTEL MOOC (week 4 A42) Why would the student do or say this rather than that? [http://t.co/YzDnOP6JMG],"
",publish,theorifortel-octel-mooc-week-4-a42-why-would-the-student-do-or-say-this-rather-than-that-httpt-coyzdnop6jmg,2013-05-18 09:18:12,post,"Social networks,Twitter (Q&A)",#ocTEL
3854,200,2013-05-18 22:11:36,#ocTEL: Digital Templates,"
This week, we’ve been asked to read and reflect on the use of templates for developing online courses. I read the paper by Hill and colleagues (2012), and was perhaps more confused by the fact that this just made common sense to me, rather than it becoming rather a complicated presentation of model. I’ve been teaching on a course which has always had a main template, used by the instructors when updating or writing new course units. The template has proved its value by the fact that it has been used for over twelve years, and by many different instructors. The paper by Hill did make me reflect again on that we don’t make any clear links to the pedagogy and teaching theory from the course design perspective. I doubt the design of the course units would change, in terms of teaching methods etc, even if we did this – using what I have learnt so far on this MOOC, in terms of teaching theories, I now understand more about how and why I teach the way that I do, but have not found much to suggest that what I am doing is not supported by appropriate theories. That been said, I am keen to explore how I can develop more of a social learning community on the course. I am aware that this is my need, and might not be of value to our rather diverse, international community of adult workers. My bias is that by taking MOOCs and taking part in social learning communities online, I have learnt far more, and rather different things, than I had initially anticipated, and often beyond the materials in the course. I’m a great advocate of cMOOCS all round.
I like the idea of having suggested templates, that would have clear links to theoretical theories etc. There is a danger that this might however, reduce the thought that instructors give to their course design, rather than enhance it – they might just try and fill in the gaps without clearly thinking through why they want to do something in a particular way.
As always, there is a great need to work together with instructors and learning technologists part of the design and delivery team.
regards
Roger
","This week, we’ve been asked to read and reflect on the use of templates for developing online courses. I read the paper by Hill and colleagues (2012), and was perhaps more confused by the fact that this just made common…
",publish,octel-digital-templates,2013-05-18 22:11:36,post,"Course Reader,Blog posts","digital templates,#ocTEL,templates,pedagogy,course design"
3878,896,2013-05-19 03:19:28,elizabethecharl: @AliSheph We don't offer assessment in the library - so will be learning from you et al. Will discipline preference arise? #octel #libchat,"
@AliSheph We don't offer assessment in the library - so will be learning from you et al. Will discipline preference arise? #octel#libchat
— Elizabeth E Charles (@ElizabethECharl) May 19, 2013
","
@AliSheph We don't offer assessment in the library - so will be learning from you et al. Will discipline preference arise? #octel#libchat
— Elizabeth E Charles (@ElizabethECharl) May 19, 2013
",publish,elizabethecharl-alisheph-we-dont-offer-assessment-in-the-library-so-will-be-learning-from-you-et-al-will-discipline-preference-arise-octel-libchat,2013-05-19 03:19:28,post,"Social networks,Twitter (Q&A)","libchat,#ocTEL"
3861,1078,2013-05-19 04:16:41,Here's my recent blog post for Week 5 but it seems to have opened up memories of 1994 when I did a course...,"
Helen Blunden
Sun, 19 May 2013 04:16:41 GMT
- Community
This week we had to reflect on Kolb's Experiential Learning Theory and answer the following questions: Reflect on whether you accommodate these learning styles in your teaching practice. Do the tec...
","
Helen Blunden
Sun, 19 May 2013 04:16:41 GMT
- Community
This week we had to reflect on Kolb's Experiential Learning Theory and answer the following questions: Reflect on whether you accommodate these learning styles in your teaching practice. Do the tec...
",publish,heres-my-recent-blog-post-for-week-5-but-it-seems-to-have-opened-up-memories-of-1994-when-i-did-a-course,2013-05-19 04:16:41,post,"Google+,Course Reader,Social networks",
3865,21,2013-05-19 08:39:00,"#ocTEL week 6 – Assessment and Feedback, ‘If you do only one thing’","
Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten.
This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses.
Method 1: Online test
How does the assessment align with the course learning outcomes?
Tends to be more appropriate for lower level learning i.e. factual recall, unless the questions are exceptionally well-designed! Some technologies will allow a variety of question types such as multiple choice, short answer, fill in the blanks etc
What kind of feedback would the learner receive and how would this contribute to her progress
Generic feedback received on correct/incorrect answers. I haven’t seen a test which could provide feedback on overall performance, but I guess this could be done (e.g. within a particular range of marks overall, you would get a particular set of feedback). Even though the feedback is generic, if carefully designed it can be a useful feed-forward to encourage students to correct their mistakes and do better this time. I feel it lends itself to formative assessment, but could also be used summatively (and indeed was by a colleague at my former institution). This type of assessment can often be linked with drill and all the negative connotations that has in education. However, in my subject discipline of accounting, this type of technique can be important at introductory level, as students need to master basic techniques such as costing in management accounting and accounts preparation in financial accounting.
Which technologies would support this?
Many VLEs have this functionality, either directly or via a plug-in. I have also seen demos of Google Drive (formerly Google Docs) being used in this way.
Method 2: Assessed participation in e-moderated discussions
How does the assessment align with the course learning outcomes?
Again, depends on how it is designed. I think this can be quite powerful in arts and social sciences disciplines, where there are not necessarily correct answers but the aim is to encourage students to provide a coherent argument. I think this can work effectively when a multiply-sided argument is put forward and needs to be unpacked and critiqued.
What kind of feedback would the learner receive and how would this contribute to her progress
Ideally, this type of discussion would prompt peer feedback on a student’s contributions and/or tutor feedback as tutor is weaving discussion thread. I think there might be difficulties taking the feedback and applying it to different parts of the syllabus – in my experirence as a learner in this situation, you tend to not be able to dissociate the content from the feedback.
I think these work best when they are summative but only a small proportion of the course. If formative, not all will see the benefits of participating and the discussion could risk being dominated by the vocal few.
Which technologies would support this?
Discussion boards, Twitter, captured chat e.g. in Blackboard Collaborate, email list etc.
","Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten. This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses. Method 1: Online test How does the assessment align with the course learning outcomes? Tends to be more appropriate for lower level learning […]",publish,octel-week-6-assessment-and-feedback-if-you-do-only-one-thing,2013-05-19 08:39:00,post,"Blog posts,Course Reader",Uncategorized
4626,21,2013-05-19 08:39:00,"#ocTEL week 6 – Assessment and Feedback, ‘If you do only one thing’","
Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten.
This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses.
Method 1: Online test
How does the assessment align with the course learning outcomes?
Tends to be more appropriate for lower level learning i.e. factual recall, unless the questions are exceptionally well-designed! Some technologies will allow a variety of question types such as multiple choice, short answer, fill in the blanks etc
What kind of feedback would the learner receive and how would this contribute to her progress
Generic feedback received on correct/incorrect answers. I haven’t seen a test which could provide feedback on overall performance, but I guess this could be done (e.g. within a particular range of marks overall, you would get a particular set of feedback). Even though the feedback is generic, if carefully designed it can be a useful feed-forward to encourage students to correct their mistakes and do better this time. I feel it lends itself to formative assessment, but could also be used summatively (and indeed was by a colleague at my former institution). This type of assessment can often be linked with drill and all the negative connotations that has in education. However, in my subject discipline of accounting, this type of technique can be important at introductory level, as students need to master basic techniques such as costing in management accounting and accounts preparation in financial accounting.
Which technologies would support this?
Many VLEs have this functionality, either directly or via a plug-in. I have also seen demos of Google Drive (formerly Google Docs) being used in this way.
Method 2: Assessed participation in e-moderated discussions
How does the assessment align with the course learning outcomes?
Again, depends on how it is designed. I think this can be quite powerful in arts and social sciences disciplines, where there are not necessarily correct answers but the aim is to encourage students to provide a coherent argument. I think this can work effectively when a multiply-sided argument is put forward and needs to be unpacked and critiqued.
What kind of feedback would the learner receive and how would this contribute to her progress
Ideally, this type of discussion would prompt peer feedback on a student’s contributions and/or tutor feedback as tutor is weaving discussion thread. I think there might be difficulties taking the feedback and applying it to different parts of the syllabus – in my experirence as a learner in this situation, you tend to not be able to dissociate the content from the feedback.
I think these work best when they are summative but only a small proportion of the course. If formative, not all will see the benefits of participating and the discussion could risk being dominated by the vocal few.
Which technologies would support this?
Discussion boards, Twitter, captured chat e.g. in Blackboard Collaborate, email list etc.
","Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten. This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses. Method 1: Online test How does the assessment align with the course learning outcomes? Tends to be more appropriate for lower level learning […]",publish,octel-week-6-assessment-and-feedback-if-you-do-only-one-thing-2,2013-05-19 08:39:00,post,"Blog posts,Course Reader",Uncategorized
4750,21,2013-05-19 08:39:00,"#ocTEL week 6 – Assessment and Feedback, ‘If you do only one thing’","
Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten.
This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses.
Method 1: Online test
How does the assessment align with the course learning outcomes?
Tends to be more appropriate for lower level learning i.e. factual recall, unless the questions are exceptionally well-designed! Some technologies will allow a variety of question types such as multiple choice, short answer, fill in the blanks etc
What kind of feedback would the learner receive and how would this contribute to her progress
Generic feedback received on correct/incorrect answers. I haven’t seen a test which could provide feedback on overall performance, but I guess this could be done (e.g. within a particular range of marks overall, you would get a particular set of feedback). Even though the feedback is generic, if carefully designed it can be a useful feed-forward to encourage students to correct their mistakes and do better this time. I feel it lends itself to formative assessment, but could also be used summatively (and indeed was by a colleague at my former institution). This type of assessment can often be linked with drill and all the negative connotations that has in education. However, in my subject discipline of accounting, this type of technique can be important at introductory level, as students need to master basic techniques such as costing in management accounting and accounts preparation in financial accounting.
Which technologies would support this?
Many VLEs have this functionality, either directly or via a plug-in. I have also seen demos of Google Drive (formerly Google Docs) being used in this way.
Method 2: Assessed participation in e-moderated discussions
How does the assessment align with the course learning outcomes?
Again, depends on how it is designed. I think this can be quite powerful in arts and social sciences disciplines, where there are not necessarily correct answers but the aim is to encourage students to provide a coherent argument. I think this can work effectively when a multiply-sided argument is put forward and needs to be unpacked and critiqued.
What kind of feedback would the learner receive and how would this contribute to her progress
Ideally, this type of discussion would prompt peer feedback on a student’s contributions and/or tutor feedback as tutor is weaving discussion thread. I think there might be difficulties taking the feedback and applying it to different parts of the syllabus – in my experirence as a learner in this situation, you tend to not be able to dissociate the content from the feedback.
I think these work best when they are summative but only a small proportion of the course. If formative, not all will see the benefits of participating and the discussion could risk being dominated by the vocal few.
Which technologies would support this?
Discussion boards, Twitter, captured chat e.g. in Blackboard Collaborate, email list etc.
","Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten. This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses. Method 1: Online test How does the assessment align with the course learning outcomes? Tends to be more appropriate for lower level learning […]",publish,octel-week-6-assessment-and-feedback-if-you-do-only-one-thing-3,2013-05-19 08:39:00,post,"Blog posts,Course Reader",Uncategorized
5131,21,2013-05-19 08:39:00,"#ocTEL week 6 – Assessment and Feedback, ‘If you do only one thing’","
Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten.
This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses.
Method 1: Online test
How does the assessment align with the course learning outcomes?
Tends to be more appropriate for lower level learning i.e. factual recall, unless the questions are exceptionally well-designed! Some technologies will allow a variety of question types such as multiple choice, short answer, fill in the blanks etc
What kind of feedback would the learner receive and how would this contribute to her progress
Generic feedback received on correct/incorrect answers. I haven’t seen a test which could provide feedback on overall performance, but I guess this could be done (e.g. within a particular range of marks overall, you would get a particular set of feedback). Even though the feedback is generic, if carefully designed it can be a useful feed-forward to encourage students to correct their mistakes and do better this time. I feel it lends itself to formative assessment, but could also be used summatively (and indeed was by a colleague at my former institution). This type of assessment can often be linked with drill and all the negative connotations that has in education. However, in my subject discipline of accounting, this type of technique can be important at introductory level, as students need to master basic techniques such as costing in management accounting and accounts preparation in financial accounting.
Which technologies would support this?
Many VLEs have this functionality, either directly or via a plug-in. I have also seen demos of Google Drive (formerly Google Docs) being used in this way.
Method 2: Assessed participation in e-moderated discussions
How does the assessment align with the course learning outcomes?
Again, depends on how it is designed. I think this can be quite powerful in arts and social sciences disciplines, where there are not necessarily correct answers but the aim is to encourage students to provide a coherent argument. I think this can work effectively when a multiply-sided argument is put forward and needs to be unpacked and critiqued.
What kind of feedback would the learner receive and how would this contribute to her progress
Ideally, this type of discussion would prompt peer feedback on a student’s contributions and/or tutor feedback as tutor is weaving discussion thread. I think there might be difficulties taking the feedback and applying it to different parts of the syllabus – in my experirence as a learner in this situation, you tend to not be able to dissociate the content from the feedback.
I think these work best when they are summative but only a small proportion of the course. If formative, not all will see the benefits of participating and the discussion could risk being dominated by the vocal few.
Which technologies would support this?
Discussion boards, Twitter, captured chat e.g. in Blackboard Collaborate, email list etc.
","Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten. This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses. Method 1: Online test How does the assessment align with the course learning outcomes? Tends to be more appropriate for lower level learning […]",publish,octel-week-6-assessment-and-feedback-if-you-do-only-one-thing-4,2013-05-19 08:39:00,post,"Blog posts,Course Reader",Uncategorized
5307,21,2013-05-19 08:39:00,"#ocTEL week 6 – Assessment and Feedback, ‘If you do only one thing’","
Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten.
This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses.
Method 1: Online test
How does the assessment align with the course learning outcomes?
Tends to be more appropriate for lower level learning i.e. factual recall, unless the questions are exceptionally well-designed! Some technologies will allow a variety of question types such as multiple choice, short answer, fill in the blanks etc
What kind of feedback would the learner receive and how would this contribute to her progress
Generic feedback received on correct/incorrect answers. I haven’t seen a test which could provide feedback on overall performance, but I guess this could be done (e.g. within a particular range of marks overall, you would get a particular set of feedback). Even though the feedback is generic, if carefully designed it can be a useful feed-forward to encourage students to correct their mistakes and do better this time. I feel it lends itself to formative assessment, but could also be used summatively (and indeed was by a colleague at my former institution). This type of assessment can often be linked with drill and all the negative connotations that has in education. However, in my subject discipline of accounting, this type of technique can be important at introductory level, as students need to master basic techniques such as costing in management accounting and accounts preparation in financial accounting.
Which technologies would support this?
Many VLEs have this functionality, either directly or via a plug-in. I have also seen demos of Google Drive (formerly Google Docs) being used in this way.
Method 2: Assessed participation in e-moderated discussions
How does the assessment align with the course learning outcomes?
Again, depends on how it is designed. I think this can be quite powerful in arts and social sciences disciplines, where there are not necessarily correct answers but the aim is to encourage students to provide a coherent argument. I think this can work effectively when a multiply-sided argument is put forward and needs to be unpacked and critiqued.
What kind of feedback would the learner receive and how would this contribute to her progress
Ideally, this type of discussion would prompt peer feedback on a student’s contributions and/or tutor feedback as tutor is weaving discussion thread. I think there might be difficulties taking the feedback and applying it to different parts of the syllabus – in my experirence as a learner in this situation, you tend to not be able to dissociate the content from the feedback.
I think these work best when they are summative but only a small proportion of the course. If formative, not all will see the benefits of participating and the discussion could risk being dominated by the vocal few.
Which technologies would support this?
Discussion boards, Twitter, captured chat e.g. in Blackboard Collaborate, email list etc.
","Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten. This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses. Method 1: Online test How does the assessment align with the course learning outcomes? Tends to be more appropriate for lower level learning […]",publish,octel-week-6-assessment-and-feedback-if-you-do-only-one-thing-5,2013-05-19 08:39:00,post,"Blog posts,Course Reader",Uncategorized
5667,21,2013-05-19 08:39:00,"#ocTEL week 6 – Assessment and Feedback, ‘If you do only one thing’","
Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten.
This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses.
Method 1: Online test
How does the assessment align with the course learning outcomes?
Tends to be more appropriate for lower level learning i.e. factual recall, unless the questions are exceptionally well-designed! Some technologies will allow a variety of question types such as multiple choice, short answer, fill in the blanks etc
What kind of feedback would the learner receive and how would this contribute to her progress
Generic feedback received on correct/incorrect answers. I haven’t seen a test which could provide feedback on overall performance, but I guess this could be done (e.g. within a particular range of marks overall, you would get a particular set of feedback). Even though the feedback is generic, if carefully designed it can be a useful feed-forward to encourage students to correct their mistakes and do better this time. I feel it lends itself to formative assessment, but could also be used summatively (and indeed was by a colleague at my former institution). This type of assessment can often be linked with drill and all the negative connotations that has in education. However, in my subject discipline of accounting, this type of technique can be important at introductory level, as students need to master basic techniques such as costing in management accounting and accounts preparation in financial accounting.
Which technologies would support this?
Many VLEs have this functionality, either directly or via a plug-in. I have also seen demos of Google Drive (formerly Google Docs) being used in this way.
Method 2: Assessed participation in e-moderated discussions
How does the assessment align with the course learning outcomes?
Again, depends on how it is designed. I think this can be quite powerful in arts and social sciences disciplines, where there are not necessarily correct answers but the aim is to encourage students to provide a coherent argument. I think this can work effectively when a multiply-sided argument is put forward and needs to be unpacked and critiqued.
What kind of feedback would the learner receive and how would this contribute to her progress
Ideally, this type of discussion would prompt peer feedback on a student’s contributions and/or tutor feedback as tutor is weaving discussion thread. I think there might be difficulties taking the feedback and applying it to different parts of the syllabus – in my experirence as a learner in this situation, you tend to not be able to dissociate the content from the feedback.
I think these work best when they are summative but only a small proportion of the course. If formative, not all will see the benefits of participating and the discussion could risk being dominated by the vocal few.
Which technologies would support this?
Discussion boards, Twitter, captured chat e.g. in Blackboard Collaborate, email list etc.
","Hoping to do more than one thing on #ocTEL this week, but here’s my starter for ten. This blog post will be discussing and critiquing assessment methods available on technology-enhanced learning courses. Method 1: Online test How does the assessment align with the course learning outcomes? Tends to be more appropriate for lower level learning […]",publish,octel-week-6-assessment-and-feedback-if-you-do-only-one-thing-6,2013-05-19 08:39:00,post,"Blog posts,Course Reader",Uncategorized
3870,21,2013-05-19 09:25:17,#ocTEL week 6 activity 6.1 Reading and reflection on assessment practices,"
This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, plus a peer assessment and an individual reflection.
How does your assessment approach(es) align with the four teaching and learning perspectives (page 11)?
Associative – some of the assessment criteria for the business plan and group presentation are based on this perspective. There are some skills which students need to develop further on this course, such as budgeting and analysis of reasons for differences between budgeted and actual performance.
Constructivist – the reflection is designed to get students to self-evaluate their individual performance and that of their group.
Social constructivist – we expect students to mediate peer learning through their group decision-making and analysis of information in the game. This will be formally assessed in the peer assessment.
Situative – the game itself encourages development of discipline-specific practices, as it’s quite realistic (within the confines of a simulation not a real business, of course). However, our assessments don’t really get at this perspective.
How does your assessment approach(es) align with the twelve REAP (Re-Engineering Assessment Practices) principles of effective formative and feedback (page 15)?
Help to clarify what good performance is – I’m currently working on the assessment briefs, which (I hope) will make criteria clear. I usually give examples of good and poor performance against each criterion in these briefs. We will also spend time in class briefing the students on this for each assessment.
Encourage time and effort on challenging learning tasks – there is a gradual approach to assessment on the module, with staged deadlines. We’ve done a lot of thinking about the ‘shape’ of the course, but we shall see…
Deliver high-quality feedback information that helps learners to self-correct – we will try!
Provide opportunities to act on feedback – for me, this is partly about timing. For example, on this course, students will receive feedback on their business plans, some of which will be relevant to their performance presentations. So, we aim to provide the feedback while they still have time to incorporate adaptation in preparing their presentations.
Ensure that summative assessment has a positive impact on learning – this is a big ask! However, in this module, we’ve had some freedom to aim at this. With other modules, where exemption restrictions are a limiting factor, it isn’t easy. For example, the professional bodies tend to assess in traditional lengthy exams, and expect similar assessment methods in order to grant exemptions. They are (rightly) concerned with ensuring students cover the breadth of the syllabus rather than cherry-picking the areas they will study.
Encourage interaction and dialogue around learning – we try to do this via seminar sessions and office hours.
Facilitate the development of self-assessment and reflection in learning – we’re aiming to do this explicitly via the reflection task, and via peer assessment. However, having these elements as formally assessed is something new for me.
Give choice – no, not on this course! I do think this is important at more advanced levels – for example, final level undergraduate dissertation choice and MSc level. In my experience as an MA student, giving me some choice helps me to consider links between theory and practice – but this is quite a specific issue for me, given that my MA is in education and is relevant to my job!
Involve learners in decision-making about assessment policy and practice – I don’t know if students are involved formally at faculty level in this.
Support the development of learning groups/learning communities – this is a module with group collaboration. However, when assessments are individual with personalised feedback, I don’t know whether that has any impact on development of learning communities within our classes. Would be interesting to find out more about this area!
Encourage positive motivational beliefs and self-esteem – it’s hard to be positive sometimes with very weak pieces of work. However, I do try to unpack my feedback messages into ‘what you can do differently next time’. I think that the feed-forward we are planning to give on the business plan assessments will promote some groups to adapt and strive to perform in the game itself.
Provide information to teachers that can help shape their teaching – I find it helpful to review the feedback I have given, and take notes on it so I can consider what I might need to do differently in the following year. I think team teaching can be a good opportunity to do this, as you have an inbuilt critical friend in your co-teacher.
How would you describe your assessment design from the manager’s, practitioner’s and learner’s perspectives (pages 17-22)?
Manager – we may prove to be a bit of a headache, as there will be a heavy admin load on having 4 assessments on a 10 credit module. We are not using technology in any special way the first time we run the module, but may look to do so in the future.
Practitioner – we feel this assessment will be richer than a more traditional model, with a variety of techniques. However, I expect the workload to be high – significantly higher than with traditional methods.
Learner – I hope that the students will appreciate the level of feedback they receive, and the variety of different assessment components. This module has explicit links to employability skills, which we will emphasise throughout, so we hope to scaffold further development of these areas in our students through the module and its associated assessments. Time will tell!
","This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, […]",publish,octel-week-6-activity-6-1-reading-and-reflection-on-assessment-practices,2013-05-19 09:25:17,post,"Blog posts,Course Reader",Uncategorized
4625,21,2013-05-19 09:25:17,#ocTEL week 6 activity 6.1 Reading and reflection on assessment practices,"
This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, plus a peer assessment and an individual reflection.
How does your assessment approach(es) align with the four teaching and learning perspectives (page 11)?
Associative – some of the assessment criteria for the business plan and group presentation are based on this perspective. There are some skills which students need to develop further on this course, such as budgeting and analysis of reasons for differences between budgeted and actual performance.
Constructivist – the reflection is designed to get students to self-evaluate their individual performance and that of their group.
Social constructivist – we expect students to mediate peer learning through their group decision-making and analysis of information in the game. This will be formally assessed in the peer assessment.
Situative – the game itself encourages development of discipline-specific practices, as it’s quite realistic (within the confines of a simulation not a real business, of course). However, our assessments don’t really get at this perspective.
How does your assessment approach(es) align with the twelve REAP (Re-Engineering Assessment Practices) principles of effective formative and feedback (page 15)?
Help to clarify what good performance is – I’m currently working on the assessment briefs, which (I hope) will make criteria clear. I usually give examples of good and poor performance against each criterion in these briefs. We will also spend time in class briefing the students on this for each assessment.
Encourage time and effort on challenging learning tasks – there is a gradual approach to assessment on the module, with staged deadlines. We’ve done a lot of thinking about the ‘shape’ of the course, but we shall see…
Deliver high-quality feedback information that helps learners to self-correct – we will try!
Provide opportunities to act on feedback – for me, this is partly about timing. For example, on this course, students will receive feedback on their business plans, some of which will be relevant to their performance presentations. So, we aim to provide the feedback while they still have time to incorporate adaptation in preparing their presentations.
Ensure that summative assessment has a positive impact on learning – this is a big ask! However, in this module, we’ve had some freedom to aim at this. With other modules, where exemption restrictions are a limiting factor, it isn’t easy. For example, the professional bodies tend to assess in traditional lengthy exams, and expect similar assessment methods in order to grant exemptions. They are (rightly) concerned with ensuring students cover the breadth of the syllabus rather than cherry-picking the areas they will study.
Encourage interaction and dialogue around learning – we try to do this via seminar sessions and office hours.
Facilitate the development of self-assessment and reflection in learning – we’re aiming to do this explicitly via the reflection task, and via peer assessment. However, having these elements as formally assessed is something new for me.
Give choice – no, not on this course! I do think this is important at more advanced levels – for example, final level undergraduate dissertation choice and MSc level. In my experience as an MA student, giving me some choice helps me to consider links between theory and practice – but this is quite a specific issue for me, given that my MA is in education and is relevant to my job!
Involve learners in decision-making about assessment policy and practice – I don’t know if students are involved formally at faculty level in this.
Support the development of learning groups/learning communities – this is a module with group collaboration. However, when assessments are individual with personalised feedback, I don’t know whether that has any impact on development of learning communities within our classes. Would be interesting to find out more about this area!
Encourage positive motivational beliefs and self-esteem – it’s hard to be positive sometimes with very weak pieces of work. However, I do try to unpack my feedback messages into ‘what you can do differently next time’. I think that the feed-forward we are planning to give on the business plan assessments will promote some groups to adapt and strive to perform in the game itself.
Provide information to teachers that can help shape their teaching – I find it helpful to review the feedback I have given, and take notes on it so I can consider what I might need to do differently in the following year. I think team teaching can be a good opportunity to do this, as you have an inbuilt critical friend in your co-teacher.
How would you describe your assessment design from the manager’s, practitioner’s and learner’s perspectives (pages 17-22)?
Manager – we may prove to be a bit of a headache, as there will be a heavy admin load on having 4 assessments on a 10 credit module. We are not using technology in any special way the first time we run the module, but may look to do so in the future.
Practitioner – we feel this assessment will be richer than a more traditional model, with a variety of techniques. However, I expect the workload to be high – significantly higher than with traditional methods.
Learner – I hope that the students will appreciate the level of feedback they receive, and the variety of different assessment components. This module has explicit links to employability skills, which we will emphasise throughout, so we hope to scaffold further development of these areas in our students through the module and its associated assessments. Time will tell!
","This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, […]",publish,octel-week-6-activity-6-1-reading-and-reflection-on-assessment-practices-2,2013-05-19 09:25:17,post,"Course Reader,Blog posts",Uncategorized
4749,21,2013-05-19 09:25:17,#ocTEL week 6 activity 6.1 Reading and reflection on assessment practices,"
This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, plus a peer assessment and an individual reflection.
How does your assessment approach(es) align with the four teaching and learning perspectives (page 11)?
Associative – some of the assessment criteria for the business plan and group presentation are based on this perspective. There are some skills which students need to develop further on this course, such as budgeting and analysis of reasons for differences between budgeted and actual performance.
Constructivist – the reflection is designed to get students to self-evaluate their individual performance and that of their group.
Social constructivist – we expect students to mediate peer learning through their group decision-making and analysis of information in the game. This will be formally assessed in the peer assessment.
Situative – the game itself encourages development of discipline-specific practices, as it’s quite realistic (within the confines of a simulation not a real business, of course). However, our assessments don’t really get at this perspective.
How does your assessment approach(es) align with the twelve REAP (Re-Engineering Assessment Practices) principles of effective formative and feedback (page 15)?
Help to clarify what good performance is – I’m currently working on the assessment briefs, which (I hope) will make criteria clear. I usually give examples of good and poor performance against each criterion in these briefs. We will also spend time in class briefing the students on this for each assessment.
Encourage time and effort on challenging learning tasks – there is a gradual approach to assessment on the module, with staged deadlines. We’ve done a lot of thinking about the ‘shape’ of the course, but we shall see…
Deliver high-quality feedback information that helps learners to self-correct – we will try!
Provide opportunities to act on feedback – for me, this is partly about timing. For example, on this course, students will receive feedback on their business plans, some of which will be relevant to their performance presentations. So, we aim to provide the feedback while they still have time to incorporate adaptation in preparing their presentations.
Ensure that summative assessment has a positive impact on learning – this is a big ask! However, in this module, we’ve had some freedom to aim at this. With other modules, where exemption restrictions are a limiting factor, it isn’t easy. For example, the professional bodies tend to assess in traditional lengthy exams, and expect similar assessment methods in order to grant exemptions. They are (rightly) concerned with ensuring students cover the breadth of the syllabus rather than cherry-picking the areas they will study.
Encourage interaction and dialogue around learning – we try to do this via seminar sessions and office hours.
Facilitate the development of self-assessment and reflection in learning – we’re aiming to do this explicitly via the reflection task, and via peer assessment. However, having these elements as formally assessed is something new for me.
Give choice – no, not on this course! I do think this is important at more advanced levels – for example, final level undergraduate dissertation choice and MSc level. In my experience as an MA student, giving me some choice helps me to consider links between theory and practice – but this is quite a specific issue for me, given that my MA is in education and is relevant to my job!
Involve learners in decision-making about assessment policy and practice – I don’t know if students are involved formally at faculty level in this.
Support the development of learning groups/learning communities – this is a module with group collaboration. However, when assessments are individual with personalised feedback, I don’t know whether that has any impact on development of learning communities within our classes. Would be interesting to find out more about this area!
Encourage positive motivational beliefs and self-esteem – it’s hard to be positive sometimes with very weak pieces of work. However, I do try to unpack my feedback messages into ‘what you can do differently next time’. I think that the feed-forward we are planning to give on the business plan assessments will promote some groups to adapt and strive to perform in the game itself.
Provide information to teachers that can help shape their teaching – I find it helpful to review the feedback I have given, and take notes on it so I can consider what I might need to do differently in the following year. I think team teaching can be a good opportunity to do this, as you have an inbuilt critical friend in your co-teacher.
How would you describe your assessment design from the manager’s, practitioner’s and learner’s perspectives (pages 17-22)?
Manager – we may prove to be a bit of a headache, as there will be a heavy admin load on having 4 assessments on a 10 credit module. We are not using technology in any special way the first time we run the module, but may look to do so in the future.
Practitioner – we feel this assessment will be richer than a more traditional model, with a variety of techniques. However, I expect the workload to be high – significantly higher than with traditional methods.
Learner – I hope that the students will appreciate the level of feedback they receive, and the variety of different assessment components. This module has explicit links to employability skills, which we will emphasise throughout, so we hope to scaffold further development of these areas in our students through the module and its associated assessments. Time will tell!
","This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, […]",publish,octel-week-6-activity-6-1-reading-and-reflection-on-assessment-practices-3,2013-05-19 09:25:17,post,"Blog posts,Course Reader",Uncategorized
5130,21,2013-05-19 09:25:17,#ocTEL week 6 activity 6.1 Reading and reflection on assessment practices,"
This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, plus a peer assessment and an individual reflection.
How does your assessment approach(es) align with the four teaching and learning perspectives (page 11)?
Associative – some of the assessment criteria for the business plan and group presentation are based on this perspective. There are some skills which students need to develop further on this course, such as budgeting and analysis of reasons for differences between budgeted and actual performance.
Constructivist – the reflection is designed to get students to self-evaluate their individual performance and that of their group.
Social constructivist – we expect students to mediate peer learning through their group decision-making and analysis of information in the game. This will be formally assessed in the peer assessment.
Situative – the game itself encourages development of discipline-specific practices, as it’s quite realistic (within the confines of a simulation not a real business, of course). However, our assessments don’t really get at this perspective.
How does your assessment approach(es) align with the twelve REAP (Re-Engineering Assessment Practices) principles of effective formative and feedback (page 15)?
Help to clarify what good performance is – I’m currently working on the assessment briefs, which (I hope) will make criteria clear. I usually give examples of good and poor performance against each criterion in these briefs. We will also spend time in class briefing the students on this for each assessment.
Encourage time and effort on challenging learning tasks – there is a gradual approach to assessment on the module, with staged deadlines. We’ve done a lot of thinking about the ‘shape’ of the course, but we shall see…
Deliver high-quality feedback information that helps learners to self-correct – we will try!
Provide opportunities to act on feedback – for me, this is partly about timing. For example, on this course, students will receive feedback on their business plans, some of which will be relevant to their performance presentations. So, we aim to provide the feedback while they still have time to incorporate adaptation in preparing their presentations.
Ensure that summative assessment has a positive impact on learning – this is a big ask! However, in this module, we’ve had some freedom to aim at this. With other modules, where exemption restrictions are a limiting factor, it isn’t easy. For example, the professional bodies tend to assess in traditional lengthy exams, and expect similar assessment methods in order to grant exemptions. They are (rightly) concerned with ensuring students cover the breadth of the syllabus rather than cherry-picking the areas they will study.
Encourage interaction and dialogue around learning – we try to do this via seminar sessions and office hours.
Facilitate the development of self-assessment and reflection in learning – we’re aiming to do this explicitly via the reflection task, and via peer assessment. However, having these elements as formally assessed is something new for me.
Give choice – no, not on this course! I do think this is important at more advanced levels – for example, final level undergraduate dissertation choice and MSc level. In my experience as an MA student, giving me some choice helps me to consider links between theory and practice – but this is quite a specific issue for me, given that my MA is in education and is relevant to my job!
Involve learners in decision-making about assessment policy and practice – I don’t know if students are involved formally at faculty level in this.
Support the development of learning groups/learning communities – this is a module with group collaboration. However, when assessments are individual with personalised feedback, I don’t know whether that has any impact on development of learning communities within our classes. Would be interesting to find out more about this area!
Encourage positive motivational beliefs and self-esteem – it’s hard to be positive sometimes with very weak pieces of work. However, I do try to unpack my feedback messages into ‘what you can do differently next time’. I think that the feed-forward we are planning to give on the business plan assessments will promote some groups to adapt and strive to perform in the game itself.
Provide information to teachers that can help shape their teaching – I find it helpful to review the feedback I have given, and take notes on it so I can consider what I might need to do differently in the following year. I think team teaching can be a good opportunity to do this, as you have an inbuilt critical friend in your co-teacher.
How would you describe your assessment design from the manager’s, practitioner’s and learner’s perspectives (pages 17-22)?
Manager – we may prove to be a bit of a headache, as there will be a heavy admin load on having 4 assessments on a 10 credit module. We are not using technology in any special way the first time we run the module, but may look to do so in the future.
Practitioner – we feel this assessment will be richer than a more traditional model, with a variety of techniques. However, I expect the workload to be high – significantly higher than with traditional methods.
Learner – I hope that the students will appreciate the level of feedback they receive, and the variety of different assessment components. This module has explicit links to employability skills, which we will emphasise throughout, so we hope to scaffold further development of these areas in our students through the module and its associated assessments. Time will tell!
","This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, […]",publish,octel-week-6-activity-6-1-reading-and-reflection-on-assessment-practices-4,2013-05-19 09:25:17,post,"Course Reader,Blog posts",Uncategorized
5306,21,2013-05-19 09:25:17,#ocTEL week 6 activity 6.1 Reading and reflection on assessment practices,"
This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, plus a peer assessment and an individual reflection.
How does your assessment approach(es) align with the four teaching and learning perspectives (page 11)?
Associative – some of the assessment criteria for the business plan and group presentation are based on this perspective. There are some skills which students need to develop further on this course, such as budgeting and analysis of reasons for differences between budgeted and actual performance.
Constructivist – the reflection is designed to get students to self-evaluate their individual performance and that of their group.
Social constructivist – we expect students to mediate peer learning through their group decision-making and analysis of information in the game. This will be formally assessed in the peer assessment.
Situative – the game itself encourages development of discipline-specific practices, as it’s quite realistic (within the confines of a simulation not a real business, of course). However, our assessments don’t really get at this perspective.
How does your assessment approach(es) align with the twelve REAP (Re-Engineering Assessment Practices) principles of effective formative and feedback (page 15)?
Help to clarify what good performance is – I’m currently working on the assessment briefs, which (I hope) will make criteria clear. I usually give examples of good and poor performance against each criterion in these briefs. We will also spend time in class briefing the students on this for each assessment.
Encourage time and effort on challenging learning tasks – there is a gradual approach to assessment on the module, with staged deadlines. We’ve done a lot of thinking about the ‘shape’ of the course, but we shall see…
Deliver high-quality feedback information that helps learners to self-correct – we will try!
Provide opportunities to act on feedback – for me, this is partly about timing. For example, on this course, students will receive feedback on their business plans, some of which will be relevant to their performance presentations. So, we aim to provide the feedback while they still have time to incorporate adaptation in preparing their presentations.
Ensure that summative assessment has a positive impact on learning – this is a big ask! However, in this module, we’ve had some freedom to aim at this. With other modules, where exemption restrictions are a limiting factor, it isn’t easy. For example, the professional bodies tend to assess in traditional lengthy exams, and expect similar assessment methods in order to grant exemptions. They are (rightly) concerned with ensuring students cover the breadth of the syllabus rather than cherry-picking the areas they will study.
Encourage interaction and dialogue around learning – we try to do this via seminar sessions and office hours.
Facilitate the development of self-assessment and reflection in learning – we’re aiming to do this explicitly via the reflection task, and via peer assessment. However, having these elements as formally assessed is something new for me.
Give choice – no, not on this course! I do think this is important at more advanced levels – for example, final level undergraduate dissertation choice and MSc level. In my experience as an MA student, giving me some choice helps me to consider links between theory and practice – but this is quite a specific issue for me, given that my MA is in education and is relevant to my job!
Involve learners in decision-making about assessment policy and practice – I don’t know if students are involved formally at faculty level in this.
Support the development of learning groups/learning communities – this is a module with group collaboration. However, when assessments are individual with personalised feedback, I don’t know whether that has any impact on development of learning communities within our classes. Would be interesting to find out more about this area!
Encourage positive motivational beliefs and self-esteem – it’s hard to be positive sometimes with very weak pieces of work. However, I do try to unpack my feedback messages into ‘what you can do differently next time’. I think that the feed-forward we are planning to give on the business plan assessments will promote some groups to adapt and strive to perform in the game itself.
Provide information to teachers that can help shape their teaching – I find it helpful to review the feedback I have given, and take notes on it so I can consider what I might need to do differently in the following year. I think team teaching can be a good opportunity to do this, as you have an inbuilt critical friend in your co-teacher.
How would you describe your assessment design from the manager’s, practitioner’s and learner’s perspectives (pages 17-22)?
Manager – we may prove to be a bit of a headache, as there will be a heavy admin load on having 4 assessments on a 10 credit module. We are not using technology in any special way the first time we run the module, but may look to do so in the future.
Practitioner – we feel this assessment will be richer than a more traditional model, with a variety of techniques. However, I expect the workload to be high – significantly higher than with traditional methods.
Learner – I hope that the students will appreciate the level of feedback they receive, and the variety of different assessment components. This module has explicit links to employability skills, which we will emphasise throughout, so we hope to scaffold further development of these areas in our students through the module and its associated assessments. Time will tell!
","This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, […]",publish,octel-week-6-activity-6-1-reading-and-reflection-on-assessment-practices-5,2013-05-19 09:25:17,post,"Course Reader,Blog posts",Uncategorized
5666,21,2013-05-19 09:25:17,#ocTEL week 6 activity 6.1 Reading and reflection on assessment practices,"
This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, plus a peer assessment and an individual reflection.
How does your assessment approach(es) align with the four teaching and learning perspectives (page 11)?
Associative – some of the assessment criteria for the business plan and group presentation are based on this perspective. There are some skills which students need to develop further on this course, such as budgeting and analysis of reasons for differences between budgeted and actual performance.
Constructivist – the reflection is designed to get students to self-evaluate their individual performance and that of their group.
Social constructivist – we expect students to mediate peer learning through their group decision-making and analysis of information in the game. This will be formally assessed in the peer assessment.
Situative – the game itself encourages development of discipline-specific practices, as it’s quite realistic (within the confines of a simulation not a real business, of course). However, our assessments don’t really get at this perspective.
How does your assessment approach(es) align with the twelve REAP (Re-Engineering Assessment Practices) principles of effective formative and feedback (page 15)?
Help to clarify what good performance is – I’m currently working on the assessment briefs, which (I hope) will make criteria clear. I usually give examples of good and poor performance against each criterion in these briefs. We will also spend time in class briefing the students on this for each assessment.
Encourage time and effort on challenging learning tasks – there is a gradual approach to assessment on the module, with staged deadlines. We’ve done a lot of thinking about the ‘shape’ of the course, but we shall see…
Deliver high-quality feedback information that helps learners to self-correct – we will try!
Provide opportunities to act on feedback – for me, this is partly about timing. For example, on this course, students will receive feedback on their business plans, some of which will be relevant to their performance presentations. So, we aim to provide the feedback while they still have time to incorporate adaptation in preparing their presentations.
Ensure that summative assessment has a positive impact on learning – this is a big ask! However, in this module, we’ve had some freedom to aim at this. With other modules, where exemption restrictions are a limiting factor, it isn’t easy. For example, the professional bodies tend to assess in traditional lengthy exams, and expect similar assessment methods in order to grant exemptions. They are (rightly) concerned with ensuring students cover the breadth of the syllabus rather than cherry-picking the areas they will study.
Encourage interaction and dialogue around learning – we try to do this via seminar sessions and office hours.
Facilitate the development of self-assessment and reflection in learning – we’re aiming to do this explicitly via the reflection task, and via peer assessment. However, having these elements as formally assessed is something new for me.
Give choice – no, not on this course! I do think this is important at more advanced levels – for example, final level undergraduate dissertation choice and MSc level. In my experience as an MA student, giving me some choice helps me to consider links between theory and practice – but this is quite a specific issue for me, given that my MA is in education and is relevant to my job!
Involve learners in decision-making about assessment policy and practice – I don’t know if students are involved formally at faculty level in this.
Support the development of learning groups/learning communities – this is a module with group collaboration. However, when assessments are individual with personalised feedback, I don’t know whether that has any impact on development of learning communities within our classes. Would be interesting to find out more about this area!
Encourage positive motivational beliefs and self-esteem – it’s hard to be positive sometimes with very weak pieces of work. However, I do try to unpack my feedback messages into ‘what you can do differently next time’. I think that the feed-forward we are planning to give on the business plan assessments will promote some groups to adapt and strive to perform in the game itself.
Provide information to teachers that can help shape their teaching – I find it helpful to review the feedback I have given, and take notes on it so I can consider what I might need to do differently in the following year. I think team teaching can be a good opportunity to do this, as you have an inbuilt critical friend in your co-teacher.
How would you describe your assessment design from the manager’s, practitioner’s and learner’s perspectives (pages 17-22)?
Manager – we may prove to be a bit of a headache, as there will be a heavy admin load on having 4 assessments on a 10 credit module. We are not using technology in any special way the first time we run the module, but may look to do so in the future.
Practitioner – we feel this assessment will be richer than a more traditional model, with a variety of techniques. However, I expect the workload to be high – significantly higher than with traditional methods.
Learner – I hope that the students will appreciate the level of feedback they receive, and the variety of different assessment components. This module has explicit links to employability skills, which we will emphasise throughout, so we hope to scaffold further development of these areas in our students through the module and its associated assessments. Time will tell!
","This activity was based on a JISC (2010) publication. I’m basing my reflection on a new undergraduate level 2 module which myself and a colleague are planning at the moment. It is based on an online business game simulation played in groups. It will have two group assessments, a business plan and a performance presentation, […]",publish,octel-week-6-activity-6-1-reading-and-reflection-on-assessment-practices-6,2013-05-19 09:25:17,post,"Course Reader,Blog posts",Uncategorized
3880,174,2013-05-19 21:05:38,Drivers and constraints #ocTEL 5.1,"
How do course dimensions drive and influence our use of technology? Hill et. al.(1) provide a model of the different factors at play here, identifying four key areas:
Logistical: student numbers, class/programme duration etc.
Practice-based: activity type, participant expertise, existing practice etc.
Pedagogical purpose: pedagogical plan and guidance to instructor (from template?).
Participation: contact environment and extent of web work.
Which of these considerations is the biggest driver towards your adoption and choice of technology?
Thinking of our distance learning masters, participation is the most important driver – the course is online, so we have no choice but to adopt technology to deliver it. However in terms of which factors affect the choice of technology, then I think to date practice-based factors have had the biggest influence. How the course looks, in terms of its structure and its delivery have all been modelled on existing f2f programmes, because that’s what we know, and so is our biggest source of knowledge and experience with which to model something new. Choosing which types of technology to use to deliver different parts of the course was very much a case of finding the best out of an available set of tools to model a particular form of f2f delivery. Here logistical factors play a constraining role – the number of students, technical capability of those students, and tools available to us within the institutional VLE, all restricted the set of options from which we were choosing. The last one of those three logistical constraints isn’t identified by Hill et. al., but in my experience it’s particularly important.
How do these dimensions change each time you run the course and what effects does this have on technology choices (e.g. ‘scale/capacity’ of certain activities for class size, physical location of activity)?
Now that the course has been developed and has been running for a few years, and we’ve gained experience of delivering a full distance learning programme, we’re able to pay more attention to the pedagogical purpose. Having found tools within the initially available set that fit with a pedagogy based on f2f experience, we can now think about redesigning aspects of the course that don’t work so well, thinking clearly about a specifically online pedagogy. We’re still constrained by logistical factors, but perhaps we now have more confidence to overcome those wherever possible if necessary.
(1) Robin K. Hill, Jill W. Fresen and Fawei Geng, ‘Derivation of electronic course templates for use in higher education’, Research in Learning Technology 2012, 20: 18665 – http://dx.doi.org/10.3402/rlt.v20i0.18665
","How do course dimensions drive and influence our use of technology? Hill et. al.(1) provide a model of the different factors at play here, identifying four key areas: Logistical: student numbers, class/programme duration etc. Practice-based: activity type, participant expertise, existing practice etc. Pedagogical purpose: pedagogical plan and guidance to instructor …",publish,drivers-and-constraints-octel-5-1,2013-05-19 21:05:38,post,"Blog posts,Course Reader","Learning Technology,Reflection,pedagogy,#ocTEL,Site structure,VLE"
5177,174,2013-05-19 21:05:38,Drivers and constraints #ocTEL 5.1,"
How do course dimensions drive and influence our use of technology? Hill et. al.(1) provide a model of the different factors at play here, identifying four key areas:
Logistical: student numbers, class/programme duration etc.
Practice-based: activity type, participant expertise, existing practice etc.
Pedagogical purpose: pedagogical plan and guidance to instructor (from template?).
Participation: contact environment and extent of web work.
Which of these considerations is the biggest driver towards your adoption and choice of technology?
Thinking of our distance learning masters, participation is the most important driver – the course is online, so we have no choice but to adopt technology to deliver it. However in terms of which factors affect the choice of technology, then I think to date practice-based factors have had the biggest influence. How the course looks, in terms of its structure and its delivery have all been modelled on existing f2f programmes, because that’s what we know, and so is our biggest source of knowledge and experience with which to model something new. Choosing which types of technology to use to deliver different parts of the course was very much a case of finding the best out of an available set of tools to model a particular form of f2f delivery. Here logistical factors play a constraining role – the number of students, technical capability of those students, and tools available to us within the institutional VLE, all restricted the set of options from which we were choosing. The last one of those three logistical constraints isn’t identified by Hill et. al., but in my experience it’s particularly important.
How do these dimensions change each time you run the course and what effects does this have on technology choices (e.g. ‘scale/capacity’ of certain activities for class size, physical location of activity)?
Now that the course has been developed and has been running for a few years, and we’ve gained experience of delivering a full distance learning programme, we’re able to pay more attention to the pedagogical purpose. Having found tools within the initially available set that fit with a pedagogy based on f2f experience, we can now think about redesigning aspects of the course that don’t work so well, thinking clearly about a specifically online pedagogy. We’re still constrained by logistical factors, but perhaps we now have more confidence to overcome those wherever possible if necessary.
(1) Robin K. Hill, Jill W. Fresen and Fawei Geng, ‘Derivation of electronic course templates for use in higher education’, Research in Learning Technology 2012, 20: 18665 – http://dx.doi.org/10.3402/rlt.v20i0.18665
","How do course dimensions drive and influence our use of technology? Hill et. al.(1) provide a model of the different factors at play here, identifying four key areas: Logistical: student numbers, class/programme duration etc. Practice-based: activity type, participant expertise, existing practice etc. Pedagogical purpose: pedagogical plan and guidance to instructor …",publish,drivers-and-constraints-octel-5-1-2,2013-05-19 21:05:38,post,"Blog posts,Course Reader","Learning Technology,VLE,Reflection,#ocTEL,pedagogy,Site structure"
3893,171,2013-05-20 02:34:49,suefolleyoctel.wordpress.com,"
add this on Delicious
- saved by suefolley
to
octelfrom twitter
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
- more about this link
...",publish,suefolleyoctel-wordpress-com-11,2013-05-20 02:34:49,post,"Course Reader,Delicious,Bookmarks","from,from twitter,twitter,#ocTEL"
3892,171,2013-05-20 06:25:40,www.scoop.it,"
add this on Delicious
- saved by suefolley
to
octelfrom twitterlearningedchat
- more about this link
","
add this on Delicious
- saved by suefolley
to
octel
from twitter
learning
edchat
...",publish,www-scoop-it,2013-05-20 06:25:40,post,"Delicious,Bookmarks,Course Reader","from twitter,twitter,#ocTEL,edchat,learning,from"
3898,7,2013-05-20 06:25:40,www.scoop.it,"
add this on Delicious
- saved by
to
octelfrom twitterlearningedchat
- more about this link
","
add this on Delicious
- saved by
to
octel
from twitter
learning
edchat
- ...",publish,www-scoop-it-2,2013-05-20 06:25:40,post,"Bookmarks,Course Reader,Delicious","twitter,edchat,#ocTEL,learning,from,from twitter"
3886,1464,2013-05-20 09:28:22,"Finding resources, making resources? - I don't have time! #octel","
See on Scoop.it - Calling All LecturersYour standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding t...
See on Scoop.it - Calling All LecturersYour standard academic is overworked and time poor, they would like to provide high quality additional resources to help their students study but if finding t...
",publish,finding-resources-making-resources-i-dont-have-time-octel-5,2013-05-20 09:28:22,post,"Scoopit,Course Reader,Bookmarks",
3887,1464,2013-05-20 09:28:24,"kiwibelma: Finding resources, making resources? - I don't have time! #octel | @scoopit http://t.co/ZAjEjB6xeN","
",publish,kiwibelma-finding-resources-making-resources-i-dont-have-time-octel-scoopit-httpt-cozajejb6xen,2013-05-20 09:28:24,post,"Social networks,Twitter (Q&A)",#ocTEL
3889,3,2013-05-20 12:32:11,ocTEL Week 6 Webinar,"Join our weekly webinar at 10.00 on Wednesday 22 May, via Blackboard Collaborate 11.
You can access the Week 6 webinar via this link.
This week's webinar
PLEASE NOTE this week's webinar is at 10:00am rather than the usual 12.30pm.
Start with the end in Mind: Gilly Salmon tells stories about assessment and feedback from the perspective of e-tivities (online activities). She’ll cover the new e-tivities framework (‘invitation’) and the latest news of ‘Carpe Diem’ learning design workshops.
About the presenter
Gilly is Pro Vice-Chancellor, Learning Transformations at Swinburne University of Technology. She is internationally renowned for her significant contributions to online education, including research, innovation, program design, teaching methods and the use of new technologies. Recent publications include Podcasting for Learning in Universities and Learning in Groups.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ's
For help prior to the webinar and some frequently asked questions please visit our help page.
If you have any questions contact octel-tech@alt.ac.uk.","",publish,octel-week-6-webinar,2013-05-20 12:32:45,post,Course information,course information
3894,1004,2013-05-20 12:40:00,By a huge co-incidence I happened to write a blog post about assessment last week. It links to some ...,"
Joseph Gliddon
Mon, 20 May 2013 12:40:00 GMT
- Community
By a huge co-incidence I happened to write a blog post about assessment last week. It links to some nice research on using feedback effectively with tests. #octel
One of my pet hates is the boring shiny store bought compliance e-learning, you know the kind - A page with a picture and 2 chunks of text and a next button, every few pages a handful of multiple c...
","
Joseph Gliddon
Mon, 20 May 2013 12:40:00 GMT
- Community
By a huge co-incidence I happened to write a blog post about assessment last week. It links to some nice research on using feedback effectively with tests. #octel
One of my pet hates is the boring shiny store bought compliance e-learning, you know the kind - A page with a picture and 2 chunks of text and a next button, every few pages a handful of multiple c...
As lead tutor for this week, I'd like to welcome you to WEEK 6 of ocTEL. We're now at the half-way point of this 10 week MOOC and it's great to see many of you still actively engaged with the course.
I'm from Glasgow Caledonian University where we place a strong emphasis on blended learning across all our programmes. You can find out a bit more about what I do at http://www.gcu.ac.uk/lead/meettheteam/professorlindacreanor/ [...] ","Hello everyone,As lead tutor for this week, I'd like to welcome you to WEEK 6 of ocTEL. We're now at the half-way point of this 10 week MOOC and it's great to see many of you still actively engaged with the course.I'm from Glasgow Caledonian University...",publish,welcome-to-assessment-feedback-octel-week-6,2013-05-20 14:53:54,post,"Course Reader,JISCMail,Lists",
4857,1466,2013-05-20 14:53:54,"Welcome to Assessment & Feedback, ocTEL week 6","Hello everyone,
As lead tutor for this week, I'd like to welcome you to WEEK 6 of ocTEL. We're now at the half-way point of this 10 week MOOC and it's great to see many of you still actively engaged with the course.
I'm from Glasgow Caledonian University where we place a strong emphasis on blended learning across all our programmes. You can find out a bit more about what I do at http://www.gcu.ac.uk/lead/meettheteam/professorlindacreanor/ [...] ","Hello everyone,As lead tutor for this week, I'd like to welcome you to WEEK 6 of ocTEL. We're now at the half-way point of this 10 week MOOC and it's great to see many of you still actively engaged with the course.I'm from Glasgow Caledonian University...",publish,welcome-to-assessment-feedback-octel-week-6-2,2013-05-20 14:53:54,post,"Lists,Course Reader,JISCMail",
5353,1466,2013-05-20 14:53:54,"Welcome to Assessment & Feedback, ocTEL week 6","Hello everyone,
As lead tutor for this week, I'd like to welcome you to WEEK 6 of ocTEL. We're now at the half-way point of this 10 week MOOC and it's great to see many of you still actively engaged with the course.
I'm from Glasgow Caledonian University where we place a strong emphasis on blended learning across all our programmes. You can find out a bit more about what I do at http://www.gcu.ac.uk/lead/meettheteam/professorlindacreanor/ [...] ","Hello everyone,As lead tutor for this week, I'd like to welcome you to WEEK 6 of ocTEL. We're now at the half-way point of this 10 week MOOC and it's great to see many of you still actively engaged with the course.I'm from Glasgow Caledonian University...",publish,welcome-to-assessment-feedback-octel-week-6-3,2013-05-20 14:53:54,post,"Lists,Course Reader,JISCMail",
5704,1466,2013-05-20 14:53:54,"Welcome to Assessment & Feedback, ocTEL week 6","Hello everyone,
As lead tutor for this week, I'd like to welcome you to WEEK 6 of ocTEL. We're now at the half-way point of this 10 week MOOC and it's great to see many of you still actively engaged with the course.
I'm from Glasgow Caledonian University where we place a strong emphasis on blended learning across all our programmes. You can find out a bit more about what I do at http://www.gcu.ac.uk/lead/meettheteam/professorlindacreanor/ [...] ","Hello everyone,As lead tutor for this week, I'd like to welcome you to WEEK 6 of ocTEL. We're now at the half-way point of this 10 week MOOC and it's great to see many of you still actively engaged with the course.I'm from Glasgow Caledonian University...",publish,welcome-to-assessment-feedback-octel-week-6-4,2013-05-20 14:53:54,post,"Lists,JISCMail,Course Reader",
3902,17,2013-05-20 21:36:04,"Associative perspective on Assessment & Feedback in Mathematics","
In my past as a Maths teacher/ lecturer my perspective of assessment was largely associative. (see image below) Learners practice skills in order to acquire the knowledge and skills and later the understanding necessary to progress. The learners are assessed on their ability to perform the skills and apply the knowledge and understanding. Feedback is given on the accuracy of answers, the appropriateness of the application of skills and knowledge. Understanding of concepts is largely assessed through the correct application of skills and knowledge.
I have been a maths ‘teacher’ for some time and would like to think that if I returned to maths education I could and would change my perspective. However, my daughter is now a secondary school maths teacher and through conversation with her I understand that little has changed in the formal assessment of maths in schools. In fact I think that moves away from the associative perspective have been reversed with the removal of coursework elements from the assessment process. On the positive side there seems to be more of an emphasis on self assessment than in the past. My involvement with university level maths leads me to believe that the assessment perspective is largely associative. I have recently been supporting a couple of students studying for 3rd year (out of 4) maths exams and their revision is centred on past papers in honing their skills in following the correct procedures to calculate line integrals etc. This assessment doesn’t assess how mathematical they have become – but how well they can memorise the procedures!
Accessed from http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf
","In my past as a Maths teacher/ lecturer my perspective of assessment was largely associative. (see image below) Learners practice skills in order to acquire the knowledge and skills and later the understanding necessary to progress. The learners are assessed on their ability to perform the skills and apply the knowledge and understanding. Feedback is […]",publish,associative-perspective-on-assessment-feedback-in-mathematics,2013-05-20 21:36:04,post,"Blog posts,Course Reader","Feedback,Uncategorized,Associative perspective,assessment"
4607,17,2013-05-20 21:36:04,"Associative perspective on Assessment & Feedback in Mathematics","
In my past as a Maths teacher/ lecturer my perspective of assessment was largely associative. (see image below) Learners practice skills in order to acquire the knowledge and skills and later the understanding necessary to progress. The learners are assessed on their ability to perform the skills and apply the knowledge and understanding. Feedback is given on the accuracy of answers, the appropriateness of the application of skills and knowledge. Understanding of concepts is largely assessed through the correct application of skills and knowledge.
I have been a maths ‘teacher’ for some time and would like to think that if I returned to maths education I could and would change my perspective. However, my daughter is now a secondary school maths teacher and through conversation with her I understand that little has changed in the formal assessment of maths in schools. In fact I think that moves away from the associative perspective have been reversed with the removal of coursework elements from the assessment process. On the positive side there seems to be more of an emphasis on self assessment than in the past. My involvement with university level maths leads me to believe that the assessment perspective is largely associative. I have recently been supporting a couple of students studying for 3rd year (out of 4) maths exams and their revision is centred on past papers in honing their skills in following the correct procedures to calculate line integrals etc. This assessment doesn’t assess how mathematical they have become – but how well they can memorise the procedures!
Accessed from http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf
","In my past as a Maths teacher/ lecturer my perspective of assessment was largely associative. (see image below) Learners practice skills in order to acquire the knowledge and skills and later the understanding necessary to progress. The learners are assessed on their ability to perform the skills and apply the knowledge and understanding. Feedback is […]",publish,associative-perspective-on-assessment-feedback-in-mathematics-2,2013-05-20 21:36:04,post,"Blog posts,Course Reader","Uncategorized,Associative perspective,Feedback,assessment"
3961,1465,2013-05-21 00:30:34,[OCTEL] Daily newsletter,"
PLEASE NOTE this week’s webinar is at 10:00am rather than the usual 12.30pm.
Start with the end in Mind: Gilly Salmon tells stories about assessment and feedback from the perspective of e-tivities (online activities). She’ll cover the new e-tivities framework (‘invitation’) and the latest news of ‘Carpe Diem’ learning design workshops.
About the presenter
Gilly is Pro Vice-Chancellor, Learning Transformations at Swinburne University of Technology. She is internationally renowned for her significant contributions to online education, including research, innovation, program design, teaching methods and the use of new technologies. Recent publications include Podcasting for Learning in Universities and Learning in Groups.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ’s
For help prior to the webinar and some frequently asked questions please visit our help page.
In my past as a Maths teacher/ lecturer my perspective of assessment was largely associative. (see image below) Learners practice skills in order to acquire the knowledge and skills and later the understanding necessary to progress. The learners are assessed on their ability to perform the skills and apply the Read more »
PLEASE NOTE this week’s webinar is at 10:00am rather than the usual 12.30pm.
Start with the end in Mind: Gilly Salmon tells stories about assessment and feedback from the perspective of e-tivities (online activities). She’ll cover the new e-tivities framework (‘invitation’) and the latest news of ‘Carpe Diem’ learning design workshops.
About the presenter
Gilly is Pro Vice-Chancellor, Learning Transformations at Swinburne University of Technology. She is internationally renowned for her significant contributions to online education, including research, innovation, program design, teaching methods and the use of new technologies. Recent publications include Podcasting for Learning in Universities and Learning in Groups.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ’s
For help prior to the webinar and some frequently asked questions please visit our help page.
In my past as a Maths teacher/ lecturer my perspective of assessment was largely associative. (see image below) Learners practice skills in order to acquire the knowledge and skills and later the understanding necessary to progress. The learners are assessed on their ability to perform the skills and apply the Read more »
",publish,octel-daily-newsletter-2,2013-05-21 00:30:34,post,"Course Reader,Newsletter Archive",
3908,53,2013-05-21 08:10:24,Approaches to assessment,"
Just thinking about the four perspectives on assessment described in Effective Assessment in a Digital Age (www.jisc.ac.uk/digiassess): associative, constructivist, social constructivist and situative. The course Im teaching is an MA in Photographic History http://www.dmu.ac.uk/study/courses/postgraduate-courses/photographic-history-practice/photographic-history-and-practice-ma-pgdip.aspx and I teach a module on digital humanities. The module is built around a different historical collection of physical material each year that provides a vehicle for students to learn about handling primary resources, cataloguing, digitizing, describing, tagging, and finding resources, leading into database development and Web site design and testing. The summative assessment comprises two parts at the end of the module: firstly in groups students bring together all the digital material they have assembled and use their Web design skills to create an online exhibition. They present the exhibition as a design pitch to an audience and are marked on the effectiveness of their design as evidenced by their pitch plus the quality of their presentation. They each receive a group mark plus feedback comments from the audience and tutors. The second part is an individual critical appraisal of their own group’s design, in which they have to specify and justify the assessment criteria they are going to apply, award the group project a mark based on their own criteria and explain why they have awarded that mark. For this they receive an individual assessment score. Prior to all of this, as the module proceeds, there are weekly activities, some of which are individual, some in pairs and some group based. These are not marked but how each one relates to the final summative assessment is clearly explained. So the module is built around a triangle of (1) learning outcomes, (2) summative assessment to test learning outcomes at a high level of integration, and (3) formative activities that enable learners to acquire and rehearse the skills and knowledge they need to succeed in the summative assessment.
Overall the module adopts a situative perspective. The assessment task is real: students do actually build an online gallery and exhibition and it’s the kind of task they are likely to do as professionals in their future careers. The module as a whole models the kinds of behaviours expected of professionals in terms of material handling, digital skills, background research, information design and presentation. Where it falls short is in lack of involvement of professional practitioners in the assessment process and connection with the practitioner community generally. However some technology such as online conferencing, blogs or facebook may enable this.
In the early weeks of the module the approach is associative, focused on discrete skill sets such as cataloguing, file naming, tagging, scanning, image optimization, database design etc. These are formatively assessed through activities that are started in class and finished ready for presentations to class the following week.
The archival resource at the heart of the module changes each year. Students have to interrogate and research it in order to understand what it is and its historical significance. This is an individual activity through which they develop skills discovering and restructuring information to construct their own knowledge, explicitly based on constructivist learning principles.
The closing weeks of the module cover the design task, in which learners work in teams to pool resources and synthesize their individual perspectives into a shared conception. By this stage the groups are largely self-managing as would be expected of a social constructivist approach.
","Just thinking about the four perspectives on assessment described in Effective Assessment in a Digital Age (www.jisc.ac.uk/digiassess): associative, constructivist, social constructivist and situative. The course Im teaching is an MA in Photographic History http://www.dmu.ac.uk/study/courses/postgraduate-courses/photographic-history-practice/photographic-history-and-practice-ma-pgdip.aspx and I teach a module on … Continue reading →",publish,approaches-to-assessment,2013-05-21 08:10:24,post,"Course Reader,Blog posts","REAP,Education,Constructivist,assessment,learning,#ocTEL,social constructivist"
5320,53,2013-05-21 08:10:24,Approaches to assessment,"
Just thinking about the four perspectives on assessment described in Effective Assessment in a Digital Age (www.jisc.ac.uk/digiassess): associative, constructivist, social constructivist and situative. The course Im teaching is an MA in Photographic History http://www.dmu.ac.uk/study/courses/postgraduate-courses/photographic-history-practice/photographic-history-and-practice-ma-pgdip.aspx and I teach a module on digital humanities. The module is built around a different historical collection of physical material each year that provides a vehicle for students to learn about handling primary resources, cataloguing, digitizing, describing, tagging, and finding resources, leading into database development and Web site design and testing. The summative assessment comprises two parts at the end of the module: firstly in groups students bring together all the digital material they have assembled and use their Web design skills to create an online exhibition. They present the exhibition as a design pitch to an audience and are marked on the effectiveness of their design as evidenced by their pitch plus the quality of their presentation. They each receive a group mark plus feedback comments from the audience and tutors. The second part is an individual critical appraisal of their own group’s design, in which they have to specify and justify the assessment criteria they are going to apply, award the group project a mark based on their own criteria and explain why they have awarded that mark. For this they receive an individual assessment score. Prior to all of this, as the module proceeds, there are weekly activities, some of which are individual, some in pairs and some group based. These are not marked but how each one relates to the final summative assessment is clearly explained. So the module is built around a triangle of (1) learning outcomes, (2) summative assessment to test learning outcomes at a high level of integration, and (3) formative activities that enable learners to acquire and rehearse the skills and knowledge they need to succeed in the summative assessment.
Overall the module adopts a situative perspective. The assessment task is real: students do actually build an online gallery and exhibition and it’s the kind of task they are likely to do as professionals in their future careers. The module as a whole models the kinds of behaviours expected of professionals in terms of material handling, digital skills, background research, information design and presentation. Where it falls short is in lack of involvement of professional practitioners in the assessment process and connection with the practitioner community generally. However some technology such as online conferencing, blogs or facebook may enable this.
In the early weeks of the module the approach is associative, focused on discrete skill sets such as cataloguing, file naming, tagging, scanning, image optimization, database design etc. These are formatively assessed through activities that are started in class and finished ready for presentations to class the following week.
The archival resource at the heart of the module changes each year. Students have to interrogate and research it in order to understand what it is and its historical significance. This is an individual activity through which they develop skills discovering and restructuring information to construct their own knowledge, explicitly based on constructivist learning principles.
The closing weeks of the module cover the design task, in which learners work in teams to pool resources and synthesize their individual perspectives into a shared conception. By this stage the groups are largely self-managing as would be expected of a social constructivist approach.
","Just thinking about the four perspectives on assessment described in Effective Assessment in a Digital Age (www.jisc.ac.uk/digiassess): associative, constructivist, social constructivist and situative. The course Im teaching is an MA in Photographic History http://www.dmu.ac.uk/study/courses/postgraduate-courses/photographic-history-practice/photographic-history-and-practice-ma-pgdip.aspx and I teach a module on … Continue reading →",publish,approaches-to-assessment-2,2013-05-21 08:10:24,post,"Course Reader,Blog posts","social constructivist,learning,REAP,Education,#ocTEL,assessment,Constructivist"
3913,171,2013-05-21 13:34:51,The use of Rubrics in Assessment,"
One of the ways we have found in improving student assessment choice, increasing transparency in the assessment process and encouraging students to engage with their feedback was to use rubrics in the assessment process. I know rubrics are contested by some, and are not right for every discipline and in every context, but we had some really positive results by using them. It isn’t easy to create a rubric, especially a scored one where it works out the grade, but most academic members of staff have a marking scheme of some sort, or even just tacit knowledge to know what a piece of work is ‘worth’. It takes a while to get it right and working in the way it should. I worked with another member of staff at the University on a project which tried rubrics out within assessment. The steps were:
The student completed the assignment, they could hand in their assignment in any format they wanted as long as it could be submitted directly to the University VLE or linked to. So they could write an essay, do a PowerPoint presentation, do a short video or a podcast, or use whatever format they chose as long as it met the learning criteria and could be accessed.
Whilst the member of staff was marking the assignment using the rubric, we asked the students to self-assess themselves against the rubric, and submit the rubric to us.
When the work was handed back we asked the students to compare the marked rubric against their own.
If the students felt that they had been unfairly marked on any of the criteria, they could appeal. They had to write no more than 500 words referring to the rubric and their original piece of work submitted.
We compared the results of the self-assessment with that of the tutors.
We found the following:
That using the rubric created complete transparency of where the marks came from. The students really liked this instead of not being sure of how a particular mark was arrived at.
Using the rubric allowed students complete choice on choice of format, which played to their strengths rather than just favouring those students who were good at writing or exams.
Breaking the mark down into the different criteria was also useful, as it gave the students some really clear information on how they could improve their piece of work or future assignments.
Giving the student the chance to appeal gave them agency over the process. Only two students took the tutor up on this option, one convinced the tutor they should have been graded slightly higher, the other admitted they were trying it on and accepted the given grade.
The self-assessment task gave the tutor some really interesting data:
Firstly it gave the tutor some really rich diagnostic data as it broke down the information into individual criteria, the tutor could see if any of the criteria had been misunderstood. In this case the students rated themselves much higher than the tutor on one of the criteria, which was to do with secondary resources. They had obviously misunderstood what this involved, so intervention could take place, and some training/explanation of that could immediately be put in place to correct that.
Most students saw themselves as in the 2.1 category (60-70%). Not sure if this was wishful thinking by some but those that were 2.2 or 3rd students rated themselves higher, and maybe through modesty the 1st students (over 70%) also rated themselves as 2.1s.
The students who rated themselves as 2.1s and were graded by the tutor as 2.1s were not scoring consistent 2.1s across all criteria. This was interesting as I think that those students who expected a 2.1 and then subsequently got it, would probably not have engaged with their feedback much if it had not been for the rubric. The rubric showed them that they were perhaps scoring a 1st in some criteria and lower, even down to a 3rd in other criteria but gaining an overall average of a 2.1. Having that in front of them in the rubric showed them clearly what they needed to do to improve their work and gave them the aspirations of getting a first (perhaps they had never thought this possible).
This activity was improved in subsequent years to have the students engage with their criteria before submitting their work, and involving peer assessment before having a chance to improve their own piece of work. The tutor was also able to compare years and cohorts to see how the students have improved. It was very interesting to be involved with this, and the students really liked the rubrics being used as it was crystal clear in how the marks had been arrived at and exactly what they needed to do to improve their grade.
Some further references about using rubrics (including our conference presentations about the above project)
Campbell, A. (2005). Application of ICT and rubrics to the assessment process where professional judgement is involved: the features of an e-marking tool. Assessment & Evaluation in Higher Education, 30(5), 529-537.
Ellis, C., & Folley, S. (2009). Improving student assessment choice using Blackboard’s e-assessment tools. Paper presented at BbWorld Europe 2009, April 6–8, in Barcelona, Spain.
Ellis, C., & S. Folley, S (2009). The use of scoring rubrics to assist in the management of increased student assessment.
Hafner, J., & Hafner, P. (2003). Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer-group rating. International Journal of Science Education, 25(12), 1509-1528.
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144.
Meier, S., Rich, B., & Cady, J. (2006). Teachers’ use of rubrics to score non-traditional tasks: factors related to discrepancies in scoring. Assessment in Education: Principles, Policy & Practice, 13(1), 69-95.
","One of the ways we have found in improving student assessment choice, increasing transparency in the assessment process and encouraging students to engage with their feedback was to use rubrics in the assessment process. I know rubrics are contested by some, and are not right for every discipline and in every context, but we had […]",publish,the-use-of-rubrics-in-assessment,2013-05-21 13:34:51,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
4666,171,2013-05-21 13:34:51,The use of Rubrics in Assessment,"
One of the ways we have found in improving student assessment choice, increasing transparency in the assessment process and encouraging students to engage with their feedback was to use rubrics in the assessment process. I know rubrics are contested by some, and are not right for every discipline and in every context, but we had some really positive results by using them. It isn’t easy to create a rubric, especially a scored one where it works out the grade, but most academic members of staff have a marking scheme of some sort, or even just tacit knowledge to know what a piece of work is ‘worth’. It takes a while to get it right and working in the way it should. I worked with another member of staff at the University on a project which tried rubrics out within assessment. The steps were:
The student completed the assignment, they could hand in their assignment in any format they wanted as long as it could be submitted directly to the University VLE or linked to. So they could write an essay, do a PowerPoint presentation, do a short video or a podcast, or use whatever format they chose as long as it met the learning criteria and could be accessed.
Whilst the member of staff was marking the assignment using the rubric, we asked the students to self-assess themselves against the rubric, and submit the rubric to us.
When the work was handed back we asked the students to compare the marked rubric against their own.
If the students felt that they had been unfairly marked on any of the criteria, they could appeal. They had to write no more than 500 words referring to the rubric and their original piece of work submitted.
We compared the results of the self-assessment with that of the tutors.
We found the following:
That using the rubric created complete transparency of where the marks came from. The students really liked this instead of not being sure of how a particular mark was arrived at.
Using the rubric allowed students complete choice on choice of format, which played to their strengths rather than just favouring those students who were good at writing or exams.
Breaking the mark down into the different criteria was also useful, as it gave the students some really clear information on how they could improve their piece of work or future assignments.
Giving the student the chance to appeal gave them agency over the process. Only two students took the tutor up on this option, one convinced the tutor they should have been graded slightly higher, the other admitted they were trying it on and accepted the given grade.
The self-assessment task gave the tutor some really interesting data:
Firstly it gave the tutor some really rich diagnostic data as it broke down the information into individual criteria, the tutor could see if any of the criteria had been misunderstood. In this case the students rated themselves much higher than the tutor on one of the criteria, which was to do with secondary resources. They had obviously misunderstood what this involved, so intervention could take place, and some training/explanation of that could immediately be put in place to correct that.
Most students saw themselves as in the 2.1 category (60-70%). Not sure if this was wishful thinking by some but those that were 2.2 or 3rd students rated themselves higher, and maybe through modesty the 1st students (over 70%) also rated themselves as 2.1s.
The students who rated themselves as 2.1s and were graded by the tutor as 2.1s were not scoring consistent 2.1s across all criteria. This was interesting as I think that those students who expected a 2.1 and then subsequently got it, would probably not have engaged with their feedback much if it had not been for the rubric. The rubric showed them that they were perhaps scoring a 1st in some criteria and lower, even down to a 3rd in other criteria but gaining an overall average of a 2.1. Having that in front of them in the rubric showed them clearly what they needed to do to improve their work and gave them the aspirations of getting a first (perhaps they had never thought this possible).
This activity was improved in subsequent years to have the students engage with their criteria before submitting their work, and involving peer assessment before having a chance to improve their own piece of work. The tutor was also able to compare years and cohorts to see how the students have improved. It was very interesting to be involved with this, and the students really liked the rubrics being used as it was crystal clear in how the marks had been arrived at and exactly what they needed to do to improve their grade.
Some further references about using rubrics (including our conference presentations about the above project)
Campbell, A. (2005). Application of ICT and rubrics to the assessment process where professional judgement is involved: the features of an e-marking tool. Assessment & Evaluation in Higher Education, 30(5), 529-537.
Ellis, C., & Folley, S. (2009). Improving student assessment choice using Blackboard’s e-assessment tools. Paper presented at BbWorld Europe 2009, April 6–8, in Barcelona, Spain.
Ellis, C., & S. Folley, S (2009). The use of scoring rubrics to assist in the management of increased student assessment.
Hafner, J., & Hafner, P. (2003). Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer-group rating. International Journal of Science Education, 25(12), 1509-1528.
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144.
Meier, S., Rich, B., & Cady, J. (2006). Teachers’ use of rubrics to score non-traditional tasks: factors related to discrepancies in scoring. Assessment in Education: Principles, Policy & Practice, 13(1), 69-95.
","One of the ways we have found in improving student assessment choice, increasing transparency in the assessment process and encouraging students to engage with their feedback was to use rubrics in the assessment process. I know rubrics are contested by some, and are not right for every discipline and in every context, but we had […]",publish,the-use-of-rubrics-in-assessment-2,2013-05-21 13:34:51,post,"Course Reader,Blog posts","#ocTEL,Uncategorized"
3917,2,2013-05-21 18:41:30,Some (late) notes on platforms and technologies,"With apologies that this is late, which is entirely my fault, here's Phil Tubman's take on some of the discussions that took place last week on Platforms and Technologies.
Last week there was a lot to do. Participants were advised to dip into the activities that have most resonance with their practice or thinking.
Activity 5.0 is a chance to think about platforms and technologies in relation to Kolb’s experiential learning cycle. James Kerr did an analysis of Social Media tools, and concluded that SM tools can support activities in any quadrant of the experiential learning cycle. For example YouTube videos can be consumed, reflected on and created, so this fits into all areas. Stephen Brown also made a similar observation, but extended the idea to all technology, and did an analysis on use of clickers in classrooms:
clickers could be used by learners to record their emotions (click every time you feel angry/sad/amused/etc. while listening to/watching/reading/doing XYZ), so they are seemingly compatible with the diverger style, but if the results were collected together and displayed and the class were asked to reflect on them then wouldn’t that support the assimilator style?
I commented that this is only available if the clicker providers allow this functionality, as most clicker systems are very closed in terms of the interactions that are possible - you can only answer a question when it is ‘sent’ to you, which limits the experiential learning potential.
The emergent theme is that it is usually not the tool that ‘places’ it in a quadrant, but the learning activity. Sancha talked about this in his reflection of the design process.
I do wonder if Kolb realised what impact online social interactions would have on his cycle, as the ‘thinking’ quadrants (reflect and do) seem to happen more in these social spaces.
Activity 5.1 asks participants to think about what ‘drives’ their takeup of technology, and how platforms and technologies support or detract from this. Alice Shepherd’s blog post took the templates provided from Hill et al, added a few more logistical dimensions, and noted that ad hoc arrangements sometimes drive technology choices:
During the ash cloud a few years ago, I was prompted by circumstance to learn about how to do screencasting because so many of my students were stranded overseas close to exam time and needed to attend a virtual class, asynchronously as they were in multiple time zones. This emergency meant I started to use this technology and have returned to it many times since! So, there is serendipity as well.
If you have further stories to share regarding virtual classroom technology or open source pedagogy, the forums are ready and waiting...
With apologies that this is late, which is entirely my fault, here’s Phil Tubman’s take on some of the discussions that took place last week on Platforms and Technologies.
Last week there was a lot to do. Participants were advised to dip into the activities that have most resonance with their practice or thinking.
Activity 5.0 is a chance to think about platforms and technologies in relation to Kolb’s experiential learning cycle. James Kerr did an analysis of Social Media tools, and concluded that SM tools can support activities in any quadrant of the experiential learning cycle. For example YouTube videos can be consumed, reflected on and created, so this fits into all areas. Stephen Brown also made a similar observation, but extended the idea to all technology, and did an analysis on use of clickers in classrooms:
clickers could be used by learners to record their emotions (click every time you feel angry/sad/amused/etc. while listening to/watching/reading/doing XYZ), so they are seemingly compatible with the diverger style, but if the results were collected together and displayed and the class were asked to reflect on them then wouldn’t that support the assimilator style?
I commented that this is only available if the clicker providers allow this functionality, as most clicker systems are very closed in terms of the interactions that are possible – you can only answer a question when it is ‘sent’ to you, which limits the experiential learning potential.
The emergent theme is that it is usually not the tool that ‘places’ it in a quadrant, but the learning activity. Sancha talked about this in his reflection of the design process.
I do wonder if Kolb realised what impact online social interactions would have on his cycle, as the ‘thinking’ quadrants (reflect and do) seem to happen more in these social spaces.
Activity 5.1 asks participants to think about what ‘drives’ their takeup of technology, and how platforms and technologies support or detract from this. Alice Shepherd’s blog post took the templates provided from Hill et al, added a few more logistical dimensions, and noted that ad hoc arrangements sometimes drive technology choices:
During the ash cloud a few years ago, I was prompted by circumstance to learn about how to do screencasting because so many of my students were stranded overseas close to exam time and needed to attend a virtual class, asynchronously as they were in multiple time zones. This emergency meant I started to use this technology and have returned to it many times since! So, there is serendipity as well.
If you have further stories to share regarding virtual classroom technology or open source pedagogy, the forums are ready and waiting…
One of the ways we have found in improving student assessment choice, increasing transparency in the assessment process and encouraging students to engage with their feedback was to use rubrics in the assessment process. I know rubrics are contested by some, and are not right for every discipline and in Read more »
Just thinking about the four perspectives on assessment described in Effective Assessment in a Digital Age (www.jisc.ac.uk/digiassess):... associative, constructivist, social constructivist and situative. The course Im teaching is an MA in Photographic History http://www.dmu.ac.uk/s... and I teach a module … Continue reading → Read more »
With apologies that this is late, which is entirely my fault, here’s Phil Tubman’s take on some of the discussions that took place last week on Platforms and Technologies.
Last week there was a lot to do. Participants were advised to dip into the activities that have most resonance with their practice or thinking.
Activity 5.0 is a chance to think about platforms and technologies in relation to Kolb’s experiential learning cycle. James Kerr did an analysis of Social Media tools, and concluded that SM tools can support activities in any quadrant of the experiential learning cycle. For example YouTube videos can be consumed, reflected on and created, so this fits into all areas. Stephen Brown also made a similar observation, but extended the idea to all technology, and did an analysis on use of clickers in classrooms:
clickers could be used by learners to record their emotions (click every time you feel angry/sad/amused/etc. while listening to/watching/reading/doing XYZ), so they are seemingly compatible with the diverger style, but if the results were collected together and displayed and the class were asked to reflect on them then wouldn’t that support the assimilator style?
I commented that this is only available if the clicker providers allow this functionality, as most clicker systems are very closed in terms of the interactions that are possible – you can only answer a question when it is ‘sent’ to you, which limits the experiential learning potential.
The emergent theme is that it is usually not the tool that ‘places’ it in a quadrant, but the learning activity. Sancha talked about this in his reflection of the design process.
I do wonder if Kolb realised what impact online social interactions would have on his cycle, as the ‘thinking’ quadrants (reflect and do) seem to happen more in these social spaces.
Activity 5.1 asks participants to think about what ‘drives’ their takeup of technology, and how platforms and technologies support or detract from this. Alice Shepherd’s blog post took the templates provided from Hill et al, added a few more logistical dimensions, and noted that ad hoc arrangements sometimes drive technology choices:
During the ash cloud a few years ago, I was prompted by circumstance to learn about how to do screencasting because so many of my students were stranded overseas close to exam time and needed to attend a virtual class, asynchronously as they were in multiple time zones. This emergency meant I started to use this technology and have returned to it many times since! So, there is serendipity as well.
If you have further stories to share regarding virtual classroom technology or open source pedagogy, the forums are ready and waiting…
One of the ways we have found in improving student assessment choice, increasing transparency in the assessment process and encouraging students to engage with their feedback was to use rubrics in the assessment process. I know rubrics are contested by some, and are not right for every discipline and in Read more »
Just thinking about the four perspectives on assessment described in Effective Assessment in a Digital Age (www.jisc.ac.uk/digiassess):... associative, constructivist, social constructivist and situative. The course Im teaching is an MA in Photographic History http://www.dmu.ac.uk/s... and I teach a module … Continue reading → Read more »
I really like Nicol’s approach as it seems (to me) to be about getting students to be able to make accurate judgments on their own work. His earlier work (2009) uses ‘empower’ and ‘engage’ and I think this is the essence of these 12 principles. I like number 12 too – learn from your learners.
This ability to self-assess is really important to me as I would view learning as ‘situative’ and this ability to judge and value your own work is essential to ‘becoming’ a member of the CoP. This is related to confidence somehow so I am looking forward to the webinar shortly to see how this is built in….
","Snipped from http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf I really like Nicol’s approach as it seems (to me) to be about getting students to be able to make accurate judgments on their own work. His earlier work (2009) uses ‘empower’ and ‘engage’ and I think this is the essence of these 12 principles. I like number 12 too – learn from your learners. […]",publish,octel-activity-6-1,2013-05-22 08:10:46,post,"Course Reader,Blog posts","Uncategorized,Feedback,#ocTEL,JISC,Nicol"
3936,512,2013-05-22 08:39:33,ocTEL Activity 6.2 WebPA,"
I am ‘Mrs Teamwork’ when it comes to assessment. I think it is essential that it is properly supported rather than sink-or-swim. Although I have done a lot on this, I still do get the occasional ’it’s not fair’ vibe. WebPA is therefore very appealing to me (Case study 7, p42). I particularly like the aspect of agreeing criteria for assessment. This is an important stage in the establishing ground rules stages but one I find students skip over in their optimism and can come to regret. This would help formalize that stage. I shall be integrating it from September – so thanks!
","I am ‘Mrs Teamwork’ when it comes to assessment. I think it is essential that it is properly supported rather than sink-or-swim. Although I have done a lot on this, I still do get the occasional ’it’s not fair’ vibe. WebPA is therefore very appealing to me (Case study 7, p42). I particularly like the aspect of agreeing criteria for assessment. […]",publish,octel-activity-6-2-webpa,2013-05-22 08:39:33,post,"Course Reader,Blog posts","#ocTEL,JISC,webPA,Uncategorized"
3943,512,2013-05-22 09:47:44,Conole 7Cs of Learning Design,"
Thanks to Sandie Gay in the ocTEL webinar for highlighting this model.
"," Thanks to Sandie Gay in the ocTEL webinar for highlighting this model. http://www.slideshare.net/GrainneConole/7-cs-of-learning-design January 2013 update http://www.slideshare.net/GrainneConole/7-cs-update",publish,conole-7cs-of-learning-design,2013-05-22 09:47:44,post,"Course Reader,Blog posts","7Cs,Uncategorized,#ocTEL,Conole"
3942,512,2013-05-22 09:57:40,"“We are designing verbs, not nouns.” —Bill Moggridge","
Reminded of this in the ocTEL webinar today – focus on the learning outcomes not the curriculum content
","Reminded of this in the ocTEL webinar today – focus on the learning outcomes not the curriculum content Submitted by Cristobal Avendaño to the http://www.billmoggridge.com/celebration/",publish,we-are-designing-verbs-not-nouns-bill-moggridge,2013-05-22 09:57:40,post,"Blog posts,Course Reader","#ocTEL,learning outcomes,Uncategorized"
3947,3,2013-05-22 13:28:26,Week 6 webinar recording now available,"Thanks to everyone who took part in ocTEL’s weekly webinar this morning.
If you missed all or part of the week 6 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 17:00 BST for the week 7 webinar on supporting learners with tutor and peer communications. Check the Course Materials page for more information.
","",publish,week-6-webinar-recording-now-available,2013-05-22 13:32:33,post,Course information,course information
3953,946,2013-05-22 14:09:29,Assessing Assessment – ocTEL,"
This week on ocTEL we’re looking at assessment. As part of my thinking I refelcted on the use of quizzes in Moodle.
Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective. There is a real art to crafting questions so that they not only allow the learner to test their understanding, but also require a higher level of thinking.
If we look at the following multiple choice questions, the format of which is one of many different types available on Moodle, it provides the structure and the practitioner provides the question and the answers:
Which is these is a mammal?
Shark
Dog
Spider
Crocodile
This question does not test understanding, most students would be able to guess the answer or would not find it challenging. Within Bloom’s Taxonomy this is testing knowledge only, the bottom layer of the triangle.
In terms of feedback, you can design Moodle quizzes to provide feedback on questions. So you can explain why their answer is wrong or right and where to look for further information or support.
Onto a similar question:
What is the capital of Australia?
Sydney
Melbourne
Canberra
Melbourne
If we look at this question if you didn’t know the answer then you would need to do some research. However as with the previous question within Bloom’s Taxonomy this is testing knowledge only, the bottom layer of the triangle. It’s more challenging than the first question, but if you didn’t know it already then a quick Google search and you have the right answer.
So what about this question:
Which of these is the odd one out?
The “problem” with this question is that there is no single right answer. The answer needs an explanation, and it’s the explanation that demonstrates understanding of the question, not the answer.
If we look at Bloom’s Taxonomy it is possible with this question to go all the way to the top.
However Moodle will struggle with assessing a question with no “right” answer and certainly would not be able to assess the explanation.
You could provide generic feedback on why there is no “right” answer, but that may not be useful for all learners. Feedback needs to be personalised to be really effective. Students generally don’t appreciate generic feedback.
This doesn’t mean that Moodle quizzes aren’t an useful tool for checking learning, but its limitations in assessing higher order thinking needs to be considered when designing assessment.
","This week on ocTEL we’re looking at assessment. As part of my thinking I refelcted on the use of quizzes in Moodle. Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective. There is a real art to crafting questions so that they not only allow [...]",publish,assessing-assessment-octel,2013-05-22 14:09:29,post,"Course Reader,Blog posts","assessment,#ocTEL,quiz,bloom's taxonomy,moodle,ALT,VLE"
3958,1428,2013-05-22 14:09:29,Assessing Assessment – ocTEL,"
This week on ocTEL we’re looking at assessment. As part of my thinking I refelcted on the use of quizzes in Moodle. Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective.
This week on ocTEL we’re looking at assessment. As part of my thinking I refelcted on the use of quizzes in Moodle. Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective.
This week on ocTEL we're looking at assessment. As part of my thinking I refelcted on the use of quizzes in Moodle. Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective. There is a real art to crafting questions so that they not only allow ...
","
James Clay
Wed, 22 May 2013 14:17:06 GMT
- Google+
This week on ocTEL we're looking at assessment. As part of my thinking I refelcted on the use of quizzes in Moodle. Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective. There is a real art to crafting questions so that they not only allow ...
",publish,e-learning-stuff-blog-archive-assessing-assessment-octel,2013-05-22 14:17:06,post,"Google+,Course Reader,Social networks",
3957,1175,2013-05-22 15:24:19,Does weighing a pig make it smarter? #octel,"This week for #octel we need to”list and critique up to three different assessment approaches available on Technology Enhanced Learning courses” The 3 I am going to use are Online tests with automatic feedback Online Essay submission with online marking … Continue reading →","This week for #octel we need to”list and critique up to three different assessment approaches available on Technology Enhanced Learning courses” The 3 I am going to use are Online tests with automatic feedback Online Essay submission with online marking … Continue reading →",publish,does-weighing-a-pig-make-it-smarter-octel,2013-05-22 15:24:19,post,"Blog posts,Course Reader",#ocTEL
3959,512,2013-05-22 16:54:05,Gilly Salmon webinar in ocTEL introducing Carpe Diem workshop,"
For me this resembled a deign-thinking creative workshop but it was useful to see it applied to the process of learning design rather than product design. The resources are good too and include examples. For me, the useful take-aways of the 5 stage process were:
‘focus on the end-point’ i.e. LOs and
the reality check stage of the process – as all creative people can get carried away in the moment
These are visually depicted in the resources as per below.
","Good resources from the webinar today: http://www.gillysalmon.com/uploads/1/6/0/5/16055858/carpe_diem_planning_processmay2013_3.pdf For me this resembled a deign-thinking creative workshop but it was useful to see it applied to the process of learning design rather than product design. The resources are good too and include examples. For me, the useful take-aways of the 5 stage process were: ‘focus on the […]",publish,gilly-salmon-webinar-in-octel-introducing-carpe-diem-workshop,2013-05-22 16:54:05,post,"Course Reader,Blog posts","Uncategorized,Gilly Salmon,#ocTEL"
3967,878,2013-05-22 21:58:26,MOOC Quality Project,"
","Tags: ocTEL, TEL, mooc, europeby: David Jennings",publish,openuped-3,2013-05-22 22:21:41,post,"Course Reader,Diigo,Bookmarks","#ocTEL,mooc,europe,#tel"
3962,461,2013-05-22 23:01:00,What is Learning?,"
Designing Active Learning
What is learning?
Activity: Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? Consider this overview of categories of learning “suitable for instructional design planning“ in the table
My learning activity, to use Twitter purposefully.
I learned about Twitter some years back, but didn't feel the need to sign up until I attended a conference last year where they really promoted the value of Twitter for live participation during the events (think). I needed something tangible to convince myself of the need to Tweet. The conference gave me a purpose. I signed up for a Twitter account, for work purposes only (IIa, III) (plan). I think I made two Tweets during the events (do) and observed people face down in their phones rather than facing the speaker (which was weird for me) (IV) (observe). I also sough out people and groups of interest to 'follow', my motivation here was 'is what they were Tweeting of genuine interest or value to me'? (IIa, IIb, III) (think). So knowing why I want to, need to share my thoughts, ideas, instantly with the world via Twitter (Ia) was my first challenge in learning the technology. Knowing what Twitter is, what it isn't, the benefits and limitations are and how to develop protect my personal and professional reputation are also key (IV) (observe, think, plan). I recently created an embed code so my tweets and those of ocTEL appear in my blog page (IIb) (do), I also added instructions in my Bb course environment for those colleague who want to embed Twitter into their courses (II) (do).
I recently posted several tweets, because there was a button on the page I was on, not because I really felt it was valuable to share my activities with others (do). Although I am happy to share my thoughts with those I now and trust within my personal and professional circles, I have yet to overcome my anxieties about Tweeting, warts and all (IV) (think). I admit that I am periodically Tweeting during this ocTEL course, but don't prioritise my time to follow all the tweets of those I follow or seek out new tweets (IV) (do, observe, think, plan). Having said that when I do get round to logging in to Twitter I always find something to visit from those I follow (do).
I am confident and comfortable in explaining the value and terminology of Twitter to colleagues, I appreciate the value in a technology like Twitter for sharing thoughts, ideas, links etc to others. I will continue to reflect on 'why I follow the tweets of others', 'why I Tweet' and seriously would anyone really miss it if I didn't! and continue to develop my 'Twitter Literacy' .
I attempted to fit my reflection on learning within the typology of learning types identified as ""suitable for instructional design planning"" but found I was drawn more to David Kolb's learning styles model and experiential learning theory (ELT) http://www.learning-theories.com/experiential-learning-kolb.html it is more fluid and feels less hierarchical. Image : http://www.businessballs.com/images/kolb's_learning_styles_businessballs.jpg","
Designing Active Learning
What is learning?
Activity: Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? Consider this overview of categories of learning “suitable for instructional design planning“ in the table
My learning activity, to use Twitter purposefully.
I learned about Twitter some years back, but didn't feel the need to sign up until I attended a conference last year where they really promoted the value of Twitter for live participation during the events (think). I needed something tangible to convince myself of the need to Tweet. The conference gave me a purpose. I signed up for a Twitter account, for work purposes only (IIa, III) (plan). I think I made two Tweets during the events (do) and observed people face down in their phones rather than facing the speaker (which was weird for me) (IV) (observe). I also sough out people and groups of interest to 'follow', my motivation here was 'is what they were Tweeting of genuine interest or value to me'? (IIa, IIb, III) (think). So knowing why I want to, need to share my thoughts, ideas, instantly with the world via Twitter (Ia) was my first challenge in learning the technology. Knowing what Twitter is, what it isn't, the benefits and limitations are and how to develop protect my personal and professional reputation are also key (IV) (observe, think, plan). I recently created an embed code so my tweets and those of ocTEL appear in my blog page (IIb) (do), I also added instructions in my Bb course environment for those colleague who want to embed Twitter into their courses (II) (do).
I recently posted several tweets, because there was a button on the page I was on, not because I really felt it was valuable to share my activities with others (do). Although I am happy to share my thoughts with those I now and trust within my personal and professional circles, I have yet to overcome my anxieties about Tweeting, warts and all (IV) (think). I admit that I am periodically Tweeting during this ocTEL course, but don't prioritise my time to follow all the tweets of those I follow or seek out new tweets (IV) (do, observe, think, plan). Having said that when I do get round to logging in to Twitter I always find something to visit from those I follow (do).
I am confident and comfortable in explaining the value and terminology of Twitter to colleagues, I appreciate the value in a technology like Twitter for sharing thoughts, ideas, links etc to others. I will continue to reflect on 'why I follow the tweets of others', 'why I Tweet' and seriously would anyone really miss it if I didn't! and continue to develop my 'Twitter Literacy' .
I attempted to fit my reflection on learning within the typology of learning types identified as ""suitable for instructional design planning"" but found I was drawn more to David Kolb's learning styles model and experiential learning theory (ELT) http://www.learning-theories.com/experiential-learning-kolb.html it is more fluid and feels less hierarchical. Image : http://www.businessballs.com/images/kolb's_learning_styles_businessballs.jpg",publish,what-is-learning-2,2013-05-23 00:43:00,post,"Blog posts,Course Reader","learning,#ocTEL,#twitter"
3992,1465,2013-05-23 00:26:17,[OCTEL] Daily newsletter,"
Thanks to everyone who took part in ocTEL’s weekly webinar this morning.
If you missed all or part of the week 6 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 17:00 BST for the week 7 webinar on supporting learners with tutor and peer communications. Check the Course Materials page for more information.
Good resources from the webinar today: http://www.gillysalmon.com/u... For me this resembled a deign-thinking creative... workshop but it was useful to see it applied to the process of learning design rather than product design. The resources are good too and include examples. For me, the useful take-aways of the 5 stage Read more »
This week for #octel we need to”list and critique up to three different assessment approaches available on Technology Enhanced Learning courses” The 3 I am going to use are Online tests with automatic feedback Online Essay submission with online marking … Continue reading → Read more »
This week on ocTEL we’re looking at assessment. As part of my thinking I refelcted on the use of quizzes in Moodle. Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective. There is a real art to crafting questions so Read more »
Reminded of this in the ocTEL webinar today – focus on the learning outcomes not the curriculum con... Submitted by Cristobal Avendaño to the http://www.billmogg... Read more »
I am ‘Mrs Teamwork’ when it comes to assessment. I think it is essential that it is properly supported rather than sink-or-swim. Although I have done a lot on this, I still do get the occasional &rs... not fair’ vibe. WebPA is therefore very appealing to me (Case study 7, p42). I particularly&nb... the aspect Read more »
Snipped from http://www.jisc.ac... I really like Nicol’s approach as it seems (to me) to be about getting students to be able to make accurate judgments ... their own work. His earlier work (2009) uses ‘empower’ and ‘engage’ and I think this is the essence of these 12 principles. I like number 12 too Read more »
Thanks to everyone who took part in ocTEL’s weekly webinar this morning.
If you missed all or part of the week 6 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 17:00 BST for the week 7 webinar on supporting learners with tutor and peer communications. Check the Course Materials page for more information.
Good resources from the webinar today: http://www.gillysalmon.com/u... For me this resembled a deign-thinking creative... workshop but it was useful to see it applied to the process of learning design rather than product design. The resources are good too and include examples. For me, the useful take-aways of the 5 stage Read more »
This week for #octel we need to”list and critique up to three different assessment approaches available on Technology Enhanced Learning courses” The 3 I am going to use are Online tests with automatic feedback Online Essay submission with online marking … Continue reading → Read more »
This week on ocTEL we’re looking at assessment. As part of my thinking I refelcted on the use of quizzes in Moodle. Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective. There is a real art to crafting questions so Read more »
Reminded of this in the ocTEL webinar today – focus on the learning outcomes not the curriculum con... Submitted by Cristobal Avendaño to the http://www.billmogg... Read more »
I am ‘Mrs Teamwork’ when it comes to assessment. I think it is essential that it is properly supported rather than sink-or-swim. Although I have done a lot on this, I still do get the occasional &rs... not fair’ vibe. WebPA is therefore very appealing to me (Case study 7, p42). I particularly&nb... the aspect Read more »
Snipped from http://www.jisc.ac... I really like Nicol’s approach as it seems (to me) to be about getting students to be able to make accurate judgments ... their own work. His earlier work (2009) uses ‘empower’ and ‘engage’ and I think this is the essence of these 12 principles. I like number 12 too Read more »
",publish,octel-daily-newsletter-3,2013-05-23 00:26:17,post,"Newsletter Archive,Course Reader",
3977,1004,2013-05-23 08:22:03,This week on the #octel mooc we are talking about assessment,"
This week for #octel we need to"list and critique up to three different assessment approaches available on Technology Enhanced Learning courses" The 3 I am going to use are Online tests with automa...
This week for #octel we need to""list and critique up to three different assessment approaches available on Technology Enhanced Learning courses"" The 3 I am going to use are Online tests with automa...
",publish,this-week-on-the-octel-mooc-we-talking-about-assessment,2013-05-23 08:46:50,post,"Course Reader,Google+,Social networks",
3986,1179,2013-05-23 12:25:52,Building Strong Online Community Through the Use of OER Cartoons and Prompts - FREE | The Sloan Consortium,"
Comments:
Online discussion prompts often do little prompting; they fail to engage the student in meaningful dialogue. Rather, the conversation that often surfaces is one centered around tasks, deadlines, or assignment instructions, rather than a dialogue about motivation, procrastination, or the complexities of technology. - James Kerr
","Comments:Online discussion prompts often do little prompting; they fail to engage the student in meaningful dialogue. Rather, the conversation that often surfaces is one centered around tasks, deadlines, or assignment instructions, rather than a dialog...",publish,building-strong-online-community-through-the-use-of-oer-cartoons-and-prompts-free-the-sloan-consortium,2013-05-23 12:25:52,post,"Course Reader,Diigo,Bookmarks","oer,#ocTEL,#tel"
4687,1179,2013-05-23 12:25:52,Building Strong Online Community Through the Use of OER Cartoons and Prompts - FREE | The Sloan Consortium,"
Comments:
Online discussion prompts often do little prompting; they fail to engage the student in meaningful dialogue. Rather, the conversation that often surfaces is one centered around tasks, deadlines, or assignment instructions, rather than a dialogue about motivation, procrastination, or the complexities of technology. - James Kerr
","Comments:Online discussion prompts often do little prompting; they fail to engage the student in meaningful dialogue. Rather, the conversation that often surfaces is one centered around tasks, deadlines, or assignment instructions, rather than a dialog...",publish,building-strong-online-community-through-the-use-of-oer-cartoons-and-prompts-free-the-sloan-consortium-2,2013-05-23 12:25:52,post,"Diigo,Bookmarks,Course Reader","#ocTEL,oer,#tel"
5150,1179,2013-05-23 12:25:52,Building Strong Online Community Through the Use of OER Cartoons and Prompts - FREE | The Sloan Consortium,"
Comments:
Online discussion prompts often do little prompting; they fail to engage the student in meaningful dialogue. Rather, the conversation that often surfaces is one centered around tasks, deadlines, or assignment instructions, rather than a dialogue about motivation, procrastination, or the complexities of technology. - James Kerr
","Comments:Online discussion prompts often do little prompting; they fail to engage the student in meaningful dialogue. Rather, the conversation that often surfaces is one centered around tasks, deadlines, or assignment instructions, rather than a dialog...",publish,building-strong-online-community-through-the-use-of-oer-cartoons-and-prompts-free-the-sloan-consortium-3,2013-05-23 12:25:52,post,"Course Reader,Diigo,Bookmarks","#tel,#ocTEL,oer"
3995,1179,2013-05-23 12:29:52,kerr63: RT @ecn_denny: Are people taking #MOOC courses to earn certificates? Survey says... http://t.co/vnFhKU3TCI #edtech #octel #tel,"
","RT @ecn_denny: Are people taking #MOOC courses to earn certificates? Survey says... http://t.co/vnFhKU3TCI #edtech #octel #tel— James Kerr (@Kerr63) May 23, 2013
",publish,kerr63-rt-ecn_denny-are-people-taking-mooc-courses-to-earn-certificates-survey-says-httpt-covnfhku3tci-edtech-octel-tel,2013-05-23 12:29:52,post,"Social networks,Twitter (Q&A)","mooc,edtech,#ocTEL,#tel"
3985,1179,2013-05-23 12:32:15,"Classroom Assessment Techniques - University of California, Irvine Video","
Comments:
""A teaching and learning video vignette presented by Shaun Longstreet. Topics covered in this video include: The Four Dimensions of Learning, Summative Assessments, and Formative Assessments."" - James Kerr
","Comments:""A teaching and learning video vignette presented by Shaun Longstreet. Topics covered in this video include: The Four Dimensions of Learning, Summative Assessments, and Formative Assessments."" - James KerrTags: ocTEL, TEL, assessmentby: James ...",publish,classroom-assessment-techniques-university-of-california-irvine-video,2013-05-23 12:32:15,post,"Diigo,Bookmarks,Course Reader","#tel,assessment,#ocTEL"
4686,1179,2013-05-23 12:32:15,"Classroom Assessment Techniques - University of California, Irvine Video","
Comments:
""A teaching and learning video vignette presented by Shaun Longstreet. Topics covered in this video include: The Four Dimensions of Learning, Summative Assessments, and Formative Assessments."" - James Kerr
","Comments:""A teaching and learning video vignette presented by Shaun Longstreet. Topics covered in this video include: The Four Dimensions of Learning, Summative Assessments, and Formative Assessments."" - James KerrTags: ocTEL, TEL, assessmentby: James ...",publish,classroom-assessment-techniques-university-of-california-irvine-video-2,2013-05-23 12:32:15,post,"Course Reader,Diigo,Bookmarks","assessment,#tel,#ocTEL"
5149,1179,2013-05-23 12:32:15,"Classroom Assessment Techniques - University of California, Irvine Video","
Comments:
""A teaching and learning video vignette presented by Shaun Longstreet. Topics covered in this video include: The Four Dimensions of Learning, Summative Assessments, and Formative Assessments."" - James Kerr
","Comments:""A teaching and learning video vignette presented by Shaun Longstreet. Topics covered in this video include: The Four Dimensions of Learning, Summative Assessments, and Formative Assessments."" - James KerrTags: ocTEL, TEL, assessmentby: James ...",publish,classroom-assessment-techniques-university-of-california-irvine-video-3,2013-05-23 12:32:15,post,"Course Reader,Diigo,Bookmarks","#ocTEL,assessment,#tel"
3988,5,2013-05-23 12:41:40,Creating a ‘full fat’ RSS feed for Google Gmail labels (enabling some dark social judo),"
In this post I want to cover three things. First I want to introduce a little app I’ve developed which allows you to create a RSS feed for any of your Gmail labels (with the option to remove certain links – useful if you don’t want others unsubscribing you from mailing lists). Secondly I explain how it was made and how you can use it yourself. Finally I want to discuss how this could be used in an open course environment, utilising the vast processing power from services like Twitter and reusing there target marketing emails to your benefit with a bit of ‘dark social judo’.
What is Gmail Label Feeder?
It’s a little Google Apps Script app that you can setup to select one of your Gmail labels, preview content (with the option to remove all the links you’d like not to publish, like unsubscription links) and publish a public feed of the result. This video (embedded below) gives an overview of the problem and how the ‘Gmail Label Feeder’ app works:
How can I setup Gmail Label Feeder and how does it work?
Whilst logged in to your Google account open this script and then follow the instructions below:
In the Script Editor File > Make a copy (this makes your own personal copy of the script which lives in Google Drive. With this copy you can control permissions etc and means I except no liability if it goes wrong, breaks, doesn’t work)
From the Script Editor Run > setup IMPORTANT: when authenticating use the Gmail account you want to create feeds for
Still in the Script Editor File > Manage versions… and create an initial name and ‘Save New Version’
Then, Publish > Deploy as web app… and select ‘Execute the app as: me’ and allow anyone access even anonymously
Finally open (and bookmark) the ‘current web app url’ to create (atom) feeds for your gmail labels
The process covering the creation of individual feeds is covered in the video above. The video below shows the five steps for the initial setup:
The use of email is something we’ve paid particular attention to in the open online course ocTEL, developing a daily newsletter to push a automated summary of course activity (talking about automated summaries read Tony Hirst’s Notes on Narrative Science and Automated Insights). There’s nothing particularly new in this but one whole I wanted to plug was getting an archive of these back into the ocTEL Course Reader (an RSS aggregation of all available course activity), hence the Gmail Label Feeder. Whilst doing this and picking over my own inbox for example emails I started to think about the ‘push’ I got from social sites like Twitter, Google and LinkedIn keeping me aware of activity and making suggestions for people and content I might like. Whilst some of these are very basic action reporting others require a degree of processing to generate.
The particular scenario I had in mind was if for example you were running a course Twitter account, when you get the inevitable ‘suggestions similar to’ or ‘do you know’ would there be some value judo style ’pull when your opponent pushes’ and publishing this content so it’s available to all your students. Even if this is of little individual value to the student wouldn’t aggregating this data in a machine readable way be useful down the line. Have a look at the menu of push options, wouldn’t at least some of these be useful to your students. Should we be doing a bit more dark social judo?
","In this post I want to cover three things. First I want to introduce a little app I’ve developed which allows you to create a RSS feed for any of your Gmail labels (with the option to remove certain links – useful if you don’t want others unsubscribing you from mailing lists). Secondly I explain how it was made and how you can use it yourself. Finally I want to discuss how this could be used in an open course environment, utilising the vast processing power from services like Twitter and reusing there target marketing emails to your benefit with a bit of ‘dark social judo’",publish,creating-a-full-fat-rss-feed-for-google-gmail-labels-enabling-some-dark-social-judo,2013-05-23 12:41:40,post,"Blog posts,Course Reader","Infrastructure,Open Course,mooc,Google Apps Script"
4005,1516,2013-05-23 20:08:36,ocTEL: This is an online course to help you understand better how to use technology to enhance your teaching...,"
COL Newsfeeds
Thu, 23 May 2013 20:08:36 GMT
- Google+
ocTEL: This is an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges. #mooc#elearning#education#educationtechnology#wordpress (posted by RC)
Home · About OCTEL · ocTEL Team · Course Materials · Induction: guidance · Induction: activities · 1. TEL Concepts and Approaches · 2. Understanding Learners' Needs · 3. Designing Active Learning · 4. Engaging and Effective Learning Materials · 5. Platforms and Technologies · 6.
","
COL Newsfeeds
Thu, 23 May 2013 20:08:36 GMT
- Google+
ocTEL: This is an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges. #mooc#elearning#education#educationtechnology#wordpress (posted by RC)
In this post I want to cover three things. First I want to introduce a little app I’ve developed which allows you to create a RSS feed for any of your Gmail labels (with the option to remove certain links – useful if you don’t want others unsubscribing you from Read more »
Designing Active LearningWhat is learning?Activity: Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? Consider this overview of categories of learning “suitable for instructional design planning“ in the table My learning activity, to use Twitter purposefully.So... learned about Read more »
In this post I want to cover three things. First I want to introduce a little app I’ve developed which allows you to create a RSS feed for any of your Gmail labels (with the option to remove certain links – useful if you don’t want others unsubscribing you from Read more »
Designing Active LearningWhat is learning?Activity: Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? Consider this overview of categories of learning “suitable for instructional design planning“ in the table My learning activity, to use Twitter purposefully.So... learned about Read more »
This week for #octel we need to"list and critique up to three different assessment approaches available on Technology Enhanced Learning courses" The 3 I am going to use are Online tests with automa...
","
Joseph Gliddon
Fri, 24 May 2013 08:20:38 GMT
- Community
This week for #octel we need to""list and critique up to three different assessment approaches available on Technology Enhanced Learning courses"" The 3 I am going to use are Online tests with automa...
",publish,octel-5,2013-05-24 08:21:35,post,"Course Reader,Google+,Social networks",
4011,53,2013-05-24 10:29:51,Learning by Stealth,"
Ive been prompted by a question about my reflections on my approaches to assessment to reflect further on what the student experience is like. Sancha de Burca @GraphDesProject asked “Would this end up being confusing for a learner, or helpful, do you think?”
Asking whether using all these different approaches confuses students is a very good question. Even though I talk to them explicitly about knowledge construction and the social dimension to this they seem to find any deviation from standard lectures and essay writing a bit mysterious. They have referred to their experiences on my module as “learning by stealth” which they explain as meaning they feel they learn a lot but can’t easily pinpoint when or how it happens because there doesn’t seem to be an awful lot of teaching going on in the module. I guess you could say that is confusing in terms of their conscious understanding of how they have been learning but at the same time helpful because they have nevertheless acquired a lot of tacit knowledge about learning as well as explicit knowledge related to the course.
","Ive been prompted by a question about my reflections on my approaches to assessment to reflect further on what the student experience is like. Sancha de Burca @GraphDesProject asked “Would this end up being confusing for a learner, or helpful, do you … Continue reading →",publish,learning-by-stealth,2013-05-24 10:29:51,post,"Course Reader,Blog posts","social constructivism,#ocTEL,learning models,Constructivism,learning by stealth,Uncategorized"
5319,53,2013-05-24 10:29:51,Learning by Stealth,"
Ive been prompted by a question about my reflections on my approaches to assessment to reflect further on what the student experience is like. Sancha de Burca @GraphDesProject asked “Would this end up being confusing for a learner, or helpful, do you think?”
Asking whether using all these different approaches confuses students is a very good question. Even though I talk to them explicitly about knowledge construction and the social dimension to this they seem to find any deviation from standard lectures and essay writing a bit mysterious. They have referred to their experiences on my module as “learning by stealth” which they explain as meaning they feel they learn a lot but can’t easily pinpoint when or how it happens because there doesn’t seem to be an awful lot of teaching going on in the module. I guess you could say that is confusing in terms of their conscious understanding of how they have been learning but at the same time helpful because they have nevertheless acquired a lot of tacit knowledge about learning as well as explicit knowledge related to the course.
","Ive been prompted by a question about my reflections on my approaches to assessment to reflect further on what the student experience is like. Sancha de Burca @GraphDesProject asked “Would this end up being confusing for a learner, or helpful, do you … Continue reading →",publish,learning-by-stealth-2,2013-05-24 10:29:51,post,"Course Reader,Blog posts","#ocTEL,social constructivism,learning models,Constructivism,Uncategorized,learning by stealth"
4021,1175,2013-05-24 15:28:40,Importance of question design #octel,"One of my colleagues told me they were planning a session on question design for students who had opted to create eLearning materials as part of their course. As we were looking at assessment and feedback on #octel this week, … Continue reading →","One of my colleagues told me they were planning a session on question design for students who had opted to create eLearning materials as part of their course. As we were looking at assessment and feedback on #octel this week, … Continue reading →",publish,importance-of-question-design-octel,2013-05-24 15:28:40,post,"Blog posts,Course Reader",Uncategorized
4016,1004,2013-05-24 15:31:10,A session on question design by one of my colleagues #octel,"
Joseph Gliddon
Fri, 24 May 2013 15:31:10 GMT
- Community
A session on question design by one of my colleagues #octel
One of my colleagues told me they were planning a session on question design for students who had opted to create eLearning materials as part of their course. As we were looking at assessment and ...
","
Joseph Gliddon
Fri, 24 May 2013 15:31:10 GMT
- Community
A session on question design by one of my colleagues #octel
One of my colleagues told me they were planning a session on question design for students who had opted to create eLearning materials as part of their course. As we were looking at assessment and ...
What is your current virtual learning environment or the main technology you use?
Blackboard – institutional VLE.
How does it differ from the ocTEL platform? What learning styles does it afford that ocTEL cannot? Where is it restrictive?
It’s a closed system in several respects: users must log in to access the system. To get log in details users (except in special circumstances) must be registered staff or students at the university. It is also internally closed – users only have access to certain areas of the system – the modules and programmes that they are enrolled on.
Is it ‘open’ in the sense that you can develop or configure tools that fit your pedagogy (e.g. the learning styles above), or does it command a certain pedagogy?
In some respects – there are a range of tools, and with a little imagination these can be configured to suit your needs. However there are limits, especially in relation to connecting to tools or resources outside of the system.
We use it to try and deliver teaching that it social and autonomous, as well as collaborative, but the tools are sometimes barriers to this. An example – discussion forums (never quite good enough whatever the platform!) are of necessity within individual modules. It can take several clicks to get to the appropriate place, only to find no one has added anything new. There is a subscribe option, which will send an email. But this opt in rather than opt out. The RSS feed option has been disabled institution wide. Blackboard are apparently working on bringing this kind of content to the front page (MyBlackboard) but it remains to be seen if and when we will have access to this functionality. Participating in ocTEL has brought it home how important it is that discussions are easily accessible in the times when you have a spare five minutes to contribute. Any barriers here reduce engagement and interaction.
What are the wider implications of enforced platforms and technologies for higher education?
Benefits:
Downsides:
Centralised support
Rigidity
Stability
Slow to respond to drivers for change
Security
One size fits all
Shared expertise
Closed system
Consistency of student experience
Harder to innovate
Integration with student information management systems
If not good, can be off putting to staff and students
Quality assurance
How can your learning platform promote inclusion?
It offers a safe and secure space for students to interact. Whilst perhaps not as user friendly or intuitive as Facebook etc. it is private, non-commercial, and guided.
","Reflection on learning platforms… What is your current virtual learning environment or the main technology you use? Blackboard – institutional VLE. How does it differ from the ocTEL platform? What learning styles does it afford that ocTEL cannot? Where is it restrictive? It’s a closed system in several respects: users …",publish,learning-platforms-octel-5-2,2013-05-24 20:59:30,post,"Blog posts,Course Reader","VLE,Higher Ed,#ocTEL,Learning Technology,learning,Blackboard,moodle"
5176,174,2013-05-24 20:59:30,Learning Platforms #ocTEL 5.2,"
What is your current virtual learning environment or the main technology you use?
Blackboard – institutional VLE.
How does it differ from the ocTEL platform? What learning styles does it afford that ocTEL cannot? Where is it restrictive?
It’s a closed system in several respects: users must log in to access the system. To get log in details users (except in special circumstances) must be registered staff or students at the university. It is also internally closed – users only have access to certain areas of the system – the modules and programmes that they are enrolled on.
Is it ‘open’ in the sense that you can develop or configure tools that fit your pedagogy (e.g. the learning styles above), or does it command a certain pedagogy?
In some respects – there are a range of tools, and with a little imagination these can be configured to suit your needs. However there are limits, especially in relation to connecting to tools or resources outside of the system.
We use it to try and deliver teaching that it social and autonomous, as well as collaborative, but the tools are sometimes barriers to this. An example – discussion forums (never quite good enough whatever the platform!) are of necessity within individual modules. It can take several clicks to get to the appropriate place, only to find no one has added anything new. There is a subscribe option, which will send an email. But this opt in rather than opt out. The RSS feed option has been disabled institution wide. Blackboard are apparently working on bringing this kind of content to the front page (MyBlackboard) but it remains to be seen if and when we will have access to this functionality. Participating in ocTEL has brought it home how important it is that discussions are easily accessible in the times when you have a spare five minutes to contribute. Any barriers here reduce engagement and interaction.
What are the wider implications of enforced platforms and technologies for higher education?
Benefits:
Downsides:
Centralised support
Rigidity
Stability
Slow to respond to drivers for change
Security
One size fits all
Shared expertise
Closed system
Consistency of student experience
Harder to innovate
Integration with student information management systems
If not good, can be off putting to staff and students
Quality assurance
How can your learning platform promote inclusion?
It offers a safe and secure space for students to interact. Whilst perhaps not as user friendly or intuitive as Facebook etc. it is private, non-commercial, and guided.
","Reflection on learning platforms… What is your current virtual learning environment or the main technology you use? Blackboard – institutional VLE. How does it differ from the ocTEL platform? What learning styles does it afford that ocTEL cannot? Where is it restrictive? It’s a closed system in several respects: users …",publish,learning-platforms-octel-5-2-2,2013-05-24 20:59:30,post,"Blog posts,Course Reader","#ocTEL,Blackboard,moodle,Higher Ed,learning,Learning Technology,VLE"
4022,1465,2013-05-25 00:28:03,[OCTEL] Daily newsletter,"
One of my colleagues told me they were planning a session on question design for students who had opted to create eLearning materials as part of their course. As we were looking at assessment and feedback on #octel this week, … Continue reading → Read more »
Ive been prompted by a question about my reflections on my approaches to assessment to reflect further on what the student experience is like. Sancha de Burca @GraphDesProject&... “Would this end up being confusing for a learner, or helpful, do you … Continue reading → Read more »
One of my colleagues told me they were planning a session on question design for students who had opted to create eLearning materials as part of their course. As we were looking at assessment and feedback on #octel this week, … Continue reading → Read more »
Ive been prompted by a question about my reflections on my approaches to assessment to reflect further on what the student experience is like. Sancha de Burca @GraphDesProject&... “Would this end up being confusing for a learner, or helpful, do you … Continue reading → Read more »
",publish,octel-daily-newsletter-5,2013-05-25 00:28:03,post,"Course Reader,Newsletter Archive",
4024,200,2013-05-25 14:20:27,#ocTEL Week 6 – help and ideas please!,"
Effective Assessment in a Digital Age (JISC, 2010): consider the following questions.
Week 6 is certainly raising a lot of questions for me, and presenting challenges in terms of my current teaching methods. To be honest, I’m left wondering how effective my teaching actually is and how much more I should be included in terms of teaching and learning methods. Perhaps I am just over thinking – certainly colleagues and students seem to regard the course highly, but I do think I can work on the assessment methods further, formative and summative – but in particular the formative. Some of this will be challenged by our VLE – Blackboard 9, and I don’t know what other assessment methods can be introduced beyond those I currently use.
• How does your assessment approach(es) align with the four teaching and learning perspectives (page 11)? I use a number of assessment methods, formative and summative in my online teaching:
Associative. Learning as acquiring competence: this is developed by encouraging self reflection. The teaching methods also support knowledge transfer. Across the course as whole, and as part of the two summative assessments, they are expected to demonstrate the application of knowledge to a given scenario. They then receive the expert feedback as part of written comments after the assessment is submitted. Questions on the discussion boards also help them to think about the concepts with feedback given by peers.
Constructivist: I don’t see much different between this and Associative learning and assessment, though they are not expected or able to develop learning by means of experimentation and inquiry based tasks. This is mainly a reflection of the subject. The only self-generated feedback is from self-tests.
Social constructivist. A group assessment requires students to work on a small project together, and create a public health demographic poster of a particular country. This means they need to apply understanding and skills of using information sources and selecting appropriate information to display in a way suitable for the public.
Situative. There isn’t really any opportunity for learners to develop their identities through participation in specific communities of practice.
In answering these questions, I am left wondering about the quality of the assessment methods I am currently using.
I would appreciate feedback on this (is this an example of me using Situative perspective!)
The methods I use are as follows:
Discussion boards tasks, which are assessed. Several of these throughout the course. Clear instruction and direction given, and usually expected to apply learning for that week to a particular activity, with a posting of about 250-500 words. The problem I now see with this, is that students only get feedback from the tutor. Few students actually comment on the postings of other students, regardless of whether it is assessed or not.
Self-reflection. At particular points in the teaching, students asked to consider an example in their own work, and reflect in terms of the learning given and how a particular skills set or theory etc, might apply to their work example and what they might do differently in future and why. Problem with this is that students have no opportunity to receive feedback from anyone. And no idea whether they actually do these tasks.
Self-tests. A few opportunities exist to provide straightforward self tests. These work well and give immediate formative feedback. There is no mechanism though to give more questions if students haven’t got the question right the first time round. This could be implemented I think depending on the VLE (Blackboard). I also think I could perhaps introduce some self tests which are based on written examples. I saw in one of the Edinburgh MOOCs that they gave examples of different paragraphs, with sentences highlighted in different colours, and students had to they identify what was “the research question” “the aim”, the”theory” etc. This seemed to work well as a student (i.e. me).
Feedback through learning communities (situative and social constructivist. Problem here is that on this international course, students don’t really engage well with each other. They do seem to like the assessed group Wiki activities, but apart from that there is little discussion with each other, that I as a tutor am aware of. They might be ‘socialising’ outside of the VLE of course. I tried using a blog but few students responded comments, and one got frustrated that she was the only one who seemed to writing any responses to my postings. I think part of the problem is that we haven;’t developed a learning community across the course as whole, and each individual unit is isolated from each other. I would like to see how we can develop a full course social learning community, such as using Facebook, or giving students opportunities to develop ones in their own preferred way. I like the system of the Daily Newsletter in ocTEL, but need to find out if this would work with Facebook aswell. I would then like to link up our social community with other public health courses. Another idea, is to try and link more formally with a group of students on another course but taking a similar course unit. For example, many people in health and social care will do a course unit on evidence based practice – so by linking up students from different universities etc, they would have opportunities for some engaging debate about these principles and the reality of putting them into practice.
So for me the two overriding problems are:
(1) What type of social learning community will be the most appropriate for international students who most are busy professionals
(2) To what extent will the current VLE support this, or is it to be established out of the VLE (my preference) and then what organizational issues would this present.
Oh and of course, how do I then encourage students to socialize within it!
I know I’ve sort of gone off-piste a bit here. But beyond the more traditional online assessment methods, much is then moving towards peer assessment, peer support and feedback and I think this is the challenge I need to work on next.
","Effective Assessment in a Digital Age (JISC, 2010): consider the following questions. Week 6 is certainly raising a lot of questions for me, and presenting challenges in terms of my current teaching methods. To be honest, I’m left wondering how…
","Graham Gibbs, Claire Simpson, David James, Scott Fleming et al.Published using Mendeley: The reference manager for researchers",publish,learning-and-teaching-in-higher-education,2013-05-25 23:03:35,post,"Course Reader,Mendeley Group,Bookmarks",Journal Article
4026,1465,2013-05-26 00:28:11,[OCTEL] Daily newsletter,"
Effective Assessment in a Digital Age (JISC, 2010): consider the following questions. Week 6 is certainly raising a lot of questions for me, and presenting challenges in terms of my current teaching methods. To be honest, I’m left wondering how…Read more › Read more »
Effective Assessment in a Digital Age (JISC, 2010): consider the following questions. Week 6 is certainly raising a lot of questions for me, and presenting challenges in terms of my current teaching methods. To be honest, I’m left wondering how…Read more › Read more »
",publish,octel-daily-newsletter-6,2013-05-26 00:28:11,post,"Newsletter Archive,Course Reader",
4027,240,2013-05-26 02:36:14,Here is an updated list of 80 or so education related communities on Google+. If there are others you...,"
Doug Holton
Sun, 26 May 2013 02:36:14 GMT
- Reshared Post
For professional development for faculty/teachers at schools that have Google Apps - here are some education related communities on Google+ they may find interesting
Doug Holton
Sun, 26 May 2013 02:36:14 GMT
- Reshared Post
For professional development for faculty/teachers at schools that have Google Apps - here are some education related communities on Google+ they may find interesting
",publish,octel-daily-newsletter-7,2013-05-27 00:22:51,post,"Course Reader,Newsletter Archive",
4018,3,2013-05-27 09:00:28,ocTEL Week 7 Webinar,"Join our weekly webinar at 17.00 on Wednesday 29 May, via Blackboard Collaborate 11.
You can access the Week 7 webinar via this link.
This week's webinar
PLEASE NOTE this week's webinar is at 17:00pm rather than the usual 12.30pm.
Have you ever felt like you were planning a dinner party when what you really wanted was a picnic? We have lots of options about how we design learning to engage and facilitate peer to peer learning. But sometimes it is easy to get stuck with ""what we've always done."" Join Nancy White as we explore our repertoire of possibility for groups and learning. With Nancy, we'll practice some of the real time webinar facilitation techniques that tutors can use to enable a supportive, collaborative and / or co-operative environment.
About the presenter
Founder of Full Circle Associates, Nancy White helps organizations connect through online and offline strategies. She is internationally recognized as an online interaction designer, facilitator and coach for distributed learning, teams and online communities. Nancy blogs at http://www.fullcirc.com/, teaches, presents and writes on online facilitation and interaction, social architecture and social media. She is co-author with Etienne Wenger and John Smith of “Digital Habitats: stewarding technology for communities.” (http://www.technologyforcommunities.com).
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ's
For help prior to the webinar and some frequently asked questions please visit our help page.
If you have any questions contact octel-tech@alt.ac.uk.","",publish,octel-week-7-webinar,2013-05-24 15:44:43,post,Course information,course information
4072,1517,2013-05-27 15:41:47,"Welcome to Supporting Learners with Tutor and Peer Communications, ocTEL week 7","Hello
Welcome to week 7 of ocTEL. I am the lead tutor this week and am pleased that Doug Gowan, Anna Warren and James Little will be co-tutoring with me. We are looking forward to exploring the subject of supporting learners with tutor and peer communications with you.
This week will provide an opportunity for you to think about examples of support you have received from tutors or peers on this course and what made those interventions helpful or perhaps not what you were looking for. Resources this week include models of tutor and peer support, which you may want [...] ","HelloWelcome to week 7 of ocTEL. I am the lead tutor this week and am pleased that Doug Gowan, Anna Warren and James Little will be co-tutoring with me. We are looking forward to exploring the subject of supporting learners with tutor and peer communic...",publish,welcome-to-supporting-learners-with-tutor-and-peer-communications-octel-week-7,2013-05-27 15:41:47,post,"Lists,Course Reader,JISCMail",
4855,1517,2013-05-27 15:41:47,"Welcome to Supporting Learners with Tutor and Peer Communications, ocTEL week 7","Hello
Welcome to week 7 of ocTEL. I am the lead tutor this week and am pleased that Doug Gowan, Anna Warren and James Little will be co-tutoring with me. We are looking forward to exploring the subject of supporting learners with tutor and peer communications with you.
This week will provide an opportunity for you to think about examples of support you have received from tutors or peers on this course and what made those interventions helpful or perhaps not what you were looking for. Resources this week include models of tutor and peer support, which you may want [...] ","HelloWelcome to week 7 of ocTEL. I am the lead tutor this week and am pleased that Doug Gowan, Anna Warren and James Little will be co-tutoring with me. We are looking forward to exploring the subject of supporting learners with tutor and peer communic...",publish,welcome-to-supporting-learners-with-tutor-and-peer-communications-octel-week-7-2,2013-05-27 15:41:47,post,"Lists,Course Reader,JISCMail",
5351,1517,2013-05-27 15:41:47,"Welcome to Supporting Learners with Tutor and Peer Communications, ocTEL week 7","Hello
Welcome to week 7 of ocTEL. I am the lead tutor this week and am pleased that Doug Gowan, Anna Warren and James Little will be co-tutoring with me. We are looking forward to exploring the subject of supporting learners with tutor and peer communications with you.
This week will provide an opportunity for you to think about examples of support you have received from tutors or peers on this course and what made those interventions helpful or perhaps not what you were looking for. Resources this week include models of tutor and peer support, which you may want [...] ","HelloWelcome to week 7 of ocTEL. I am the lead tutor this week and am pleased that Doug Gowan, Anna Warren and James Little will be co-tutoring with me. We are looking forward to exploring the subject of supporting learners with tutor and peer communic...",publish,welcome-to-supporting-learners-with-tutor-and-peer-communications-octel-week-7-3,2013-05-27 15:41:47,post,"Lists,Course Reader,JISCMail",
5702,1517,2013-05-27 15:41:47,"Welcome to Supporting Learners with Tutor and Peer Communications, ocTEL week 7","Hello
Welcome to week 7 of ocTEL. I am the lead tutor this week and am pleased that Doug Gowan, Anna Warren and James Little will be co-tutoring with me. We are looking forward to exploring the subject of supporting learners with tutor and peer communications with you.
This week will provide an opportunity for you to think about examples of support you have received from tutors or peers on this course and what made those interventions helpful or perhaps not what you were looking for. Resources this week include models of tutor and peer support, which you may want [...] ","HelloWelcome to week 7 of ocTEL. I am the lead tutor this week and am pleased that Doug Gowan, Anna Warren and James Little will be co-tutoring with me. We are looking forward to exploring the subject of supporting learners with tutor and peer communic...",publish,welcome-to-supporting-learners-with-tutor-and-peer-communications-octel-week-7-4,2013-05-27 15:41:47,post,"Lists,JISCMail,Course Reader",
4078,174,2013-05-27 20:33:58,Learning support #ocTEL week 7,"
Hoping to complete all of the ocTEL activities this week, as the topic – supporting learners online – is one of the most important for me. First thing – initial reflection on learning support…
ocTEL Experience
We’re asked to talk about positive and negative instances of learner support that we’ve received during ocTEL so far. At first I thought this would be tricky since I couldn’t think easily of examples of learner support that I’ve received. I haven’t had any from tutors (which is fair enough, this is a MOOC, I don’t necessarily except direct tutor support), but I have had a couple of comments from peers on this blog, and have engaged with discussion with peers on the forums. How far this is classed as ‘support’ I’m not sure. But generally speaking it has been positive, and the discussions I’ve engaged with have been helpful. Beyond that, I haven’t really felt like I’ve needed support – I think because this is a MOOC I don’t approach it in the same way as I would a normal course, whether that was online or f2f. For example, I’ve had a couple of technical issues with the ocTEL webinars, on a normal course (for which I, or someone on my behalf, was paying) I would demand support to help me resolve these issues. On a MOOC, I expect to have to resolve these issues myself, and to have to seek out advice from peers myself.
Supporting Learning
In your general experience, what approaches create an environment conducive to supporting self-directed learning, peer support and collaborative learning? What do these kinds of learning mean to you?
My role in supporting learning often comes down to removing any barriers that are preventing students from engaging, or making it harder for them to do so. These include simple things like technical issues – not being able to log on, not being able to view videos etc. – and more complicated things like lack of confidence. But whatever the barrier is, it needs removing if possible. Learning needs to be easy. By that I don’t mean that the content or assessment should be easy, in the sense of not being academically challenging, but that accessing it, engaging with it, and reflecting on it, should all be easy – learners need to be able to jump in without having to overcome lots of hurdles first. Learning is often hard (in the academic sense), and learners will not engage if they have to overcome a load of barriers first.
What resources and facilitation skills do you need to support learners in communicating and providing support for each other? Which of these will be most challenging for you?
Empathy and time, not necessarily in that order. Time is challenging, as it always is – learning support can take up as much time as you can give it.
","Hoping to complete all of the ocTEL activities this week, as the topic – supporting learners online – is one of the most important for me. First thing – initial reflection on learning support… ocTEL Experience We’re asked to talk about positive and negative instances of learner support that we’ve …",publish,learning-support-octel-week-7,2013-05-27 20:33:58,post,"Course Reader,Blog posts","moocs,Tutor support,Time,learning,Peer support,Empathy,Reflection,Student Support,#ocTEL,Student Engagement"
5175,174,2013-05-27 20:33:58,Learning support #ocTEL week 7,"
Hoping to complete all of the ocTEL activities this week, as the topic – supporting learners online – is one of the most important for me. First thing – initial reflection on learning support…
ocTEL Experience
We’re asked to talk about positive and negative instances of learner support that we’ve received during ocTEL so far. At first I thought this would be tricky since I couldn’t think easily of examples of learner support that I’ve received. I haven’t had any from tutors (which is fair enough, this is a MOOC, I don’t necessarily except direct tutor support), but I have had a couple of comments from peers on this blog, and have engaged with discussion with peers on the forums. How far this is classed as ‘support’ I’m not sure. But generally speaking it has been positive, and the discussions I’ve engaged with have been helpful. Beyond that, I haven’t really felt like I’ve needed support – I think because this is a MOOC I don’t approach it in the same way as I would a normal course, whether that was online or f2f. For example, I’ve had a couple of technical issues with the ocTEL webinars, on a normal course (for which I, or someone on my behalf, was paying) I would demand support to help me resolve these issues. On a MOOC, I expect to have to resolve these issues myself, and to have to seek out advice from peers myself.
Supporting Learning
In your general experience, what approaches create an environment conducive to supporting self-directed learning, peer support and collaborative learning? What do these kinds of learning mean to you?
My role in supporting learning often comes down to removing any barriers that are preventing students from engaging, or making it harder for them to do so. These include simple things like technical issues – not being able to log on, not being able to view videos etc. – and more complicated things like lack of confidence. But whatever the barrier is, it needs removing if possible. Learning needs to be easy. By that I don’t mean that the content or assessment should be easy, in the sense of not being academically challenging, but that accessing it, engaging with it, and reflecting on it, should all be easy – learners need to be able to jump in without having to overcome lots of hurdles first. Learning is often hard (in the academic sense), and learners will not engage if they have to overcome a load of barriers first.
What resources and facilitation skills do you need to support learners in communicating and providing support for each other? Which of these will be most challenging for you?
Empathy and time, not necessarily in that order. Time is challenging, as it always is – learning support can take up as much time as you can give it.
","Hoping to complete all of the ocTEL activities this week, as the topic – supporting learners online – is one of the most important for me. First thing – initial reflection on learning support… ocTEL Experience We’re asked to talk about positive and negative instances of learner support that we’ve …",publish,learning-support-octel-week-7-2,2013-05-27 20:33:58,post,"Blog posts,Course Reader","Empathy,learning,Student Engagement,Tutor support,Time,#ocTEL,Peer support,Reflection,Student Support,moocs"
4111,1150,2013-05-27 22:52:45,Transforming assessment and feedback : enhancing integration and empowerment in the first year,"
D Nicol et al.
Formative assessment and feedback are driving forces for student learning. It is, therefore, surprising that they have not previously played a prominent role in thinking and research on the first-year experience in higher education (HE). This publication provides practical recommendations for policy-makers, senior managers and teachers on how to implement institutional change in assessment and feedback practices. These recommendations are based on a review of the research on formative assessment and feedback from the perspective of the first-year experience. The review goes beyond a summary of the literature, however, in that it links the research to the concepts of integration and empowerment - concepts that frame current thinking about the first-year experience. The publication also provides a wide range of practical examples of good practice in implementing formative assessment in different disciplinary contexts.
","D Nicol et al.Formative assessment and feedback are driving forces for student learning. It is, therefore, surprising that they have not previously played a prominent role in thinking and research on the first-year experience in higher education (HE). ...",publish,transforming-assessment-and-feedback-enhancing-integration-and-empowerment-in-the-first-year,2013-05-27 22:52:45,post,"Mendeley Group,Bookmarks,Course Reader",Book
4354,1150,2013-05-27 22:52:45,Transforming assessment and feedback : enhancing integration and empowerment in the first year,"
D Nicol et al.
Formative assessment and feedback are driving forces for student learning. It is, therefore, surprising that they have not previously played a prominent role in thinking and research on the first-year experience in higher education (HE). This publication provides practical recommendations for policy-makers, senior managers and teachers on how to implement institutional change in assessment and feedback practices. These recommendations are based on a review of the research on formative assessment and feedback from the perspective of the first-year experience. The review goes beyond a summary of the literature, however, in that it links the research to the concepts of integration and empowerment - concepts that frame current thinking about the first-year experience. The publication also provides a wide range of practical examples of good practice in implementing formative assessment in different disciplinary contexts.
Published using Mendeley: The research tool for desktop & web
","D Nicol et al.Formative assessment and feedback are driving forces for student learning. It is, therefore, surprising that they have not previously played a prominent role in thinking and research on the first-year experience in higher education (HE). ...",publish,transforming-assessment-and-feedback-enhancing-integration-and-empowerment-in-the-first-year-2,2013-05-27 22:52:45,post,"Bookmarks,Mendeley Group,Course Reader",Book
4081,1465,2013-05-28 00:29:44,[OCTEL] Daily newsletter,"
PLEASE NOTE this week’s webinar is at 17:00pm rather than the usual 12.30pm.
Have you ever felt like you were planning a dinner party when what you really wanted was a picnic? We have lots of options about how we design learning to engage and facilitate peer to peer learning. But sometimes it is easy to get stuck with “what we’ve always done.” Join Nancy White as we explore our repertoire of possibility for groups and learning. With Nancy, we’ll practice some of the real time webinar facilitation techniques that tutors can use to enable a supportive, collaborative and / or co-operative environment.
About the presenter
Founder of Full Circle Associates, Nancy White helps organizations connect through online and offline strategies. She is internationally recognized as an online interaction designer, facilitator and coach for distributed learning, teams and online communities. Nancy blogs at http://www.fullcirc.com/, teaches, presents and writes on online facilitation and interaction, social architecture and social media. She is co-author with Etienne Wenger and John Smith of “Digital Habitats: stewarding technology for communities.” (http://www.technologyforcommunities.com).
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ’s
For help prior to the webinar and some frequently asked questions please visit our help page.
Hoping to complete all of the ocTEL activities this week, as the topic – supporting learners online – is one of the most important for me. First thing – initial reflection on learning support… ocTEL Experience We’re asked to talk about positive and negative instances of learner support that we’ve Read more »
PLEASE NOTE this week’s webinar is at 17:00pm rather than the usual 12.30pm.
Have you ever felt like you were planning a dinner party when what you really wanted was a picnic? We have lots of options about how we design learning to engage and facilitate peer to peer learning. But sometimes it is easy to get stuck with “what we’ve always done.” Join Nancy White as we explore our repertoire of possibility for groups and learning. With Nancy, we’ll practice some of the real time webinar facilitation techniques that tutors can use to enable a supportive, collaborative and / or co-operative environment.
About the presenter
Founder of Full Circle Associates, Nancy White helps organizations connect through online and offline strategies. She is internationally recognized as an online interaction designer, facilitator and coach for distributed learning, teams and online communities. Nancy blogs at http://www.fullcirc.com/, teaches, presents and writes on online facilitation and interaction, social architecture and social media. She is co-author with Etienne Wenger and John Smith of “Digital Habitats: stewarding technology for communities.” (http://www.technologyforcommunities.com).
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ’s
For help prior to the webinar and some frequently asked questions please visit our help page.
Hoping to complete all of the ocTEL activities this week, as the topic – supporting learners online – is one of the most important for me. First thing – initial reflection on learning support… ocTEL Experience We’re asked to talk about positive and negative instances of learner support that we’ve Read more »
",publish,octel-daily-newsletter-8,2013-05-28 00:29:44,post,"Course Reader,Newsletter Archive",
4091,1518,2013-05-28 03:47:26,romieh: How did I miss this http://t.co/XL4sWiXNS2 #octel ? Thanks ALT members mailing list for highlighting.,"
","How did I miss this http://t.co/XL4sWiXNS2 #octel ? Thanks ALT members mailing list for highlighting.— Rose Heaney (@romieh) May 28, 2013
",publish,romieh-how-did-i-miss-this-httpt-coxl4swixns2-octel-thanks-alt-members-mailing-list-for-highlighting,2013-05-28 03:47:26,post,"Social networks,Twitter (Q&A)",#ocTEL
4085,174,2013-05-28 13:18:59,Models for supporting learning: Salmon #ocTEL 7.1,"
For this activity I choose to look first at the Salmon Five Stage Model, which I'm already familiar with, and then the others as comparisons. I'll post the comparison discussions in a separate post after this one.
Gilly Salmon Five Stage Model
I'm familiar with the Salmon Five Stage Model, and have used it to some extent in designing the induction section of our courses. In general I find it helpful, mainly the emphasis that it places on the importance of the first few steps in achieving the later stages, which are where the 'real' learning takes place. On the one hand this insight can seem obvious, but on the other hand it can be easy to overlook. For distance learners, especially those that are returning to formal education after a long period, or who are learning in a culture or language different to their own, these initial steps of access and socialisation are very important. Time and effort put in at this stage reaps rewards at later stages.
Salmon Five Stage Model, adapted from University of Leeds Staff and Department Development Unit (SDDU) Online Resource
My difficulty with the Salmon model has always been that I'm not sure how well it applies to a long programme – whether the stages are supposed to repeat several times, or whether once Stage 5 (Development) has been reached it is maintained throughout. I have tried to design the induction period as guiding learners through the first few stages, and then the first activities in the first module as enabling learners to progress the rest of the way. But the learners are engaged in several collaborative exercises in each module, over a period of two years. It wouldn't be appropriate for them to remain at Stage 5 continuously, since Stages 3 (Information Exchange) and 4 (Knowledge Construction) are equally important for learning. My revised Salmon model, for what it's worth, would include an additional cycle, as represented in the diagram below. I must stress here that I've not read enough of Salmon's books to know whether this something she already proposes.
One other issue I have is how to deal with learners who are at different stages of the model. I'm sure this is addressed by Salmon, but again, I'd need to read more to find out what she says about this.
Having reflected a bit further on what Activity 7.1 was asking for, and being impressed with the level of detail in Alice Shepherd's post on peer support, I'm adding a bit more detail to this on applying the Salmon model to my practice.
The context here is a fully online distance learning masters degree programme which I manage at the University of Leeds. The course is aimed at professionals from a range of backgrounds, studying part-time whilst working, from all over the globe. The students are (generally speaking) mature learners, some of whom don't have English as their first language, who are often new to distance and online learning, and to the subject matter (applied and professional ethics). The programme takes 24 months to complete part-time, and includes 8 taught modules and a dissertation.
Below I outline aspects of my current practice in relation to each stage, and some suggestions I have for future improvements. This is part of a larger project that I'm working on revising these aspects of the programme, and not everything is covered here.
Induction: Stages 1-3
The beginning of the programme is very challenging for us and for the students. We have a number of administrative hurdles to get the students through (registration, enrolment etc.) that often take a significant amount of time. We then need to get the learners up to speed with the VLE, with the programme structure and requirements, and with various aspects of academic practice/study skills. We currently have a two week induction period that takes place before the beginning of the first module. This is designed to take students through Stages 1-3 of the Salmon model.
Stage 1: Access and Motivation
Students are sent detailed instructions guiding them through the process of retrieving their log in details, and accessing the VLE. I'm on hand to answer any queries or resolve difficulties throughout the two week period, by email, phone, or Skype. Students are encouraged to familiarise themselves with the programme structure and timetable, all provided within the VLE.
Suggestions for improvement:
Much of my time during this stage is often directed towards resolving issues with the administrative hurdles mentioned above. I worry that this leaves less attention for those who have managed to log on but may be wondering what to do next. Encouraging students to read through course information online is not necessarily that effective. I'd like to perhaps to produce some audio or video material that provides a brief outline of the key bits of information, and guidance on where to find more.
Stage 2: Online Socialisation
Students are asked to share some information about themselves, including a picture if possible, via a group wiki. Staff also have profile pages within this wiki, as do current students on the course (in their second year).
Suggestions for improvement:
The wiki works okay but is not particularly exciting and student feedback has suggested that they don't really feel like it helps them to get to know one another. I'm considering running a 'cafe' webinar session to allow everybody to introduce themselves informally.
I'm also going to try and persuade staff involved on the programme to record brief (1-2 minute) audio or video clips introducing themselves.
Stage 3: Information Exchange
We provide examples of the kinds of material that will be provided throughout the course, and the kinds of activities that students will be asked to engage with. We set a sample reading, introductory in nature, on a general topic of relevance, and ask the students to discuss it on the discussion forum that they will use throughout the programme. Guidance notes are provided about the nature of online interaction that we expect.
Suggestions for improvement:
I'd like to pay more attention to the expectations for this kind of interaction. I'm wondering whether a discussion of online interaction and distance learning itself might be more useful at this point. Or I could ask students to post brief outlines of what they hope to get out of the programme, and then to discuss it. My role would be to highlight the kind of interaction we think it valuable, and to make our expectations (re: length of posts etc.) really clear.
Modules: Stages 3-5 (and repeat?)
There are 8 taught modules, each of which takes 5 weeks. Each module includes a number of scheduled (over a few days) asynchronous discussions of a particular topic or reading. Students are also asked to keep personal learning blogs, and are given individual exercises to complete (comprehension questions etc.), which are designed to help prepare them for discussions and for assessments (essays).
Stage 3: Information Exchange
Students are asked to contribute their thoughts in response to a discussion stimulus to a group discussion forum, and are encouraged to read and comment on each others' posts.
Stage 4: Knowledge Construction
The tutor prompts further discussion by asking follow up questions, or summarising points made by students. Students are encouraged to develop their thinking on the topic through discussion.
Stage 5: Development
Students are encouraged to continue their reflection in private, and to draw on discussions when writing their assessments.
Suggestions for improvement (Stages 3-5):
There's plenty that needs doing here but that might need to be the subject of another post at a later date. Suggestions are very welcome!
Repeat Stages 3-5?
As indicated above, I'm not sure how the model should work at this point. It seems that the stages should repeat for each new discussion task, but beginning from Stage 3.
","For this activity I choose to look first at the Salmon Five Stage Model, which I'm already familiar with, and then the others as comparisons. I'll post the comparison discussions in a separate post after this one. Gilly Salmon Five Stage Model I'm familiar with the Salmon Five Stage Model, …",publish,models-for-supporting-learning-salmon-octel-7-1,2013-05-28 13:18:59,post,"Blog posts,Course Reader","learning theory,Gilly Salmon,Induction Activities,Student Support,Student Engagement,Approaches,Online Readiness,pedagogy,#ocTEL,eLearning"
5174,174,2013-05-28 13:18:59,Models for supporting learning: Salmon #ocTEL 7.1,"
For this activity I choose to look first at the Salmon Five Stage Model, which I'm already familiar with, and then the others as comparisons. I'll post the comparison discussions in a separate post after this one.
Gilly Salmon Five Stage Model
I'm familiar with the Salmon Five Stage Model, and have used it to some extent in designing the induction section of our courses. In general I find it helpful, mainly the emphasis that it places on the importance of the first few steps in achieving the later stages, which are where the 'real' learning takes place. On the one hand this insight can seem obvious, but on the other hand it can be easy to overlook. For distance learners, especially those that are returning to formal education after a long period, or who are learning in a culture or language different to their own, these initial steps of access and socialisation are very important. Time and effort put in at this stage reaps rewards at later stages.
Salmon Five Stage Model, adapted from University of Leeds Staff and Department Development Unit (SDDU) Online Resource
My difficulty with the Salmon model has always been that I'm not sure how well it applies to a long programme – whether the stages are supposed to repeat several times, or whether once Stage 5 (Development) has been reached it is maintained throughout. I have tried to design the induction period as guiding learners through the first few stages, and then the first activities in the first module as enabling learners to progress the rest of the way. But the learners are engaged in several collaborative exercises in each module, over a period of two years. It wouldn't be appropriate for them to remain at Stage 5 continuously, since Stages 3 (Information Exchange) and 4 (Knowledge Construction) are equally important for learning. My revised Salmon model, for what it's worth, would include an additional cycle, as represented in the diagram below. I must stress here that I've not read enough of Salmon's books to know whether this something she already proposes.
One other issue I have is how to deal with learners who are at different stages of the model. I'm sure this is addressed by Salmon, but again, I'd need to read more to find out what she says about this.
Having reflected a bit further on what Activity 7.1 was asking for, and being impressed with the level of detail in Alice Shepherd's post on peer support, I'm adding a bit more detail to this on applying the Salmon model to my practice.
The context here is a fully online distance learning masters degree programme which I manage at the University of Leeds. The course is aimed at professionals from a range of backgrounds, studying part-time whilst working, from all over the globe. The students are (generally speaking) mature learners, some of whom don't have English as their first language, who are often new to distance and online learning, and to the subject matter (applied and professional ethics). The programme takes 24 months to complete part-time, and includes 8 taught modules and a dissertation.
Below I outline aspects of my current practice in relation to each stage, and some suggestions I have for future improvements. This is part of a larger project that I'm working on revising these aspects of the programme, and not everything is covered here.
Induction: Stages 1-3
The beginning of the programme is very challenging for us and for the students. We have a number of administrative hurdles to get the students through (registration, enrolment etc.) that often take a significant amount of time. We then need to get the learners up to speed with the VLE, with the programme structure and requirements, and with various aspects of academic practice/study skills. We currently have a two week induction period that takes place before the beginning of the first module. This is designed to take students through Stages 1-3 of the Salmon model.
Stage 1: Access and Motivation
Students are sent detailed instructions guiding them through the process of retrieving their log in details, and accessing the VLE. I'm on hand to answer any queries or resolve difficulties throughout the two week period, by email, phone, or Skype. Students are encouraged to familiarise themselves with the programme structure and timetable, all provided within the VLE.
Suggestions for improvement:
Much of my time during this stage is often directed towards resolving issues with the administrative hurdles mentioned above. I worry that this leaves less attention for those who have managed to log on but may be wondering what to do next. Encouraging students to read through course information online is not necessarily that effective. I'd like to perhaps to produce some audio or video material that provides a brief outline of the key bits of information, and guidance on where to find more.
Stage 2: Online Socialisation
Students are asked to share some information about themselves, including a picture if possible, via a group wiki. Staff also have profile pages within this wiki, as do current students on the course (in their second year).
Suggestions for improvement:
The wiki works okay but is not particularly exciting and student feedback has suggested that they don't really feel like it helps them to get to know one another. I'm considering running a 'cafe' webinar session to allow everybody to introduce themselves informally.
I'm also going to try and persuade staff involved on the programme to record brief (1-2 minute) audio or video clips introducing themselves.
Stage 3: Information Exchange
We provide examples of the kinds of material that will be provided throughout the course, and the kinds of activities that students will be asked to engage with. We set a sample reading, introductory in nature, on a general topic of relevance, and ask the students to discuss it on the discussion forum that they will use throughout the programme. Guidance notes are provided about the nature of online interaction that we expect.
Suggestions for improvement:
I'd like to pay more attention to the expectations for this kind of interaction. I'm wondering whether a discussion of online interaction and distance learning itself might be more useful at this point. Or I could ask students to post brief outlines of what they hope to get out of the programme, and then to discuss it. My role would be to highlight the kind of interaction we think it valuable, and to make our expectations (re: length of posts etc.) really clear.
Modules: Stages 3-5 (and repeat?)
There are 8 taught modules, each of which takes 5 weeks. Each module includes a number of scheduled (over a few days) asynchronous discussions of a particular topic or reading. Students are also asked to keep personal learning blogs, and are given individual exercises to complete (comprehension questions etc.), which are designed to help prepare them for discussions and for assessments (essays).
Stage 3: Information Exchange
Students are asked to contribute their thoughts in response to a discussion stimulus to a group discussion forum, and are encouraged to read and comment on each others' posts.
Stage 4: Knowledge Construction
The tutor prompts further discussion by asking follow up questions, or summarising points made by students. Students are encouraged to develop their thinking on the topic through discussion.
Stage 5: Development
Students are encouraged to continue their reflection in private, and to draw on discussions when writing their assessments.
Suggestions for improvement (Stages 3-5):
There's plenty that needs doing here but that might need to be the subject of another post at a later date. Suggestions are very welcome!
Repeat Stages 3-5?
As indicated above, I'm not sure how the model should work at this point. It seems that the stages should repeat for each new discussion task, but beginning from Stage 3.
","For this activity I choose to look first at the Salmon Five Stage Model, which I'm already familiar with, and then the others as comparisons. I'll post the comparison discussions in a separate post after this one. Gilly Salmon Five Stage Model I'm familiar with the Salmon Five Stage Model, …",publish,models-for-supporting-learning-salmon-octel-7-1-2,2013-05-28 13:18:59,post,"Course Reader,Blog posts","Student Engagement,learning theory,eLearning,#ocTEL,pedagogy,Student Support,Induction Activities,Approaches,Online Readiness,Gilly Salmon"
4089,21,2013-05-28 16:02:49,#ocTEL week 7 – activity 7.1 Designing learner support (peer support),"
I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (http://www.reap.ac.uk/PEERToolkit/Design.aspx).
Context: This is a level 3/4 undergraduate course which is discursive and theory-based in nature. In the current session, I continued with an activity included in the course design when I took it over this year – this was having students, in small groups, review past answers to an essay question and critique them. However, they were quite reticent to provide comments, although fairly happy to put these in a grade boundary. So, I think there is more to do to really get the benefit from this activity in terms of feed-forward to coursework and exam essay improvement. I did not provide detailed criteria for this activity, but I did for the assessed coursework.
Initial thoughts: I think the timing needs to be changed so that we do this activity earlier in the course, so there is more time for reflection in the run up to coursework submission. I also think I need to give some overall criteria (these will probably be the overall grading criteria used in the department) to accompany this activity. If there isn’t time in class, this could become an online activity. I don’t currently ask the students to comment on each others’ work – I think I want to do more with this first to see if that would be feasible later.
Mapping of proposed design to the REAP criteria:
Atmosphere of trust – need to set some ground rules, such as no marks will be given, the ‘test scripts’ are anonymised and old, make clear that this is non-assessed, but is important because it will give suggestions of how students can improve performance in assessed work, give some examples of useful and not so useful feedback comments, what my role is (facilitate and give feedback on the feedback).
Practice with criteria – we could do one together in class and I’d go through the criteria and what they mean.
Explanations for review comments – linking back to the good feedback example, this would have advice for what needs to be done differently next time. Students’ comments would be expected to do the same.
Practice in holistic appraisals – good example would have overall comments, to act as a model for student reviews.
Dialogue around reviews – explain that students need to be prepared to justify their comments. If groups were looking at the same examples, then each group would need to justify comments and then I could draw out the justification for differences from each group.
Integrate self-reviews -this is tricky with the design I have specified. I think there could be a link to using these criteria for self-review for assessed coursework. Students can already submit drafts to me, but I think I could ask them to do self-review first and do a summary for me when they submit their draft to demonstrate that they have taken this step first.
Signposts for quality – mainly through me feeding back on the reviews. Harder to do in class if oral exercise – would be easier for me to do if followed up online later (e.g. via a wiki or discussion board thread).
Encourage reflection on received reviews – not in the current design. One to try later!
Make review a regular activity – this is interesting. I think there would be further scope on the course in future years.
PS I really liked the idea of ‘one minute papers’ which was linked through from the REAP website i.e. questions you ask to encourage reflection at the end of a classroom session (e.g. a lecture). I am experimenting with some classroom voting via iPads, iPhones and Android that can deal with free-text answers, so I think I might use this and then start the next class with the feedback from the end of the previous class.
","I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (http://www.reap.ac.uk/PEERToolkit/Design.aspx). […]",publish,octel-week-7-activity-7-1-designing-learner-support-peer-support,2013-05-28 16:02:49,post,"Blog posts,Course Reader",Uncategorized
4624,21,2013-05-28 16:02:49,#ocTEL week 7 – activity 7.1 Designing learner support (peer support),"
I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (http://www.reap.ac.uk/PEERToolkit/Design.aspx).
Context: This is a level 3/4 undergraduate course which is discursive and theory-based in nature. In the current session, I continued with an activity included in the course design when I took it over this year – this was having students, in small groups, review past answers to an essay question and critique them. However, they were quite reticent to provide comments, although fairly happy to put these in a grade boundary. So, I think there is more to do to really get the benefit from this activity in terms of feed-forward to coursework and exam essay improvement. I did not provide detailed criteria for this activity, but I did for the assessed coursework.
Initial thoughts: I think the timing needs to be changed so that we do this activity earlier in the course, so there is more time for reflection in the run up to coursework submission. I also think I need to give some overall criteria (these will probably be the overall grading criteria used in the department) to accompany this activity. If there isn’t time in class, this could become an online activity. I don’t currently ask the students to comment on each others’ work – I think I want to do more with this first to see if that would be feasible later.
Mapping of proposed design to the REAP criteria:
Atmosphere of trust – need to set some ground rules, such as no marks will be given, the ‘test scripts’ are anonymised and old, make clear that this is non-assessed, but is important because it will give suggestions of how students can improve performance in assessed work, give some examples of useful and not so useful feedback comments, what my role is (facilitate and give feedback on the feedback).
Practice with criteria – we could do one together in class and I’d go through the criteria and what they mean.
Explanations for review comments – linking back to the good feedback example, this would have advice for what needs to be done differently next time. Students’ comments would be expected to do the same.
Practice in holistic appraisals – good example would have overall comments, to act as a model for student reviews.
Dialogue around reviews – explain that students need to be prepared to justify their comments. If groups were looking at the same examples, then each group would need to justify comments and then I could draw out the justification for differences from each group.
Integrate self-reviews -this is tricky with the design I have specified. I think there could be a link to using these criteria for self-review for assessed coursework. Students can already submit drafts to me, but I think I could ask them to do self-review first and do a summary for me when they submit their draft to demonstrate that they have taken this step first.
Signposts for quality – mainly through me feeding back on the reviews. Harder to do in class if oral exercise – would be easier for me to do if followed up online later (e.g. via a wiki or discussion board thread).
Encourage reflection on received reviews – not in the current design. One to try later!
Make review a regular activity – this is interesting. I think there would be further scope on the course in future years.
PS I really liked the idea of ‘one minute papers’ which was linked through from the REAP website i.e. questions you ask to encourage reflection at the end of a classroom session (e.g. a lecture). I am experimenting with some classroom voting via iPads, iPhones and Android that can deal with free-text answers, so I think I might use this and then start the next class with the feedback from the end of the previous class.
","I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (http://www.reap.ac.uk/PEERToolkit/Design.aspx). […]",publish,octel-week-7-activity-7-1-designing-learner-support-peer-support-2,2013-05-28 16:02:49,post,"Blog posts,Course Reader",Uncategorized
4748,21,2013-05-28 16:02:49,#ocTEL week 7 – activity 7.1 Designing learner support (peer support),"
I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (http://www.reap.ac.uk/PEERToolkit/Design.aspx).
Context: This is a level 3/4 undergraduate course which is discursive and theory-based in nature. In the current session, I continued with an activity included in the course design when I took it over this year – this was having students, in small groups, review past answers to an essay question and critique them. However, they were quite reticent to provide comments, although fairly happy to put these in a grade boundary. So, I think there is more to do to really get the benefit from this activity in terms of feed-forward to coursework and exam essay improvement. I did not provide detailed criteria for this activity, but I did for the assessed coursework.
Initial thoughts: I think the timing needs to be changed so that we do this activity earlier in the course, so there is more time for reflection in the run up to coursework submission. I also think I need to give some overall criteria (these will probably be the overall grading criteria used in the department) to accompany this activity. If there isn’t time in class, this could become an online activity. I don’t currently ask the students to comment on each others’ work – I think I want to do more with this first to see if that would be feasible later.
Mapping of proposed design to the REAP criteria:
Atmosphere of trust – need to set some ground rules, such as no marks will be given, the ‘test scripts’ are anonymised and old, make clear that this is non-assessed, but is important because it will give suggestions of how students can improve performance in assessed work, give some examples of useful and not so useful feedback comments, what my role is (facilitate and give feedback on the feedback).
Practice with criteria – we could do one together in class and I’d go through the criteria and what they mean.
Explanations for review comments – linking back to the good feedback example, this would have advice for what needs to be done differently next time. Students’ comments would be expected to do the same.
Practice in holistic appraisals – good example would have overall comments, to act as a model for student reviews.
Dialogue around reviews – explain that students need to be prepared to justify their comments. If groups were looking at the same examples, then each group would need to justify comments and then I could draw out the justification for differences from each group.
Integrate self-reviews -this is tricky with the design I have specified. I think there could be a link to using these criteria for self-review for assessed coursework. Students can already submit drafts to me, but I think I could ask them to do self-review first and do a summary for me when they submit their draft to demonstrate that they have taken this step first.
Signposts for quality – mainly through me feeding back on the reviews. Harder to do in class if oral exercise – would be easier for me to do if followed up online later (e.g. via a wiki or discussion board thread).
Encourage reflection on received reviews – not in the current design. One to try later!
Make review a regular activity – this is interesting. I think there would be further scope on the course in future years.
PS I really liked the idea of ‘one minute papers’ which was linked through from the REAP website i.e. questions you ask to encourage reflection at the end of a classroom session (e.g. a lecture). I am experimenting with some classroom voting via iPads, iPhones and Android that can deal with free-text answers, so I think I might use this and then start the next class with the feedback from the end of the previous class.
","I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (http://www.reap.ac.uk/PEERToolkit/Design.aspx). […]",publish,octel-week-7-activity-7-1-designing-learner-support-peer-support-3,2013-05-28 16:02:49,post,"Blog posts,Course Reader",Uncategorized
5129,21,2013-05-28 16:02:49,#ocTEL week 7 – activity 7.1 Designing learner support (peer support),"
I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (
http://www.reap.ac.uk/PEERToolkit/Design.aspx ).
Context: This is a level 3/4 undergraduate course which is discursive and theory-based in nature. In the current session, I continued with an activity included in the course design when I took it over this year – this was having students, in small groups, review past answers to an essay question and critique them. However, they were quite reticent to provide comments, although fairly happy to put these in a grade boundary. So, I think there is more to do to really get the benefit from this activity in terms of feed-forward to coursework and exam essay improvement. I did not provide detailed criteria for this activity, but I did for the assessed coursework.
Initial thoughts: I think the timing needs to be changed so that we do this activity earlier in the course, so there is more time for reflection in the run up to coursework submission. I also think I need to give some overall criteria (these will probably be the overall grading criteria used in the department) to accompany this activity. If there isn’t time in class, this could become an online activity. I don’t currently ask the students to comment on each others’ work – I think I want to do more with this first to see if that would be feasible later.
Mapping of proposed design to the REAP criteria:
Atmosphere of trust – need to set some ground rules, such as no marks will be given, the ‘test scripts’ are anonymised and old, make clear that this is non-assessed, but is important because it will give suggestions of how students can improve performance in assessed work, give some examples of useful and not so useful feedback comments, what my role is (facilitate and give feedback on the feedback).
Practice with criteria – we could do one together in class and I’d go through the criteria and what they mean.
Explanations for review comments – linking back to the good feedback example, this would have advice for what needs to be done differently next time. Students’ comments would be expected to do the same.
Practice in holistic appraisals – good example would have overall comments, to act as a model for student reviews.
Dialogue around reviews – explain that students need to be prepared to justify their comments. If groups were looking at the same examples, then each group would need to justify comments and then I could draw out the justification for differences from each group.
Integrate self-reviews -this is tricky with the design I have specified. I think there could be a link to using these criteria for self-review for assessed coursework. Students can already submit drafts to me, but I think I could ask them to do self-review first and do a summary for me when they submit their draft to demonstrate that they have taken this step first.
Signposts for quality – mainly through me feeding back on the reviews. Harder to do in class if oral exercise – would be easier for me to do if followed up online later (e.g. via a wiki or discussion board thread).
Encourage reflection on received reviews – not in the current design. One to try later!
Make review a regular activity – this is interesting. I think there would be further scope on the course in future years.
PS I really liked the idea of ‘one minute papers’ which was linked through from the REAP website i.e. questions you ask to encourage reflection at the end of a classroom session (e.g. a lecture). I am experimenting with some classroom voting via iPads, iPhones and Android that can deal with free-text answers, so I think I might use this and then start the next class with the feedback from the end of the previous class.
","I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design ( […]",publish,octel-week-7-activity-7-1-designing-learner-support-peer-support-4,2013-05-28 16:02:49,post,"Course Reader,Blog posts",Uncategorized
5305,21,2013-05-28 16:02:49,#ocTEL week 7 – activity 7.1 Designing learner support (peer support),"
I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (http://www.reap.ac.uk/PEERToolkit/Design.aspx).
Context: This is a level 3/4 undergraduate course which is discursive and theory-based in nature. In the current session, I continued with an activity included in the course design when I took it over this year – this was having students, in small groups, review past answers to an essay question and critique them. However, they were quite reticent to provide comments, although fairly happy to put these in a grade boundary. So, I think there is more to do to really get the benefit from this activity in terms of feed-forward to coursework and exam essay improvement. I did not provide detailed criteria for this activity, but I did for the assessed coursework.
Initial thoughts: I think the timing needs to be changed so that we do this activity earlier in the course, so there is more time for reflection in the run up to coursework submission. I also think I need to give some overall criteria (these will probably be the overall grading criteria used in the department) to accompany this activity. If there isn’t time in class, this could become an online activity. I don’t currently ask the students to comment on each others’ work – I think I want to do more with this first to see if that would be feasible later.
Mapping of proposed design to the REAP criteria:
Atmosphere of trust – need to set some ground rules, such as no marks will be given, the ‘test scripts’ are anonymised and old, make clear that this is non-assessed, but is important because it will give suggestions of how students can improve performance in assessed work, give some examples of useful and not so useful feedback comments, what my role is (facilitate and give feedback on the feedback).
Practice with criteria – we could do one together in class and I’d go through the criteria and what they mean.
Explanations for review comments – linking back to the good feedback example, this would have advice for what needs to be done differently next time. Students’ comments would be expected to do the same.
Practice in holistic appraisals – good example would have overall comments, to act as a model for student reviews.
Dialogue around reviews – explain that students need to be prepared to justify their comments. If groups were looking at the same examples, then each group would need to justify comments and then I could draw out the justification for differences from each group.
Integrate self-reviews -this is tricky with the design I have specified. I think there could be a link to using these criteria for self-review for assessed coursework. Students can already submit drafts to me, but I think I could ask them to do self-review first and do a summary for me when they submit their draft to demonstrate that they have taken this step first.
Signposts for quality – mainly through me feeding back on the reviews. Harder to do in class if oral exercise – would be easier for me to do if followed up online later (e.g. via a wiki or discussion board thread).
Encourage reflection on received reviews – not in the current design. One to try later!
Make review a regular activity – this is interesting. I think there would be further scope on the course in future years.
PS I really liked the idea of ‘one minute papers’ which was linked through from the REAP website i.e. questions you ask to encourage reflection at the end of a classroom session (e.g. a lecture). I am experimenting with some classroom voting via iPads, iPhones and Android that can deal with free-text answers, so I think I might use this and then start the next class with the feedback from the end of the previous class.
","I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (http://www.reap.ac.uk/PEERToolkit/Design.aspx). […]",publish,octel-week-7-activity-7-1-designing-learner-support-peer-support-5,2013-05-28 16:02:49,post,"Course Reader,Blog posts",Uncategorized
5665,21,2013-05-28 16:02:49,#ocTEL week 7 – activity 7.1 Designing learner support (peer support),"
I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (http://www.reap.ac.uk/PEERToolkit/Design.aspx).
Context: This is a level 3/4 undergraduate course which is discursive and theory-based in nature. In the current session, I continued with an activity included in the course design when I took it over this year – this was having students, in small groups, review past answers to an essay question and critique them. However, they were quite reticent to provide comments, although fairly happy to put these in a grade boundary. So, I think there is more to do to really get the benefit from this activity in terms of feed-forward to coursework and exam essay improvement. I did not provide detailed criteria for this activity, but I did for the assessed coursework.
Initial thoughts: I think the timing needs to be changed so that we do this activity earlier in the course, so there is more time for reflection in the run up to coursework submission. I also think I need to give some overall criteria (these will probably be the overall grading criteria used in the department) to accompany this activity. If there isn’t time in class, this could become an online activity. I don’t currently ask the students to comment on each others’ work – I think I want to do more with this first to see if that would be feasible later.
Mapping of proposed design to the REAP criteria:
Atmosphere of trust – need to set some ground rules, such as no marks will be given, the ‘test scripts’ are anonymised and old, make clear that this is non-assessed, but is important because it will give suggestions of how students can improve performance in assessed work, give some examples of useful and not so useful feedback comments, what my role is (facilitate and give feedback on the feedback).
Practice with criteria – we could do one together in class and I’d go through the criteria and what they mean.
Explanations for review comments – linking back to the good feedback example, this would have advice for what needs to be done differently next time. Students’ comments would be expected to do the same.
Practice in holistic appraisals – good example would have overall comments, to act as a model for student reviews.
Dialogue around reviews – explain that students need to be prepared to justify their comments. If groups were looking at the same examples, then each group would need to justify comments and then I could draw out the justification for differences from each group.
Integrate self-reviews -this is tricky with the design I have specified. I think there could be a link to using these criteria for self-review for assessed coursework. Students can already submit drafts to me, but I think I could ask them to do self-review first and do a summary for me when they submit their draft to demonstrate that they have taken this step first.
Signposts for quality – mainly through me feeding back on the reviews. Harder to do in class if oral exercise – would be easier for me to do if followed up online later (e.g. via a wiki or discussion board thread).
Encourage reflection on received reviews – not in the current design. One to try later!
Make review a regular activity – this is interesting. I think there would be further scope on the course in future years.
PS I really liked the idea of ‘one minute papers’ which was linked through from the REAP website i.e. questions you ask to encourage reflection at the end of a classroom session (e.g. a lecture). I am experimenting with some classroom voting via iPads, iPhones and Android that can deal with free-text answers, so I think I might use this and then start the next class with the feedback from the end of the previous class.
","I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework for my learning design (http://www.reap.ac.uk/PEERToolkit/Design.aspx). […]",publish,octel-week-7-activity-7-1-designing-learner-support-peer-support-6,2013-05-28 16:02:49,post,"Blog posts,Course Reader",Uncategorized
4093,1078,2013-05-28 23:04:55,"Here's my blog post on week 6. Admittedly, it's pretty light on because with my experience in the corporate...","
Helen Blunden
Tue, 28 May 2013 23:04:55 GMT
- Community
Here's my blog post on week 6. Admittedly, it's pretty light on because with my experience in the corporate world developing programs related to sales, service, leadership or business related content, assessment is not a key driver or consideration for our clients - and for some reason, there's a bit of fear about it as well.
I feel as if I've been a bit late with this week's assignment but also a part of me saw that it was about assessment and I'd be lying if I said I was happy about it. I know that assessment and feed...
","
Helen Blunden
Tue, 28 May 2013 23:04:55 GMT
- Community
Here's my blog post on week 6. Admittedly, it's pretty light on because with my experience in the corporate world developing programs related to sales, service, leadership or business related content, assessment is not a key driver or consideration for our clients - and for some reason, there's a bit of fear about it as well.
I feel as if I've been a bit late with this week's assignment but also a part of me saw that it was about assessment and I'd be lying if I said I was happy about it. I know that assessment and feed...
I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework Read more »
For this activity I choose to look first at the Salmon Five Stage Model, which I’m already familiar with, and then the others as comparisons. I’ll post the comparison discussions in a separate post after this one. Gilly Salmon Five Stage Model I’m familiar with the Salmon Five Stage Model, Read more »
I am interested in encouraging more of a peer support thread through one of my modules. I therefore decided to have a look at some of the ocTEL resources in this area. I found the REAP project principles practical, pragmatic and well-considered, so I have used these as the framework Read more »
For this activity I choose to look first at the Salmon Five Stage Model, which I’m already familiar with, and then the others as comparisons. I’ll post the comparison discussions in a separate post after this one. Gilly Salmon Five Stage Model I’m familiar with the Salmon Five Stage Model, Read more »
",publish,octel-daily-newsletter-9,2013-05-29 00:28:33,post,"Course Reader,Newsletter Archive",
4145,580,2013-05-29 04:20:00,virtualleader: @crumphelen Spain was great fun - head more full of salsa now than work :( Still lurking on #octel - may pop in to webinar. How about you?,"
@crumphelen Spain was great fun - head more full of salsa now than work :( Still lurking on #octel - may pop in to webinar. How about you?
","@crumphelen Spain was great fun - head more full of salsa now than work :( Still lurking on #octel - may pop in to webinar. How about you?— Jane Challinor (@virtualleader) May 29, 2013
",publish,virtualleader-crumphelen-spain-was-great-fun-head-more-full-of-salsa-now-than-work-still-lurking-on-octel-may-pop-in-to-webinar-how-about-you,2013-05-29 04:20:00,post,"Social networks,Twitter (Q&A)",#ocTEL
4144,1090,2013-05-29 04:32:39,"crumphelen: @virtualleader ""how it should be, ""more salsa than work"". Me, patchy #octel participation. Just keep getting other stuff to do ;-(","
@virtualleader "how it should be, "more salsa than work". Me, patchy #octel participation. Just keep getting other stuff to do ;-(
",publish,crumphelen-virtualleader-how-it-should-be-more-salsa-than-work-me-patchy-octel-participation-just-keep-getting-other-stuff-to-do,2013-05-29 04:32:39,post,"Social networks,Twitter (Q&A)",#ocTEL
4126,898,2013-05-29 08:25:00,Catching up with OCTEL Week 5 - A new role for VLEs?,"
More than just a filing cabinet?
I’ve been away for a little while, but had a little unfinished business from Week 5. I wanted to contribute to the general discussion in Activity 5.2 with some thoughts about VLEs, in particular:
- What are the wider implications of enforced platforms and technologies for Higher Education?
VLEs. Or LMSs. Or MLEs. Or MLSs. Or whatever you want to call them (does it matter?)
We know that VLEs have aroused strong feelings since they became the standard online learning platform in most universities - see, for example: The VLE is dead at ALT-C 2009. Despite the frequent criticisms levelled at them, it would be hard to find a UK HEI that doesn’t have some kind of VLE such as Moodle, Blackboard, Desire2Learn, Sakai etc., and for all the talk of PLEs (Personal Learning Environments), until there is a coherent alternative, it seems that they are here to stay, at least in the near future. But that’s OK! In my view, VLEs are not, in themselves, a bad thing, but they are often not used very effectively. Perhaps all we need to do is re-evaluate the role they play in teaching and learning within Higher Education?
A frequent complaint about VLEs is that they are used solely as content dumps – the tutor / lecturer simply dumps a load of PDFs, Powerpoints, maybe a course handbook, into the relevant area of the VLE and that’s it, job done, there’s your e-learning right there. Yet Blackboard and Moodle both have a host of other features designed to encourage interaction, dialogue, peer feedback, reflection, group work and other activities and processes which could be said to belong to social constructivist pedagogical approaches. Used well, these can really enhance the learning process and engage learners. The trouble is, they rarely seem to be used well. There are many reasons for this – staff don’t see the need for it, don’t have time, training isn't provided across the board, staff may be on temporary contracts and so on. But what if we were to rethink the role of the VLE, both for the educator and the student?
Here’s how I think VLEs could be used:
For 1st year students the VLE would provide a safe online space to interact with their lecturers and other students. It would serve as a type of sandbox in which they could develop new skills – e.g. their reflective writing skills through writing a blog, commenting on other students’ work, creating and uploading a presentation, image or video to a group space for example. The VLE could fulfil a similar function for less experienced staff, allowing them to develop their own digital literacies, alongside their students. The advantages of the VLE over external tools at this stage would be:
·A private space to develop digital skills related to a student's subject
·Capacity for tutors to monitor and where appropriate grade student interactions online and provide prompt feedback
·Making more use of communication tools within the VLE and expanding its use beyond content repository
·Reducing the risks associated with online interactions for less experienced staff and students (e.g. data protection, copyright, confidentiality and so on)
As students progress through their learning journey, into their second and final year or on to postgraduate study, the aim should be to ‘wean’ them off the VLE and help them to develop their own personal learning environments and networks. Digitally literate staff should be able to help students build an online profile and identity, develop their ability to critically evaluate and also produce content for the web and thereby bring them away from the sheltered environment of the VLE into the ‘real’ world. This is where they might, for example, build an e-portfolio (not in the VLE) which they would still be able to access after leaving the university, perhaps begin writing a blog on WordPress or Blogger or starting using Twitter and so on. The point is, the further they go in their university career, the more they should be encouraged to move away from the safe world of the VLE towards creating their own PLE. Of course, the VLE would still have a role, for sharing files, grading functions for contributory assessments, integration of Turnitin, announcements and so on, but many of the more communicative and social functions of a Personal Learning Environment and the opportunities for networking with wider communities of practice around the world could gradually be built up using external tools and thus preparing the students better for life after graduation.
Equally, the more staff are able to develop and demonstrate their own digital literacies, the greater role they might have in developing other staff and students digital literacies outside the 'walled garden' which is the university VLE. – staff who are less digitally literate could be encouraged and supported to develop their skills within the VLE. (some might say that if you can actually use Blackboard effectively, the rest should be easy…. – especially the Text Editor in SP8…) By developing their ability to use various tools inside the VLE (e.g. blogs, discussion boards, multimedia etc) they may be able to enhance their skills and begin to experiment with creating their own Personal Learning Environments and networks and therefore be in a position to model these skills and help their students to develop them.
For me, this type of digital literacy development is crucial for both staff and students, but we can’t just expect it to happen of its own accord – it takes time and commitment, and since we have these expensive environments available to us, why not try to use them productively to provide a protective 'nursery' or sandbox for our staff and students while at the same time acknowledging that they are suitable for some purposes and not for others and that, as a Higher Education establishment, we have a duty to prepare students for life after university and that some of the skills and literacies they need are not catered for within a university VLE? In other words, it doesn't have to be one or the other (VLE or PLE), but can be both, only perhaps we need to think about how we use the VLE a bit more......
* I probably haven't explained this very well, and am probably being idealistic but hey-ho, that's what it's all about, right?
","
More than just a filing cabinet?
I’ve been away for a little while, but had a little unfinished business from Week 5. I wanted to contribute to the general discussion in Activity 5.2 with some thoughts about VLEs, in particular:
- What are the wider implications of enforced platforms and technologies for Higher Education?
VLEs. Or LMSs. Or MLEs. Or MLSs. Or whatever you want to call them (does it matter?)
We know that VLEs have aroused strong feelings since they became the standard online learning platform in most universities - see, for example: The VLE is dead at ALT-C 2009. Despite the frequent criticisms levelled at them, it would be hard to find a UK HEI that doesn’t have some kind of VLE such as Moodle, Blackboard, Desire2Learn, Sakai etc., and for all the talk of PLEs (Personal Learning Environments), until there is a coherent alternative, it seems that they are here to stay, at least in the near future. But that’s OK! In my view, VLEs are not, in themselves, a bad thing, but they are often not used very effectively. Perhaps all we need to do is re-evaluate the role they play in teaching and learning within Higher Education?
A frequent complaint about VLEs is that they are used solely as content dumps – the tutor / lecturer simply dumps a load of PDFs, Powerpoints, maybe a course handbook, into the relevant area of the VLE and that’s it, job done, there’s your e-learning right there. Yet Blackboard and Moodle both have a host of other features designed to encourage interaction, dialogue, peer feedback, reflection, group work and other activities and processes which could be said to belong to social constructivist pedagogical approaches. Used well, these can really enhance the learning process and engage learners. The trouble is, they rarely seem to be used well. There are many reasons for this – staff don’t see the need for it, don’t have time, training isn't provided across the board, staff may be on temporary contracts and so on. But what if we were to rethink the role of the VLE, both for the educator and the student?
Here’s how I think VLEs could be used:
For 1st year students the VLE would provide a safe online space to interact with their lecturers and other students. It would serve as a type of sandbox in which they could develop new skills – e.g. their reflective writing skills through writing a blog, commenting on other students’ work, creating and uploading a presentation, image or video to a group space for example. The VLE could fulfil a similar function for less experienced staff, allowing them to develop their own digital literacies, alongside their students. The advantages of the VLE over external tools at this stage would be:
·A private space to develop digital skills related to a student's subject
·Capacity for tutors to monitor and where appropriate grade student interactions online and provide prompt feedback
·Making more use of communication tools within the VLE and expanding its use beyond content repository
·Reducing the risks associated with online interactions for less experienced staff and students (e.g. data protection, copyright, confidentiality and so on)
As students progress through their learning journey, into their second and final year or on to postgraduate study, the aim should be to ‘wean’ them off the VLE and help them to develop their own personal learning environments and networks. Digitally literate staff should be able to help students build an online profile and identity, develop their ability to critically evaluate and also produce content for the web and thereby bring them away from the sheltered environment of the VLE into the ‘real’ world. This is where they might, for example, build an e-portfolio (not in the VLE) which they would still be able to access after leaving the university, perhaps begin writing a blog on WordPress or Blogger or starting using Twitter and so on. The point is, the further they go in their university career, the more they should be encouraged to move away from the safe world of the VLE towards creating their own PLE. Of course, the VLE would still have a role, for sharing files, grading functions for contributory assessments, integration of Turnitin, announcements and so on, but many of the more communicative and social functions of a Personal Learning Environment and the opportunities for networking with wider communities of practice around the world could gradually be built up using external tools and thus preparing the students better for life after graduation.
Equally, the more staff are able to develop and demonstrate their own digital literacies, the greater role they might have in developing other staff and students digital literacies outside the 'walled garden' which is the university VLE. – staff who are less digitally literate could be encouraged and supported to develop their skills within the VLE. (some might say that if you can actually use Blackboard effectively, the rest should be easy…. – especially the Text Editor in SP8…) By developing their ability to use various tools inside the VLE (e.g. blogs, discussion boards, multimedia etc) they may be able to enhance their skills and begin to experiment with creating their own Personal Learning Environments and networks and therefore be in a position to model these skills and help their students to develop them.
For me, this type of digital literacy development is crucial for both staff and students, but we can’t just expect it to happen of its own accord – it takes time and commitment, and since we have these expensive environments available to us, why not try to use them productively to provide a protective 'nursery' or sandbox for our staff and students while at the same time acknowledging that they are suitable for some purposes and not for others and that, as a Higher Education establishment, we have a duty to prepare students for life after university and that some of the skills and literacies they need are not catered for within a university VLE? In other words, it doesn't have to be one or the other (VLE or PLE), but can be both, only perhaps we need to think about how we use the VLE a bit more......
* I probably haven't explained this very well, and am probably being idealistic but hey-ho, that's what it's all about, right?
jim pettiward
Wed, 29 May 2013 08:25:38 GMT
- Community
","
jim pettiward
Wed, 29 May 2013 08:25:38 GMT
- Community
",publish,google-octel-activities-2013-05-29-092538,2013-05-29 08:25:38,post,"Course Reader,Google+,Social networks",
4131,898,2013-05-29 08:28:50,jimpettiward: #octel catching up with Week 5 - a new role for VLEs? http://t.co/DGx57cKyHk,"
","#octel catching up with Week 5 - a new role for VLEs? http://t.co/DGx57cKyHk— Jim Pettiward (@jimpettiward) May 29, 2013
",publish,jimpettiward-octel-catching-up-with-week-5-a-new-role-for-vles-httpt-codgx57ckyhk,2013-05-29 08:28:50,post,"Twitter (Q&A),Social networks",#ocTEL
4137,148,2013-05-29 15:28:19,#ocTEL week 7 webinar from 5pm GMT.@NancyWhite design learning to engage and facilitate peer to peer ...,"
James Little
Wed, 29 May 2013 15:28:19 GMT
- Google+
#ocTEL week 7 webinar from 5pm GMT.@NancyWhite design learning to engage and facilitate peer to peer learning goo.gl/ra94a
","
James Little
Wed, 29 May 2013 15:28:19 GMT
- Google+
#ocTEL week 7 webinar from 5pm GMT.@NancyWhite design learning to engage and facilitate peer to peer learning goo.gl/ra94a
More than just a filing cabinet? I’ve been away for a little while, but had a little unfinished business from Week 5. I wanted to contribute to the general discussion in Activity 5.2 with some thoughts about VLEs, in particular: - What are the Read more »
More than just a filing cabinet? I’ve been away for a little while, but had a little unfinished business from Week 5. I wanted to contribute to the general discussion in Activity 5.2 with some thoughts about VLEs, in particular: - What are the Read more »
",publish,octel-daily-newsletter-10,2013-05-30 00:27:55,post,"Course Reader,Newsletter Archive",
4179,1519,2013-05-30 01:46:57,openplanstu: The #ocTEL catchup continues. Week 5 blog: how do you make technology disappear? http://t.co/Vg04S2m4PF,"
","The #ocTEL catchup continues. Week 5 blog: how do you make technology disappear? http://t.co/Vg04S2m4PF— Stuart Allan (@OpenPlanStu) May 30, 2013
",publish,openplanstu-the-octel-catchup-continues-week-5-blog-how-do-you-make-technology-disappear-httpt-covg04s2m4pf,2013-05-30 01:46:57,post,"Social networks,Twitter (Q&A)",#ocTEL
4149,65,2013-05-30 08:41:37,Supporting Learners…,"
In your experience of the ocTEL course so far, describe an instance where the support you received from tutors or peers felt particularly good – what made it good? describe an instance where the support had weaknesses – what made it poor?
When starting the course, there was a buzz of activity in which there was praise and direction. The good thing about it was that through Twitter, forums and blogging, I could meet new people with similar interests. It felt like when Facebook was all sparkly and new. After a few weeks, however, I realised that I was falling behind and the guilt afforded by a traditional class room based education crippled my input. Why should I have an opinion now when I had not contributed for a few weeks! In addition, a lot of the serial tweeters and bloggers already had a lot of experience in TEL whereas I feel that I am still setting out. Though these are definintely things that might be perceived by myself, it’s harder to appreciate that peers and tutors are there to support me in a MOOC setting.
In your general experience, what approaches create an environment conducive to supporting self-directed learning, peer support and collaborative learning? What do these kinds of learning mean to you?
SELF DIRECTED LEARNING:
I suspect if there were online test aspects in order to see what knowledge I had gained in a more formal sense, I would both engage more and feel more comfortable that I was doing well. Again, this harks back to my own education where praise seeking was a large part of how I justified my work. I strongly suspect that this feeling would apply to a lot of people in my age group; indeed it is often a request I receive when teaching; can we have more tests (weird huh)? Though interest is a forceful motivator, praise is a large aspect (as we learn in our classroom management techniques and PGCEs. Though this isn’t a traditional class setting, the human psyche has not altered in line with TEL styles).
PEER SUPPORT: I suspect a skills base questionnaire and being matched by the course would lead to better peer support in the first instance. Since most of the collated information for the course progression seems to be derived from data mining, then it shouldn’t be difficult for this type of matching to happen (‘peer match.com; meet your ideal support network for your course!). This could avoid feelings of inadequacy when starting the course as some people have far more experience than others. From here, additional peer support could be added in the form of mixing starter groups with more advanced groups.
e.g.
# Possible peer support network development?
COLLABORATIVE LEARNING:Collaboration to me means people working together towards a common learning goal. From the classroom, I find that higher achievers tend to dominate the topics and direction. Without implementing differentiation, certain students tend to get lost and lose interest. By having a more structured peer support network (i.e. the teacher chooses groups in which to work based on prior experience; it’s all soooo Bayesian), learners can feel more confident in voicing claims and justifying or altering their idea structures. Regarding this course, assigning peer croups that accounted for the course members who really are just setting out, collaborative learning will follow. Perhaps by matching people on level based peer support rather than classifying all participants as peers since they are on the same course, collaboration would be more easily achieved.
What resources and facilitation skills do you need to support learners in communicating and providing support for each other? Which of these will be most challenging for you?
With regards to my courses, learners tend towards being excellent Web 2.0 users. It’s getting them to interact with college systems that can be difficult. Since a lot of our adult learners have children, they often cannot find time to sit down in college and interact with the VLE and CPD software in their own time. Another issue is that not all of our students are connected to the Internet outside of college other than on their phones, which limits the amount of interactivity they can achieve with our and other systems.
A lot of our learners often use Facebook/Twitter, etc., as an informal peer support network, which can lead to the inevitable falling outs that afflicts even adults in education.
In summary, the most challenging aspect of using any kind of online peer support will be monitoring the progression of said support. Is support putting all the answers online? Is support saying that such and such cheated in an exam just because they did better? Where is the time to monitor such comments in the life of a tutor timetabled for 26 hours a week?
Speaking of that, last big push, then after the FAB I can get back to waiting for my real life to begin (and the OcTel Course, of course)
Peer support? Anyone?
","In your experience of the ocTEL course so far, describe an instance where the support you received from tutors or peers felt particularly good – what made it good? describe an instance where the support had weaknesses – what made it poor? When starting the course, there was a buzz of activity in which there […]",publish,supporting-learners,2013-05-30 08:41:37,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
4663,65,2013-05-30 08:41:37,Supporting Learners…,"
In your experience of the ocTEL course so far, describe an instance where the support you received from tutors or peers felt particularly good – what made it good? describe an instance where the support had weaknesses – what made it poor?
When starting the course, there was a buzz of activity in which there was praise and direction. The good thing about it was that through Twitter, forums and blogging, I could meet new people with similar interests. It felt like when Facebook was all sparkly and new. After a few weeks, however, I realised that I was falling behind and the guilt afforded by a traditional class room based education crippled my input. Why should I have an opinion now when I had not contributed for a few weeks! In addition, a lot of the serial tweeters and bloggers already had a lot of experience in TEL whereas I feel that I am still setting out. Though these are definintely things that might be perceived by myself, it’s harder to appreciate that peers and tutors are there to support me in a MOOC setting.
In your general experience, what approaches create an environment conducive to supporting self-directed learning, peer support and collaborative learning? What do these kinds of learning mean to you?
SELF DIRECTED LEARNING:
I suspect if there were online test aspects in order to see what knowledge I had gained in a more formal sense, I would both engage more and feel more comfortable that I was doing well. Again, this harks back to my own education where praise seeking was a large part of how I justified my work. I strongly suspect that this feeling would apply to a lot of people in my age group; indeed it is often a request I receive when teaching; can we have more tests (weird huh)? Though interest is a forceful motivator, praise is a large aspect (as we learn in our classroom management techniques and PGCEs. Though this isn’t a traditional class setting, the human psyche has not altered in line with TEL styles).
PEER SUPPORT: I suspect a skills base questionnaire and being matched by the course would lead to better peer support in the first instance. Since most of the collated information for the course progression seems to be derived from data mining, then it shouldn’t be difficult for this type of matching to happen (‘peer match.com; meet your ideal support network for your course!). This could avoid feelings of inadequacy when starting the course as some people have far more experience than others. From here, additional peer support could be added in the form of mixing starter groups with more advanced groups.
e.g.
# Possible peer support network development?
COLLABORATIVE LEARNING:Collaboration to me means people working together towards a common learning goal. From the classroom, I find that higher achievers tend to dominate the topics and direction. Without implementing differentiation, certain students tend to get lost and lose interest. By having a more structured peer support network (i.e. the teacher chooses groups in which to work based on prior experience; it’s all soooo Bayesian), learners can feel more confident in voicing claims and justifying or altering their idea structures. Regarding this course, assigning peer croups that accounted for the course members who really are just setting out, collaborative learning will follow. Perhaps by matching people on level based peer support rather than classifying all participants as peers since they are on the same course, collaboration would be more easily achieved.
What resources and facilitation skills do you need to support learners in communicating and providing support for each other? Which of these will be most challenging for you?
With regards to my courses, learners tend towards being excellent Web 2.0 users. It’s getting them to interact with college systems that can be difficult. Since a lot of our adult learners have children, they often cannot find time to sit down in college and interact with the VLE and CPD software in their own time. Another issue is that not all of our students are connected to the Internet outside of college other than on their phones, which limits the amount of interactivity they can achieve with our and other systems.
A lot of our learners often use Facebook/Twitter, etc., as an informal peer support network, which can lead to the inevitable falling outs that afflicts even adults in education.
In summary, the most challenging aspect of using any kind of online peer support will be monitoring the progression of said support. Is support putting all the answers online? Is support saying that such and such cheated in an exam just because they did better? Where is the time to monitor such comments in the life of a tutor timetabled for 26 hours a week?
Speaking of that, last big push, then after the FAB I can get back to waiting for my real life to begin (and the OcTel Course, of course)
Peer support? Anyone?
","In your experience of the ocTEL course so far, describe an instance where the support you received from tutors or peers felt particularly good – what made it good? describe an instance where the support had weaknesses – what made it poor? When starting the course, there was a buzz of activity in which there […]",publish,supporting-learners-2,2013-05-30 08:41:37,post,"Blog posts,Course Reader","Uncategorized,#ocTEL"
4151,3,2013-05-30 10:06:00,Week 7 webinar recording now available,"Thanks to everyone who took part in ocTEL’s weekly webinar with Nancy White yesterday afternoon.
If you missed all or part of the week 7 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Gráinne Hamilton, this week's lead tutor, has blogged about the session:
In the webinar, Nancy covered the impact of the contexts we teach and learn within, considering the ‘we, me, many’ – groups, individual, networks. Much of the discussion focused on how to move towards interaction and developing peer support online. Some of the participants described examples of courses they want to develop more peer-to-peer interaction and experiential learning within, sometimes in international contexts, and Nancy and the group came up with a range of suggestions that could help. These included:
Build the social structure/scaffolding directly
Offer less initial content
Pose key questions
Build in reflective practice
Check your assumptions about what and how
Harness serious games dynamics
Use peer review as a formal activity that can be used to develop peer support in a wider, less formal context
Provide opportunities for the learners to teach
Read Gráinne's account in full for further analysis and links to the resources that Nancy mentioned in the webinar.
Join us next Wednesday at 12:30 BST for the week 8 webinar on maximising learning for minimum cost. Check the Course Materials page for more information.","",publish,week-7-webinar-recording-now-available,2013-06-05 07:56:16,post,Course information,course information
4162,1181,2013-05-30 13:38:49,#ocTEL week 5: how do you make technology disappear?,"
Anyone reading this post probably knows Kolb’s theory already (feel free to skip to the next paragraph if that’s you). Anyway, I’ll keep it brief. We learn through a four-stage cycle: concrete experience, reflective observations, abstract conceptualisation and active experimentation. And we usually lean towards one of four learning styles: diverging (learning by feeling and watching), assimilating (thinking and watching), converging (thinking and doing) or accommodating (feeling and doing).
As I began to understand the theory, two things struck me. First of all, I thought I was an assimilator (that’s thinking and watching) but I’m more like an accommodator (feeling and doing). Apologies for the number of times I’ve referred to my Dad in this blog, but I remember when he showed me how to swing a golf club for the first time. As an assimilator (he’s a former science teacher), he tried to train me by imparting sound theoretical advice – much of which I ignored because I was itching to get my hands on the club and give it a bash. I came back to the theory later as I tried to improve, but my initial instinct was to feel, try and learn from my mistakes.
Secondly, it was unnerving to see that at my university we lean heavily towards one of Kolb’s four learning styles at the moment: assimilating (watching and thinking). We make very little allowance for accommodating, converging or diverging learning styles. So that’s where we’ll need to focus our energy.
How you actually help people experiment, feel and gain new experience via technology is a tricky one. Maybe we should accept that it’s not about technology, but people: technology can never deliver active experimentation or concrete experience on its own, but it can bring a geographically disparate cohort and subject matter experts together online. Once they’re there, they can gain and transform experience in their own ways; the right activities and direction will enable them to experience some of the ‘concrete, tangible, felt qualities of the world’. All of this requires careful planning and a skilful facilitator. But if it happens, then the technology should just disappear.
","After a two-week hiatus while I built sandcastles on the beach in Spain, it was good to get straight into a meaty bit of theory when I started catching up on ocTEL: David Kolb’s learning styles model and experiential learning … Continue reading →",publish,octel-week-5-how-do-you-make-technology-disappear,2013-05-30 13:38:49,post,"Blog posts,Course Reader","#ocTEL,Digital learning"
4189,878,2013-05-30 20:46:30,Edinburgh Research Archive: MOOCs @ Edinburgh 2013: Report #1,"
","Tags: ocTEL, TEL, MOOC, xMOOC, Coursera, Edinburgh, HigherEducationby: David Jennings",publish,edinburgh-research-archive-moocs-edinburgh-2013-report-1-3,2013-05-30 20:46:30,post,"Course Reader,Diigo,Bookmarks","#ocTEL,HigherEducation,Coursera,xMOOC,#tel,Edinburgh,mooc"
4191,174,2013-05-30 21:01:15,Siemens Learning Development Cycle #ocTEL 7.1,"
I planned to write a post comparing Siemens’ approach (learning development cycle) with the Salmon model discussed earlier this week. But I must admit I didn’t get that much from the Siemens’ paper. I’m worried that I’m not understanding it right, but it didn’t seem to be saying very much about learner support. Hopefully someone else will be able to enlighten me!
I did wonder however whether my interpretation of this is as not being particularly new is partly coloured by having mainly taught philosophy. Towards the end of the paper Siemens says:
“After several experiences with alternative learning formats, the liberation of not having to have all the answers, but rather guiding learners towards answers, is an intoxicating (and motivating) revelation.”
The kind of teaching alluded to in the quote above is exactly what teaching philosophy is all about. You can’t claim to teach philosophy by providing all of the answers, because philosophy is not knowledge, it is a skill, a way of thinking and reasoning and analysing that can be applied to any other field. After all, that’s what the Socratic method is all about. So this kind of teaching, even in HE, is not that new. This isn’t to say that Siemens isn’t right in calling for this kind of teaching to be more widespread, and supported and recognised, but just to point out that in some subject areas it may be more common that he recognises, and have been for a long long time.
","I planned to write a post comparing Siemens’ approach (learning development cycle) with the Salmon model discussed earlier this week. But I must admit I didn’t get that much from the Siemens’ paper. I’m worried that I’m not understanding it right, but it didn’t seem to be saying very much …",publish,siemens-learning-development-cycle-octel-7-1,2013-05-30 21:01:15,post,"Blog posts,Course Reader","Reflection,ODL,pedagogy,connectivism,learning,Higher Education,learning theory,#ocTEL,Student Support,Higher Ed,Approaches,Philosophy,Socratic Method"
5173,174,2013-05-30 21:01:15,Siemens Learning Development Cycle #ocTEL 7.1,"
I planned to write a post comparing Siemens’ approach (learning development cycle) with the Salmon model discussed earlier this week. But I must admit I didn’t get that much from the Siemens’ paper. I’m worried that I’m not understanding it right, but it didn’t seem to be saying very much about learner support. Hopefully someone else will be able to enlighten me!
I did wonder however whether my interpretation of this is as not being particularly new is partly coloured by having mainly taught philosophy. Towards the end of the paper Siemens says:
“After several experiences with alternative learning formats, the liberation of not having to have all the answers, but rather guiding learners towards answers, is an intoxicating (and motivating) revelation.”
The kind of teaching alluded to in the quote above is exactly what teaching philosophy is all about. You can’t claim to teach philosophy by providing all of the answers, because philosophy is not knowledge, it is a skill, a way of thinking and reasoning and analysing that can be applied to any other field. After all, that’s what the Socratic method is all about. So this kind of teaching, even in HE, is not that new. This isn’t to say that Siemens isn’t right in calling for this kind of teaching to be more widespread, and supported and recognised, but just to point out that in some subject areas it may be more common that he recognises, and have been for a long long time.
","I planned to write a post comparing Siemens’ approach (learning development cycle) with the Salmon model discussed earlier this week. But I must admit I didn’t get that much from the Siemens’ paper. I’m worried that I’m not understanding it right, but it didn’t seem to be saying very much …",publish,siemens-learning-development-cycle-octel-7-1-2,2013-05-30 21:01:15,post,"Blog posts,Course Reader","Student Support,Higher Ed,Higher Education,Approaches,Philosophy,Socratic Method,Reflection,ODL,connectivism,learning theory,learning,#ocTEL,pedagogy"
4192,1465,2013-05-31 00:22:10,[OCTEL] Daily newsletter,"
Thanks to everyone who took part in ocTEL’s weekly webinar with Nancy White yesterday afternoon.
If you missed all or part of the week 7 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
In the webinar, Nancy covered the impact of the contexts we teach and learn within, considering the ‘we, me, many’ – groups, individual, networks. Much of the discussion focused on how to move towards interaction and developing peer support online. Some of the participants described examples of courses they want to develop more peer-to-peer interaction and experiential learning within, sometimes in international contexts, and Nancy and the group came up with a range of suggestions that could help. These included:
I planned to write a post comparing Siemens’ approach (learning development cycle) with the Salmon model discussed earlier this week. But I must admit I didn’t get that much from the Siemens’ paper. I’m worried that I’m not understanding it right, but it didn’t seem to be saying very much Read more »
After a two-week hiatus while I built sandcastles on the beach in Spain, it was good to get straight into a meaty bit of theory when I started catching up on ocTEL: David Kolb’s learning styles model and experiential learning … Continue reading → Read more »
In your experience of the ocTEL course so far, describe an instance where the support you received from tutors or peers felt particularly good – what made it good? describe an instance where the support had weaknesses – what made it poor? When starting the course, there was a buzz Read more »
Thanks to everyone who took part in ocTEL’s weekly webinar with Nancy White yesterday afternoon.
If you missed all or part of the week 7 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
In the webinar, Nancy covered the impact of the contexts we teach and learn within, considering the ‘we, me, many’ – groups, individual, networks. Much of the discussion focused on how to move towards interaction and developing peer support online. Some of the participants described examples of courses they want to develop more peer-to-peer interaction and experiential learning within, sometimes in international contexts, and Nancy and the group came up with a range of suggestions that could help. These included:
I planned to write a post comparing Siemens’ approach (learning development cycle) with the Salmon model discussed earlier this week. But I must admit I didn’t get that much from the Siemens’ paper. I’m worried that I’m not understanding it right, but it didn’t seem to be saying very much Read more »
After a two-week hiatus while I built sandcastles on the beach in Spain, it was good to get straight into a meaty bit of theory when I started catching up on ocTEL: David Kolb’s learning styles model and experiential learning … Continue reading → Read more »
In your experience of the ocTEL course so far, describe an instance where the support you received from tutors or peers felt particularly good – what made it good? describe an instance where the support had weaknesses – what made it poor? When starting the course, there was a buzz Read more »
",publish,octel-daily-newsletter-11,2013-05-31 00:22:10,post,"Newsletter Archive,Course Reader",
4208,736,2013-05-31 03:26:29,anortcliffe: #ocTEL. Sharing resource issue From a biz perspective as we compete in HE market will HE embrace or draw up the bridge on shared resources?,"
#ocTEL. Sharing resource issue From a biz perspective as we compete in HE market will HE embrace or draw up the bridge on shared resources?
","#ocTEL. Sharing resource issue From a biz perspective as we compete in HE market will HE embrace or draw up the bridge on shared resources?— anortcliffe (@anortcliffe) May 31, 2013
",publish,anortcliffe-octel-sharing-resource-issue-from-a-biz-perspective-as-we-compete-in-he-market-will-he-embrace-or-draw-up-the-bridge-on-shared-resources,2013-05-31 03:26:29,post,"Social networks,Twitter (Q&A)",#ocTEL
4194,461,2013-05-31 03:37:00,Activity 4.1: Comparing resources,"Take the perspective of a learner
What elements of these do you think are appealing to different kinds of learners?
What kinds of learners, if any, would they be inappropriate for and why?
How do each of these resources differ from that of the resources we’re using in ocTEL?
What ways can you see to improve the effectiveness or potential reach of these resources?
The iEthics resource is really good for the activities presented. It provides the learner with a realistic scenario, clear information and can be self paced so the learner can view and review the materials. Visually very nice, clear audio. Visual, Auditory and Kinaesthetic learners. Relevant to people in the health field. It is produced for a specific purpose, audience and use it is a relevant technology for professional development. Include an interactive element (asynchronous discussion tool) so the learner can reflect on each part of the content and opt to reflect with other learner's who are also engaging with the resources. Links to the resources identified in each section so the learner can read up, e.g M.M.S.E. tool.
This is a fun game for a serious subject. It will appeal to those who enjoy keyboard games and want to be challenged to multi task on the screen. Reading and responding and also moving around the screen with keys and mouse simultaneously. Initial I ignored the text message and just focussed on the control keys, as soon as I looked at the text screen I crashed. I couldn't actually do both!
Again it is visually pleasing, worked well and was fun. This will suit a Visual/ Kinaesthetic learner but also one who reads the instructions before use.
We have been introduced to games for education in the course so we are engaging with them in ocTEL but the ocTEL course has made use of existing resources rather than seeking to create it's own stand alone resources. The iEthics resource would be quite costly to produce and may need the resources within it to be updated.The Distraction game is probably lower cost production and maintenance,
Both are specific for the intended audience, however the Distraction may also appeal as a concentration game as well as a powerful safety message.
","Take the perspective of a learner
What elements of these do you think are appealing to different kinds of learners?
What kinds of learners, if any, would they be inappropriate for and why?
How do each of these resources differ from that of the resources we’re using in ocTEL?
What ways can you see to improve the effectiveness or potential reach of these resources?
The iEthics resource is really good for the activities presented. It provides the learner with a realistic scenario, clear information and can be self paced so the learner can view and review the materials. Visually very nice, clear audio. Visual, Auditory and Kinaesthetic learners. Relevant to people in the health field. It is produced for a specific purpose, audience and use it is a relevant technology for professional development. Include an interactive element (asynchronous discussion tool) so the learner can reflect on each part of the content and opt to reflect with other learner's who are also engaging with the resources. Links to the resources identified in each section so the learner can read up, e.g M.M.S.E. tool.
This is a fun game for a serious subject. It will appeal to those who enjoy keyboard games and want to be challenged to multi task on the screen. Reading and responding and also moving around the screen with keys and mouse simultaneously. Initial I ignored the text message and just focussed on the control keys, as soon as I looked at the text screen I crashed. I couldn't actually do both!
Again it is visually pleasing, worked well and was fun. This will suit a Visual/ Kinaesthetic learner but also one who reads the instructions before use.
We have been introduced to games for education in the course so we are engaging with them in ocTEL but the ocTEL course has made use of existing resources rather than seeking to create it's own stand alone resources. The iEthics resource would be quite costly to produce and may need the resources within it to be updated.The Distraction game is probably lower cost production and maintenance,
Both are specific for the intended audience, however the Distraction may also appeal as a concentration game as well as a powerful safety message.
",publish,activity-4-1-comparing-resources,2013-05-31 03:37:10,post,"Course Reader,Blog posts","games,video,#ocTEL"
4197,461,2013-05-31 04:55:00,Activity 4.3: Creating your own material," Have a look at one of the following tools (choose one you are not already familiar with) and consider its application in your context:
Please respond to at least one of the following questions:
How easy was it to understand how this tool worked?
How quickly and easily would you find it to use?
How could you apply this tool in your own teaching?
What does this tool offer that has advantages over your current practice?
I would have liked to explore Xerte or Glomaker, however like my colleagues reflecting in the ocTEL forums, I too am constrained by the securities and permissions regarding installing non institutionally supported technology on my work PC.
Screencast-o-matic certainly looks like a good tool, thank, Jim, Sue and others for your feedback as a users. I like the interface and found it intuitive and easy to use. I like the option of distribution via an existing YouTube account and the change to either share publicly or unlisted. If we didn't have an alternative then this is likely to be the freeby for me.
Fortunately we have a screen capture software (Echo360) in pilot so we will have an institutionally supported equivalent. Our capture recordings are uploaded into an authenticated environment so at the moment the default is private. Our intention is to have the option to create public viewable resources soon.
",Have a look at one of the following tools (choose one you are not already familiar with) and consider its application in your context:XerteGlomakerCmap (click the small document and tool icons)Camtasia or JingScreencast-o-matic.Please respond to at lea...,publish,activity-4-3-creating-your-own-material,2013-05-31 04:55:02,post,"Course Reader,Blog posts","video,#rlo,#ocTEL,oer,#VStream"
4211,1205,2013-05-31 11:58:48,altoctel: RT @OpenPlanStu: The #ocTEL catchup continues. Week 5 blog: how do you make technology disappear? http://t.co/Vg04S2m4PF,"
","The #ocTEL catchup continues. Week 5 blog: how do you make technology disappear? http://t.co/Vg04S2m4PF— Stuart Allan (@OpenPlanStu) May 30, 2013
",publish,altoctel-rt-openplanstu-the-octel-catchup-continues-week-5-blog-how-do-you-make-technology-disappear-httpt-covg04s2m4pf,2013-05-31 11:58:48,post,"Twitter (Q&A),Social networks",#ocTEL
4204,2,2013-05-31 16:33:06,Week 8 webinar details and minor changes,"
Timing and practicalities
Please note that next week's webinar will be on Tuesday 4 June at 12:30pm British Summer Time. As always, we'll be using Blackboard Collaborate. For help prior to the webinar and some frequently asked questions please visit our help page.
To join the webinar please follow this link after 12 noon on Tuesday.
Maximising learning for minimum cost, but who's the online learner? iTunes U as an example
We have looked at iTunes U a couple of times already (in Weeks 4 and 5, occasionally arousing some controversy) as a repository of digital educational material provided by universities and other institutions. iTunes U has delivered over 1 billion downloads, providing unprecedented free public access to educational content for learners and teachers worldwide.
Tuesday's webinar will present the potential of iTunes U to deliver free educational content and how this content is being used, offering the first full profile of the iTunes U learner and their practices and opinions of the materials they download. The data was gathered through a large survey (over 2000 responses) carried out over two years using the iTunes U site from The Open University, the UK’s most successful iTunes U provider in terms of numbers of downloads (over 60 million) as well as amount of collections uploaded (over 400). The session will conclude with ideas about how to introduce the use of free iTunes U materials to teaching, either in the classroom or as self-access resources.
About the presenter
Fernando Rosell-Aguilar is Lecturer in Spanish at the Open University, United Kingdom, where he writes teaching materials and chairs the presentation of courses with 800+ students. He also coordinates the provision of materials from the OU department of languages on iTunes U. In 2004 he received the Open University teaching award for his online learning materials. His research focuses on online language learning, mainly podcasting as a teaching and learning tool, CMC learning environments (such as audio and video conferencing) and digital literacy. He has published his research in international journals such as Computers and Education, Language Learning and Technology, ReCALL, CALL, JaltCALL and Reading Matrix, and regularly presents at international conferences.
Enhancement strategies
On the original Course Materials page, we billed Week 8 as ""Maximum learning for minimum cost"". Reflecting the fact that enhancing learning has more dimensions than just getting more bang for your buck, we've changed the title to ""Enhancement strategies"". There is a still a strong focus on efficiencies of scale, widening access, extending the reach of learning opportunities and reducing costs — but also a recognition that enriching and deepening learning and the learners' experience is an important aspect of Technology Enhanced Learning.","",publish,week-8-webinar-details,2013-06-01 00:19:00,post,Course information,
4210,1465,2013-06-01 00:27:45,[OCTEL] Daily newsletter,"
Please note that next week’s webinar will be on Tuesday 4 June at 12:30pm British Summer Time. As always, we’ll be using Blackboard Collaborate. For help prior to the webinar and some frequently asked questions please visit our help page.
To join the webinar please follow this link after 12 noon on Tuesday.
Maximising learning for minimum cost, but who’s the online learner? iTunes U as an example
We looked at iTunes U a couple of times already (in Weeks 4 and 5, occasionally arousing some controversy) as a repository of digital educational material provided by universities and other institutions. iTunes U has delivered over 1 billion downloads, providing unprecedented free public access to educational content for learners and teachers worldwide.
Tuesday’s webinar will present the potential of iTunes U to deliver free educational content and how this content is being used, offering the first full profile of the iTunes U learner and their practices and opinions of the materials they download. The data was gathered through a large survey (over 2000 responses) carried out over two years using the iTunes U site from The Open University, the UK’s most successful iTunes U provider in terms of numbers of downloads (over 60 million) as well as amount of collections uploaded (over 400). The session will conclude with ideas about how to introduce the use of free iTunes U materials to teaching, either in the classroom or as self-access resources.
About the presenter
Fernando Rosell-Aguilar is Lecturer in Spanish at the Open University, United Kingdom, where he writes teaching materials and chairs the presentation of courses with 800+ students. He also coordinates the provision of materials from the OU department of languages on iTunes U. In 2004 he received the Open University teaching award for his online learning materials. His research focuses on online language learning, mainly podcasting as a teaching and learning tool, CMC learning environments (such as audio and video conferencing) and digital literacy. He has published his research in international journals such as Computers and Education, Language Learning and Technology, ReCALL, CALL, JaltCALL and Reading Matrix, and regularly presents at international conferences.
Enhancement strategies
On the original Course Materials page, we billed Week 8 as “Maximum learning for minimum cost”. Reflecting the fact that enhancing learning has more dimensions than just getting more bang for your buck, we’ve changed the title to “Enhancement strategies”. There is a still a strong focus on efficiencies of scale, widening access, extending the reach of learning opportunities and reducing costs — but also a recognition that enriching and deepening learning and the learners’ experience is an important aspect of Technology Enhanced Learning.
Have a look at one of the following tools (choose one you are not already familiar with) and consider its application in your context:XerteGlomakerCmap (click the small document and tool icons)Camtasia or JingScreencast-o-matic.Pleas... respond to at lea... Read more »
Take the perspective of a learner What elements of these do you think are appealing to different kinds of learners?What kinds of learners, if any, would they be inappropriate for and why?How do each of these resources differ from that of the resources we’re using in ocTEL?What ways can you Read more »
Please note that next week’s webinar will be on Tuesday 4 June at 12:30pm British Summer Time. As always, we’ll be using Blackboard Collaborate. For help prior to the webinar and some frequently asked questions please visit our help page.
To join the webinar please follow this link after 12 noon on Tuesday.
Maximising learning for minimum cost, but who’s the online learner? iTunes U as an example
We looked at iTunes U a couple of times already (in Weeks 4 and 5, occasionally arousing some controversy) as a repository of digital educational material provided by universities and other institutions. iTunes U has delivered over 1 billion downloads, providing unprecedented free public access to educational content for learners and teachers worldwide.
Tuesday’s webinar will present the potential of iTunes U to deliver free educational content and how this content is being used, offering the first full profile of the iTunes U learner and their practices and opinions of the materials they download. The data was gathered through a large survey (over 2000 responses) carried out over two years using the iTunes U site from The Open University, the UK’s most successful iTunes U provider in terms of numbers of downloads (over 60 million) as well as amount of collections uploaded (over 400). The session will conclude with ideas about how to introduce the use of free iTunes U materials to teaching, either in the classroom or as self-access resources.
About the presenter
Fernando Rosell-Aguilar is Lecturer in Spanish at the Open University, United Kingdom, where he writes teaching materials and chairs the presentation of courses with 800+ students. He also coordinates the provision of materials from the OU department of languages on iTunes U. In 2004 he received the Open University teaching award for his online learning materials. His research focuses on online language learning, mainly podcasting as a teaching and learning tool, CMC learning environments (such as audio and video conferencing) and digital literacy. He has published his research in international journals such as Computers and Education, Language Learning and Technology, ReCALL, CALL, JaltCALL and Reading Matrix, and regularly presents at international conferences.
Enhancement strategies
On the original Course Materials page, we billed Week 8 as “Maximum learning for minimum cost”. Reflecting the fact that enhancing learning has more dimensions than just getting more bang for your buck, we’ve changed the title to “Enhancement strategies”. There is a still a strong focus on efficiencies of scale, widening access, extending the reach of learning opportunities and reducing costs — but also a recognition that enriching and deepening learning and the learners’ experience is an important aspect of Technology Enhanced Learning.
Have a look at one of the following tools (choose one you are not already familiar with) and consider its application in your context:XerteGlomakerCmap (click the small document and tool icons)Camtasia or JingScreencast-o-matic.Pleas... respond to at lea... Read more »
Take the perspective of a learner What elements of these do you think are appealing to different kinds of learners?What kinds of learners, if any, would they be inappropriate for and why?How do each of these resources differ from that of the resources we’re using in ocTEL?What ways can you Read more »
",publish,octel-daily-newsletter-12,2013-06-01 00:27:45,post,"Newsletter Archive,Course Reader",
4216,736,2013-06-01 08:34:38,anortcliffe: #ocTEL question is how much ocTEL evoked activity outside measurable iactivity by ocTEL participants with colleagues not on the MOOC?,"
#ocTEL question is how much ocTEL evoked activity outside measurable iactivity by ocTEL participants with colleagues not on the MOOC?
","#ocTEL question is how much ocTEL evoked activity outside measurable iactivity by ocTEL participants with colleagues not on the MOOC?— anortcliffe (@anortcliffe) June 1, 2013
",publish,anortcliffe-octel-question-is-how-much-octel-evoked-activity-outside-measurable-iactivity-by-octel-participants-with-colleagues-not-on-the-mooc,2013-06-01 08:34:38,post,"Social networks,Twitter (Q&A)",#ocTEL
4215,736,2013-06-01 08:55:00,"anortcliffe: #ocTEL @mhawksey ocTEL 2.0 in addition to push aggregated RSS, but also encourage participants to collate narratives of interest from ocTEL?","
#ocTEL@mhawksey ocTEL 2.0 in addition to push aggregated RSS, but also encourage participants to collate narratives of interest from ocTEL?
","#ocTEL @mhawksey ocTEL 2.0 in addition to push aggregated RSS, but also encourage participants to collate narratives of interest from ocTEL?— anortcliffe (@anortcliffe) June 1, 2013
",publish,anortcliffe-octel-mhawksey-octel-2-0-in-addition-to-push-aggregated-rss-but-also-encourage-participants-to-collate-narratives-of-interest-from-octel,2013-06-01 08:55:00,post,"Social networks,Twitter (Q&A)",#ocTEL
4214,736,2013-06-01 09:02:57,"anortcliffe: #ocTEL wordpress tools certainly enables you to collate and make cMOOCs to be agile in pushing learning, but risk passive learners?","
#ocTEL wordpress tools certainly enables you to collate and make cMOOCs to be agile in pushing learning, but risk passive learners?
","#ocTEL wordpress tools certainly enables you to collate and make cMOOCs to be agile in pushing learning, but risk passive learners?— anortcliffe (@anortcliffe) June 1, 2013
",publish,anortcliffe-octel-wordpress-tools-certainly-enables-you-to-collate-and-make-cmoocs-to-be-agile-in-pushing-learning-but-risk-passive-learners,2013-06-01 09:02:57,post,"Social networks,Twitter (Q&A)",#ocTEL
4217,1521,2013-06-01 12:41:50,"Learning: Experience Design
Design a set of affordances conducive to social learning
"Teaching is changing...","
John Kellden
Sat, 01 Jun 2013 12:41:50 GMT
- Community
Learning: Experience Design
Design a set of affordances conducive to social learning "Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the 21st century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals - architects, engineers, town planners, programmers – teachers have to work out creative and evidence-based ways of improving what they do. But teaching is not treated as a design profession." http://change.mooc.ca/archive/12/04_18_newsletter.htm
John Kellden
Sat, 01 Jun 2013 12:41:50 GMT
- Community
Learning: Experience Design
Design a set of affordances conducive to social learning ""Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the 21st century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals - architects, engineers, town planners, programmers – teachers have to work out creative and evidence-based ways of improving what they do. But teaching is not treated as a design profession."" http://change.mooc.ca/archive/12/04_18_newsletter.htm
",publish,learning-experience-designdesign-a-set-of-affordances-conducive-to-social-learningteaching-is-changing,2013-06-01 14:35:32,post,"Course Reader,Social networks,Google+",
4218,1522,2013-06-01 17:22:45,"Learning: Experience Design
Design a set of affordances conducive to social learning
"Teaching is changing...","
Design a set of affordances conducive to social learning "Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the 21st century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals - architects, engineers, town planners, programmers – teachers have to work out creative and evidence-based ways of improving what they do. But teaching is not treated as a design profession." http://change.mooc.ca/archive/12/04_18_newsletter.htm
Design a set of affordances conducive to social learning ""Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the 21st century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals - architects, engineers, town planners, programmers – teachers have to work out creative and evidence-based ways of improving what they do. But teaching is not treated as a design profession."" http://change.mooc.ca/archive/12/04_18_newsletter.htm
",publish,octel-daily-newsletter-13,2013-06-02 00:33:26,post,"Newsletter Archive,Course Reader",
4259,896,2013-06-02 05:34:14,"elizabethecharl: Bill Bowen: ""The 'Cost Disease' in Higher Education: Is Technology the Answer?"" Part 1 | @scoopit http://t.co/etcJwqUCYX #octel #highered","
","Massive Open Online Resource? http://t.co/iJs0SVoQvT via @wordpressdotcom #octel #tel #mooc— James Kerr (@Kerr63) June 3, 2013
",publish,kerr63-massive-open-online-resource-httpt-coijs0svoqvt-via-wordpressdotcom-octel-tel-mooc,2013-06-03 02:10:13,post,"Twitter (Q&A),Social networks","mooc,#tel,#ocTEL"
4285,1179,2013-06-03 02:14:21,"kerr63: @altoctel I thought #ocTEL 's Induction week went well; perhaps too much emphasis on listserv that ultimately isn't used much by octellers?","
@altoctel I thought #ocTEL 's Induction week went well; perhaps too much emphasis on listserv that ultimately isn't used much by octellers?
",publish,kerr63-altoctel-i-thought-octel-s-induction-week-went-well-perhaps-too-much-emphasis-on-listserv-that-ultimately-isnt-used-much-by-octellers,2013-06-03 02:14:21,post,"Twitter (Q&A),Social networks",#ocTEL
4294,530,2013-06-03 05:59:53,lubsstudented: #octel if Thomas Hardy were writing today would Jude the Obscure be studying a #MOOC ?,"
#octel if Thomas Hardy were writing today would Jude the Obscure be studying a #MOOC ?
","#octel if Thomas Hardy were writing today would Jude the Obscure be studying a #MOOC ?— Julia Clarke (@LUBSStudentEd) June 3, 2013
",publish,lubsstudented-octel-if-thomas-hardy-were-writing-today-would-jude-the-obscure-be-studying-a-mooc,2013-06-03 05:59:53,post,"Social networks,Twitter (Q&A)","mooc,#ocTEL"
4274,198,2013-06-03 12:54:00,Induction Weeks,"
Induction week. Week Zero. Course Orientation. Different names for similar activities. Course orientations can be such a critical time for students, they may even drop a course during the induction week because of a poor experience. (Jones, Jones, & Packham, 2009; Schofield & Sackville, 2010) Induction week can be the time that participants learn (or have a refresher) about the institution's policies, resources, support areas, and study skills. It is an opportune time to familiarize themselves with the LMS/VLE and other technical requirements of the course. They can be introduced to their instructor, their tutors or teaching assistants, and their peers. (Motteram & Forrester, 2005; Schofield & Sackville, 2010)
Peer support during Induction Week activities can be extremely helpful for inexperienced online or TEL learners, to help them become more comfortable and acclimated to the environment. The tricky part is getting the experienced learners to participate in the Week Zero activities, to assist and help with the inexperienced. Not only can the experienced learners assist with technology issues, but also give tips and guidelines on how to manage the different aspects of the course, maybe previous experiences with the instructor, etc. (Motteram & Forrester, 2005) It takes the readiness evaluations we looked at earlier in ocTEL and applies them. Participants can seek assistance based on the results of their self-assessment; or, if those results are shared with the course tutors, targeted tutorials can be offered. (Jones, Jones, & Packham, 2009) Here is the dry run, the dress rehearsal, for the learners to get used to the course mechanics and get their feet wet. They don’t have to waste instructional time learning how to use the tools, they can do it during the Induction Week.
References
Jones, P., Jones, A., & Packham, G. (2009). E-learning induction design for an undergraduate entrepreneurship degree. International Journal Of Management Education (Oxford Brookes University), 8(1), 37-51. doi:10.3794/ijme.81.210
Motteram, G., & Forrester, G. (2005). Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?. Distance Education, 26(3), 281-298. doi:10.1080/01587910500291330
Schofield, M., & Sackville, A. (2010). Student Induction/Orientation: From Event to Entitlement. International Journal Of Learning, 17(7), 113-124.
","
Induction week. Week Zero. Course Orientation. Different names for similar activities. Course orientations can be such a critical time for students, they may even drop a course during the induction week because of a poor experience. (Jones, Jones, & Packham, 2009; Schofield & Sackville, 2010) Induction week can be the time that participants learn (or have a refresher) about the institution's policies, resources, support areas, and study skills. It is an opportune time to familiarize themselves with the LMS/VLE and other technical requirements of the course. They can be introduced to their instructor, their tutors or teaching assistants, and their peers. (Motteram & Forrester, 2005; Schofield & Sackville, 2010)
Peer support during Induction Week activities can be extremely helpful for inexperienced online or TEL learners, to help them become more comfortable and acclimated to the environment. The tricky part is getting the experienced learners to participate in the Week Zero activities, to assist and help with the inexperienced. Not only can the experienced learners assist with technology issues, but also give tips and guidelines on how to manage the different aspects of the course, maybe previous experiences with the instructor, etc. (Motteram & Forrester, 2005) It takes the readiness evaluations we looked at earlier in ocTEL and applies them. Participants can seek assistance based on the results of their self-assessment; or, if those results are shared with the course tutors, targeted tutorials can be offered. (Jones, Jones, & Packham, 2009) Here is the dry run, the dress rehearsal, for the learners to get used to the course mechanics and get their feet wet. They don’t have to waste instructional time learning how to use the tools, they can do it during the Induction Week.
References
Jones, P., Jones, A., & Packham, G. (2009). E-learning induction design for an undergraduate entrepreneurship degree. International Journal Of Management Education (Oxford Brookes University), 8(1), 37-51. doi:10.3794/ijme.81.210
Motteram, G., & Forrester, G. (2005). Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?. Distance Education, 26(3), 281-298. doi:10.1080/01587910500291330
Schofield, M., & Sackville, A. (2010). Student Induction/Orientation: From Event to Entitlement. International Journal Of Learning, 17(7), 113-124.
Induction week. Week Zero. Course Orientation. Different names for similar activities. Course orientations can be such a critical time for students, they may even drop a course during the induction week because of a poor experience. (Jones, Jones, & Packham, 2009; Schofield & Sackville, 2010) Induction week can be the time that participants learn (or have a refresher) about the institution's policies, resources, support areas, and study skills. It is an opportune time to familiarize themselves with the LMS/VLE and other technical requirements of the course. They can be introduced to their instructor, their tutors or teaching assistants, and their peers. (Motteram & Forrester, 2005; Schofield & Sackville, 2010)
Peer support during Induction Week activities can be extremely helpful for inexperienced online or TEL learners, to help them become more comfortable and acclimated to the environment. The tricky part is getting the experienced learners to participate in the Week Zero activities, to assist and help with the inexperienced. Not only can the experienced learners assist with technology issues, but also give tips and guidelines on how to manage the different aspects of the course, maybe previous experiences with the instructor, etc. (Motteram & Forrester, 2005) It takes the readiness evaluations we looked at earlier in ocTEL and applies them. Participants can seek assistance based on the results of their self-assessment; or, if those results are shared with the course tutors, targeted tutorials can be offered. (Jones, Jones, & Packham, 2009) Here is the dry run, the dress rehearsal, for the learners to get used to the course mechanics and get their feet wet. They don’t have to waste instructional time learning how to use the tools, they can do it during the Induction Week.
References
Jones, P., Jones, A., & Packham, G. (2009). E-learning induction design for an undergraduate entrepreneurship degree. International Journal Of Management Education (Oxford Brookes University), 8(1), 37-51. doi:10.3794/ijme.81.210
Motteram, G., & Forrester, G. (2005). Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?. Distance Education, 26(3), 281-298. doi:10.1080/01587910500291330
Schofield, M., & Sackville, A. (2010). Student Induction/Orientation: From Event to Entitlement. International Journal Of Learning, 17(7), 113-124.
","
Induction week. Week Zero. Course Orientation. Different names for similar activities. Course orientations can be such a critical time for students, they may even drop a course during the induction week because of a poor experience. (Jones, Jones, & Packham, 2009; Schofield & Sackville, 2010) Induction week can be the time that participants learn (or have a refresher) about the institution's policies, resources, support areas, and study skills. It is an opportune time to familiarize themselves with the LMS/VLE and other technical requirements of the course. They can be introduced to their instructor, their tutors or teaching assistants, and their peers. (Motteram & Forrester, 2005; Schofield & Sackville, 2010)
Peer support during Induction Week activities can be extremely helpful for inexperienced online or TEL learners, to help them become more comfortable and acclimated to the environment. The tricky part is getting the experienced learners to participate in the Week Zero activities, to assist and help with the inexperienced. Not only can the experienced learners assist with technology issues, but also give tips and guidelines on how to manage the different aspects of the course, maybe previous experiences with the instructor, etc. (Motteram & Forrester, 2005) It takes the readiness evaluations we looked at earlier in ocTEL and applies them. Participants can seek assistance based on the results of their self-assessment; or, if those results are shared with the course tutors, targeted tutorials can be offered. (Jones, Jones, & Packham, 2009) Here is the dry run, the dress rehearsal, for the learners to get used to the course mechanics and get their feet wet. They don’t have to waste instructional time learning how to use the tools, they can do it during the Induction Week.
References
Jones, P., Jones, A., & Packham, G. (2009). E-learning induction design for an undergraduate entrepreneurship degree. International Journal Of Management Education (Oxford Brookes University), 8(1), 37-51. doi:10.3794/ijme.81.210
Motteram, G., & Forrester, G. (2005). Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?. Distance Education, 26(3), 281-298. doi:10.1080/01587910500291330
Schofield, M., & Sackville, A. (2010). Student Induction/Orientation: From Event to Entitlement. International Journal Of Learning, 17(7), 113-124.
Induction week. Week Zero. Course Orientation. Different names for similar activities. Course orientations can be such a critical time for students, they may even drop a course during the induction week because of a poor experience. (Jones, Jones, & Packham, 2009; Schofield & Sackville, 2010) Induction week can be the time that participants learn (or have a refresher) about the institution's policies, resources, support areas, and study skills. It is an opportune time to familiarize themselves with the LMS/VLE and other technical requirements of the course. They can be introduced to their instructor, their tutors or teaching assistants, and their peers. (Motteram & Forrester, 2005; Schofield & Sackville, 2010)
Peer support during Induction Week activities can be extremely helpful for inexperienced online or TEL learners, to help them become more comfortable and acclimated to the environment. The tricky part is getting the experienced learners to participate in the Week Zero activities, to assist and help with the inexperienced. Not only can the experienced learners assist with technology issues, but also give tips and guidelines on how to manage the different aspects of the course, maybe previous experiences with the instructor, etc. (Motteram & Forrester, 2005) It takes the readiness evaluations we looked at earlier in ocTEL and applies them. Participants can seek assistance based on the results of their self-assessment; or, if those results are shared with the course tutors, targeted tutorials can be offered. (Jones, Jones, & Packham, 2009) Here is the dry run, the dress rehearsal, for the learners to get used to the course mechanics and get their feet wet. They don’t have to waste instructional time learning how to use the tools, they can do it during the Induction Week.
References
Jones, P., Jones, A., & Packham, G. (2009). E-learning induction design for an undergraduate entrepreneurship degree. International Journal Of Management Education (Oxford Brookes University), 8(1), 37-51. doi:10.3794/ijme.81.210
Motteram, G., & Forrester, G. (2005). Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?. Distance Education, 26(3), 281-298. doi:10.1080/01587910500291330
Schofield, M., & Sackville, A. (2010). Student Induction/Orientation: From Event to Entitlement. International Journal Of Learning, 17(7), 113-124.
","
Induction week. Week Zero. Course Orientation. Different names for similar activities. Course orientations can be such a critical time for students, they may even drop a course during the induction week because of a poor experience. (Jones, Jones, & Packham, 2009; Schofield & Sackville, 2010) Induction week can be the time that participants learn (or have a refresher) about the institution's policies, resources, support areas, and study skills. It is an opportune time to familiarize themselves with the LMS/VLE and other technical requirements of the course. They can be introduced to their instructor, their tutors or teaching assistants, and their peers. (Motteram & Forrester, 2005; Schofield & Sackville, 2010)
Peer support during Induction Week activities can be extremely helpful for inexperienced online or TEL learners, to help them become more comfortable and acclimated to the environment. The tricky part is getting the experienced learners to participate in the Week Zero activities, to assist and help with the inexperienced. Not only can the experienced learners assist with technology issues, but also give tips and guidelines on how to manage the different aspects of the course, maybe previous experiences with the instructor, etc. (Motteram & Forrester, 2005) It takes the readiness evaluations we looked at earlier in ocTEL and applies them. Participants can seek assistance based on the results of their self-assessment; or, if those results are shared with the course tutors, targeted tutorials can be offered. (Jones, Jones, & Packham, 2009) Here is the dry run, the dress rehearsal, for the learners to get used to the course mechanics and get their feet wet. They don’t have to waste instructional time learning how to use the tools, they can do it during the Induction Week.
References
Jones, P., Jones, A., & Packham, G. (2009). E-learning induction design for an undergraduate entrepreneurship degree. International Journal Of Management Education (Oxford Brookes University), 8(1), 37-51. doi:10.3794/ijme.81.210
Motteram, G., & Forrester, G. (2005). Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?. Distance Education, 26(3), 281-298. doi:10.1080/01587910500291330
Schofield, M., & Sackville, A. (2010). Student Induction/Orientation: From Event to Entitlement. International Journal Of Learning, 17(7), 113-124.
",publish,induction-weeks-3,2013-06-03 12:54:00,post,"Blog posts,Course Reader","Induction,support,tutoring,mentoring,#ocTEL,week zero,participatory,peer,orientation,experiential learning,digital readiness,#tel"
4289,2,2013-06-03 15:09:45,Welcome to the concluding part of ocTEL - getting personal,"Hello all,
Just a quick note to mark the fact that we're now into the final three weeks of ocTEL.
If other pressures have meant that you've had to 'sit out' recent parts of the course, this is an ideal time to re-engage.
The first part dealt with the foundations of Technology Enhanced Learning (TEL). The second part covered methods and tools. This final segment is called ""Managing TEL"". It's concerned with questions like - what good is actually going to come of using technology in my teaching? - what sorts of things can go wrong with TEL and how [...] ","Hello all,Just a quick note to mark the fact that we're now into the final three weeks of ocTEL.If other pressures have meant that you've had to 'sit out' recent parts of the course, this is an ideal time to re-engage.The first part dealt with the foun...",publish,welcome-to-the-concluding-part-of-octel-getting-personal,2013-06-03 15:09:45,post,"Lists,JISCMail,Course Reader",
4854,2,2013-06-03 15:09:45,Welcome to the concluding part of ocTEL - getting personal,"Hello all,
Just a quick note to mark the fact that we're now into the final three weeks of ocTEL.
If other pressures have meant that you've had to 'sit out' recent parts of the course, this is an ideal time to re-engage.
The first part dealt with the foundations of Technology Enhanced Learning (TEL). The second part covered methods and tools. This final segment is called ""Managing TEL"". It's concerned with questions like - what good is actually going to come of using technology in my teaching? - what sorts of things can go wrong with TEL and how [...] ","Hello all,Just a quick note to mark the fact that we're now into the final three weeks of ocTEL.If other pressures have meant that you've had to 'sit out' recent parts of the course, this is an ideal time to re-engage.The first part dealt with the foun...",publish,welcome-to-the-concluding-part-of-octel-getting-personal-2,2013-06-03 15:09:45,post,"JISCMail,Lists,Course Reader",
5350,2,2013-06-03 15:09:45,Welcome to the concluding part of ocTEL - getting personal,"Hello all,
Just a quick note to mark the fact that we're now into the final three weeks of ocTEL.
If other pressures have meant that you've had to 'sit out' recent parts of the course, this is an ideal time to re-engage.
The first part dealt with the foundations of Technology Enhanced Learning (TEL). The second part covered methods and tools. This final segment is called ""Managing TEL"". It's concerned with questions like - what good is actually going to come of using technology in my teaching? - what sorts of things can go wrong with TEL and how [...] ","Hello all,Just a quick note to mark the fact that we're now into the final three weeks of ocTEL.If other pressures have meant that you've had to 'sit out' recent parts of the course, this is an ideal time to re-engage.The first part dealt with the foun...",publish,welcome-to-the-concluding-part-of-octel-getting-personal-3,2013-06-03 15:09:45,post,"Lists,Course Reader,JISCMail",
5701,2,2013-06-03 15:09:45,Welcome to the concluding part of ocTEL - getting personal,"Hello all,
Just a quick note to mark the fact that we're now into the final three weeks of ocTEL.
If other pressures have meant that you've had to 'sit out' recent parts of the course, this is an ideal time to re-engage.
The first part dealt with the foundations of Technology Enhanced Learning (TEL). The second part covered methods and tools. This final segment is called ""Managing TEL"". It's concerned with questions like - what good is actually going to come of using technology in my teaching? - what sorts of things can go wrong with TEL and how [...] ","Hello all,Just a quick note to mark the fact that we're now into the final three weeks of ocTEL.If other pressures have meant that you've had to 'sit out' recent parts of the course, this is an ideal time to re-engage.The first part dealt with the foun...",publish,welcome-to-the-concluding-part-of-octel-getting-personal-4,2013-06-03 15:09:45,post,"JISCMail,Course Reader,Lists",
4287,1181,2013-06-03 15:46:00,"#ocTEL week 6: design, assessment and emergency stops","
When you learn to drive, your instructor makes sure you know how to parallel park, do a three-point turn and perform an emergency stop. In other words, he gives you exactly what you need to get through the driving test.
But after you pass, you throw away much of what he’s taught you (does anyone still ‘feed the steering wheel’?) and develop your own (quite possibly bad) habits. You learn how to do some basic maintenance work on your car, how to edge out at a busy junction and when it’s safe to switch lanes at high speed on the motorway. In other words the driving instructor has shown you how to pass the test, but he might not have prepared you fully for life on the road.
So if we design a course with assessment in mind, are we giving students the knowledge to pass an exam or building real skills? You’d hope it’s the latter, but I fear it’s often the former. Obviously you’ve got to make sure you pick the right assessment type early on; changing it after students have begun their studies would be a nightmare.
Effective assessment designs take into account the longer-term purpose of learning: helping learners to become self-reliant, confident and able to make judgements about the quality of their own learning.
Here’s a summary of my thoughts on the suitability of three possible approaches to assessment for a postgraduate distance learning course:
Assessment approach
How does it align with learning outcomes?
What feedback is provided?
Pros
Cons
Online MCQs
Tests understanding of concepts, but not in depth
Doesn’t develop independence or collaborative skills
Pre-prepared explanation of the correct answer; links back to course materials
Can be taken anywhere, anytime
Immediate, authoritative feedback from faculty
Requires minimal faculty intervention, so broad range of materials can be developed
Limited scope for personalisation
Might encourage rote learning
Can it be delivered securely for summative assessment?
Is it relevant in the humanities/social sciences?
Wiki
Develops independent learners who can collaborate with peers
Peer feedback
Encourages deeper learning
Creates learning communities
Can it be used for subjects that have a defined right / wrong answer (e.g. accounting) or that assess individual creativity (e.g. product design)?
Peer feedback requires monitoring from faculty in case it’s inaccurate / inappropriate
Assessment is cohort-based, not self-paced
E-portfolio
Develops self-directed learners who can respond to feedback
Just-in-time feedback from faculty and/or peers
Gives students ownership of learning
Creates learning communities
Encourages independence
Peer feedback requires monitoring from faculty in case it’s inaccurate / inappropriate
Assessment is cohort-based, not self-paced
One footnote to this: the JISC publication is based on its own UK-based research, which detected high levels of ownership of devices that could assist with technology-enabled assessment. Whether you could make the same assumptions about access and digital literacy in other parts of the world is debatable.
","When you learn to drive, your instructor makes sure you know how to parallel park, do a three-point turn and perform an emergency stop. In other words, he gives you exactly what you need to get through the driving test. … Continue reading →",publish,octel-week-6-assessment-for-the-longer-term,2013-06-03 15:46:00,post,"Course Reader,Blog posts","#ocTEL,Digital learning"
4302,878,2013-06-03 20:54:17,Youth unsure of university cost-benefit analysis | News | Times Higher Education,"
","Tags: ocTEL, cost, HigherEducationby: David Jennings",publish,youth-unsure-of-university-cost-benefit-analysis-news-times-higher-education,2013-06-03 20:54:17,post,"Diigo,Bookmarks,Course Reader","cost,HigherEducation,#ocTEL"
4301,878,2013-06-03 20:55:17,‘Something new in freedom’ | Features | Times Higher Education,"
","Tags: ocTEL, HigherEducation, costby: David Jennings",publish,something-new-in-freedom-features-times-higher-education,2013-06-03 20:55:17,post,"Course Reader,Diigo,Bookmarks","HigherEducation,#ocTEL,cost"
4300,896,2013-06-03 21:11:51,SEFs-Khan-Academy-Experiment-2012.pdf,"
Comments:
An article on the outcome of recent experiment in the use of Khan Academy content to teach maths to township children in South Africa. - Elizabeth E Charles
","Comments:An article on the outcome of recent experiment in the use of Khan Academy content to teach maths to township children in South Africa. - Elizabeth E Charles Tags: online learning, South African, freely-available, Khan Academy, OER, pdfby: Eliz...",publish,sefs-khan-academy-experiment-2012-pdf,2013-06-03 21:11:51,post,"Course Reader,Diigo,Bookmarks","Khan Academy,oer,online learning,pdf,South African,freely-available"
4684,896,2013-06-03 21:11:51,SEFs-Khan-Academy-Experiment-2012.pdf,"
Comments:
An article on the outcome of recent experiment in the use of Khan Academy content to teach maths to township children in South Africa. - Elizabeth E Charles
","Comments:An article on the outcome of recent experiment in the use of Khan Academy content to teach maths to township children in South Africa. - Elizabeth E Charles Tags: online learning, South African, freely-available, Khan Academy, OER, pdfby: Eliz...",publish,sefs-khan-academy-experiment-2012-pdf-2,2013-06-03 21:11:51,post,"Course Reader,Diigo,Bookmarks","online learning,South African,freely-available,oer,Khan Academy,pdf"
5147,896,2013-06-03 21:11:51,SEFs-Khan-Academy-Experiment-2012.pdf,"
Comments:
An article on the outcome of recent experiment in the use of Khan Academy content to teach maths to township children in South Africa. - Elizabeth E Charles
","Comments:An article on the outcome of recent experiment in the use of Khan Academy content to teach maths to township children in South Africa. - Elizabeth E Charles Tags: online learning, South African, freely-available, Khan Academy, OER, pdfby: Eliz...",publish,sefs-khan-academy-experiment-2012-pdf-3,2013-06-03 21:11:51,post,"Course Reader,Diigo,Bookmarks","pdf,online learning,South African,oer,freely-available,Khan Academy"
4306,896,2013-06-03 21:21:28,Next-Generation-Learning-Can-We-Crack-Four-Problem.aspx,"
","Tags: Gates Foundation, problems, learningby: Elizabeth E Charles ",publish,next-generation-learning-can-we-crack-four-problem-aspx,2013-06-03 21:21:28,post,"Bookmarks,Course Reader,Diigo","Gates Foundation,problems,learning"
4683,896,2013-06-03 21:21:28,Next-Generation-Learning-Can-We-Crack-Four-Problem.aspx,"
","Tags: Gates Foundation, problems, learningby: Elizabeth E Charles ",publish,next-generation-learning-can-we-crack-four-problem-aspx-2,2013-06-03 21:21:28,post,"Diigo,Bookmarks,Course Reader","learning,Gates Foundation,problems"
5146,896,2013-06-03 21:21:28,Next-Generation-Learning-Can-We-Crack-Four-Problem.aspx,"
","Tags: Gates Foundation, problems, learningby: Elizabeth E Charles ",publish,next-generation-learning-can-we-crack-four-problem-aspx-3,2013-06-03 21:21:28,post,"Diigo,Course Reader,Bookmarks","problems,learning,Gates Foundation"
4305,896,2013-06-03 21:33:05,Four Steps to Successful Agile Learning in 2013,"
Comments:
""How can learning professionals adapt to this fast pace of change? Here are four steps to agile learning success and the major pitfalls to avoid. "" - Elizabeth E Charles
","Comments:""How can learning professionals adapt to this fast pace of change? Here are four steps to agile learning success and the major pitfalls to avoid. "" - Elizabeth E Charles Tags: agile learning, learning strategies, tips, steps, learningby: Eliza...",publish,four-steps-to-successful-agile-learning-in-2013,2013-06-03 21:33:05,post,"Course Reader,Diigo,Bookmarks","agile learning,learning,tips,learning strategies,steps"
4682,896,2013-06-03 21:33:05,Four Steps to Successful Agile Learning in 2013,"
Comments:
""How can learning professionals adapt to this fast pace of change? Here are four steps to agile learning success and the major pitfalls to avoid. "" - Elizabeth E Charles
","Comments:""How can learning professionals adapt to this fast pace of change? Here are four steps to agile learning success and the major pitfalls to avoid. "" - Elizabeth E Charles Tags: agile learning, learning strategies, tips, steps, learningby: Eliza...",publish,four-steps-to-successful-agile-learning-in-2013-2,2013-06-03 21:33:05,post,"Diigo,Bookmarks,Course Reader","tips,steps,agile learning,learning,learning strategies"
5145,896,2013-06-03 21:33:05,Four Steps to Successful Agile Learning in 2013,"
Comments:
""How can learning professionals adapt to this fast pace of change? Here are four steps to agile learning success and the major pitfalls to avoid. "" - Elizabeth E Charles
","Comments:""How can learning professionals adapt to this fast pace of change? Here are four steps to agile learning success and the major pitfalls to avoid. "" - Elizabeth E Charles Tags: agile learning, learning strategies, tips, steps, learningby: Eliza...",publish,four-steps-to-successful-agile-learning-in-2013-3,2013-06-03 21:33:05,post,"Diigo,Course Reader,Bookmarks","learning,learning strategies,tips,steps,agile learning"
4304,896,2013-06-03 21:38:38,Agile In Teaching Learning Process,"
","Comments:V Kamat presentation in 2008 - Elizabeth E Charles Tags: agile learning, learning strategies, process, learning, teachingby: Elizabeth E Charles ",publish,agile-in-teaching-learning-process,2013-06-03 21:38:38,post,"Bookmarks,Course Reader,Diigo","learning,teaching,learning strategies,process,agile learning"
4681,896,2013-06-03 21:38:38,Agile In Teaching Learning Process,"
","Comments:V Kamat presentation in 2008 - Elizabeth E Charles Tags: agile learning, learning strategies, process, learning, teachingby: Elizabeth E Charles ",publish,agile-in-teaching-learning-process-2,2013-06-03 21:38:38,post,"Course Reader,Diigo,Bookmarks","agile learning,teaching,learning,learning strategies,process"
5144,896,2013-06-03 21:38:38,Agile In Teaching Learning Process,"
","Comments:V Kamat presentation in 2008 - Elizabeth E Charles Tags: agile learning, learning strategies, process, learning, teachingby: Elizabeth E Charles ",publish,agile-in-teaching-learning-process-3,2013-06-03 21:38:38,post,"Diigo,Course Reader,Bookmarks","teaching,process,agile learning,learning,learning strategies"
4303,896,2013-06-03 21:40:43,Do wwe need Agile Learning community of practice?,"
","Tags: agile learning, learning, community, practice, learning strategies, teachingby: Elizabeth E Charles ",publish,do-wwe-need-agile-learning-community-of-practice,2013-06-03 21:40:43,post,"Course Reader,Diigo,Bookmarks","practice,agile learning,learning,community,teaching,learning strategies"
4680,896,2013-06-03 21:40:43,Do wwe need Agile Learning community of practice?,"
","Tags: agile learning, learning, community, practice, learning strategies, teachingby: Elizabeth E Charles ",publish,do-wwe-need-agile-learning-community-of-practice-2,2013-06-03 21:40:43,post,"Diigo,Bookmarks,Course Reader","learning strategies,community,practice,agile learning,teaching,learning"
5143,896,2013-06-03 21:40:43,Do wwe need Agile Learning community of practice?,"
When you learn to drive, your instructor makes sure you know how to parallel park, do a three-point turn and an emergency stop. In other words, they give you exactly what you need to get through the driving test. But … Continue reading → Read more »
Induction week. Week Zero. Course Orientation. Different names for similar activities. Course orientations can be such a critical time for students, they may even drop a course during the induction week because of a poor experience. (Jones, Jones, & Packham, 2009; Schofield & Sackville, Read more »
When you learn to drive, your instructor makes sure you know how to parallel park, do a three-point turn and an emergency stop. In other words, they give you exactly what you need to get through the driving test. But … Continue reading → Read more »
Induction week. Week Zero. Course Orientation. Different names for similar activities. Course orientations can be such a critical time for students, they may even drop a course during the induction week because of a poor experience. (Jones, Jones, & Packham, 2009; Schofield & Sackville, Read more »
",publish,octel-daily-newsletter-15,2013-06-04 00:30:27,post,"Course Reader,Newsletter Archive",
4331,257,2013-06-04 01:34:22,reedyreedles: Ha. Thought the same thing this morning RT @hopkinsdavid I've forgetten all about #ocTEL ... how's it going people?,"
Ha. Thought the same thing this morning RT @hopkinsdavid I've forgetten all about #ocTEL ... how's it going people?
",publish,reedyreedles-ha-thought-the-same-thing-this-morning-rt-hopkinsdavid-ive-forgetten-all-about-octel-hows-it-going-people,2013-06-04 01:34:22,post,"Social networks,Twitter (Q&A)",#ocTEL
4330,1527,2013-06-04 02:01:39,"e180: No classrooms by 2020? http://t.co/7nQsRlqrhJ via @ElizabethECharl #coedu & #P2Plearning to become bigger reality #octel #edchat #moocs","
","No classrooms by 2020? http://t.co/7nQsRlqrhJ via @ElizabethECharl #coedu & #P2Plearning to become bigger reality #octel #edchat #moocs— E-180 (@e180) June 4, 2013
",publish,e180-no-classrooms-by-2020-httpt-co7nqsrlqrhj-via-elizabethecharl-coedu-amp-p2plearning-to-become-bigger-reality-octel-edchat-moocs,2013-06-04 02:01:39,post,"Social networks,Twitter (Q&A)","#ocTEL,p2plearning,coedu,edchat,moocs"
4329,1526,2013-06-04 02:02:54,"sdp80: RT @e180: No classrooms by 2020? http://t.co/7nQsRlqrhJ via @ElizabethECharl #coedu & #P2Plearning to become bigger reality #octel #edchat …","
","No classrooms by 2020? http://t.co/7nQsRlqrhJ via @ElizabethECharl #coedu & #P2Plearning to become bigger reality #octel #edchat #moocs— E-180 (@e180) June 4, 2013
",publish,sdp80-rt-e180-no-classrooms-by-2020-httpt-co7nqsrlqrhj-via-elizabethecharl-coedu-amp-p2plearning-to-become-bigger-reality-octel-edchat,2013-06-04 02:02:54,post,"Twitter (Q&A),Social networks","edchat,#ocTEL,p2plearning,coedu"
4328,1525,2013-06-04 02:03:49,"mekanik: RT @e180: No classrooms by 2020? http://t.co/7nQsRlqrhJ via @ElizabethECharl #coedu & #P2Plearning to become bigger reality #octel #edchat …","
","No classrooms by 2020? http://t.co/7nQsRlqrhJ via @ElizabethECharl #coedu & #P2Plearning to become bigger reality #octel #edchat #moocs— E-180 (@e180) June 4, 2013
",publish,mekanik-rt-e180-no-classrooms-by-2020-httpt-co7nqsrlqrhj-via-elizabethecharl-coedu-amp-p2plearning-to-become-bigger-reality-octel-edchat,2013-06-04 02:03:49,post,"Social networks,Twitter (Q&A)","#ocTEL,p2plearning,coedu,edchat"
4309,1327,2013-06-04 06:37:40,Learning Development Cycle,"
Highlights and Sticky Notes:
Yes, if you're talking about lifelong learners etc. but many students take a very 'instrumentalist' approach to learning so they will almost exclusively focus on the assessment outcomes - jim pettiward
Learners themselves will seek and
acquire needed elements.
Again, this is all dependent on the student's motivation - what they are learning and why. - jim pettiward
Creating networks and permitting
learners to form their own connections is more reflective of how learning
functions in real life
esign processes need to be utilized
to capture the value of alternative learning formats.
Instead of seeing instruction as the
only object of design, a designer’s perspective can be enlarged
by seeing the environment, availability of resources, and learner capacity
for reflection, as potential objects of a design process and methodology.
“…the assumptions that the students are adults, self-motivated,
accountable for their own learning, should be respected, as well as exercise
control over their learning outcomes…”
“learner-centred”,
throwing the term around as if it should be implicitly understood
ndependent learning requires that
people take responsibility for their own learning. Individual responsibility
stems from the belief that learning can be affected by effort, and this
belief is the critical factor which leads to individuals' perseverance
in the face of obstacles.”
that's fine, but this describes a minority of learners in Higher Ed in my experience. What about those who don't have this type of 'learning maturity'? - jim pettiward
Traditional ID models attend to transmission through focus on
explicit learning objectives, content analysis, content sequencing, and
blueprinting the instructional flow. This model has particular value in
creation of courses, programs, and workshops. The instructor (due to activities
of the designer) is kept at the centre of the instructional process.
Education is constructed with start and
end points (courses, programs, degrees).
For massive, formalised education, is there currently a viable alternative to this model? Probably not. - jim pettiward
Reflection and cognition provide
learners with the capacity to explore new realms.
esigners also seek to improve
the abilities of learners to manage and navigate knowledge resources.
e.g. helping our learners to build their own PLE/PLN - jim pettiward
Connectivism (Siemens, 2004) and constructivism are the learning theories
that most adequately inform the nature of acquisition learning.
The designer’s role in this domain of learning is to create
the construct and opportunities for learners to pursue and provide for
their own learning.
f course-based learning is out of date for today’s learner, what
is the alternative?
Can't agree with this sweeping statement... - jim pettiward
The design process can then be seen as focusing primarily on one domain,
yet still accounting for aspects of another domain. For purposes of espousing
a theory, four distinctive domains are used. In actual design situations,
a designer will likely select aspects of each domain to create the optimum
learning resource.
A new model of learning design also requires new tools and processes.
Many of these tools are already in use in a subculture of internet users.
The tools are characterized by: sociability, collaboration, simplicity,
and connections. Blogs, wikis, RSS (Really Simple Syndication), instant
messaging, Voice over IP, and social networking applications are gaining
increased attention in progressive organizations.
Most significant
is the ability to combine formal and informal learning. Informal learning
is experiencing growing recognition as a critical component of most organizations.
Many colleges speak of life-long learning; yet only form
relationships with learners for two to four years. The bulk of learning
for most people will happen in their work environment. A unique opportunity
exists for education providers who are prepared to modify themselves to
attend to learner’s needs for a lifetime.
earning is created as guideposts, not directions.
The constructs of the ecology permit individual learners broad movements
based on personal interests and motivations (but still within the larger
organizational parameters created by the designer to serve a specific
outcome).
The image of being a learner almost creates a
preconditioned response of passivity.
Some transitory stage is required to move
learners from passive consumers to active knowledge creators.
Perhaps as learners move through a degree they can be encouraged along that path so that when they leave HE they are better equipped as lifelong learners... - jim pettiward
Letting go and opening up to serendipitous, learner-centred
learning is not an easy task. For many educators, it will evoke an identify
crisis. After several experiences with alternative learning formats, the
liberation of not having to have all the answers, but rather guiding learners
towards answers, is an intoxicating (and motivating) revelation.
aking a panoramic view of learning, and accounting for unique facets
and domains, equips a designer with numerous approaches and methods. Instead
of only transmitting learning, educators begin to create structures and
networks that will foster a lifetime of learning and learning skills.
Learning is a continuous stream, rather than a dammed up reservoir.
Designers no longer create only instruction
sequences. They must create environments, networks, access to resources,
and increase the capacity of learners to function and forage for their
own knowledge.
Learning design is primarily about creating guideposts
Most learners
pursue self-created objectives.
his notion has some merit, but
falters in that the objectives for learning are determined by the designer,
not the learner.
the climate in which a
learner can choose to learn
A designer’s first
task is to evaluate the nature of the learning required. Different knowledge
needs require different models or approaches
Yes, if you're talking about lifelong learners etc. but many students take a very 'instrumentalist' approach to learning so they will almost exclusively focus on the assessment outcomes - jim pettiward
Learners themselves will seek and
acquire needed elements.
Again, this is all dependent on the student's motivation - what they are learning and why. - jim pettiward
Creating networks and permitting
learners to form their own connections is more reflective of how learning
functions in real life
esign processes need to be utilized
to capture the value of alternative learning formats.
Instead of seeing instruction as the
only object of design, a designer’s perspective can be enlarged
by seeing the environment, availability of resources, and learner capacity
for reflection, as potential objects of a design process and methodology.
“…the assumptions that the students are adults, self-motivated,
accountable for their own learning, should be respected, as well as exercise
control over their learning outcomes…”
“learner-centred”,
throwing the term around as if it should be implicitly understood
ndependent learning requires that
people take responsibility for their own learning. Individual responsibility
stems from the belief that learning can be affected by effort, and this
belief is the critical factor which leads to individuals' perseverance
in the face of obstacles.”
that's fine, but this describes a minority of learners in Higher Ed in my experience. What about those who don't have this type of 'learning maturity'? - jim pettiward
Traditional ID models attend to transmission through focus on
explicit learning objectives, content analysis, content sequencing, and
blueprinting the instructional flow. This model has particular value in
creation of courses, programs, and workshops. The instructor (due to activities
of the designer) is kept at the centre of the instructional process.
Education is constructed with start and
end points (courses, programs, degrees).
For massive, formalised education, is there currently a viable alternative to this model? Probably not. - jim pettiward
Reflection and cognition provide
learners with the capacity to explore new realms.
esigners also seek to improve
the abilities of learners to manage and navigate knowledge resources.
e.g. helping our learners to build their own PLE/PLN - jim pettiward
Connectivism (Siemens, 2004) and constructivism are the learning theories
that most adequately inform the nature of acquisition learning.
The designer’s role in this domain of learning is to create
the construct and opportunities for learners to pursue and provide for
their own learning.
f course-based learning is out of date for today’s learner, what
is the alternative?
Can't agree with this sweeping statement... - jim pettiward
The design process can then be seen as focusing primarily on one domain,
yet still accounting for aspects of another domain. For purposes of espousing
a theory, four distinctive domains are used. In actual design situations,
a designer will likely select aspects of each domain to create the optimum
learning resource.
A new model of learning design also requires new tools and processes.
Many of these tools are already in use in a subculture of internet users.
The tools are characterized by: sociability, collaboration, simplicity,
and connections. Blogs, wikis, RSS (Really Simple Syndication), instant
messaging, Voice over IP, and social networking applications are gaining
increased attention in progressive organizations.
Most significant
is the ability to combine formal and informal learning. Informal learning
is experiencing growing recognition as a critical component of most organizations.
Many colleges speak of life-long learning; yet only form
relationships with learners for two to four years. The bulk of learning
for most people will happen in their work environment. A unique opportunity
exists for education providers who are prepared to modify themselves to
attend to learner’s needs for a lifetime.
earning is created as guideposts, not directions.
The constructs of the ecology permit individual learners broad movements
based on personal interests and motivations (but still within the larger
organizational parameters created by the designer to serve a specific
outcome).
The image of being a learner almost creates a
preconditioned response of passivity.
Some transitory stage is required to move
learners from passive consumers to active knowledge creators.
Perhaps as learners move through a degree they can be encouraged along that path so that when they leave HE they are better equipped as lifelong learners... - jim pettiward
Letting go and opening up to serendipitous, learner-centred
learning is not an easy task. For many educators, it will evoke an identify
crisis. After several experiences with alternative learning formats, the
liberation of not having to have all the answers, but rather guiding learners
towards answers, is an intoxicating (and motivating) revelation.
aking a panoramic view of learning, and accounting for unique facets
and domains, equips a designer with numerous approaches and methods. Instead
of only transmitting learning, educators begin to create structures and
networks that will foster a lifetime of learning and learning skills.
Learning is a continuous stream, rather than a dammed up reservoir.
Designers no longer create only instruction
sequences. They must create environments, networks, access to resources,
and increase the capacity of learners to function and forage for their
own knowledge.
Learning design is primarily about creating guideposts
Most learners
pursue self-created objectives.
his notion has some merit, but
falters in that the objectives for learning are determined by the designer,
not the learner.
the climate in which a
learner can choose to learn
A designer’s first
task is to evaluate the nature of the learning required. Different knowledge
needs require different models or approaches
",publish,learning-development-cycle,2013-06-04 06:37:40,post,"Diigo,Course Reader,Bookmarks",#ocTEL
4678,1327,2013-06-04 06:37:40,Learning Development Cycle,"
Highlights and Sticky Notes:
Yes, if you're talking about lifelong learners etc. but many students take a very 'instrumentalist' approach to learning so they will almost exclusively focus on the assessment outcomes - jim pettiward
Learners themselves will seek and
acquire needed elements.
Again, this is all dependent on the student's motivation - what they are learning and why. - jim pettiward
Creating networks and permitting
learners to form their own connections is more reflective of how learning
functions in real life
esign processes need to be utilized
to capture the value of alternative learning formats.
Instead of seeing instruction as the
only object of design, a designer’s perspective can be enlarged
by seeing the environment, availability of resources, and learner capacity
for reflection, as potential objects of a design process and methodology.
“…the assumptions that the students are adults, self-motivated,
accountable for their own learning, should be respected, as well as exercise
control over their learning outcomes…”
“learner-centred”,
throwing the term around as if it should be implicitly understood
ndependent learning requires that
people take responsibility for their own learning. Individual responsibility
stems from the belief that learning can be affected by effort, and this
belief is the critical factor which leads to individuals' perseverance
in the face of obstacles.”
that's fine, but this describes a minority of learners in Higher Ed in my experience. What about those who don't have this type of 'learning maturity'? - jim pettiward
Traditional ID models attend to transmission through focus on
explicit learning objectives, content analysis, content sequencing, and
blueprinting the instructional flow. This model has particular value in
creation of courses, programs, and workshops. The instructor (due to activities
of the designer) is kept at the centre of the instructional process.
Education is constructed with start and
end points (courses, programs, degrees).
For massive, formalised education, is there currently a viable alternative to this model? Probably not. - jim pettiward
Reflection and cognition provide
learners with the capacity to explore new realms.
esigners also seek to improve
the abilities of learners to manage and navigate knowledge resources.
e.g. helping our learners to build their own PLE/PLN - jim pettiward
Connectivism (Siemens, 2004) and constructivism are the learning theories
that most adequately inform the nature of acquisition learning.
The designer’s role in this domain of learning is to create
the construct and opportunities for learners to pursue and provide for
their own learning.
f course-based learning is out of date for today’s learner, what
is the alternative?
Can't agree with this sweeping statement... - jim pettiward
The design process can then be seen as focusing primarily on one domain,
yet still accounting for aspects of another domain. For purposes of espousing
a theory, four distinctive domains are used. In actual design situations,
a designer will likely select aspects of each domain to create the optimum
learning resource.
A new model of learning design also requires new tools and processes.
Many of these tools are already in use in a subculture of internet users.
The tools are characterized by: sociability, collaboration, simplicity,
and connections. Blogs, wikis, RSS (Really Simple Syndication), instant
messaging, Voice over IP, and social networking applications are gaining
increased attention in progressive organizations.
Most significant
is the ability to combine formal and informal learning. Informal learning
is experiencing growing recognition as a critical component of most organizations.
Many colleges speak of life-long learning; yet only form
relationships with learners for two to four years. The bulk of learning
for most people will happen in their work environment. A unique opportunity
exists for education providers who are prepared to modify themselves to
attend to learner’s needs for a lifetime.
earning is created as guideposts, not directions.
The constructs of the ecology permit individual learners broad movements
based on personal interests and motivations (but still within the larger
organizational parameters created by the designer to serve a specific
outcome).
The image of being a learner almost creates a
preconditioned response of passivity.
Some transitory stage is required to move
learners from passive consumers to active knowledge creators.
Perhaps as learners move through a degree they can be encouraged along that path so that when they leave HE they are better equipped as lifelong learners... - jim pettiward
Letting go and opening up to serendipitous, learner-centred
learning is not an easy task. For many educators, it will evoke an identify
crisis. After several experiences with alternative learning formats, the
liberation of not having to have all the answers, but rather guiding learners
towards answers, is an intoxicating (and motivating) revelation.
aking a panoramic view of learning, and accounting for unique facets
and domains, equips a designer with numerous approaches and methods. Instead
of only transmitting learning, educators begin to create structures and
networks that will foster a lifetime of learning and learning skills.
Learning is a continuous stream, rather than a dammed up reservoir.
Designers no longer create only instruction
sequences. They must create environments, networks, access to resources,
and increase the capacity of learners to function and forage for their
own knowledge.
Learning design is primarily about creating guideposts
Most learners
pursue self-created objectives.
his notion has some merit, but
falters in that the objectives for learning are determined by the designer,
not the learner.
the climate in which a
learner can choose to learn
A designer’s first
task is to evaluate the nature of the learning required. Different knowledge
needs require different models or approaches
Yes, if you're talking about lifelong learners etc. but many students take a very 'instrumentalist' approach to learning so they will almost exclusively focus on the assessment outcomes - jim pettiward
Learners themselves will seek and
acquire needed elements.
Again, this is all dependent on the student's motivation - what they are learning and why. - jim pettiward
Creating networks and permitting
learners to form their own connections is more reflective of how learning
functions in real life
esign processes need to be utilized
to capture the value of alternative learning formats.
Instead of seeing instruction as the
only object of design, a designer’s perspective can be enlarged
by seeing the environment, availability of resources, and learner capacity
for reflection, as potential objects of a design process and methodology.
“…the assumptions that the students are adults, self-motivated,
accountable for their own learning, should be respected, as well as exercise
control over their learning outcomes…”
“learner-centred”,
throwing the term around as if it should be implicitly understood
ndependent learning requires that
people take responsibility for their own learning. Individual responsibility
stems from the belief that learning can be affected by effort, and this
belief is the critical factor which leads to individuals' perseverance
in the face of obstacles.”
that's fine, but this describes a minority of learners in Higher Ed in my experience. What about those who don't have this type of 'learning maturity'? - jim pettiward
Traditional ID models attend to transmission through focus on
explicit learning objectives, content analysis, content sequencing, and
blueprinting the instructional flow. This model has particular value in
creation of courses, programs, and workshops. The instructor (due to activities
of the designer) is kept at the centre of the instructional process.
Education is constructed with start and
end points (courses, programs, degrees).
For massive, formalised education, is there currently a viable alternative to this model? Probably not. - jim pettiward
Reflection and cognition provide
learners with the capacity to explore new realms.
esigners also seek to improve
the abilities of learners to manage and navigate knowledge resources.
e.g. helping our learners to build their own PLE/PLN - jim pettiward
Connectivism (Siemens, 2004) and constructivism are the learning theories
that most adequately inform the nature of acquisition learning.
The designer’s role in this domain of learning is to create
the construct and opportunities for learners to pursue and provide for
their own learning.
f course-based learning is out of date for today’s learner, what
is the alternative?
Can't agree with this sweeping statement... - jim pettiward
The design process can then be seen as focusing primarily on one domain,
yet still accounting for aspects of another domain. For purposes of espousing
a theory, four distinctive domains are used. In actual design situations,
a designer will likely select aspects of each domain to create the optimum
learning resource.
A new model of learning design also requires new tools and processes.
Many of these tools are already in use in a subculture of internet users.
The tools are characterized by: sociability, collaboration, simplicity,
and connections. Blogs, wikis, RSS (Really Simple Syndication), instant
messaging, Voice over IP, and social networking applications are gaining
increased attention in progressive organizations.
Most significant
is the ability to combine formal and informal learning. Informal learning
is experiencing growing recognition as a critical component of most organizations.
Many colleges speak of life-long learning; yet only form
relationships with learners for two to four years. The bulk of learning
for most people will happen in their work environment. A unique opportunity
exists for education providers who are prepared to modify themselves to
attend to learner’s needs for a lifetime.
earning is created as guideposts, not directions.
The constructs of the ecology permit individual learners broad movements
based on personal interests and motivations (but still within the larger
organizational parameters created by the designer to serve a specific
outcome).
The image of being a learner almost creates a
preconditioned response of passivity.
Some transitory stage is required to move
learners from passive consumers to active knowledge creators.
Perhaps as learners move through a degree they can be encouraged along that path so that when they leave HE they are better equipped as lifelong learners... - jim pettiward
Letting go and opening up to serendipitous, learner-centred
learning is not an easy task. For many educators, it will evoke an identify
crisis. After several experiences with alternative learning formats, the
liberation of not having to have all the answers, but rather guiding learners
towards answers, is an intoxicating (and motivating) revelation.
aking a panoramic view of learning, and accounting for unique facets
and domains, equips a designer with numerous approaches and methods. Instead
of only transmitting learning, educators begin to create structures and
networks that will foster a lifetime of learning and learning skills.
Learning is a continuous stream, rather than a dammed up reservoir.
Designers no longer create only instruction
sequences. They must create environments, networks, access to resources,
and increase the capacity of learners to function and forage for their
own knowledge.
Learning design is primarily about creating guideposts
Most learners
pursue self-created objectives.
his notion has some merit, but
falters in that the objectives for learning are determined by the designer,
not the learner.
the climate in which a
learner can choose to learn
A designer’s first
task is to evaluate the nature of the learning required. Different knowledge
needs require different models or approaches
",publish,learning-development-cycle-2,2013-06-04 06:37:40,post,"Diigo,Bookmarks,Course Reader",#ocTEL
5141,1327,2013-06-04 06:37:40,Learning Development Cycle,"
Highlights and Sticky Notes:
Yes, if you're talking about lifelong learners etc. but many students take a very 'instrumentalist' approach to learning so they will almost exclusively focus on the assessment outcomes - jim pettiward
Learners themselves will seek and
acquire needed elements.
Again, this is all dependent on the student's motivation - what they are learning and why. - jim pettiward
Creating networks and permitting
learners to form their own connections is more reflective of how learning
functions in real life
esign processes need to be utilized
to capture the value of alternative learning formats.
Instead of seeing instruction as the
only object of design, a designer’s perspective can be enlarged
by seeing the environment, availability of resources, and learner capacity
for reflection, as potential objects of a design process and methodology.
“…the assumptions that the students are adults, self-motivated,
accountable for their own learning, should be respected, as well as exercise
control over their learning outcomes…”
“learner-centred”,
throwing the term around as if it should be implicitly understood
ndependent learning requires that
people take responsibility for their own learning. Individual responsibility
stems from the belief that learning can be affected by effort, and this
belief is the critical factor which leads to individuals' perseverance
in the face of obstacles.”
that's fine, but this describes a minority of learners in Higher Ed in my experience. What about those who don't have this type of 'learning maturity'? - jim pettiward
Traditional ID models attend to transmission through focus on
explicit learning objectives, content analysis, content sequencing, and
blueprinting the instructional flow. This model has particular value in
creation of courses, programs, and workshops. The instructor (due to activities
of the designer) is kept at the centre of the instructional process.
Education is constructed with start and
end points (courses, programs, degrees).
For massive, formalised education, is there currently a viable alternative to this model? Probably not. - jim pettiward
Reflection and cognition provide
learners with the capacity to explore new realms.
esigners also seek to improve
the abilities of learners to manage and navigate knowledge resources.
e.g. helping our learners to build their own PLE/PLN - jim pettiward
Connectivism (Siemens, 2004) and constructivism are the learning theories
that most adequately inform the nature of acquisition learning.
The designer’s role in this domain of learning is to create
the construct and opportunities for learners to pursue and provide for
their own learning.
f course-based learning is out of date for today’s learner, what
is the alternative?
Can't agree with this sweeping statement... - jim pettiward
The design process can then be seen as focusing primarily on one domain,
yet still accounting for aspects of another domain. For purposes of espousing
a theory, four distinctive domains are used. In actual design situations,
a designer will likely select aspects of each domain to create the optimum
learning resource.
A new model of learning design also requires new tools and processes.
Many of these tools are already in use in a subculture of internet users.
The tools are characterized by: sociability, collaboration, simplicity,
and connections. Blogs, wikis, RSS (Really Simple Syndication), instant
messaging, Voice over IP, and social networking applications are gaining
increased attention in progressive organizations.
Most significant
is the ability to combine formal and informal learning. Informal learning
is experiencing growing recognition as a critical component of most organizations.
Many colleges speak of life-long learning; yet only form
relationships with learners for two to four years. The bulk of learning
for most people will happen in their work environment. A unique opportunity
exists for education providers who are prepared to modify themselves to
attend to learner’s needs for a lifetime.
earning is created as guideposts, not directions.
The constructs of the ecology permit individual learners broad movements
based on personal interests and motivations (but still within the larger
organizational parameters created by the designer to serve a specific
outcome).
The image of being a learner almost creates a
preconditioned response of passivity.
Some transitory stage is required to move
learners from passive consumers to active knowledge creators.
Perhaps as learners move through a degree they can be encouraged along that path so that when they leave HE they are better equipped as lifelong learners... - jim pettiward
Letting go and opening up to serendipitous, learner-centred
learning is not an easy task. For many educators, it will evoke an identify
crisis. After several experiences with alternative learning formats, the
liberation of not having to have all the answers, but rather guiding learners
towards answers, is an intoxicating (and motivating) revelation.
aking a panoramic view of learning, and accounting for unique facets
and domains, equips a designer with numerous approaches and methods. Instead
of only transmitting learning, educators begin to create structures and
networks that will foster a lifetime of learning and learning skills.
Learning is a continuous stream, rather than a dammed up reservoir.
Designers no longer create only instruction
sequences. They must create environments, networks, access to resources,
and increase the capacity of learners to function and forage for their
own knowledge.
Learning design is primarily about creating guideposts
Most learners
pursue self-created objectives.
his notion has some merit, but
falters in that the objectives for learning are determined by the designer,
not the learner.
the climate in which a
learner can choose to learn
A designer’s first
task is to evaluate the nature of the learning required. Different knowledge
needs require different models or approaches
Yes, if you're talking about lifelong learners etc. but many students take a very 'instrumentalist' approach to learning so they will almost exclusively focus on the assessment outcomes - jim pettiward
Learners themselves will seek and
acquire needed elements.
Again, this is all dependent on the student's motivation - what they are learning and why. - jim pettiward
Creating networks and permitting
learners to form their own connections is more reflective of how learning
functions in real life
esign processes need to be utilized
to capture the value of alternative learning formats.
Instead of seeing instruction as the
only object of design, a designer’s perspective can be enlarged
by seeing the environment, availability of resources, and learner capacity
for reflection, as potential objects of a design process and methodology.
“…the assumptions that the students are adults, self-motivated,
accountable for their own learning, should be respected, as well as exercise
control over their learning outcomes…”
“learner-centred”,
throwing the term around as if it should be implicitly understood
ndependent learning requires that
people take responsibility for their own learning. Individual responsibility
stems from the belief that learning can be affected by effort, and this
belief is the critical factor which leads to individuals' perseverance
in the face of obstacles.”
that's fine, but this describes a minority of learners in Higher Ed in my experience. What about those who don't have this type of 'learning maturity'? - jim pettiward
Traditional ID models attend to transmission through focus on
explicit learning objectives, content analysis, content sequencing, and
blueprinting the instructional flow. This model has particular value in
creation of courses, programs, and workshops. The instructor (due to activities
of the designer) is kept at the centre of the instructional process.
Education is constructed with start and
end points (courses, programs, degrees).
For massive, formalised education, is there currently a viable alternative to this model? Probably not. - jim pettiward
Reflection and cognition provide
learners with the capacity to explore new realms.
esigners also seek to improve
the abilities of learners to manage and navigate knowledge resources.
e.g. helping our learners to build their own PLE/PLN - jim pettiward
Connectivism (Siemens, 2004) and constructivism are the learning theories
that most adequately inform the nature of acquisition learning.
The designer’s role in this domain of learning is to create
the construct and opportunities for learners to pursue and provide for
their own learning.
f course-based learning is out of date for today’s learner, what
is the alternative?
Can't agree with this sweeping statement... - jim pettiward
The design process can then be seen as focusing primarily on one domain,
yet still accounting for aspects of another domain. For purposes of espousing
a theory, four distinctive domains are used. In actual design situations,
a designer will likely select aspects of each domain to create the optimum
learning resource.
A new model of learning design also requires new tools and processes.
Many of these tools are already in use in a subculture of internet users.
The tools are characterized by: sociability, collaboration, simplicity,
and connections. Blogs, wikis, RSS (Really Simple Syndication), instant
messaging, Voice over IP, and social networking applications are gaining
increased attention in progressive organizations.
Most significant
is the ability to combine formal and informal learning. Informal learning
is experiencing growing recognition as a critical component of most organizations.
Many colleges speak of life-long learning; yet only form
relationships with learners for two to four years. The bulk of learning
for most people will happen in their work environment. A unique opportunity
exists for education providers who are prepared to modify themselves to
attend to learner’s needs for a lifetime.
earning is created as guideposts, not directions.
The constructs of the ecology permit individual learners broad movements
based on personal interests and motivations (but still within the larger
organizational parameters created by the designer to serve a specific
outcome).
The image of being a learner almost creates a
preconditioned response of passivity.
Some transitory stage is required to move
learners from passive consumers to active knowledge creators.
Perhaps as learners move through a degree they can be encouraged along that path so that when they leave HE they are better equipped as lifelong learners... - jim pettiward
Letting go and opening up to serendipitous, learner-centred
learning is not an easy task. For many educators, it will evoke an identify
crisis. After several experiences with alternative learning formats, the
liberation of not having to have all the answers, but rather guiding learners
towards answers, is an intoxicating (and motivating) revelation.
aking a panoramic view of learning, and accounting for unique facets
and domains, equips a designer with numerous approaches and methods. Instead
of only transmitting learning, educators begin to create structures and
networks that will foster a lifetime of learning and learning skills.
Learning is a continuous stream, rather than a dammed up reservoir.
Designers no longer create only instruction
sequences. They must create environments, networks, access to resources,
and increase the capacity of learners to function and forage for their
own knowledge.
Learning design is primarily about creating guideposts
Most learners
pursue self-created objectives.
his notion has some merit, but
falters in that the objectives for learning are determined by the designer,
not the learner.
the climate in which a
learner can choose to learn
A designer’s first
task is to evaluate the nature of the learning required. Different knowledge
needs require different models or approaches
",publish,learning-development-cycle-3,2013-06-04 06:37:40,post,"Diigo,Course Reader,Bookmarks",#ocTEL
4313,55,2013-06-04 08:08:41,MSc in Learning Innovation #mscli,"
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.
Why this course and not one of the other very good ones available? I won’t ignore the fact that, as I work at the University, I will get subsidised financial help, which will greatly help, but the course has a lot to offer me and the direction I want to take:
Comprehensive view of new technologies in supporting different types of learning.
Foundations and key concepts from established eLearning research, of which the team at the Institute are well known for.
Current and up to date exemplars of technology used to support pedagogical approach to learning.
Development and critical understanding of the concept and potential of technological application in teaching and learning.
No doubt you will read more about this two year distance learning course, scheduled to start in October 2013. It’d be good to do the course with some friends so, if you’re interested, come and join me and let’s form some study-buddy support sessions!
While I have high expectations of the course I am slightly worried about the time I’ll need to find (from somewhere: evenings, weekends, sleep, etc.) and that, being so open and public about it, there will be an expectation from you, my network. I will continue to investigate the role, and how I see it evolving through both my work and studies. Please please please keep talking to me about what you do and how you do it – all these tweets, comments, DMs, emails, updates, and blog posts I read help me understand the role, my part in it, and how a Learning Technologist is to work in the (changing) environment of higher education.
","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. Read the previous part, part 9: ‘Ignorance is bliss?’ Part of my journey is the continuing exploration of [...]
",publish,msc-in-learning-innovation-mscli,2013-06-04 08:08:41,post,"Blog posts,Course Reader","learning technologist,Learning Technology,eLearning,University of Leicester,Distance Learning,pedagogy,Personal Learning,Online Course,Blended Learning,PLN,MScLI,Digital learning,Learning Process"
5181,55,2013-06-04 08:08:41,MSc in Learning Innovation #mscli,"
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.
Why this course and not one of the other very good ones available? I won’t ignore the fact that, as I work at the University, I will get subsidised financial help, which will greatly help, but the course has a lot to offer me and the direction I want to take:
Comprehensive view of new technologies in supporting different types of learning.
Foundations and key concepts from established eLearning research, of which the team at the Institute are well known for.
Current and up to date exemplars of technology used to support pedagogical approach to learning.
Development and critical understanding of the concept and potential of technological application in teaching and learning.
No doubt you will read more about this two year distance learning course, scheduled to start in October 2013. It’d be good to do the course with some friends so, if you’re interested, come and join me and let’s form some study-buddy support sessions!
While I have high expectations of the course I am slightly worried about the time I’ll need to find (from somewhere: evenings, weekends, sleep, etc.) and that, being so open and public about it, there will be an expectation from you, my network. I will continue to investigate the role, and how I see it evolving through both my work and studies. Please please please keep talking to me about what you do and how you do it – all these tweets, comments, DMs, emails, updates, and blog posts I read help me understand the role, my part in it, and how a Learning Technologist is to work in the (changing) environment of higher education.
","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. Read the previous part, part 9: ‘Ignorance is bliss?’ Part of my journey is the continuing exploration of [...]
·How you would you implement one or more kinds of support in some learning provision in which you are involved?
·How would these meet the needs of your learners (you may find it useful to refer to any work you did on Week 2),
·The challenges you think they might experience.
For this task I’ve been taking a look at George Siemens’ article on what he calls the Learning Development Cycle. As I often find with his work, it’s extremely dense (the look of it, font, line spacing etc doesn’t make it an easy article to get to grips with…) but on closer inspection I find thought-provoking nuggets which I’d like to explore further. For me, the concept of the four learning domains which he describes (see below) is more interesting and useful than the actual Learning Development Cycle which he outlines later in the paper. I’ll try to relate these domains to my own context and describe how I think they overlap.
I sometimes teach on a Pre-Sessional Academic English programme for international students. The aim of the course is to give these students the necessary language and academic skills to be able to participate in a course of under- or postgraduate study.
There is no escaping the Transmission domain for this course. There is a tried and tested syllabus, materials, timetable and assessment framework which needs to be adhered to. This is, of course, not perfect, but it has the advantage of giving structure to the course and providing a degree of familiarity/comfort for international students with an extremely wide and diverse range of educational experiences. This is not something that is likely to change in the near future, so I think the important question is:
How can Instructors on the course begin to integrate elements of the other 3 domains of learning into this existing framework?
Siemens outlines the role of the designer (Instructor in this case…) in each of the domains:
He also categorises how each domain is indicative of a particular type of learning theory or view of learning:
Transmission: Behaviourism / Cognitivism
Accretion: Connectivism
Acquistion: Connectivism / Constructivism
Emergence: Constructivism / Cognitivism
For me this is useful as it highlights the fact that no one learning theory fits all, and that good learning and teaching practice cannot generally be described by one over-arching learning theory, but instead will have elements of a variety of learning theories.
So, in terms of my course, how would I bring these other elements in? Here are some examples:
Transmission: As an Instructor on this course, most of the course material and the syllabus has already been created. In the transmission domain, my role would be to ‘deliver’ these during face to face sessions, manage the assessed components of the course and so on.
Accretion: The aim here would be to help learners build their own learning networks so that they have the skills to find what they need as they progress into their full degree programmes. For example, I might create a Diigo (social bookmarking) group and encourage students to find and add relevant sites for academic or language skills. A Twitter feed embedded in their course site (currently Blackboard Learn) could highlight useful information and articles, or even better, they could create their own Twitter lists of practitioners in their particular subject area. Use of some of the social communication tools (e.g. blogs, discussion boards) within the course could begin to build up a community of learners and, once some confidence had been developed in this (relatively safe) environment, this could be extended out into a wider network (using Nancy White’sideas of Community and Network - great webinar by the way, well worth a look if you haven't already).
Acquisition: The idea here would be to provide a variety of resources in different media to try to meet the different needs of learners. For example, rather than links to lots of dense PDF documents, I’d also try to include some OERs in various formats e.g. a video, podcast, prezi, slideshare etc. It’s relatively straightforward to provide a good variety of different resources. The challenging part is persuading learners to engage with these resources. Self-directed learning does not come naturally to many learners – certain educational cultures are prone to spoon-feeding content, and some learners may see this as the norm and find it difficult to adopt different learning behaviours. So acquisition also requires good scaffolding in my view.
Emergence: To encourage reflection and meta-cognition, a personal journal can be used to encourage students to reflect in writing on their own learning. Again, it’s fairly simple to build elements of reflection and self-assessment into a course, although it is sometimes necessary to make these a part of assessment in order to encourage participation. This may be outside learners’ experience of education and therefore needs to be done with care. It always helps to explain exactly why we are doing it and what can be gained by it. Having students accompany any piece of written work with a short description of what they found difficult about the task and how well they think they achieved it can also be an interesting exercise.
In my view, these are all things which an Instructor can do to help learners reach their particular learning goals. The challenges inherent in trying to enable learning in all of these domains often relates to student expectations/experience (particularly when your cohort is international students with an extremely diverse range of educational backgrounds). In a sense, we look to encourage a cultural change among learners, to help them become more self-directed, reflective, networked and risk-taking learners.
(If you're a Diigo user, I've made a few highlights and comments on the Siemens Learning Development Cycle article which you can access at https://groups.diigo.com/group/alt-octel - depending on browser you're using you might need to hit Annotate in Diigo toolbar or widget to allow you to see highlights / comments)
·How you would you implement one or more kinds of support in some learning provision in which you are involved?
·How would these meet the needs of your learners (you may find it useful to refer to any work you did on Week 2),
·The challenges you think they might experience.
For this task I’ve been taking a look at George Siemens’ article on what he calls the Learning Development Cycle. As I often find with his work, it’s extremely dense (the look of it, font, line spacing etc doesn’t make it an easy article to get to grips with…) but on closer inspection I find thought-provoking nuggets which I’d like to explore further. For me, the concept of the four learning domains which he describes (see below) is more interesting and useful than the actual Learning Development Cycle which he outlines later in the paper. I’ll try to relate these domains to my own context and describe how I think they overlap.
I sometimes teach on a Pre-Sessional Academic English programme for international students. The aim of the course is to give these students the necessary language and academic skills to be able to participate in a course of under- or postgraduate study.
There is no escaping the Transmission domain for this course. There is a tried and tested syllabus, materials, timetable and assessment framework which needs to be adhered to. This is, of course, not perfect, but it has the advantage of giving structure to the course and providing a degree of familiarity/comfort for international students with an extremely wide and diverse range of educational experiences. This is not something that is likely to change in the near future, so I think the important question is:
How can Instructors on the course begin to integrate elements of the other 3 domains of learning into this existing framework?
Siemens outlines the role of the designer (Instructor in this case…) in each of the domains:
He also categorises how each domain is indicative of a particular type of learning theory or view of learning:
Transmission: Behaviourism / Cognitivism
Accretion: Connectivism
Acquistion: Connectivism / Constructivism
Emergence: Constructivism / Cognitivism
For me this is useful as it highlights the fact that no one learning theory fits all, and that good learning and teaching practice cannot generally be described by one over-arching learning theory, but instead will have elements of a variety of learning theories.
So, in terms of my course, how would I bring these other elements in? Here are some examples:
Transmission: As an Instructor on this course, most of the course material and the syllabus has already been created. In the transmission domain, my role would be to ‘deliver’ these during face to face sessions, manage the assessed components of the course and so on.
Accretion: The aim here would be to help learners build their own learning networks so that they have the skills to find what they need as they progress into their full degree programmes. For example, I might create a Diigo (social bookmarking) group and encourage students to find and add relevant sites for academic or language skills. A Twitter feed embedded in their course site (currently Blackboard Learn) could highlight useful information and articles, or even better, they could create their own Twitter lists of practitioners in their particular subject area. Use of some of the social communication tools (e.g. blogs, discussion boards) within the course could begin to build up a community of learners and, once some confidence had been developed in this (relatively safe) environment, this could be extended out into a wider network (using Nancy White’sideas of Community and Network - great webinar by the way, well worth a look if you haven't already).
Acquisition: The idea here would be to provide a variety of resources in different media to try to meet the different needs of learners. For example, rather than links to lots of dense PDF documents, I’d also try to include some OERs in various formats e.g. a video, podcast, prezi, slideshare etc. It’s relatively straightforward to provide a good variety of different resources. The challenging part is persuading learners to engage with these resources. Self-directed learning does not come naturally to many learners – certain educational cultures are prone to spoon-feeding content, and some learners may see this as the norm and find it difficult to adopt different learning behaviours. So acquisition also requires good scaffolding in my view.
Emergence: To encourage reflection and meta-cognition, a personal journal can be used to encourage students to reflect in writing on their own learning. Again, it’s fairly simple to build elements of reflection and self-assessment into a course, although it is sometimes necessary to make these a part of assessment in order to encourage participation. This may be outside learners’ experience of education and therefore needs to be done with care. It always helps to explain exactly why we are doing it and what can be gained by it. Having students accompany any piece of written work with a short description of what they found difficult about the task and how well they think they achieved it can also be an interesting exercise.
In my view, these are all things which an Instructor can do to help learners reach their particular learning goals. The challenges inherent in trying to enable learning in all of these domains often relates to student expectations/experience (particularly when your cohort is international students with an extremely diverse range of educational backgrounds). In a sense, we look to encourage a cultural change among learners, to help them become more self-directed, reflective, networked and risk-taking learners.
(If you're a Diigo user, I've made a few highlights and comments on the Siemens Learning Development Cycle article which you can access at https://groups.diigo.com/group/alt-octel - depending on browser you're using you might need to hit Annotate in Diigo toolbar or widget to allow you to see highlights / comments)
",publish,domains-of-learning-octel-week-7,2013-06-04 09:14:00,post,"Blog posts,Course Reader",#ocTEL
4317,1321,2013-06-04 09:16:15,still ploughing the lonely furrow! :-) I think Siemens is on to something with his learning domains (...,"
jim pettiward
Tue, 04 Jun 2013 09:16:15 GMT
- Community
still ploughing the lonely furrow! :-) I think Siemens is on to something with his learning domains (not sure about the LDC though...)
","
jim pettiward
Tue, 04 Jun 2013 09:16:15 GMT
- Community
still ploughing the lonely furrow! :-) I think S...",publish,still-ploughing-the-lonely-furrow-i-think-siemens-is-on-to-something-with-his-learning-domains,2013-06-04 09:16:15,post,"Google+,Social networks,Course Reader",
4338,1205,2013-06-04 09:52:11,altoctel: Does @saylordotorg deserve to be more widely known? @suebbarnes45 seems to think so http://t.co/G1Ym3L2ts5 #ocTEL,"
","Does @saylordotorg deserve to be more widely known? @suebbarnes45 seems to think so http://t.co/G1Ym3L2ts5 #ocTEL— ALT ocTEL course (@ALTocTEL) June 4, 2013
",publish,altoctel-does-saylordotorg-deserve-to-be-more-widely-known-suebbarnes45-seems-to-think-so-httpt-cog1ym3l2ts5-octel,2013-06-04 09:52:11,post,"Twitter (Q&A),Social networks",#ocTEL
4320,2,2013-06-04 10:39:25,Webinar reminder - today at 12:30 (British Summer Time),"A quick reminder that this week's ocTEL webinar is today - a Tuesday - rather than the usual Wednesday.
In one hour's time Fernando Rosell-Aguilar will be our guest.
Full details http://octel.alt.ac.uk/week-8-webinar-details/ Direct link to webinar https://sas.elluminate.com/m.jnlp?sid=7565&password=M.241D9FB512A7CEB2B2C600222DEEE5
Fernando is a lecturer in Spanish at the Open University, and will tell us why and how he turned to technology to help enhance his teaching. He's spent a lot of time developing Open Educational Resources for iTunes U. He will also share with us data about how learners actually use these resources and what this tells us about alternative ways of thinking [...] ","A quick reminder that this week's ocTEL webinar is today - a Tuesday - rather than the usual Wednesday.
In one hour's time Fernando Rosell-Aguilar will be our guest.
Full details http://octel.alt.ac.uk/week-8-webinar-details/ Direct link to webinar https://sas.elluminate.com/m.jnlp?sid=7565&password=M.241D9FB512A7CEB2B2C600222DEEE5
Fernando is a lecturer in Spanish at the Open University, and will tell us why and how he turned to technology to help enhance his teaching. He's spent a lot of time developing Open Educational Resources for iTunes U. He will also share with us data about how learners actually use these resources and what this tells us about alternative ways of thinking [...]",publish,webinar-reminder-today-at-1230-british-summer-time,2013-06-04 10:39:25,post,"Course Reader,Lists,JISCMail",
4853,2,2013-06-04 10:39:25,Webinar reminder - today at 12:30 (British Summer Time),"A quick reminder that this week's ocTEL webinar is today - a Tuesday - rather than the usual Wednesday.
In one hour's time Fernando Rosell-Aguilar will be our guest.
Full details http://octel.alt.ac.uk/week-8-webinar-details/ Direct link to webinar https://sas.elluminate.com/m.jnlp?sid=7565&password=M.241D9FB512A7CEB2B2C600222DEEE5
Fernando is a lecturer in Spanish at the Open University, and will tell us why and how he turned to technology to help enhance his teaching. He's spent a lot of time developing Open Educational Resources for iTunes U. He will also share with us data about how learners actually use these resources and what this tells us about alternative ways of thinking [...] ","A quick reminder that this week's ocTEL webinar is today - a Tuesday - rather than the usual Wednesday.
In one hour's time Fernando Rosell-Aguilar will be our guest.
Full details http://octel.alt.ac.uk/week-8-webinar-details/ Direct link to webinar https://sas.elluminate.com/m.jnlp?sid=7565&password=M.241D9FB512A7CEB2B2C600222DEEE5
Fernando is a lecturer in Spanish at the Open University, and will tell us why and how he turned to technology to help enhance his teaching. He's spent a lot of time developing Open Educational Resources for iTunes U. He will also share with us data about how learners actually use these resources and what this tells us about alternative ways of thinking [...]",publish,webinar-reminder-today-at-1230-british-summer-time-2,2013-06-04 10:39:25,post,"Lists,Course Reader,JISCMail",
5349,2,2013-06-04 10:39:25,Webinar reminder - today at 12:30 (British Summer Time),"A quick reminder that this week's ocTEL webinar is today - a Tuesday - rather than the usual Wednesday.
In one hour's time Fernando Rosell-Aguilar will be our guest.
Full details http://octel.alt.ac.uk/week-8-webinar-details/ Direct link to webinar https://sas.elluminate.com/m.jnlp?sid=7565&password=M.241D9FB512A7CEB2B2C600222DEEE5
Fernando is a lecturer in Spanish at the Open University, and will tell us why and how he turned to technology to help enhance his teaching. He's spent a lot of time developing Open Educational Resources for iTunes U. He will also share with us data about how learners actually use these resources and what this tells us about alternative ways of thinking [...] ","A quick reminder that this week's ocTEL webinar is today - a Tuesday - rather than the usual Wednesday.
In one hour's time Fernando Rosell-Aguilar will be our guest.
Full details http://octel.alt.ac.uk/week-8-webinar-details/ Direct link to webinar https://sas.elluminate.com/m.jnlp?sid=7565&password=M.241D9FB512A7CEB2B2C600222DEEE5
Fernando is a lecturer in Spanish at the Open University, and will tell us why and how he turned to technology to help enhance his teaching. He's spent a lot of time developing Open Educational Resources for iTunes U. He will also share with us data about how learners actually use these resources and what this tells us about alternative ways of thinking [...]",publish,webinar-reminder-today-at-1230-british-summer-time-3,2013-06-04 10:39:25,post,"Course Reader,JISCMail,Lists",
5700,2,2013-06-04 10:39:25,Webinar reminder - today at 12:30 (British Summer Time),"A quick reminder that this week's ocTEL webinar is today - a Tuesday - rather than the usual Wednesday.
In one hour's time Fernando Rosell-Aguilar will be our guest.
Full details http://octel.alt.ac.uk/week-8-webinar-details/ Direct link to webinar https://sas.elluminate.com/m.jnlp?sid=7565&password=M.241D9FB512A7CEB2B2C600222DEEE5
Fernando is a lecturer in Spanish at the Open University, and will tell us why and how he turned to technology to help enhance his teaching. He's spent a lot of time developing Open Educational Resources for iTunes U. He will also share with us data about how learners actually use these resources and what this tells us about alternative ways of thinking [...] ","A quick reminder that this week's ocTEL webinar is today - a Tuesday - rather than the usual Wednesday.
In one hour's time Fernando Rosell-Aguilar will be our guest.
Full details http://octel.alt.ac.uk/week-8-webinar-details/ Direct link to webinar https://sas.elluminate.com/m.jnlp?sid=7565&password=M.241D9FB512A7CEB2B2C600222DEEE5
Fernando is a lecturer in Spanish at the Open University, and will tell us why and how he turned to technology to help enhance his teaching. He's spent a lot of time developing Open Educational Resources for iTunes U. He will also share with us data about how learners actually use these resources and what this tells us about alternative ways of thinking [...]",publish,webinar-reminder-today-at-1230-british-summer-time-4,2013-06-04 10:39:25,post,"Course Reader,Lists,JISCMail",
4327,1179,2013-06-04 12:12:59,kerr63: Is listening to #iTunesU content on a mobile device the same as listening while mobile? #octel #tel (I say no),"
Is listening to #iTunesU content on a mobile device the same as listening while mobile? #octel#tel (I say no)
","Is listening to #iTunesU content on a mobile device the same as listening while mobile? #octel #tel (I say no)— James Kerr (@Kerr63) June 4, 2013
",publish,kerr63-is-listening-to-itunesu-content-on-a-mobile-device-the-same-as-listening-while-mobile-octel-tel-i-say-no,2013-06-04 12:12:59,post,"Social networks,Twitter (Q&A)","#ocTEL,#tel,itunesu"
4322,1179,2013-06-04 13:22:27,Retention and Intention in Massive Open Online Courses: In Depth (EDUCAUSE Review) | EDUCAUSE.edu,"
",Tags: no_tagby: James Kerr,publish,retention-and-intention-in-massive-open-online-courses-in-depth-educause-review-educause-edu,2013-06-04 13:22:27,post,"Bookmarks,Course Reader,Diigo",no_tag
4677,1179,2013-06-04 13:22:27,Retention and Intention in Massive Open Online Courses: In Depth (EDUCAUSE Review) | EDUCAUSE.edu,"
",Tags: no_tagby: James Kerr,publish,retention-and-intention-in-massive-open-online-courses-in-depth-educause-review-educause-edu-2,2013-06-04 13:22:27,post,"Diigo,Bookmarks,Course Reader",no_tag
5140,1179,2013-06-04 13:22:27,Retention and Intention in Massive Open Online Courses: In Depth (EDUCAUSE Review) | EDUCAUSE.edu,"
",Tags: no_tagby: James Kerr,publish,retention-and-intention-in-massive-open-online-courses-in-depth-educause-review-educause-edu-3,2013-06-04 13:22:27,post,"Diigo,Course Reader,Bookmarks",no_tag
4332,17,2013-06-04 18:55:24,Free education part 1: Saylor,"
I found the 13 minute video about the Saylor Foundation and how they have developed 241 degree-level courses, available free of cost, free of accreditation and largely free of professors very inspiring. Of course the proof of the pudding is in the eating so to get a really good idea of what they do you would need to complete at least one course. However, it is great to see so much effort and expertise going into creating these courses using content that is largely ‘already out there’.
Elements of the Saylor approach that could be applicable to my context
In my role as manager of support, development and training for learning enhancement and specifically teaching and learning using the VLE and TEL in general I see great potential for developing courses along the lines of the Saylor model. These would be individual courses in general and possibly PG cert modules. We already run a synchronous Teaching and Learning Online course a number of times each year with up to 12 participants on each run. However, the asynchronous model is something I have been considering for some time as I believe this would provide a more flexible way of learning to fit round commitments of participants. However, it would be good to maintain something of the social aspect of the synchronous course and this could be achieved with a program of webinars perhaps one every two weeks that would bring current participants together. These would be on very generic TEL topics in order to be relevant to participants at whatever stage of a course they are at. Coupled with this I would encourage blogging and sharing of blogs so that participants could see what others are or have been up to. Discussion forums are tricky in a non synchronous learning environment so I feel I would have to think about their inclusion carefully.
Specific elements that would be useful:
Clearly presented and organised content and activities
Asynchronous
Use of OERs
Reduced tutor input
Use of eportfolios
Specific elements that might be a problem
Asynchronous – social and motivational elements more difficult to manage
Importance of efficiencies
Efficiencies are important in reducing tutor time and in reaching a larger audience. Our current synchronous course is very tutor intensive and aimed at small numbers (12 at a time) which is great for the participant experience but not scalable.
A greater emphasis on peer based learning would be beneficial both in managing the tutor input requirement and in utilising the experience and expertise of the participants. However that is not easily achieved with asynchronous learning.
Use of good quality OER would obviously be a beneficial in reducing production costs although the time needed to find good quality resources and to check them for accuracy and to monitor there relevance and accuracy ongoing must be taken into account. Will time actually be saved? It is obviously difficult to say without knowing what is available.
From a learner’s perspective providing pointers to what is available as OER will hopefully help to equip participants with skills to find and use OER for themselves and possibly to start creating and sharing OER.
","I found the 13 minute video about the Saylor Foundation and how they have developed 241 degree-level courses, available free of cost, free of accreditation and largely free of professors very inspiring. Of course the proof of the pudding is in the eating so to get a really good idea of what they do you would need […]",publish,free-education-part-1-saylor,2013-06-04 18:55:24,post,"Course Reader,Blog posts","Uncategorized,Scale,Efficiency,oer"
4606,17,2013-06-04 18:55:24,Free education part 1: Saylor,"
I found the 13 minute video about the Saylor Foundation and how they have developed 241 degree-level courses, available free of cost, free of accreditation and largely free of professors very inspiring. Of course the proof of the pudding is in the eating so to get a really good idea of what they do you would need to complete at least one course. However, it is great to see so much effort and expertise going into creating these courses using content that is largely ‘already out there’.
Elements of the Saylor approach that could be applicable to my context
In my role as manager of support, development and training for learning enhancement and specifically teaching and learning using the VLE and TEL in general I see great potential for developing courses along the lines of the Saylor model. These would be individual courses in general and possibly PG cert modules. We already run a synchronous Teaching and Learning Online course a number of times each year with up to 12 participants on each run. However, the asynchronous model is something I have been considering for some time as I believe this would provide a more flexible way of learning to fit round commitments of participants. However, it would be good to maintain something of the social aspect of the synchronous course and this could be achieved with a program of webinars perhaps one every two weeks that would bring current participants together. These would be on very generic TEL topics in order to be relevant to participants at whatever stage of a course they are at. Coupled with this I would encourage blogging and sharing of blogs so that participants could see what others are or have been up to. Discussion forums are tricky in a non synchronous learning environment so I feel I would have to think about their inclusion carefully.
Specific elements that would be useful:
Clearly presented and organised content and activities
Asynchronous
Use of OERs
Reduced tutor input
Use of eportfolios
Specific elements that might be a problem
Asynchronous – social and motivational elements more difficult to manage
Importance of efficiencies
Efficiencies are important in reducing tutor time and in reaching a larger audience. Our current synchronous course is very tutor intensive and aimed at small numbers (12 at a time) which is great for the participant experience but not scalable.
A greater emphasis on peer based learning would be beneficial both in managing the tutor input requirement and in utilising the experience and expertise of the participants. However that is not easily achieved with asynchronous learning.
Use of good quality OER would obviously be a beneficial in reducing production costs although the time needed to find good quality resources and to check them for accuracy and to monitor there relevance and accuracy ongoing must be taken into account. Will time actually be saved? It is obviously difficult to say without knowing what is available.
From a learner’s perspective providing pointers to what is available as OER will hopefully help to equip participants with skills to find and use OER for themselves and possibly to start creating and sharing OER.
","I found the 13 minute video about the Saylor Foundation and how they have developed 241 degree-level courses, available free of cost, free of accreditation and largely free of professors very inspiring. Of course the proof of the pudding is in the eating so to get a really good idea of what they do you would need […]",publish,free-education-part-1-saylor-2,2013-06-04 18:55:24,post,"Course Reader,Blog posts","Scale,Efficiency,Uncategorized,oer"
4336,1004,2013-06-04 20:06:12,Google+ ocTEL Activities 2013-06-04 21:06:12,"
Joseph Gliddon
Tue, 04 Jun 2013 20:06:12 GMT
- Reshared Post
+jim pettiward a nice post and one I shall be borrowing and making a few people read. I have always liked to think of a VLE as the paddling pool preparing students for the ocean that is the web
Joseph Gliddon
Tue, 04 Jun 2013 20:06:12 GMT
- Reshared Post
+jim pettiward a nice post and one I shall be borrowing and making a few people read. I have always liked to think of a VLE as the paddling pool preparing students for the ocean that is the web
I found the 13 minute video about the Saylor Foundation and how they have developed 241 degree-level courses, available free of cost, free of accreditation and largely free of professors very inspiring. Of course the proof of the pudding is in the eating so to get a really good idea of what Read more »
One of the Week 7 Tasks for http://octel.alt.ac... How you would you implement one or more kinds of support in some learning provision in which you are involved?·  ... How would these meet the needs of your learners (you may find it useful to refer to any work you did on Week 2),·  ... Read more »
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. Read the previous part, part 9: ‘Ignorance is bliss?’ Part of my journey Read more »
I found the 13 minute video about the Saylor Foundation and how they have developed 241 degree-level courses, available free of cost, free of accreditation and largely free of professors very inspiring. Of course the proof of the pudding is in the eating so to get a really good idea of what Read more »
One of the Week 7 Tasks for http://octel.alt.ac... How you would you implement one or more kinds of support in some learning provision in which you are involved?·  ... How would these meet the needs of your learners (you may find it useful to refer to any work you did on Week 2),·  ... Read more »
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. Read the previous part, part 9: ‘Ignorance is bliss?’ Part of my journey Read more »
",publish,octel-daily-newsletter-16,2013-06-05 00:30:19,post,"Newsletter Archive,Course Reader",
4353,1179,2013-06-05 04:35:25,kerr63: Massive Open Online Resource? Stanford's Dr. Keith Devlin on MOOCs http://t.co/mHR4RRS7ID #octel #tel #mooc,"
",publish,altoctel-rt-kerr63-massive-open-online-resource-stanfords-dr-keith-devlin-on-moocs-httpt-comhr4rrs7id-octel-tel-mooc,2013-06-05 09:00:30,post,"Twitter (Q&A),Social networks","mooc,#ocTEL,#tel"
4342,3,2013-06-05 13:34:31,Week 8 webinar recording now available,"Thanks to everyone who took part in ocTEL’s weekly webinar yesterday afternoon.
If you missed all or part of the week 8 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 12:30 BST for the week 9 webinar on keeping things on track and cheating Murphy’s Law. Check the Course Materials page for more information.","",publish,week-8-webinar-recording-now-available,2013-06-05 15:31:43,post,Course information,course information
4352,896,2013-06-05 19:32:36,E-learning methodologies,"
","Comments:A guide for designing and developing e-learning courses - Elizabeth E Charles This looks like a good introduction to designing an e-learning course from conception to delivery. - Elizabeth E Charles Tags: e-learning, design, coursesby: Elizabe...",publish,e-learning-methodologies,2013-06-05 19:32:36,post,"Diigo,Course Reader,Bookmarks","courses,e-learning,design"
4676,896,2013-06-05 19:32:36,E-learning methodologies,"
","Comments:A guide for designing and developing e-learning courses - Elizabeth E Charles This looks like a good introduction to designing an e-learning course from conception to delivery. - Elizabeth E Charles Tags: e-learning, design, coursesby: Elizabe...",publish,e-learning-methodologies-2,2013-06-05 19:32:36,post,"Course Reader,Diigo,Bookmarks","e-learning,courses,design"
5139,896,2013-06-05 19:32:36,E-learning methodologies,"
","Comments:A guide for designing and developing e-learning courses - Elizabeth E Charles This looks like a good introduction to designing an e-learning course from conception to delivery. - Elizabeth E Charles Tags: e-learning, design, coursesby: Elizabe...",publish,e-learning-methodologies-3,2013-06-05 19:32:36,post,"Diigo,Course Reader,Bookmarks","design,e-learning,courses"
4367,461,2013-06-06 00:25:37,Google+ ocTEL Activities 2013-06-06 01:25:37,"
Thanks to everyone who took part in ocTEL’s weekly webinar yesterday afternoon.
If you missed all or part of the week 8 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 12:30 BST for the week 9 webinar on keeping things on track and cheating Murphy’s Law. Check the Course Materials page for more information.
Thanks to everyone who took part in ocTEL’s weekly webinar yesterday afternoon.
If you missed all or part of the week 8 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Wednesday at 12:30 BST for the week 9 webinar on keeping things on track and cheating Murphy’s Law. Check the Course Materials page for more information.
","
Joseph Gliddon
Thu, 06 Jun 2013 13:20:21 GMT
- YouTube
...",publish,flipped-classroom-vs-mooc-4,2013-06-06 13:20:21,post,"Google+,Course Reader,Social networks",
4412,1528,2013-06-06 14:33:00,Viewing the 'one thing' in Octel's week 8,"
If you only do one thing…
Task: Watch
Option: 1: Saylor video
Michael Saylor:
""We're reached an inflection point where it's now cheaper to teach someone to read on a tablet computer than …on paper…. You've got this...
Profound,
Disruptive,
Egalitarian,
Utilitarian...
...tornado, that's blowing through everything...""
""Our contribution is design"" 12 Academic majors, including:
Art History
History
Psychology
The elective courses include courses that are always on, but which in a standard university may not be always on, but sporadic, ""every four years"". 4:59 = Professor Consultants -> Course Outlines -> Open Education Materials -> 1. Content, 2.Form
Their flowchart for getting course material
Good bit now on OER.
They make it clear that they look for OER first.
Second, they look for copyrighted materials on the internet and then 'reach out' to the copyright holders to get permission to use them. ""We now host over 1000 … resources from this process""
Finally, if neither of the above works, they develop their own materials. The examples they offer in the video are made available by CC licence.
They use Moodle to provide assessments.
At 12:00 mins in, they discuss e-Portfolios.
Task: Watch
Option: 2: xMOOC model (Udacity) video
Watch... this 9 minute video about one MOOC model. I can see that this one features Sebastian Thrun from Udacity.
Good point at 0:53 (from 'Ingrid') that having control of the video may facilitate more social learning - you can ask your friend a question.
2:30 ""Rather than seeing a professor lecturing, our concept is all focused around quizzes"", and they way they do it is:
Write up the problem, the hand with a marker writing on the OHP slide.
the student programs it into an interface and is marked
if they get it wrong, they can watch a video to see how they can get it right.
4:00 People come up and say, ""I know you from class"", which they see as restoring teaching to a first-class role.
5:45 The scores are up compared to the classroom scores.
Around 7:00 discusses money for referring students to employers.
After 8:00 discusses how it offers a second chance to people, and that a good number are outstanding too.
","
If you only do one thing…
Task: Watch
Option: 1: Saylor video
Michael Saylor:
""We're reached an inflection point where it's now cheaper to teach someone to read on a tablet computer than …on paper…. You've got this...
Profound,
Disruptive,
Egalitarian,
Utilitarian...
...tornado, that's blowing through everything...""
""Our contribution is design"" 12 Academic majors, including:
Art History
History
Psychology
The elective courses include courses that are always on, but which in a standard university may not be always on, but sporadic, ""every four years"". 4:59 = Professor Consultants -> Course Outlines -> Open Education Materials -> 1. Content, 2.Form
Their flowchart for getting course material
Good bit now on OER.
They make it clear that they look for OER first.
Second, they look for copyrighted materials on the internet and then 'reach out' to the copyright holders to get permission to use them. ""We now host over 1000 … resources from this process""
Finally, if neither of the above works, they develop their own materials. The examples they offer in the video are made available by CC licence.
They use Moodle to provide assessments.
At 12:00 mins in, they discuss e-Portfolios.
Task: Watch
Option: 2: xMOOC model (Udacity) video
Watch... this 9 minute video about one MOOC model. I can see that this one features Sebastian Thrun from Udacity.
Good point at 0:53 (from 'Ingrid') that having control of the video may facilitate more social learning - you can ask your friend a question.
2:30 ""Rather than seeing a professor lecturing, our concept is all focused around quizzes"", and they way they do it is:
Write up the problem, the hand with a marker writing on the OHP slide.
the student programs it into an interface and is marked
if they get it wrong, they can watch a video to see how they can get it right.
4:00 People come up and say, ""I know you from class"", which they see as restoring teaching to a first-class role.
5:45 The scores are up compared to the classroom scores.
Around 7:00 discusses money for referring students to employers.
After 8:00 discusses how it offers a second chance to people, and that a good number are outstanding too.
",publish,octel-8-if_you_o_d_o_t,2013-06-06 14:33:00,post,"Course Reader,Blog posts",
4834,1528,2013-06-06 14:33:00,Viewing the 'one thing' in Octel's week 8,"
If you only do one thing…
Task: Watch
Option: 1: Saylor video
Michael Saylor:
""We're reached an inflection point where it's now cheaper to teach someone to read on a tablet computer than …on paper…. You've got this...
Profound,
Disruptive,
Egalitarian,
Utilitarian...
...tornado, that's blowing through everything...""
""Our contribution is design"" 12 Academic majors, including:
Art History
History
Psychology
The elective courses include courses that are always on, but which in a standard university may not be always on, but sporadic, ""every four years"". 4:59 = Professor Consultants -> Course Outlines -> Open Education Materials -> 1. Content, 2.Form
Their flowchart for getting course material
Good bit now on OER.
They make it clear that they look for OER first.
Second, they look for copyrighted materials on the internet and then 'reach out' to the copyright holders to get permission to use them. ""We now host over 1000 … resources from this process""
Finally, if neither of the above works, they develop their own materials. The examples they offer in the video are made available by CC licence.
They use Moodle to provide assessments.
At 12:00 mins in, they discuss e-Portfolios.
Task: Watch
Option: 2: xMOOC model (Udacity) video
Watch... this 9 minute video about one MOOC model. I can see that this one features Sebastian Thrun from Udacity.
Good point at 0:53 (from 'Ingrid') that having control of the video may facilitate more social learning - you can ask your friend a question.
2:30 ""Rather than seeing a professor lecturing, our concept is all focused around quizzes"", and they way they do it is:
Write up the problem, the hand with a marker writing on the OHP slide.
the student programs it into an interface and is marked
if they get it wrong, they can watch a video to see how they can get it right.
4:00 People come up and say, ""I know you from class"", which they see as restoring teaching to a first-class role.
5:45 The scores are up compared to the classroom scores.
Around 7:00 discusses money for referring students to employers.
After 8:00 discusses how it offers a second chance to people, and that a good number are outstanding too.
","
If you only do one thing…
Task: Watch
Option: 1: Saylor video
Michael Saylor:
""We're reached an inflection point where it's now cheaper to teach someone to read on a tablet computer than …on paper…. You've got this...
Profound,
Disruptive,
Egalitarian,
Utilitarian...
...tornado, that's blowing through everything...""
""Our contribution is design"" 12 Academic majors, including:
Art History
History
Psychology
The elective courses include courses that are always on, but which in a standard university may not be always on, but sporadic, ""every four years"". 4:59 = Professor Consultants -> Course Outlines -> Open Education Materials -> 1. Content, 2.Form
Their flowchart for getting course material
Good bit now on OER.
They make it clear that they look for OER first.
Second, they look for copyrighted materials on the internet and then 'reach out' to the copyright holders to get permission to use them. ""We now host over 1000 … resources from this process""
Finally, if neither of the above works, they develop their own materials. The examples they offer in the video are made available by CC licence.
They use Moodle to provide assessments.
At 12:00 mins in, they discuss e-Portfolios.
Task: Watch
Option: 2: xMOOC model (Udacity) video
Watch... this 9 minute video about one MOOC model. I can see that this one features Sebastian Thrun from Udacity.
Good point at 0:53 (from 'Ingrid') that having control of the video may facilitate more social learning - you can ask your friend a question.
2:30 ""Rather than seeing a professor lecturing, our concept is all focused around quizzes"", and they way they do it is:
Write up the problem, the hand with a marker writing on the OHP slide.
the student programs it into an interface and is marked
if they get it wrong, they can watch a video to see how they can get it right.
4:00 People come up and say, ""I know you from class"", which they see as restoring teaching to a first-class role.
5:45 The scores are up compared to the classroom scores.
Around 7:00 discusses money for referring students to employers.
After 8:00 discusses how it offers a second chance to people, and that a good number are outstanding too.
",publish,viewing-the-one-thing-in-octels-week-8,2013-06-06 14:33:00,post,"Course Reader,Blog posts",
5296,1528,2013-06-06 14:33:00,Viewing the 'one thing' in Octel's week 8,"
If you only do one thing…
Task: Watch
Option: 1: Saylor video
Michael Saylor:
""We're reached an inflection point where it's now cheaper to teach someone to read on a tablet computer than …on paper…. You've got this...
Profound,
Disruptive,
Egalitarian,
Utilitarian...
...tornado, that's blowing through everything...""
""Our contribution is design"" 12 Academic majors, including:
Art History
History
Psychology
The elective courses include courses that are always on, but which in a standard university may not be always on, but sporadic, ""every four years"". 4:59 = Professor Consultants -> Course Outlines -> Open Education Materials -> 1. Content, 2.Form
Their flowchart for getting course material
Good bit now on OER.
They make it clear that they look for OER first.
Second, they look for copyrighted materials on the internet and then 'reach out' to the copyright holders to get permission to use them. ""We now host over 1000 … resources from this process""
Finally, if neither of the above works, they develop their own materials. The examples they offer in the video are made available by CC licence.
They use Moodle to provide assessments.
At 12:00 mins in, they discuss e-Portfolios.
Task: Watch
Option: 2: xMOOC model (Udacity) video
Watch... this 9 minute video about one MOOC model. I can see that this one features Sebastian Thrun from Udacity.
Good point at 0:53 (from 'Ingrid') that having control of the video may facilitate more social learning - you can ask your friend a question.
2:30 ""Rather than seeing a professor lecturing, our concept is all focused around quizzes"", and they way they do it is:
Write up the problem, the hand with a marker writing on the OHP slide.
the student programs it into an interface and is marked
if they get it wrong, they can watch a video to see how they can get it right.
4:00 People come up and say, ""I know you from class"", which they see as restoring teaching to a first-class role.
5:45 The scores are up compared to the classroom scores.
Around 7:00 discusses money for referring students to employers.
After 8:00 discusses how it offers a second chance to people, and that a good number are outstanding too.
","
If you only do one thing…
Task: Watch
Option: 1: Saylor video
Michael Saylor:
""We're reached an inflection point where it's now cheaper to teach someone to read on a tablet computer than …on paper…. You've got this...
Profound,
Disruptive,
Egalitarian,
Utilitarian...
...tornado, that's blowing through everything...""
""Our contribution is design"" 12 Academic majors, including:
Art History
History
Psychology
The elective courses include courses that are always on, but which in a standard university may not be always on, but sporadic, ""every four years"". 4:59 = Professor Consultants -> Course Outlines -> Open Education Materials -> 1. Content, 2.Form
Their flowchart for getting course material
Good bit now on OER.
They make it clear that they look for OER first.
Second, they look for copyrighted materials on the internet and then 'reach out' to the copyright holders to get permission to use them. ""We now host over 1000 … resources from this process""
Finally, if neither of the above works, they develop their own materials. The examples they offer in the video are made available by CC licence.
They use Moodle to provide assessments.
At 12:00 mins in, they discuss e-Portfolios.
Task: Watch
Option: 2: xMOOC model (Udacity) video
Watch... this 9 minute video about one MOOC model. I can see that this one features Sebastian Thrun from Udacity.
Good point at 0:53 (from 'Ingrid') that having control of the video may facilitate more social learning - you can ask your friend a question.
2:30 ""Rather than seeing a professor lecturing, our concept is all focused around quizzes"", and they way they do it is:
Write up the problem, the hand with a marker writing on the OHP slide.
the student programs it into an interface and is marked
if they get it wrong, they can watch a video to see how they can get it right.
4:00 People come up and say, ""I know you from class"", which they see as restoring teaching to a first-class role.
5:45 The scores are up compared to the classroom scores.
Around 7:00 discusses money for referring students to employers.
After 8:00 discusses how it offers a second chance to people, and that a good number are outstanding too.
",publish,viewing-the-one-thing-in-octels-week-8-2,2013-06-06 14:33:00,post,"Course Reader,Blog posts",
4411,1528,2013-06-06 14:35:00,Response to the 'one thing' in ocTEL week 8,"
If you only do one thing… Week 8
Write down in short bullet point form a list of:
elements of the Saylor or xMOOC approach that you think could be applicable to your context (what you’re involved in teaching, to whom, with what goals and constraints), and
problems you might anticipate with the approach.
Saylor
Q. What do I like?
A. Their clarity
They are strong on treating the learner as an adult, which to me means:
informing the learner, hence the importance of their clarity, and then
providing choices, as they do with their electives
which in practice means that Saylor are good at...
Clear, and clean, website design. Good use of icons to provide info, and great use of a key to decode the icons.
Even more clear in how it shows the structure of courses.
The electives are key, as you can pick with accuracy what fascinates you, so it will appeal more strongly to more people. The clarity mentioned above also helps with the accuracy.
Opinionated: To have a core is necessary, so it's good that they do so, rather than provide simply a list of electives, i.e. a list of resources for you to take or leave. It is good, in summary, that they are opinionated and clear.
A. Their use of OERs
As mentioned above, they make it clear that they look for OER first.
When they do make their own material, they seem to release it under a CC BY licence.
What we can learn from Saylor
Clean website design, uncluttered.
Put the structure of the courses upfront, as the first element.
Clarify the choices of study available.
Clarify the choices we've made for the students.
None of the above are likely to encounter large opposition, compared to the next item:
Use OERs as a first choice.
Release what you create under a CC licence.
Likely trouble spots
ocTEL describes Saylor's achievement as, ""they have developed 241 degree-level courses, available
free of cost,
free of accreditation and
largely free of professors.""
For an existing UK university, it is unlikely that:
a university executive could universalise the first in the absence of a replacement business model for the current fee-based one.
students or employers would welcome the second, or
staff would welcome the third.
Udacity
Q. What do I like?
The problem-based learning approach
Their aim to set students problems, rather than lecturing.
The use of videos that the students can refer to when they have made a mistake.
What we can learn from Udacity
Simple approach to filming works: a marker pen on an OHP transparency. It's the explanation that counts.
Likely trouble spots
Plainly it would be easiest from the point of view of staff to simply capture lectures. Some would push for this approach instead.
Q. Where might efficiencies be important?
A. If you are:
Running a MOOC of your own.
Competing in developing markets.
Increasing the conversation within a course without a corresponding increase in staff time.
elements of the Saylor or xMOOC approach that you think could be applicable to your context (what you’re involved in teaching, to whom, with what goals and constraints), and
problems you might anticipate with the approach.
Saylor
Q. What do I like?
A. Their clarity
They are strong on treating the learner as an adult, which to me means:
informing the learner, hence the importance of their clarity, and then
providing choices, as they do with their electives
which in practice means that Saylor are good at...
Clear, and clean, website design. Good use of icons to provide info, and great use of a key to decode the icons.
Even more clear in how it shows the structure of courses.
The electives are key, as you can pick with accuracy what fascinates you, so it will appeal more strongly to more people. The clarity mentioned above also helps with the accuracy.
Opinionated: To have a core is necessary, so it's good that they do so, rather than provide simply a list of electives, i.e. a list of resources for you to take or leave. It is good, in summary, that they are opinionated and clear.
A. Their use of OERs
As mentioned above, they make it clear that they look for OER first.
When they do make their own material, they seem to release it under a CC BY licence.
What we can learn from Saylor
Clean website design, uncluttered.
Put the structure of the courses upfront, as the first element.
Clarify the choices of study available.
Clarify the choices we've made for the students.
None of the above are likely to encounter large opposition, compared to the next item:
Use OERs as a first choice.
Release what you create under a CC licence.
Likely trouble spots
ocTEL describes Saylor's achievement as, ""they have developed 241 degree-level courses, available
free of cost,
free of accreditation and
largely free of professors.""
For an existing UK university, it is unlikely that:
a university executive could universalise the first in the absence of a replacement business model for the current fee-based one.
students or employers would welcome the second, or
staff would welcome the third.
Udacity
Q. What do I like?
The problem-based learning approach
Their aim to set students problems, rather than lecturing.
The use of videos that the students can refer to when they have made a mistake.
What we can learn from Udacity
Simple approach to filming works: a marker pen on an OHP transparency. It's the explanation that counts.
Likely trouble spots
Plainly it would be easiest from the point of view of staff to simply capture lectures. Some would push for this approach instead.
Q. Where might efficiencies be important?
A. If you are:
Running a MOOC of your own.
Competing in developing markets.
Increasing the conversation within a course without a corresponding increase in staff time.
",publish,octel-8-iydoot,2013-06-06 14:35:00,post,"Course Reader,Blog posts",#ocTEL
4833,1528,2013-06-06 14:35:00,Response to the 'one thing' in ocTEL week 8,"
If you only do one thing… Week 8
Write down in short bullet point form a list of:
elements of the Saylor or xMOOC approach that you think could be applicable to your context (what you’re involved in teaching, to whom, with what goals and constraints), and
problems you might anticipate with the approach.
Saylor
Q. What do I like?
A. Their clarity
They are strong on treating the learner as an adult, which to me means:
informing the learner, hence the importance of their clarity, and then
providing choices, as they do with their electives
which in practice means that Saylor are good at...
Clear, and clean, website design. Good use of icons to provide info, and great use of a key to decode the icons.
Even more clear in how it shows the structure of courses.
The electives are key, as you can pick with accuracy what fascinates you, so it will appeal more strongly to more people. The clarity mentioned above also helps with the accuracy.
Opinionated: To have a core is necessary, so it's good that they do so, rather than provide simply a list of electives, i.e. a list of resources for you to take or leave. It is good, in summary, that they are opinionated and clear.
A. Their use of OERs
As mentioned above, they make it clear that they look for OER first.
When they do make their own material, they seem to release it under a CC BY licence.
What we can learn from Saylor
Clean website design, uncluttered.
Put the structure of the courses upfront, as the first element.
Clarify the choices of study available.
Clarify the choices we've made for the students.
None of the above are likely to encounter large opposition, compared to the next item:
Use OERs as a first choice.
Release what you create under a CC licence.
Likely trouble spots
ocTEL describes Saylor's achievement as, ""they have developed 241 degree-level courses, available
free of cost,
free of accreditation and
largely free of professors.""
For an existing UK university, it is unlikely that:
a university executive could universalise the first in the absence of a replacement business model for the current fee-based one.
students or employers would welcome the second, or
staff would welcome the third.
Udacity
Q. What do I like?
The problem-based learning approach
Their aim to set students problems, rather than lecturing.
The use of videos that the students can refer to when they have made a mistake.
What we can learn from Udacity
Simple approach to filming works: a marker pen on an OHP transparency. It's the explanation that counts.
Likely trouble spots
Plainly it would be easiest from the point of view of staff to simply capture lectures. Some would push for this approach instead.
Q. Where might efficiencies be important?
A. If you are:
Running a MOOC of your own.
Competing in developing markets.
Increasing the conversation within a course without a corresponding increase in staff time.
elements of the Saylor or xMOOC approach that you think could be applicable to your context (what you’re involved in teaching, to whom, with what goals and constraints), and
problems you might anticipate with the approach.
Saylor
Q. What do I like?
A. Their clarity
They are strong on treating the learner as an adult, which to me means:
informing the learner, hence the importance of their clarity, and then
providing choices, as they do with their electives
which in practice means that Saylor are good at...
Clear, and clean, website design. Good use of icons to provide info, and great use of a key to decode the icons.
Even more clear in how it shows the structure of courses.
The electives are key, as you can pick with accuracy what fascinates you, so it will appeal more strongly to more people. The clarity mentioned above also helps with the accuracy.
Opinionated: To have a core is necessary, so it's good that they do so, rather than provide simply a list of electives, i.e. a list of resources for you to take or leave. It is good, in summary, that they are opinionated and clear.
A. Their use of OERs
As mentioned above, they make it clear that they look for OER first.
When they do make their own material, they seem to release it under a CC BY licence.
What we can learn from Saylor
Clean website design, uncluttered.
Put the structure of the courses upfront, as the first element.
Clarify the choices of study available.
Clarify the choices we've made for the students.
None of the above are likely to encounter large opposition, compared to the next item:
Use OERs as a first choice.
Release what you create under a CC licence.
Likely trouble spots
ocTEL describes Saylor's achievement as, ""they have developed 241 degree-level courses, available
free of cost,
free of accreditation and
largely free of professors.""
For an existing UK university, it is unlikely that:
a university executive could universalise the first in the absence of a replacement business model for the current fee-based one.
students or employers would welcome the second, or
staff would welcome the third.
Udacity
Q. What do I like?
The problem-based learning approach
Their aim to set students problems, rather than lecturing.
The use of videos that the students can refer to when they have made a mistake.
What we can learn from Udacity
Simple approach to filming works: a marker pen on an OHP transparency. It's the explanation that counts.
Likely trouble spots
Plainly it would be easiest from the point of view of staff to simply capture lectures. Some would push for this approach instead.
Q. Where might efficiencies be important?
A. If you are:
Running a MOOC of your own.
Competing in developing markets.
Increasing the conversation within a course without a corresponding increase in staff time.
",publish,response-to-the-one-thing-in-octel-week-8,2013-06-06 14:35:00,post,"Course Reader,Blog posts",#ocTEL
5295,1528,2013-06-06 14:35:00,Response to the 'one thing' in ocTEL week 8,"
If you only do one thing… Week 8
Write down in short bullet point form a list of:
elements of the Saylor or xMOOC approach that you think could be applicable to your context (what you’re involved in teaching, to whom, with what goals and constraints), and
problems you might anticipate with the approach.
Saylor
Q. What do I like?
A. Their clarity
They are strong on treating the learner as an adult, which to me means:
informing the learner, hence the importance of their clarity, and then
providing choices, as they do with their electives
which in practice means that Saylor are good at...
Clear, and clean, website design. Good use of icons to provide info, and great use of a key to decode the icons.
Even more clear in how it shows the structure of courses.
The electives are key, as you can pick with accuracy what fascinates you, so it will appeal more strongly to more people. The clarity mentioned above also helps with the accuracy.
Opinionated: To have a core is necessary, so it's good that they do so, rather than provide simply a list of electives, i.e. a list of resources for you to take or leave. It is good, in summary, that they are opinionated and clear.
A. Their use of OERs
As mentioned above, they make it clear that they look for OER first.
When they do make their own material, they seem to release it under a CC BY licence.
What we can learn from Saylor
Clean website design, uncluttered.
Put the structure of the courses upfront, as the first element.
Clarify the choices of study available.
Clarify the choices we've made for the students.
None of the above are likely to encounter large opposition, compared to the next item:
Use OERs as a first choice.
Release what you create under a CC licence.
Likely trouble spots
ocTEL describes Saylor's achievement as, ""they have developed 241 degree-level courses, available
free of cost,
free of accreditation and
largely free of professors.""
For an existing UK university, it is unlikely that:
a university executive could universalise the first in the absence of a replacement business model for the current fee-based one.
students or employers would welcome the second, or
staff would welcome the third.
Udacity
Q. What do I like?
The problem-based learning approach
Their aim to set students problems, rather than lecturing.
The use of videos that the students can refer to when they have made a mistake.
What we can learn from Udacity
Simple approach to filming works: a marker pen on an OHP transparency. It's the explanation that counts.
Likely trouble spots
Plainly it would be easiest from the point of view of staff to simply capture lectures. Some would push for this approach instead.
Q. Where might efficiencies be important?
A. If you are:
Running a MOOC of your own.
Competing in developing markets.
Increasing the conversation within a course without a corresponding increase in staff time.
elements of the Saylor or xMOOC approach that you think could be applicable to your context (what you’re involved in teaching, to whom, with what goals and constraints), and
problems you might anticipate with the approach.
Saylor
Q. What do I like?
A. Their clarity
They are strong on treating the learner as an adult, which to me means:
informing the learner, hence the importance of their clarity, and then
providing choices, as they do with their electives
which in practice means that Saylor are good at...
Clear, and clean, website design. Good use of icons to provide info, and great use of a key to decode the icons.
Even more clear in how it shows the structure of courses.
The electives are key, as you can pick with accuracy what fascinates you, so it will appeal more strongly to more people. The clarity mentioned above also helps with the accuracy.
Opinionated: To have a core is necessary, so it's good that they do so, rather than provide simply a list of electives, i.e. a list of resources for you to take or leave. It is good, in summary, that they are opinionated and clear.
A. Their use of OERs
As mentioned above, they make it clear that they look for OER first.
When they do make their own material, they seem to release it under a CC BY licence.
What we can learn from Saylor
Clean website design, uncluttered.
Put the structure of the courses upfront, as the first element.
Clarify the choices of study available.
Clarify the choices we've made for the students.
None of the above are likely to encounter large opposition, compared to the next item:
Use OERs as a first choice.
Release what you create under a CC licence.
Likely trouble spots
ocTEL describes Saylor's achievement as, ""they have developed 241 degree-level courses, available
free of cost,
free of accreditation and
largely free of professors.""
For an existing UK university, it is unlikely that:
a university executive could universalise the first in the absence of a replacement business model for the current fee-based one.
students or employers would welcome the second, or
staff would welcome the third.
Udacity
Q. What do I like?
The problem-based learning approach
Their aim to set students problems, rather than lecturing.
The use of videos that the students can refer to when they have made a mistake.
What we can learn from Udacity
Simple approach to filming works: a marker pen on an OHP transparency. It's the explanation that counts.
Likely trouble spots
Plainly it would be easiest from the point of view of staff to simply capture lectures. Some would push for this approach instead.
Q. Where might efficiencies be important?
A. If you are:
Running a MOOC of your own.
Competing in developing markets.
Increasing the conversation within a course without a corresponding increase in staff time.
Filtering my blog by a label, in this case 'octel': http://elearningobservations.blogspot.co.uk/search/label/octel
Filtering my blog's RSS feed by a label, again using 'octel' for the example of a label: http://elearningobservations.blogspot.co.uk/feeds/posts/default/-/octel
Obviously, this will work for any Blogger blog, so you can subscribe to the aspect you're interested in.","Filtering Blogger postsFiltering my blog by a label, in this case 'octel':http://elearningobservations.blogspot.co.uk/search/label/octelFiltering my blog's RSS feed by a label, again using 'octel' for the example of a label:http://elearningobservations...",publish,filtering-blogger-posts,2013-06-06 14:45:00,post,"Course Reader,Blog posts","Blogger,xml"
4835,1528,2013-06-06 14:45:00,Filtering Blogger posts,"
Filtering Blogger posts
Filtering my blog by a label, in this case 'octel': http://elearningobservations.blogspot.co.uk/search/label/octel
Filtering my blog's RSS feed by a label, again using 'octel' for the example of a label: http://elearningobservations.blogspot.co.uk/feeds/posts/default/-/octel
Obviously, this will work for any Blogger blog, so you can subscribe to the aspect you're interested in.","Filtering Blogger postsFiltering my blog by a label, in this case 'octel':http://elearningobservations.blogspot.co.uk/search/label/octelFiltering my blog's RSS feed by a label, again using 'octel' for the example of a label:http://elearningobservations...",publish,filtering-blogger-posts-2,2013-06-06 14:45:00,post,"Course Reader,Blog posts","Blogger,xml"
5297,1528,2013-06-06 14:45:00,Filtering Blogger posts,"
Filtering Blogger posts
Filtering my blog by a label, in this case 'octel': http://elearningobservations.blogspot.co.uk/search/label/octel
Filtering my blog's RSS feed by a label, again using 'octel' for the example of a label: http://elearningobservations.blogspot.co.uk/feeds/posts/default/-/octel
Obviously, this will work for any Blogger blog, so you can subscribe to the aspect you're interested in.","Filtering Blogger postsFiltering my blog by a label, in this case 'octel':http://elearningobservations.blogspot.co.uk/search/label/octelFiltering my blog's RSS feed by a label, again using 'octel' for the example of a label:http://elearningobservations...",publish,filtering-blogger-posts-3,2013-06-06 14:45:00,post,"Blog posts,Course Reader","Blogger,xml"
4416,1528,2013-06-06 16:07:00,iTunesU vs OpenLearn: packaging matters,"
iTunesU vs OpenLearn - the difference it makes
ocTEL speaker of week 8, Fernando Rosell-Aguilar, in his YouTube video, says: - iTunesU hasn't led to much enrolment; it's been great for the brand, though. - By contrast, he says that OpenLearn has led to enrolment (at 27 or 28 minutes in the video).
The interesting thing is that he is referring to essentially the same content, as I understand it. So it appears that: packaging the content as a type of course leads to people thinking of it as a course and enrolling on other courses thereafter. T/F?
","iTunesU vs OpenLearn - the difference it makesocTEL speaker of week 8, Fernando Rosell-Aguilar, in his YouTube video, says: - iTunesU hasn't led to much enrolment; it's been great for the brand, though. - By contrast, he...",publish,itunesu-vs-openlearn-packaging-matters,2013-06-06 16:07:00,post,"Course Reader,Blog posts",
4832,1528,2013-06-06 16:07:00,iTunesU vs OpenLearn: packaging matters,"
iTunesU vs OpenLearn - the difference it makes
ocTEL speaker of week 8, Fernando Rosell-Aguilar, in his YouTube video, says: - iTunesU hasn't led to much enrolment; it's been great for the brand, though. - By contrast, he says that OpenLearn has led to enrolment (at 27 or 28 minutes in the video).
The interesting thing is that he is referring to essentially the same content, as I understand it. So it appears that: packaging the content as a type of course leads to people thinking of it as a course and enrolling on other courses thereafter. T/F?
","iTunesU vs OpenLearn - the difference it makesocTEL speaker of week 8, Fernando Rosell-Aguilar, in his YouTube video, says: - iTunesU hasn't led to much enrolment; it's been great for the brand, though. - By contrast, he...",publish,itunesu-vs-openlearn-packaging-matters-2,2013-06-06 16:07:00,post,"Course Reader,Blog posts",
5294,1528,2013-06-06 16:07:00,iTunesU vs OpenLearn: packaging matters,"
iTunesU vs OpenLearn - the difference it makes
ocTEL speaker of week 8, Fernando Rosell-Aguilar, in his YouTube video, says: - iTunesU hasn't led to much enrolment; it's been great for the brand, though. - By contrast, he says that OpenLearn has led to enrolment (at 27 or 28 minutes in the video).
The interesting thing is that he is referring to essentially the same content, as I understand it. So it appears that: packaging the content as a type of course leads to people thinking of it as a course and enrolling on other courses thereafter. T/F?
","iTunesU vs OpenLearn - the difference it makesocTEL speaker of week 8, Fernando Rosell-Aguilar, in his YouTube video, says: - iTunesU hasn't led to much enrolment; it's been great for the brand, though. - By contrast, he...",publish,itunesu-vs-openlearn-packaging-matters-3,2013-06-06 16:07:00,post,"Course Reader,Blog posts",
4420,1523,2013-06-06 18:47:22,Lot of 2 #Octel 350 Voice Mail Message Server Cabinets w Interface Cards http://ow.ly/lMwhm $1875,"
","
Clear Cloud Voice
Thu, 06 Jun 2013 18:47:22 GMT
- HootSuite
Lot of 2 #Octel 350 Voice Mail Message Serve...",publish,lot-of-2-octel-350-voice-mail-message-server-cabinets-w-interface-cards-httpow-lylmwhm-1875,2013-06-06 18:47:22,post,"Social networks,Course Reader,Google+",
4421,1175,2013-06-06 21:18:22,"So they asked me to put my course on-line, now they’ve sacked me! #octel","I was looking at the #octel video on the Saylor Foundation and my first thought was – oh there are no lecturers at all. This made me realise that a fear that academics have been telling me about for years has … Continue reading →","I was looking at the #octel video on the Saylor Foundation and my first thought was – oh there are no lecturers at all. This made me realise that a fear that academics have been telling me about for years has … Continue reading →",publish,so-they-asked-me-to-put-my-course-on-line-now-theyve-sacked-me-octel,2013-06-06 21:18:22,post,"Course Reader,Blog posts","#ocTEL,mooc"
4422,1004,2013-06-06 21:23:01,"The #octel mooc this week is looking at "Enhancement" of courses via technology, so I came up with this...","
I was looking at the #octel video on the Saylor Foundation and my first thought was - oh there are no lecturers at all. This made me realise that a fear that academics have been telling me about fo...
I was looking at the #octel video on the Saylor Foundation and my first thought was - oh there are no lecturers at all. This made me realise that a fear that academics have been telling me about fo...
I was looking at the #octel video on the Saylor Foundation and my first thought was – oh there are no lecturers at all. This made me realise that a fear that academics have been telling me about for years has … Continue reading → Read more »
iTunesU vs OpenLearn - the difference it makesocTEL speaker of week 8, Fernando Rosell-Aguilar, in his YouTube video, says: - iTunesU hasn't led to much enrolment; it's been great for the brand, though. - By contrast, he... Read more »
If you only do one thing… Week 8Write down in short bullet point form a list of:elements of the Saylor or xMOOC approach that you think could be applicable to your context (what you’re involved in teaching, to whom, with what goals and constraints), andproblems you might anticipate with the Read more »
If you only do one thing…Task: WatchOption: 1: Saylor video Michael Saylor:"We're reached an inflection point where it's now cheaper to teach someone to read on a tablet computer than …on paper…. You've got this...Profound,Disruptive,E... that's blowing through everything...""Our contribution is design" 12 Academic majors, including: Art HistoryHistoryPsychologyThe elective courses Read more »
I was looking at the #octel video on the Saylor Foundation and my first thought was – oh there are no lecturers at all. This made me realise that a fear that academics have been telling me about for years has … Continue reading → Read more »
iTunesU vs OpenLearn - the difference it makesocTEL speaker of week 8, Fernando Rosell-Aguilar, in his YouTube video, says: - iTunesU hasn't led to much enrolment; it's been great for the brand, though. - By contrast, he... Read more »
If you only do one thing… Week 8Write down in short bullet point form a list of:elements of the Saylor or xMOOC approach that you think could be applicable to your context (what you’re involved in teaching, to whom, with what goals and constraints), andproblems you might anticipate with the Read more »
If you only do one thing…Task: WatchOption: 1: Saylor video Michael Saylor:""We're reached an inflection point where it's now cheaper to teach someone to read on a tablet computer than …on paper…. You've got this...Profound,Disruptive,E... that's blowing through everything...""""Our contribution is design"" 12 Academic majors, including: Art HistoryHistoryPsychologyThe elective courses Read more »
",publish,octel-daily-newsletter-18,2013-06-07 00:26:36,post,"Newsletter Archive,Course Reader",
4444,1519,2013-06-07 04:12:12,openplanstu: #ocTEL week 7 blog. Tutor and peer communications: your place or mine? http://t.co/tgrFCsegE0,"
","#ocTEL week 7 blog. Tutor and peer communications: your place or mine? http://t.co/tgrFCsegE0— Stuart Allan (@OpenPlanStu) June 7, 2013
",publish,openplanstu-octel-week-7-blog-tutor-and-peer-communications-your-place-or-mine-httpt-cotgrfcsege0,2013-06-07 04:12:12,post,"Social networks,Twitter (Q&A)",#ocTEL
4425,1086,2013-06-07 05:20:37,e-Learning Stuff » Blog Archive » Assessing Assessment – ocTEL,"
This week on ocTEL we're looking at assessment. As part of my thinking I refelcted on the use of quizzes in Moodle. Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective. There is a real art to crafting questions so that they not only allow ...
This week on ocTEL we're looking at assessment. As part of my thinking I refelcted on the use of quizzes in Moodle. Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective. There is a real art to crafting questions so that they not only allow ...
I am a bit gutted at missing week 7 even though a holiday was lovely. The running to stand-still feeling comes back too quickly, doesn’t it? Anyway this week’s (week 7) content is my ‘thing’ so I am attempting to get straight. I have reviewed the webinar but would have definitely had to put myself on the fuzzy end of the white board question ‘is this making sense’. This resonates with me, it would be my default setting but I feel I need more evidence / proof so will do the reading before posting on that. Let’s see how that goes…
Anyway, somewhere along in either the to-do list for the week or in the webinar I stumbled across this which looks great. http://www.liberatingstructures.com/ It is a resource of simple, easy to learn and use structures to enable individuals to release their creative potential when working together.
","I am a bit gutted at missing week 7 even though a holiday was lovely. The running to stand-still feeling comes back too quickly, doesn’t it? Anyway this week’s (week 7) content is my ‘thing’ so I am attempting to get straight. I have reviewed the webinar but would have definitely had to put myself on […]",publish,catching-up-octel-week-7,2013-06-07 09:56:18,post,"Course Reader,Blog posts","group work,Uncategorized,creativity,#ocTEL"
4405,3,2013-06-07 13:00:10,ocTEL Week 9 Webinar,"Join our weekly webinar at 12.30 on Wednesday 12 June, via Blackboard Collaborate 11.
You can access the Week 9 webinar via this link.
This week's webinar
In this week’s webinar we have two presenters from Imperial College London who will discuss their experiences of project management. Julie Voce will introduce a two-year institution-wide project to review and implement the new College virtual learning environment. Lisa Carrier will give an overview of a three-year Department of Medicine project to create and evaluate a blended multidisciplinary postgraduate programme. Both presentations will introduce the projects and the methodologies used and discuss topics covered during week 9 such as planning, risk assessment, key successes and failures, and lessons learned.
About the presenter
Julie Voce is the E-learning Services Manager at Imperial College London. Prior to this she was the Learning Technologies Support Co-ordinator at UCL and a Research Assistant in Computer Assisted Language Learning at UMIST. For ALT, Julie is involved with ALT’s Online Newsletter (http://newsletter.alt.ac.uk/), the ocTEL MOOC and was Co-Chair of the 2012 ALT conference. In addition she is Chair of the UCISA Academic Support Group (http://www.ucisa.ac.uk/en/groups/dsdg/asg.aspx) and is involved in the biennial Technology Enhanced Learning survey (http://www.ucisa.ac.uk/bestpractice/surveys/tel.aspx). Alongside her role at Imperial, she is in the second year of a PhD in Technology Enhanced Learning and E-Research at Lancaster University.
Lisa Carrier’s background is in psychology, pedagogy and management. Lisa has extensive teaching experience in Further and Higher Education, and in the last 8 years she has been involved in designing and promoting e-learning best practice in HE. In her current role as e-Learning Manager at Imperial College London, Lisa helps academic and clinical professionals design postgraduate blended curriculum. She has managed a number of projects in Postgraduate Medicine, which have become showcases for innovative education, and received awards for enhancing student experience. Lisa is a qualified coach and an experienced manager, with specific interest in change management and organisational learning.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ's
For help prior to the webinar and some frequently asked questions please visit our help page.
If you have any questions contact octel-tech@alt.ac.uk.","",publish,octel-week-9-webinar,2013-06-07 12:58:19,post,Course information,course information
4442,943,2013-06-07 16:08:00,#ocTEL Week 8 Enhancement,"
If you didn't already realise it, I am a big fan of virtual learning, TEL, MOOCs, PLEs etc so I have enjoyed this week's assignments - especially the videos about Saylor and Udacity.
I admit I haven't really thought in terms of reducing costs as far as my project goes, although I know that in my previous job, the decision to deliver the course for NHS managers using a predominantly e-learning approach was based on cost factors.The decision to use more technology in my teaching is really about increasing the sense of fun and interactivity that students get from it and decreasing the amount of time I stand up in front of them reading from slides.
Weirdly the climate in HE now is so heavily influenced by NSS, Unistats and KIS data that any curriculum decisions which reduce f2f contact in favour of more online, problem based, collaborative, digital approaches are actually being overturned. We are being required to add in hours of lectures and seminars in modules where you would actually be expecting much more independent learning of the students (a final year dissertation, for example) despite the huge cost in terms of staff hours (which are scarce) and rooms (even scarcer).
But cost is of course a factor in many decisions. This week I have been involved in discussions about using a MOOC-like resource as a way of attracting teens into my subject area - a pre-university taster delivered on line. Attracting more students is going to be essential for some courses to stay economically viable. And arguably it is more cost effective all round if students end up choosing the right course first time round.
So... back to the week's activity: the enhancement I am most hoping for from the redesign of my module is that it will actually be much more fun, more media rich and more interactive, both in the classroom and out of it. One thing I have really appreciated from my involvement in three MOOCs since January is the wealth of freely available educational material (ie no cost!), including games, simulations and videos, which can be integrated into the learning environment.
I do think that the redesign of the module is going to be fairly costly in terms of time that I and my team spend in planning sessions and building the learning room on line, but hopefully this will have a long term benefit.
Today I have been at a workshop discussing how to embed Ditgital Literacies in the curriculum. As part of this - and in connection with the Scale Up project - I have recently helped put together a bid to fund student mentors to work with new undergraduates on the development of digital literacies in transition. The use of students as change agents to mentor other students (and staff) is an exciting idea and if successful I hope to engage the student mentors alongside other teaching team members to contribute to a project blog. Recording and reflecting on our progress through the project is going to be an essential part of all of our learning.
I was also inspired by a conversation I had with a colleague about engaging students in decisions about assessment design, something which I think has real potential to increase student engagement - in fact involving students more as partners in all aspects of the curriculum design is a challenge I think I'd like to give more thought to.
Finally, some news - related to all of the above - I am going to the PLE conference in Berlin in July. I attended the inaugural one in Barcelona three years ago so it will be interesting to see how the debate has moved on. I used to think in terms of a dichotomy between VLE and PLE but I now feel that digital literacy implies the management of a PLE (personal learning environment) which actually includes the institutional VLE among its many components. I also used to think that PLE as a concept was a long way from where my students were (or vice versa) but now I see these converging as I witness more and more students arriving with mobile devices and we as a University start to think about digital enhancements to the curriculum that extend beyond the VLE.
ps: random picture from my recent holiday in Tarragona - street furniture which has been ""enhanced"" at minimal cost by local graffiti artists: I thought it was a good metaphor for the week's topic! :)
","If you didn't already realise it, I am a big fan of virtual learning, TEL, MOOCs, PLEs etc so I have enjoyed this week's assignments - especially the videos about Saylor and Udacity.I admit I haven't really thought in terms of reducing costs as f...",publish,octel-week-8-enhancement,2013-06-07 16:08:00,post,"Blog posts,Course Reader","Student Engagement,Technology,ple,digital literacy,#ocTEL,VLE,eLearning"
4594,943,2013-06-07 16:08:00,#ocTEL Week 8 Enhancement,"
If you didn't already realise it, I am a big fan of virtual learning, TEL, MOOCs, PLEs etc so I have enjoyed this week's assignments - especially the videos about Saylor and Udacity.
I admit I haven't really thought in terms of reducing costs as far as my project goes, although I know that in my previous job, the decision to deliver the course for NHS managers using a predominantly e-learning approach was based on cost factors.The decision to use more technology in my teaching is really about increasing the sense of fun and interactivity that students get from it and decreasing the amount of time I stand up in front of them reading from slides.
Weirdly the climate in HE now is so heavily influenced by NSS, Unistats and KIS data that any curriculum decisions which reduce f2f contact in favour of more online, problem based, collaborative, digital approaches are actually being overturned. We are being required to add in hours of lectures and seminars in modules where you would actually be expecting much more independent learning of the students (a final year dissertation, for example) despite the huge cost in terms of staff hours (which are scarce) and rooms (even scarcer).
But cost is of course a factor in many decisions. This week I have been involved in discussions about using a MOOC-like resource as a way of attracting teens into my subject area - a pre-university taster delivered on line. Attracting more students is going to be essential for some courses to stay economically viable. And arguably it is more cost effective all round if students end up choosing the right course first time round.
So... back to the week's activity: the enhancement I am most hoping for from the redesign of my module is that it will actually be much more fun, more media rich and more interactive, both in the classroom and out of it. One thing I have really appreciated from my involvement in three MOOCs since January is the wealth of freely available educational material (ie no cost!), including games, simulations and videos, which can be integrated into the learning environment.
I do think that the redesign of the module is going to be fairly costly in terms of time that I and my team spend in planning sessions and building the learning room on line, but hopefully this will have a long term benefit.
Today I have been at a workshop discussing how to embed Ditgital Literacies in the curriculum. As part of this - and in connection with the Scale Up project - I have recently helped put together a bid to fund student mentors to work with new undergraduates on the development of digital literacies in transition. The use of students as change agents to mentor other students (and staff) is an exciting idea and if successful I hope to engage the student mentors alongside other teaching team members to contribute to a project blog. Recording and reflecting on our progress through the project is going to be an essential part of all of our learning.
I was also inspired by a conversation I had with a colleague about engaging students in decisions about assessment design, something which I think has real potential to increase student engagement - in fact involving students more as partners in all aspects of the curriculum design is a challenge I think I'd like to give more thought to.
Finally, some news - related to all of the above - I am going to the PLE conference in Berlin in July. I attended the inaugural one in Barcelona three years ago so it will be interesting to see how the debate has moved on. I used to think in terms of a dichotomy between VLE and PLE but I now feel that digital literacy implies the management of a PLE (personal learning environment) which actually includes the institutional VLE among its many components. I also used to think that PLE as a concept was a long way from where my students were (or vice versa) but now I see these converging as I witness more and more students arriving with mobile devices and we as a University start to think about digital enhancements to the curriculum that extend beyond the VLE.
ps: random picture from my recent holiday in Tarragona - street furniture which has been ""enhanced"" at minimal cost by local graffiti artists: I thought it was a good metaphor for the week's topic! :)
","If you didn't already realise it, I am a big fan of virtual learning, TEL, MOOCs, PLEs etc so I have enjoyed this week's assignments - especially the videos about Saylor and Udacity.I admit I haven't really thought in terms of reducing costs as f...",publish,octel-week-8-enhancement-2,2013-06-07 16:08:00,post,"Blog posts,Course Reader","VLE,eLearning,#ocTEL,Student Engagement,Technology,ple,digital literacy"
4643,943,2013-06-07 16:08:00,#ocTEL Week 8 Enhancement,"
If you didn't already realise it, I am a big fan of virtual learning, TEL, MOOCs, PLEs etc so I have enjoyed this week's assignments - especially the videos about Saylor and Udacity.
I admit I haven't really thought in terms of reducing costs as far as my project goes, although I know that in my previous job, the decision to deliver the course for NHS managers using a predominantly e-learning approach was based on cost factors.The decision to use more technology in my teaching is really about increasing the sense of fun and interactivity that students get from it and decreasing the amount of time I stand up in front of them reading from slides.
Weirdly the climate in HE now is so heavily influenced by NSS, Unistats and KIS data that any curriculum decisions which reduce f2f contact in favour of more online, problem based, collaborative, digital approaches are actually being overturned. We are being required to add in hours of lectures and seminars in modules where you would actually be expecting much more independent learning of the students (a final year dissertation, for example) despite the huge cost in terms of staff hours (which are scarce) and rooms (even scarcer).
But cost is of course a factor in many decisions. This week I have been involved in discussions about using a MOOC-like resource as a way of attracting teens into my subject area - a pre-university taster delivered on line. Attracting more students is going to be essential for some courses to stay economically viable. And arguably it is more cost effective all round if students end up choosing the right course first time round.
So... back to the week's activity: the enhancement I am most hoping for from the redesign of my module is that it will actually be much more fun, more media rich and more interactive, both in the classroom and out of it. One thing I have really appreciated from my involvement in three MOOCs since January is the wealth of freely available educational material (ie no cost!), including games, simulations and videos, which can be integrated into the learning environment.
I do think that the redesign of the module is going to be fairly costly in terms of time that I and my team spend in planning sessions and building the learning room on line, but hopefully this will have a long term benefit.
Today I have been at a workshop discussing how to embed Ditgital Literacies in the curriculum. As part of this - and in connection with the Scale Up project - I have recently helped put together a bid to fund student mentors to work with new undergraduates on the development of digital literacies in transition. The use of students as change agents to mentor other students (and staff) is an exciting idea and if successful I hope to engage the student mentors alongside other teaching team members to contribute to a project blog. Recording and reflecting on our progress through the project is going to be an essential part of all of our learning.
I was also inspired by a conversation I had with a colleague about engaging students in decisions about assessment design, something which I think has real potential to increase student engagement - in fact involving students more as partners in all aspects of the curriculum design is a challenge I think I'd like to give more thought to.
Finally, some news - related to all of the above - I am going to the PLE conference in Berlin in July. I attended the inaugural one in Barcelona three years ago so it will be interesting to see how the debate has moved on. I used to think in terms of a dichotomy between VLE and PLE but I now feel that digital literacy implies the management of a PLE (personal learning environment) which actually includes the institutional VLE among its many components. I also used to think that PLE as a concept was a long way from where my students were (or vice versa) but now I see these converging as I witness more and more students arriving with mobile devices and we as a University start to think about digital enhancements to the curriculum that extend beyond the VLE.
ps: random picture from my recent holiday in Tarragona - street furniture which has been ""enhanced"" at minimal cost by local graffiti artists: I thought it was a good metaphor for the week's topic! :)
","If you didn't already realise it, I am a big fan of virtual learning, TEL, MOOCs, PLEs etc so I have enjoyed this week's assignments - especially the videos about Saylor and Udacity.I admit I haven't really thought in terms of reducing costs as f...",publish,octel-week-8-enhancement-3,2013-06-07 16:08:00,post,"Course Reader,Blog posts","eLearning,#ocTEL,digital literacy,ple,Student Engagement,VLE,Technology"
5197,943,2013-06-07 16:08:00,#ocTEL Week 8 Enhancement,"
If you didn't already realise it, I am a big fan of virtual learning, TEL, MOOCs, PLEs etc so I have enjoyed this week's assignments - especially the videos about Saylor and Udacity.
I admit I haven't really thought in terms of reducing costs as far as my project goes, although I know that in my previous job, the decision to deliver the course for NHS managers using a predominantly e-learning approach was based on cost factors.The decision to use more technology in my teaching is really about increasing the sense of fun and interactivity that students get from it and decreasing the amount of time I stand up in front of them reading from slides.
Weirdly the climate in HE now is so heavily influenced by NSS, Unistats and KIS data that any curriculum decisions which reduce f2f contact in favour of more online, problem based, collaborative, digital approaches are actually being overturned. We are being required to add in hours of lectures and seminars in modules where you would actually be expecting much more independent learning of the students (a final year dissertation, for example) despite the huge cost in terms of staff hours (which are scarce) and rooms (even scarcer).
But cost is of course a factor in many decisions. This week I have been involved in discussions about using a MOOC-like resource as a way of attracting teens into my subject area - a pre-university taster delivered on line. Attracting more students is going to be essential for some courses to stay economically viable. And arguably it is more cost effective all round if students end up choosing the right course first time round.
So... back to the week's activity: the enhancement I am most hoping for from the redesign of my module is that it will actually be much more fun, more media rich and more interactive, both in the classroom and out of it. One thing I have really appreciated from my involvement in three MOOCs since January is the wealth of freely available educational material (ie no cost!), including games, simulations and videos, which can be integrated into the learning environment.
I do think that the redesign of the module is going to be fairly costly in terms of time that I and my team spend in planning sessions and building the learning room on line, but hopefully this will have a long term benefit.
Today I have been at a workshop discussing how to embed Ditgital Literacies in the curriculum. As part of this - and in connection with the Scale Up project - I have recently helped put together a bid to fund student mentors to work with new undergraduates on the development of digital literacies in transition. The use of students as change agents to mentor other students (and staff) is an exciting idea and if successful I hope to engage the student mentors alongside other teaching team members to contribute to a project blog. Recording and reflecting on our progress through the project is going to be an essential part of all of our learning.
I was also inspired by a conversation I had with a colleague about engaging students in decisions about assessment design, something which I think has real potential to increase student engagement - in fact involving students more as partners in all aspects of the curriculum design is a challenge I think I'd like to give more thought to.
Finally, some news - related to all of the above - I am going to the PLE conference in Berlin in July. I attended the inaugural one in Barcelona three years ago so it will be interesting to see how the debate has moved on. I used to think in terms of a dichotomy between VLE and PLE but I now feel that digital literacy implies the management of a PLE (personal learning environment) which actually includes the institutional VLE among its many components. I also used to think that PLE as a concept was a long way from where my students were (or vice versa) but now I see these converging as I witness more and more students arriving with mobile devices and we as a University start to think about digital enhancements to the curriculum that extend beyond the VLE.
ps: random picture from my recent holiday in Tarragona - street furniture which has been ""enhanced"" at minimal cost by local graffiti artists: I thought it was a good metaphor for the week's topic! :)
","If you didn't already realise it, I am a big fan of virtual learning, TEL, MOOCs, PLEs etc so I have enjoyed this week's assignments - especially the videos about Saylor and Udacity.I admit I haven't really thought in terms of reducing costs as f...",publish,octel-week-8-enhancement-4,2013-06-07 16:08:00,post,"Blog posts,Course Reader","Technology,#ocTEL,eLearning,ple,VLE,digital literacy,Student Engagement"
4441,1181,2013-06-07 16:08:06,#ocTEL week 7: your place or mine?,"
I’ve not been the best at interacting with other participants on this course (mainly due to time constraints). But by the looks of it I’m not alone. The small group for distance learning forum, to which I subscribe, hasn’t seen any action for over a month; meanwhile, none of the forums on Activity 7.0 has more than ten posts.
Obviously ocTEL is an experiment in itself and one of its objectives is to find out how students want to interact, whether that’s via forums, blogs, social media or email. It’ll be really interesting to hear the ALT’s thoughts on the audience voting with their feet in this way.
I get the impression that quite a few people have dropped out by now. As far as I know, over 800 people registered for ocTEL but only around 12 made it to the live webinar for week 7. (Although many more may have watched the recording, as I did.) By the way, none of this is for the lack of planning or facilitation on the part of the organisers; maybe it’s just the nature of MOOCs. Again, there are interesting questions to be answered here about how students can be kept motivated to study when ultimately there isn’t a qualification at stake.
The interaction that I’ve enjoyed most in this course has been blog comments. When others comment on your own post, it feels like a really personal interaction and makes you reflect carefully on what you’ve written (and will write). I feel guilty about not getting round to commenting on others’ blogs, with the exception of Marcus Belben’s excellent post this week. Reflecting via a blog allows you to create and maintain a learning record that’s at once personal but also open to the world for comment.
All of which makes Martin Hawksey‘s week 5 webinar on facilitating student interaction via personal online spaces such as blogs all the more useful. Here was someone showing us not only how useful this interaction could be, but exactly how to set it up for yourself. It’ll be interesting to see how many other universities adopt this approach over the coming months.
","I’ve not been the best at interacting with other participants on this course (mainly due to time constraints). But by the looks of it I’m not alone. The small group for distance learning forum, to which I subscribe, hasn’t seen … Continue reading →",publish,octel-week-7-your-place-or-mine,2013-06-07 16:08:06,post,"Blog posts,Course Reader","#ocTEL,Digital learning"
4440,943,2013-06-07 16:08:42,Google+ ocTEL Activities 2013-06-07 17:08:42,"
Jane Challinor
Fri, 07 Jun 2013 16:08:42 GMT
- Community
","
Jane Challinor
Fri, 07 Jun 2013 16:08:42 GMT
- Community
",publish,google-octel-activities-2013-06-07-170842,2013-06-07 16:08:42,post,"Course Reader,Google+,Social networks",
4443,1004,2013-06-07 16:43:09,Good to still see so many people on the old #EDCMooc space. I am doing another mooc at the moment and...,"
Joseph Gliddon
Fri, 07 Jun 2013 16:43:09 GMT
- Community
Good to still see so many people on the old #EDCMooc space. I am doing another mooc at the moment and this weeks learning was all about enhancing learning - but a lot of the readings seemed to be about reducing staff time so it inspired me to video this quick interview
I was looking at the #octel video on the Saylor Foundation and my first thought was - oh there are no lecturers at all. This made me realise that a fear that academics have been telling me about fo...
","
Joseph Gliddon
Fri, 07 Jun 2013 16:43:09 GMT
- Community
Good to still see so many people on the old #EDCMooc space. I am doing another mooc at the moment and this weeks learning was all about enhancing learning - but a lot of the readings seemed to be about reducing staff time so it inspired me to video this quick interview
I was looking at the #octel video on the Saylor Foundation and my first thought was - oh there are no lecturers at all. This made me realise that a fear that academics have been telling me about fo...
In this week’s webinar we have two presenters from Imperial College London who will discuss their experiences of project management. Julie Voce will introduce a two-year institution-wide project to review and implement the new College virtual learning environment. Lisa Carrier will give an overview of a three-year Department of Medicine project to create and evaluate a blended multidisciplinary postgraduate programme. Both presentations will introduce the projects and the methodologies used and discuss topics covered during week 9 such as planning, risk assessment, key successes and failures, and lessons learned.
About the presenter
Julie Voce is the E-learning Services Manager at Imperial College London. Prior to this she was the Learning Technologies Support Co-ordinator at UCL and a Research Assistant in Computer Assisted Language Learning at UMIST. For ALT, Julie is involved with ALT’s Online Newsletter (http://newsletter.alt.ac.uk/), the ocTEL MOOC and was Co-Chair of the 2012 ALT conference. In addition she is Chair of the UCISA Academic Support Group (http://www.ucisa.ac.uk/en/groups/dsdg/asg.aspx) and is involved in the biennial Technology Enhanced Learning survey (http://www.ucisa.ac.uk/bestpractice/surveys/tel.aspx). Alongside her role at Imperial, she is in the second year of a PhD in Technology Enhanced Learning and E-Research at Lancaster University.
Lisa Carrier’s background is in psychology, pedagogy and management. Lisa has extensive teaching experience in Further and Higher Education, and in the last 8 years she has been involved in designing and promoting e-learning best practice in HE. In her current role as e-Learning Manager at Imperial College London, Lisa helps academic and clinical professionals design postgraduate blended curriculum. She has managed a number of projects in Postgraduate Medicine, which have become showcases for innovative education, and received awards for enhancing student experience. Lisa is a qualified coach and an experienced manager, with specific interest in change management and organisational learning.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ’s
For help prior to the webinar and some frequently asked questions please visit our help page.
I’ve not been the best at interacting with other participants on this course (mainly due to time constraints). But by the looks of it I’m not alone. The small group for distance learning forum, to which I subscribe, hasn’t seen … Continue reading → Read more »
If you didn't already realise it, I am a big fan of virtual learning, TEL, MOOCs, PLEs etc so I have enjoyed this week's assignments - especially the videos about Saylor and Udacity.I admit I haven't really thought in terms of reducing costs as f... Read more »
I am a bit gutted at missing week 7 even though a holiday was lovely. The running to stand-still feeling comes back too quickly, doesn’t it? Anyway this week’s (week 7) content is my ‘thing’ so I am attempting to get straight. I have reviewed the webinar but would have definitely Read more »
In this week’s webinar we have two presenters from Imperial College London who will discuss their experiences of project management. Julie Voce will introduce a two-year institution-wide project to review and implement the new College virtual learning environment. Lisa Carrier will give an overview of a three-year Department of Medicine project to create and evaluate a blended multidisciplinary postgraduate programme. Both presentations will introduce the projects and the methodologies used and discuss topics covered during week 9 such as planning, risk assessment, key successes and failures, and lessons learned.
About the presenter
Julie Voce is the E-learning Services Manager at Imperial College London. Prior to this she was the Learning Technologies Support Co-ordinator at UCL and a Research Assistant in Computer Assisted Language Learning at UMIST. For ALT, Julie is involved with ALT’s Online Newsletter (http://newsletter.alt.ac.uk/), the ocTEL MOOC and was Co-Chair of the 2012 ALT conference. In addition she is Chair of the UCISA Academic Support Group (http://www.ucisa.ac.uk/en/groups/dsdg/asg.aspx) and is involved in the biennial Technology Enhanced Learning survey (http://www.ucisa.ac.uk/bestpractice/surveys/tel.aspx). Alongside her role at Imperial, she is in the second year of a PhD in Technology Enhanced Learning and E-Research at Lancaster University.
Lisa Carrier’s background is in psychology, pedagogy and management. Lisa has extensive teaching experience in Further and Higher Education, and in the last 8 years she has been involved in designing and promoting e-learning best practice in HE. In her current role as e-Learning Manager at Imperial College London, Lisa helps academic and clinical professionals design postgraduate blended curriculum. She has managed a number of projects in Postgraduate Medicine, which have become showcases for innovative education, and received awards for enhancing student experience. Lisa is a qualified coach and an experienced manager, with specific interest in change management and organisational learning.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ’s
For help prior to the webinar and some frequently asked questions please visit our help page.
I’ve not been the best at interacting with other participants on this course (mainly due to time constraints). But by the looks of it I’m not alone. The small group for distance learning forum, to which I subscribe, hasn’t seen … Continue reading → Read more »
If you didn't already realise it, I am a big fan of virtual learning, TEL, MOOCs, PLEs etc so I have enjoyed this week's assignments - especially the videos about Saylor and Udacity.I admit I haven't really thought in terms of reducing costs as f... Read more »
I am a bit gutted at missing week 7 even though a holiday was lovely. The running to stand-still feeling comes back too quickly, doesn’t it? Anyway this week’s (week 7) content is my ‘thing’ so I am attempting to get straight. I have reviewed the webinar but would have definitely Read more »
The ALT-Scotland special interest group will be hosting an event on Thursday 20th June, 11.00-15.30, at Glasgow Caledonian University. The focus will be on open education and what it means for our practice in Scottish institutions. Topics will include Edinburgh University’s experience of Coursera (Christine Sinclair), a look at Open Badges (Grainne Hamilton), designing the ocTEL platform (Martin Hawksey) and an update from the SQA (Joe Wilson) . There will also be plenty of time to network and catch up on the latest developments. Book your place on the ALT website.
","On the 20th June I have the pleasure of presenting some of the work around open courses I’ve been doing as part of ocTEL. The event is free and has a great list of other presenters working on open education in Scotland The ALT-Scotland special interest group will be hosting an event on Thursday 20th [...]",publish,event-alt-scotland-event-20th-june-glasgow,2013-06-10 01:18:19,post,"Course Reader,Blog posts","Event,Open Course,Presentation"
4538,1548,2013-06-10 10:30:35,"ocTEL Week 9 - 'Cheating Murphy’s Law - Keeping things on track'","Hello
Welcome to week 9 of ocTEL - ‘Cheating Murphy’s Law - Keeping things on track’. This week will provide an opportunity for you to think about how to get things done, how to assess what works and what to do when things go wrong. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/keeping-on-track/ [...] ","Hello
Welcome to week 9 of ocTEL - ‘Cheating Murphy’s Law - Keeping things on track’. This week will provide an opportunity for you to think about how to get things done, how to assess what works and what to do when things go wrong. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/keeping-on-track/ [...]",publish,octel-week-9-cheating-murphys-law-keeping-things-on-track,2013-06-10 10:30:35,post,"JISCMail,Course Reader,Lists",
4852,1548,2013-06-10 10:30:35,"ocTEL Week 9 - 'Cheating Murphy’s Law - Keeping things on track'","Hello
Welcome to week 9 of ocTEL - ‘Cheating Murphy’s Law - Keeping things on track’. This week will provide an opportunity for you to think about how to get things done, how to assess what works and what to do when things go wrong. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/keeping-on-track/ [...] ","Hello
Welcome to week 9 of ocTEL - ‘Cheating Murphy’s Law - Keeping things on track’. This week will provide an opportunity for you to think about how to get things done, how to assess what works and what to do when things go wrong. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/keeping-on-track/ [...]",publish,octel-week-9-cheating-murphys-law-keeping-things-on-track-2,2013-06-10 10:30:35,post,"Course Reader,JISCMail,Lists",
5348,1548,2013-06-10 10:30:35,"ocTEL Week 9 - 'Cheating Murphy’s Law - Keeping things on track'","Hello
Welcome to week 9 of ocTEL - ‘Cheating Murphy’s Law - Keeping things on track’. This week will provide an opportunity for you to think about how to get things done, how to assess what works and what to do when things go wrong. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/keeping-on-track/ [...] ","Hello
Welcome to week 9 of ocTEL - ‘Cheating Murphy’s Law - Keeping things on track’. This week will provide an opportunity for you to think about how to get things done, how to assess what works and what to do when things go wrong. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/keeping-on-track/ [...]",publish,octel-week-9-cheating-murphys-law-keeping-things-on-track-3,2013-06-10 10:30:35,post,"Lists,Course Reader,JISCMail",
5699,1548,2013-06-10 10:30:35,"ocTEL Week 9 - 'Cheating Murphy’s Law - Keeping things on track'","Hello
Welcome to week 9 of ocTEL - ‘Cheating Murphy’s Law - Keeping things on track’. This week will provide an opportunity for you to think about how to get things done, how to assess what works and what to do when things go wrong. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/keeping-on-track/ [...] ","Hello
Welcome to week 9 of ocTEL - ‘Cheating Murphy’s Law - Keeping things on track’. This week will provide an opportunity for you to think about how to get things done, how to assess what works and what to do when things go wrong. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/keeping-on-track/ [...]",publish,octel-week-9-cheating-murphys-law-keeping-things-on-track-4,2013-06-10 10:30:35,post,"Lists,JISCMail,Course Reader",
4542,512,2013-06-10 11:46:59,ocTEL week 3 resources – Best Practice Models for e-learning,"
From Keith Smyth webinar (ocTEL week 3)
This page gives more information about the Best Practice Models project run in the Learning Development and Innovation team at Staffordshire University and details of how you can get involved.
","From Keith Smyth webinar (ocTEL week 3)
This page gives more information about the Best Practice Models project run in the Learning Development and Innovation team at Staffordshire University and details of how you can get involved.
Helen Walmsley http...",publish,octel-week-3-resources-best-practice-models-for-e-learning,2013-06-10 11:46:59,post,"Course Reader,Blog posts","Uncategorized,Resources,best practice models,#ocTEL"
4541,512,2013-06-10 12:06:45,ocTEL week 3 – 3E Framework (Keith Smyth webinar),"
I know ocTEL advise us to keep jogging along and I am already on catch-up from week 7 but I’ve decided to head back to week 3 in order to capture the 3E framework which I think is a brilliant resource. I have just watched the webinar again and got just a much on the second run-through – so thanks ocTEL.
There is a PowerPoint introduction to use of peer-wise at the foot of the resource.
","I know ocTEL advise us to keep jogging along and I am already on catch-up from week 7 but I’ve decided to head back to week 3 in order to capture the 3E framework which I think is a brilliant resource. I have just watched the webinar again and got just a much on the […]",publish,octel-week-3-3e-framework-keith-smyth-webinar,2013-06-10 12:06:45,post,"Blog posts,Course Reader","Resources,continuum,peerwise,extend,#ocTEL,empower,3E framework,Uncategorized,enhance"
4557,1179,2013-06-10 12:16:15,"kerr63: 2 for 1? Design courses for delivery via both credit and ""free"" to keep development costs down #octel #tel http://t.co/MEqB6B7He0","
",publish,kerr63-2-for-1-design-courses-for-delivery-via-both-credit-and-free-to-keep-development-costs-down-octel-tel-httpt-comeqb6b7he0,2013-06-10 12:16:15,post,"Social networks,Twitter (Q&A)","#tel,#ocTEL"
4544,1179,2013-06-10 12:26:31,Article: The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication,"
","Tags: ocTEL, TEL, learners, learningtheoryby: James Kerr",publish,article-the-influence-of-perceived-information-overload-on-student-participation-and-knowledge-construction-in-computer-mediated-communication,2013-06-10 12:26:31,post,"Course Reader,Diigo,Bookmarks","#ocTEL,learners,#tel,learningtheory"
4675,1179,2013-06-10 12:26:31,Article: The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication,"
","Tags: ocTEL, TEL, learners, learningtheoryby: James Kerr",publish,article-the-influence-of-perceived-information-overload-on-student-participation-and-knowledge-construction-in-computer-mediated-communication-2,2013-06-10 12:26:31,post,"Diigo,Bookmarks,Course Reader","learningtheory,#tel,#ocTEL,learners"
5138,1179,2013-06-10 12:26:31,Article: The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication,"
Activity 4.1 challenges us to compare resources. I chose to do this using Jorum and open-learn. I listed design thinking, textile testing and textile properties as the resources to search for. Obscure but needed, this is no easy task…
Design Thinking – neither did well, but I could take a 60 credit OU module, which was interesting to note but not very useful.
","Activity 4.1 challenges us to compare resources. I chose to do this using Jorum and open-learn. I listed design thinking, textile testing and textile properties as the resources to search for. Obscure but needed, this is no easy task… Design Thinking – neither did well, but I could take a 60 credit OU module, which […]",publish,octel-week-4-resources-activity-4-1,2013-06-10 12:42:45,post,"Blog posts,Course Reader","jorum,design thinking,openlearn,dschool,Uncategorized,#ocTEL"
4553,512,2013-06-10 14:06:24,Information Obesity: Why it’s not just about having too much,"
In the webinar for week 4 (I think) the term ‘information obesity’ (Andrew Whitworth) made sufficient impact for me to note it down, along with the term info-whelmed (see youtube clip: http://www.youtube.com/watch?v=7ECAVxbfsfc) as I think we really need to give our learners the heads-up on this. This takes me back (yet again) to Rheingold’s literacies.
This is a great visual from one of his powerpoints on-line:
He goes on to describe the filters we need to make ourselves and learners aware of, describing them as three domains of value: Objective Subjective Inter-subjective
Objective measures of value guard against ‘counterknowledge’ (Thompson 2008)
Subjectivity is how we make information personally relevant and meaningful.
Intersubjectivity is how we validate information with reference to morals, ethics, community standards.
He goes on to advocate critical, collaborative review of the filters in use through participation in CoP
","In the webinar for week 4 (I think) the term ‘information obesity’ (Andrew Whitworth) made sufficient impact for me to note it down, along with the term info-whelmed (see youtube clip: http://www.youtube.com/watch?v=7ECAVxbfsfc) as I think we really need to give our learners the heads-up on this. This takes me back (yet again) to Rheingold’s literacies. This […]",publish,information-obesity-why-its-not-just-about-having-too-much,2013-06-10 14:06:24,post,"Course Reader,Blog posts","values,information obesity,Uncategorized,#ocTEL,whitworth,infowhelmed"
4552,512,2013-06-10 14:51:23,Reading Chapter 16 HEA / TEL,"
It describes how Web 2.0 technologies have transformed the learning context and argues for a debate on the challenges that have emerged. Case studies are also provided.
Page 225: How can an HEI begin to make sense of the proliferation of read/write web tools and approaches available to both staff and students, and the concomitant growth in networking opportunities available to users, in order to lever pedagogic gains?
P224: For Anderson (2007), the relationships between individuals, their PLEs and their networks will become more important both socially and educationally, because they will “challenge conventional thinking on who exactly does things” (p.57). Managing a possible disconnect between old and new cognitive models of the curriculum will need thoughtful planning, so that flexible curriculum strategies can be implemented. This, in turn, requires a shared institutional framework for understanding the rationale for change.
Anderson, P. (2007) What is Web2.0? Ideas, technologies and implications education. Bristol, UK: JISC.
P232: the DMU Pathfinder project demonstrated that the learner can be empowered to make effective decisions about their learning where read/write web tools are used to catalyse pedagogic innovation (DMU, 2009; Napier, 2008). Such innovation is driven by learning and teaching cultures that emphasise starting with the learner and her/his aspirations and conceptual understanding, and encourages students to find spaces within which their personal, critical, learning literacies can be enhanced and extended…the read/write web can proactively shape the means for the production of educational outputs by shaping the creation of personal learning spaces.
","Chapter 16: http://www.heacademy.ac.uk/assets/documents/learningandtech/Transforming-16.pdf Transforming higher education through technology-enhanced learning is about DeMonfort’s pathfinder project It describes how Web 2.0 technologies have transformed the learning context and argues for a debate on the challenges that have emerged. Case studies are also provided. Page 225: How can an HEI begin to make sense of the proliferation of read/write […]",publish,reading-chapter-16-hea-tel,2013-06-10 14:51:23,post,"Course Reader,Blog posts","Uncategorized,web 2.0,#ocTEL,#tel,pathfinder,HEA"
4526,2,2013-06-10 14:58:38,Wrapping up Week 8: the E in TEL,"Last week's theme on ocTEL focused on a fundamental question in Technology Enhanced Learning: why are we doing this? In what ways is TEL better than other forms of learning? Many remain suspicious that it isn't better, so we need good, robust answers to this challenge. If we're saying learning is enhanced, what kinds of enhancement could we, and should we, be aiming for?
Contributions are still coming in on these question, so perhaps it's premature to declare a 'wrap-up' — I certainly don't want to discourage further thoughts — but Week 9 on managing TEL projects and risks is now under way, so a little clearing of the ground is in order.
The first activity kicked off with by encouraging you to review some recent examples of new TEL models that purport to make learning cheaper and/or more accessible, with a view to identifying implications for your own teaching and learning practice. Much of the debate tended to start from an assessment of whether these models are either inspiring or irrelevant.
Joseph Gliddon has a natty technique with his to-camera video blogs, demonstrated to good effect in his slightly dystopian extrapolation from Open Educational Resources to widespread job losses in higher education (do check the comments as well, presenting a few different sides of the argument, including a startup business: ""We question the added value of a university and think that there’s more to e-learning than watching one-way video. We can do better and we will do better."" Hmmm, well at least there's one bit of that we can all agree on.)
This is pure speculation, but I'm fond of citing the Innovation Grid for Education, below (source: Leadbeater and Wong, 2010, pdf), and I wonder whether people's response to the likes of xMOOCs and the Saylor Foundation maps on to the kind of innovation/enhancement they aim for in higher education? If you aim for enhancements in top left of the table, these models seem to have little to offer. If you aim for the right and/or the bottom of the table, they are more suggestive and promising.
Formal Learning
Informal Learning
Sustaining Innovation
Improve education through better facilities & teaching
Supplement education by working with communities and individuals
Disruptive Innovation
Reinvent education to create an education better fit for the times
Transform education by making it available in radically new ways
I enjoyed Jane Challinor's post because she got to grips with the kinds of enhancement she wants, taking a stand for qualitative rather than quantitative enhancements, as well as highlighting some of the institutional factors that can constrain this:
I admit I haven't really thought in terms of reducing costs as far as my project goes… The decision to use more technology in my teaching is really about increasing the sense of fun and interactivity that students get from it and decreasing the amount of time I stand up in front of them reading from slides.
Weirdly the climate in HE now is so heavily influenced by NSS, Unistats and KIS data that any curriculum decisions which reduce f2f contact in favour of more online, problem based, collaborative, digital approaches are actually being overturned. We are being required to add in hours of lectures and seminars in modules where you would actually be expecting much more independent learning of the students.
Jane's post also makes a loose link with how the kinds of peer support we covered in Week 7 have a part to play in achieving enhancements:
in connection with the Scale Up project - I have recently helped put together a bid to fund student mentors to work with new undergraduates on the development of digital literacies in transition. The use of students as change agents to mentor other students (and staff) is an exciting idea and if successful I hope to engage the student mentors alongside other teaching team members to contribute to a project blog.
Finally, Imogen Bertin has recently kicked off a detailed and ongoing analysis of what's driving enhancements in education:
…look at the rest of the Internet disintermediation – it’s economics and productivity (aka convenience for the customer) that will change how educational institutions operate in the end. Thing is, if we want education to be based around learner needs, there are some good arguments from supply chain management that might avoid mis-steps.
There's probably something in there for everyone, though Imogen's discussion of education as a product may not sit comfortably with everyone, especially if you're worried about the commodification of learning.
But a great deal of education “product” is functional. Where does your course lie? Functional or innovative? Is it changing year by year? Is the demand for it going up or down? What is the value to the learner, and how are you measuring it? My area changes month by month. I want to customise the course based on a pre-course survey to the specific group of learners who enrol. I especially want to respect the time of my learners, and provide a good user experience as well as a good learning experience (convenience). This involves a lot of content origination work on my part.
This is still a live discussion and no one has had the last word. Feel free to join in.","",publish,wrapping-up-week-8-the-e-in-tel,2013-06-10 22:07:22,post,Course information,
4558,512,2013-06-10 15:18:51,Reading: Chapter 17 HEA / TEL – podcasting for pedagogic purposes,"
Chapter 17 by Newton and Middleton Podcasting for Pedagogic Purposes: The journey so far and some lessons learned
I really liked this chapter. I think I was influenced by the early inclusion of CoP, Biggs’ constructive alignment and a whiff of ‘it’s not napster’ in the opening paragraphs.
P236:If we aspire to a learner-centred, well-aligned, constructivist paradigm, we need to be creative and open in evaluating the potential of new and emerging technologies.
I would advise you to read it if interested in podcasts, but I particularly liked the twist of students producing video podcasts outlined on p240. I think it has potential for peer feedback in a large team-based module I take. I plan a video podcast gallery of each team’s initial idea and to make it an early formative feedback point, I think it also has the potential to encourage team development.
Useful resources for further reading from this chapter:
Lewis, D. and Allan, B. (2005) Virtual learning communities – a guide for practitioners. maidenhead: Society for research into higher education and open university Press.
Salmon, G. and Edirisingha, P. (eds.) (2008) Podcasting for Learning in Universities. maidenhead: open university Press.
","Chapter 17 by Newton and Middleton Podcasting for Pedagogic Purposes: The journey so far and some lessons learned http://www.heacademy.ac.uk/assets/documents/learningandtech/Transforming-17.pdf I really liked this chapter. I think I was influenced by the early inclusion of CoP, Biggs’ constructive alignment and a whiff of ‘it’s not napster’ in the opening paragraphs. P236:If we aspire to a learner-centred, well-aligned, constructivist paradigm, we […]",publish,reading-chapter-17-hea-tel-podcasting-for-pedagogic-purposes,2013-06-10 15:18:51,post,"Course Reader,Blog posts","podcast,HEA,#ocTEL,video,Uncategorized,#tel"
4559,512,2013-06-10 17:18:26,Reading: Chapter 15 HEA / TEL – Learners in Control,"
I don’t know how come I initially skipped chapter 15 but it seems to be in tune with my skipping back style of this week and so now I come back to this too. I really like this too but I knew I would just from Keith Smyth being in the authors list. Comrie, Smyth and Mayes Learners in Control: The TESEP approach. Read it, but a quick intro here for my memory too.
P208: TESEP addressed the need to prepare and equip students who enter Scottish higher education, and much of further education, with confidence about taking control of their own learning using the new tools that they will encounter in our rapidly changing educational institutions and beyond, in employment, and almost all other 21st-century learning contexts.
P210 The five principles of TESEP :
ensure every learner is as active as possible. design tasks that address this question: how can we challenge learners to think more deeply about what it is they are learning?
design frequent formative assessment. encourage the learners to test their understanding regularly and ensure they get responsive feedback including from peers.
Put emphasis on peers learning together. create small groups who will work together to produce something – a report, a lesson, a demonstration. consider where groups can teach each other about their chosen topics. Try to engender a sense of ownership.
consider whether learning tasks can be personalised. allow the individual learner, or a small group, choice over what is to be achieved. negotiate with learners wherever possible. aim for project-/resource-/discussion-based learning – not direct instruction.
consider how technology can help to achieve these principles. online, learners can be actively carrying out tasks, taking formative tests, producing class resources or group outputs, discovering new content for themselves, and through social software discussing and sharing all this with each other, the tutor, and other peers and experts.
P211 Enabling concepts – empowerment and engagement (see 3E framework)
(Some) References from the chapter:
Comrie,A, T., Mayes, N. and Smyth, K. (eds.) (2009) Learners in the co-creation of knowledge: proceedings of the LICK 2008 Symposium. edinburgh: napier university/TeSeP. available from www2.napier.ac.uk/transform/lick08.htm [august 23, 2009]
Mayes, J.T. (2007) TESEP: the pedagogical principles. Available from: www2.napier.ac.uk/transform/TESEP_Pedagogical_Principles.pdf [13 April 2009].
Smyth, K. (2007) TESEP in practice: the 3E approach. available from: www2.napier.ac.uk/transform/TESEP_3E_Approach.pdf [13 April 2009]
","As earlier postings, the OcTEL orientation resources takes you to this publication: Transforming Higher Education Through Technology Enhanced Learning Publication Date: 23-12-2009 Available at http://www.heacademy.ac.uk/resources/detail/learningandtech/transforming_he_through_technology_enhanced_learning. I’ve put the full link in again after being unable to find it for 10 minutes! The chapter 15 link is here too: http://www.heacademy.ac.uk/assets/documents/learningandtech/Transforming-15.pdf I don’t know how come I initially skipped […]",publish,reading-chapter-15-hea-tel-learners-in-control,2013-06-10 17:18:26,post,"Course Reader,Blog posts","Uncategorized,TEL HEA,#ocTEL,TESEP"
4562,21,2013-06-10 19:31:19,#ocTEL week 9 TEL project management,"
This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement good practice and avoid banana skins as the project progresses.
We had developed a proposal for a staff iPad pilot with a group of 6 teaching staff, which crossed with the wider student implementation project and hence became subsumed within it. However, we are running our pilot as an autonomous group within the larger project.
Some good practices that I think we are following:
1) Project is about altering pedagogies as much as using the technological tools – we’ve identified strands of activity in terms of pedagogical affordances, and we’re setting out to explore how the iPads can help (or not help, as the case may be!)
2) Community of practice – the whole aim was to try to create a beacon group of staff who could then pass on expertise to wider groups of colleagues. We all work closely together anyway and I am planning regular get togethers to foster this.
3) Detailed plan and timeframe – these were developed (by me!) with milestones at proposal stage
4) Collecting information about students’ tech uses and habits – we are planning a survey of our incoming cohorts as there is little data on this which is specific to our faculty or discipline. Trying not to make dangerous assumptions!!
Some banana skins to avoid:
1)Inadequate consideration of risks and risk mitigation – for our pilot, I will use the JISC risk logs to develop the risks identified at proposal stage, track and mitigate what we can. There are some risks I have already identified
2) staff time and resource issues- we are short of resource, both in terms my my time as I have a full teaching load and other responsibilities, and because one of our learning technologists, with prior experience in this area is on leave – again, I’m going to have to monitor this one closely and flag it in my progress reports…
","This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement […]",publish,octel-week-9-tel-project-management,2013-06-10 19:31:19,post,"Course Reader,Blog posts",Uncategorized
4623,21,2013-06-10 19:31:19,#ocTEL week 9 TEL project management,"
This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement good practice and avoid banana skins as the project progresses.
We had developed a proposal for a staff iPad pilot with a group of 6 teaching staff, which crossed with the wider student implementation project and hence became subsumed within it. However, we are running our pilot as an autonomous group within the larger project.
Some good practices that I think we are following:
1) Project is about altering pedagogies as much as using the technological tools – we’ve identified strands of activity in terms of pedagogical affordances, and we’re setting out to explore how the iPads can help (or not help, as the case may be!)
2) Community of practice – the whole aim was to try to create a beacon group of staff who could then pass on expertise to wider groups of colleagues. We all work closely together anyway and I am planning regular get togethers to foster this.
3) Detailed plan and timeframe – these were developed (by me!) with milestones at proposal stage
4) Collecting information about students’ tech uses and habits – we are planning a survey of our incoming cohorts as there is little data on this which is specific to our faculty or discipline. Trying not to make dangerous assumptions!!
Some banana skins to avoid:
1)Inadequate consideration of risks and risk mitigation – for our pilot, I will use the JISC risk logs to develop the risks identified at proposal stage, track and mitigate what we can. There are some risks I have already identified
2) staff time and resource issues- we are short of resource, both in terms my my time as I have a full teaching load and other responsibilities, and because one of our learning technologists, with prior experience in this area is on leave – again, I’m going to have to monitor this one closely and flag it in my progress reports…
","This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement […]",publish,octel-week-9-tel-project-management-2,2013-06-10 19:31:19,post,"Course Reader,Blog posts",Uncategorized
4747,21,2013-06-10 19:31:19,#ocTEL week 9 TEL project management,"
This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement good practice and avoid banana skins as the project progresses.
We had developed a proposal for a staff iPad pilot with a group of 6 teaching staff, which crossed with the wider student implementation project and hence became subsumed within it. However, we are running our pilot as an autonomous group within the larger project.
Some good practices that I think we are following:
1) Project is about altering pedagogies as much as using the technological tools – we’ve identified strands of activity in terms of pedagogical affordances, and we’re setting out to explore how the iPads can help (or not help, as the case may be!)
2) Community of practice – the whole aim was to try to create a beacon group of staff who could then pass on expertise to wider groups of colleagues. We all work closely together anyway and I am planning regular get togethers to foster this.
3) Detailed plan and timeframe – these were developed (by me!) with milestones at proposal stage
4) Collecting information about students’ tech uses and habits – we are planning a survey of our incoming cohorts as there is little data on this which is specific to our faculty or discipline. Trying not to make dangerous assumptions!!
Some banana skins to avoid:
1)Inadequate consideration of risks and risk mitigation – for our pilot, I will use the JISC risk logs to develop the risks identified at proposal stage, track and mitigate what we can. There are some risks I have already identified
2) staff time and resource issues- we are short of resource, both in terms my my time as I have a full teaching load and other responsibilities, and because one of our learning technologists, with prior experience in this area is on leave – again, I’m going to have to monitor this one closely and flag it in my progress reports…
","This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement […]",publish,octel-week-9-tel-project-management-3,2013-06-10 19:31:19,post,"Blog posts,Course Reader",Uncategorized
5128,21,2013-06-10 19:31:19,#ocTEL week 9 TEL project management,"
This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement good practice and avoid banana skins as the project progresses.
We had developed a proposal for a staff iPad pilot with a group of 6 teaching staff, which crossed with the wider student implementation project and hence became subsumed within it. However, we are running our pilot as an autonomous group within the larger project.
Some good practices that I think we are following:
1) Project is about altering pedagogies as much as using the technological tools – we’ve identified strands of activity in terms of pedagogical affordances, and we’re setting out to explore how the iPads can help (or not help, as the case may be!)
2) Community of practice – the whole aim was to try to create a beacon group of staff who could then pass on expertise to wider groups of colleagues. We all work closely together anyway and I am planning regular get togethers to foster this.
3) Detailed plan and timeframe – these were developed (by me!) with milestones at proposal stage
4) Collecting information about students’ tech uses and habits – we are planning a survey of our incoming cohorts as there is little data on this which is specific to our faculty or discipline. Trying not to make dangerous assumptions!!
Some banana skins to avoid:
1)Inadequate consideration of risks and risk mitigation – for our pilot, I will use the JISC risk logs to develop the risks identified at proposal stage, track and mitigate what we can. There are some risks I have already identified
2) staff time and resource issues- we are short of resource, both in terms my my time as I have a full teaching load and other responsibilities, and because one of our learning technologists, with prior experience in this area is on leave – again, I’m going to have to monitor this one closely and flag it in my progress reports…
","This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement […]",publish,octel-week-9-tel-project-management-4,2013-06-10 19:31:19,post,"Course Reader,Blog posts",Uncategorized
5304,21,2013-06-10 19:31:19,#ocTEL week 9 TEL project management,"
This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement good practice and avoid banana skins as the project progresses.
We had developed a proposal for a staff iPad pilot with a group of 6 teaching staff, which crossed with the wider student implementation project and hence became subsumed within it. However, we are running our pilot as an autonomous group within the larger project.
Some good practices that I think we are following:
1) Project is about altering pedagogies as much as using the technological tools – we’ve identified strands of activity in terms of pedagogical affordances, and we’re setting out to explore how the iPads can help (or not help, as the case may be!)
2) Community of practice – the whole aim was to try to create a beacon group of staff who could then pass on expertise to wider groups of colleagues. We all work closely together anyway and I am planning regular get togethers to foster this.
3) Detailed plan and timeframe – these were developed (by me!) with milestones at proposal stage
4) Collecting information about students’ tech uses and habits – we are planning a survey of our incoming cohorts as there is little data on this which is specific to our faculty or discipline. Trying not to make dangerous assumptions!!
Some banana skins to avoid:
1)Inadequate consideration of risks and risk mitigation – for our pilot, I will use the JISC risk logs to develop the risks identified at proposal stage, track and mitigate what we can. There are some risks I have already identified
2) staff time and resource issues- we are short of resource, both in terms my my time as I have a full teaching load and other responsibilities, and because one of our learning technologists, with prior experience in this area is on leave – again, I’m going to have to monitor this one closely and flag it in my progress reports…
","This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement […]",publish,octel-week-9-tel-project-management-5,2013-06-10 19:31:19,post,"Course Reader,Blog posts",Uncategorized
5664,21,2013-06-10 19:31:19,#ocTEL week 9 TEL project management,"
This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement good practice and avoid banana skins as the project progresses.
We had developed a proposal for a staff iPad pilot with a group of 6 teaching staff, which crossed with the wider student implementation project and hence became subsumed within it. However, we are running our pilot as an autonomous group within the larger project.
Some good practices that I think we are following:
1) Project is about altering pedagogies as much as using the technological tools – we’ve identified strands of activity in terms of pedagogical affordances, and we’re setting out to explore how the iPads can help (or not help, as the case may be!)
2) Community of practice – the whole aim was to try to create a beacon group of staff who could then pass on expertise to wider groups of colleagues. We all work closely together anyway and I am planning regular get togethers to foster this.
3) Detailed plan and timeframe – these were developed (by me!) with milestones at proposal stage
4) Collecting information about students’ tech uses and habits – we are planning a survey of our incoming cohorts as there is little data on this which is specific to our faculty or discipline. Trying not to make dangerous assumptions!!
Some banana skins to avoid:
1)Inadequate consideration of risks and risk mitigation – for our pilot, I will use the JISC risk logs to develop the risks identified at proposal stage, track and mitigate what we can. There are some risks I have already identified
2) staff time and resource issues- we are short of resource, both in terms my my time as I have a full teaching load and other responsibilities, and because one of our learning technologists, with prior experience in this area is on leave – again, I’m going to have to monitor this one closely and flag it in my progress reports…
","This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything in so that we implement […]",publish,octel-week-9-tel-project-management-6,2013-06-10 19:31:19,post,"Course Reader,Blog posts",Uncategorized
4565,1465,2013-06-11 00:28:19,[OCTEL] Daily newsletter,"
Last week’s theme on ocTEL focused on a fundamental question in Technology Enhanced Learning: why are we doing this? In what ways is TEL better than other forms of learning? Many remain suspicious that it isn’t better, so we need good, robust answers to this challenge. If we’re saying learning is enhanced, what kinds of enhancement could we, and should we, be aiming for?
Contributions are still coming in on these question, so perhaps it’s premature to declare a ‘wrap-up’ — I certainly don’t want to discourage further thoughts — but Week 9 on managing TEL projects and risks is now under way, so a little clearing of the ground is in order.
The first activity kicked off with by encouraging you to review some recent examples of new TEL models that purport to make learning cheaper and/or more accessible, with a view to identifying implications for your own teaching and learning practice. Much of the debate tended to start from an assessment of whether these models are either inspiring or irrelevant.
Joseph Gliddon has a natty technique with his to-camera video blogs, demonstrated to good effect in his slightly dystopian extrapolation from Open Educational Resources to widespread job losses in higher education (do check the comments as well, presenting a few different sides of the argument, including a startup business: “We question the added value of a university and think that there’s more to e-learning than watching one-way video. We can do better and we will do better.” Hmmm, well at least there’s one bit of that we can all agree on.) Read more >>
This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything Read more »
As earlier postings, the OcTEL orientation resources takes you to this publication: Transforming Higher Education Through Technology Enhanced Learning Publication Date: 23-12-2009 Available at http://www.heacademy... I’ve put the full link in again after being unable to find it for 10 minutes! The chapter 15 link is here too: http://www.heacade... I don’t know Read more »
Chapter 17 by Newton and Middleton Podcasting for Pedagogic Purposes: The journey so far and some lessons learned http://www.heacademy.ac.uk/a... I really liked this chapter. I think I was influenced by the early inclusion of CoP, Biggs’ constructive alignment and a whiff of ‘it’s not napster’ in the opening paragraphs. P236:If we aspire to a Read more »
Chapter 16: http://www.heacademy.ac.uk/a... higher education through technology-enhanced learning is about DeMonfort’s pathfinder project It describes how Web 2.0 technologies have transformed the learning context and argues for a debate on the challenges that have emerged. Case studies are also provided. Page 225: How can an HEI begin to make sense Read more »
In the webinar for week 4 (I think) the term ‘information obesity’ (Andrew Whitworth) made sufficient impact for me to note it down, along with the term info-whelmed (see youtube clip: http://www.youtub... as I think we really need to give our learners the heads-up on this. This takes me back (yet Read more »
Activity 4.1 challenges us to compare resources. I chose to do this using Jorum and open-learn. I listed design thinking, textile testing and textile properties as the resources to search for. Obscure but needed, this is no easy task… Design Thinking – neither did well, but I could take a Read more »
I know ocTEL advise us to keep jogging along and I am already on catch-up from week 7 but I’ve decided to head back to week 3 in order to capture the 3E framework which I think is a brilliant resource. I have just watched the webinar again and got Read more »
From Keith Smyth webinar (ocTEL week 3)This page gives more information about the Best Practice Models project run in the Learning Development and Innovation team at Staffordshire University and details of how you can get involved.Helen Walmsley http... Read more »
On the 20th June I have the pleasure of presenting some of the work around open courses I’ve been doing as part of ocTEL. The event is free and has a great list of other presenters working on open education in Scotland The ALT-Scotland special interest group will be hosting Read more »
Last week’s theme on ocTEL focused on a fundamental question in Technology Enhanced Learning: why are we doing this? In what ways is TEL better than other forms of learning? Many remain suspicious that it isn’t better, so we need good, robust answers to this challenge. If we’re saying learning is enhanced, what kinds of enhancement could we, and should we, be aiming for?
Contributions are still coming in on these question, so perhaps it’s premature to declare a ‘wrap-up’ — I certainly don’t want to discourage further thoughts — but Week 9 on managing TEL projects and risks is now under way, so a little clearing of the ground is in order.
The first activity kicked off with by encouraging you to review some recent examples of new TEL models that purport to make learning cheaper and/or more accessible, with a view to identifying implications for your own teaching and learning practice. Much of the debate tended to start from an assessment of whether these models are either inspiring or irrelevant.
Joseph Gliddon has a natty technique with his to-camera video blogs, demonstrated to good effect in his slightly dystopian extrapolation from Open Educational Resources to widespread job losses in higher education (do check the comments as well, presenting a few different sides of the argument, including a startup business: “We question the added value of a university and think that there’s more to e-learning than watching one-way video. We can do better and we will do better.” Hmmm, well at least there’s one bit of that we can all agree on.) Read more >>
This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything Read more »
As earlier postings, the OcTEL orientation resources takes you to this publication: Transforming Higher Education Through Technology Enhanced Learning Publication Date: 23-12-2009 Available at http://www.heacademy... I’ve put the full link in again after being unable to find it for 10 minutes! The chapter 15 link is here too: http://www.heacade... I don’t know Read more »
Chapter 17 by Newton and Middleton Podcasting for Pedagogic Purposes: The journey so far and some lessons learned http://www.heacademy.ac.uk/a... I really liked this chapter. I think I was influenced by the early inclusion of CoP, Biggs’ constructive alignment and a whiff of ‘it’s not napster’ in the opening paragraphs. P236:If we aspire to a Read more »
Chapter 16: http://www.heacademy.ac.uk/a... higher education through technology-enhanced learning is about DeMonfort’s pathfinder project It describes how Web 2.0 technologies have transformed the learning context and argues for a debate on the challenges that have emerged. Case studies are also provided. Page 225: How can an HEI begin to make sense Read more »
In the webinar for week 4 (I think) the term ‘information obesity’ (Andrew Whitworth) made sufficient impact for me to note it down, along with the term info-whelmed (see youtube clip: http://www.youtub... as I think we really need to give our learners the heads-up on this. This takes me back (yet Read more »
Activity 4.1 challenges us to compare resources. I chose to do this using Jorum and open-learn. I listed design thinking, textile testing and textile properties as the resources to search for. Obscure but needed, this is no easy task… Design Thinking – neither did well, but I could take a Read more »
I know ocTEL advise us to keep jogging along and I am already on catch-up from week 7 but I’ve decided to head back to week 3 in order to capture the 3E framework which I think is a brilliant resource. I have just watched the webinar again and got Read more »
From Keith Smyth webinar (ocTEL week 3)This page gives more information about the Best Practice Models project run in the Learning Development and Innovation team at Staffordshire University and details of how you can get involved.Helen Walmsley http... Read more »
On the 20th June I have the pleasure of presenting some of the work around open courses I’ve been doing as part of ocTEL. The event is free and has a great list of other presenters working on open education in Scotland The ALT-Scotland special interest group will be hosting Read more »
Last week’s theme on ocTEL focused on a fundamental question in Technology Enhanced Learning: why are we doing this? In what ways is TEL better than other forms of learning? Many remain suspicious that it isn’t better, so we need good, robust answers to this challenge. If we’re saying learning is enhanced, what kinds of enhancement could we, and should we, be aiming for?
Contributions are still coming in on these question, so perhaps it’s premature to declare a ‘wrap-up’ — I certainly don’t want to discourage further thoughts — but Week 9 on managing TEL projects and risks is now under way, so a little clearing of the ground is in order.
The first activity kicked off with by encouraging you to review some recent examples of new TEL models that purport to make learning cheaper and/or more accessible, with a view to identifying implications for your own teaching and learning practice. Much of the debate tended to start from an assessment of whether these models are either inspiring or irrelevant.
Joseph Gliddon has a natty technique with his to-camera video blogs, demonstrated to good effect in his slightly dystopian extrapolation from Open Educational Resources to widespread job losses in higher education (do check the comments as well, presenting a few different sides of the argument, including a startup business: “We question the added value of a university and think that there’s more to e-learning than watching one-way video. We can do better and we will do better.” Hmmm, well at least there’s one bit of that we can all agree on.) Read more >>
This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything Read more »
As earlier postings, the OcTEL orientation resources takes you to this publication: Transforming Higher Education Through Technology Enhanced Learning Publication Date: 23-12-2009 Available at http://www.heacademy... I’ve put the full link in again after being unable to find it for 10 minutes! The chapter 15 link is here too: http://www.heacade... I don’t know Read more »
Chapter 17 by Newton and Middleton Podcasting for Pedagogic Purposes: The journey so far and some lessons learned http://www.heacademy.ac.uk/a... I really liked this chapter. I think I was influenced by the early inclusion of CoP, Biggs’ constructive alignment and a whiff of ‘it’s not napster’ in the opening paragraphs. P236:If we aspire to a Read more »
Chapter 16: http://www.heacademy.ac.uk/a... higher education through technology-enhanced learning is about DeMonfort’s pathfinder project It describes how Web 2.0 technologies have transformed the learning context and argues for a debate on the challenges that have emerged. Case studies are also provided. Page 225: How can an HEI begin to make sense Read more »
In the webinar for week 4 (I think) the term ‘information obesity’ (Andrew Whitworth) made sufficient impact for me to note it down, along with the term info-whelmed (see youtube clip: http://www.youtub... as I think we really need to give our learners the heads-up on this. This takes me back (yet Read more »
Activity 4.1 challenges us to compare resources. I chose to do this using Jorum and open-learn. I listed design thinking, textile testing and textile properties as the resources to search for. Obscure but needed, this is no easy task… Design Thinking – neither did well, but I could take a Read more »
I know ocTEL advise us to keep jogging along and I am already on catch-up from week 7 but I’ve decided to head back to week 3 in order to capture the 3E framework which I think is a brilliant resource. I have just watched the webinar again and got Read more »
From Keith Smyth webinar (ocTEL week 3)This page gives more information about the Best Practice Models project run in the Learning Development and Innovation team at Staffordshire University and details of how you can get involved.Helen Walmsley http... Read more »
On the 20th June I have the pleasure of presenting some of the work around open courses I’ve been doing as part of ocTEL. The event is free and has a great list of other presenters working on open education in Scotland The ALT-Scotland special interest group will be hosting Read more »
Last week’s theme on ocTEL focused on a fundamental question in Technology Enhanced Learning: why are we doing this? In what ways is TEL better than other forms of learning? Many remain suspicious that it isn’t better, so we need good, robust answers to this challenge. If we’re saying learning is enhanced, what kinds of enhancement could we, and should we, be aiming for?
Contributions are still coming in on these question, so perhaps it’s premature to declare a ‘wrap-up’ — I certainly don’t want to discourage further thoughts — but Week 9 on managing TEL projects and risks is now under way, so a little clearing of the ground is in order.
The first activity kicked off with by encouraging you to review some recent examples of new TEL models that purport to make learning cheaper and/or more accessible, with a view to identifying implications for your own teaching and learning practice. Much of the debate tended to start from an assessment of whether these models are either inspiring or irrelevant.
Joseph Gliddon has a natty technique with his to-camera video blogs, demonstrated to good effect in his slightly dystopian extrapolation from Open Educational Resources to widespread job losses in higher education (do check the comments as well, presenting a few different sides of the argument, including a startup business: “We question the added value of a university and think that there’s more to e-learning than watching one-way video. We can do better and we will do better.” Hmmm, well at least there’s one bit of that we can all agree on.) Read more >>
This week is interesting as I wouldn’t usually describe my forays into edtech as full-blown projects! However, I am involved in a bigger project due to planned rollout of iPads for various student cohorts. However, this project is at quite an early stage so I am trying to take everything Read more »
As earlier postings, the OcTEL orientation resources takes you to this publication: Transforming Higher Education Through Technology Enhanced Learning Publication Date: 23-12-2009 Available at http://www.heacademy... I’ve put the full link in again after being unable to find it for 10 minutes! The chapter 15 link is here too: http://www.heacade... I don’t know Read more »
Chapter 17 by Newton and Middleton Podcasting for Pedagogic Purposes: The journey so far and some lessons learned http://www.heacademy.ac.uk/a... I really liked this chapter. I think I was influenced by the early inclusion of CoP, Biggs’ constructive alignment and a whiff of ‘it’s not napster’ in the opening paragraphs. P236:If we aspire to a Read more »
Chapter 16: http://www.heacademy.ac.uk/a... higher education through technology-enhanced learning is about DeMonfort’s pathfinder project It describes how Web 2.0 technologies have transformed the learning context and argues for a debate on the challenges that have emerged. Case studies are also provided. Page 225: How can an HEI begin to make sense Read more »
In the webinar for week 4 (I think) the term ‘information obesity’ (Andrew Whitworth) made sufficient impact for me to note it down, along with the term info-whelmed (see youtube clip: http://www.youtub... as I think we really need to give our learners the heads-up on this. This takes me back (yet Read more »
Activity 4.1 challenges us to compare resources. I chose to do this using Jorum and open-learn. I listed design thinking, textile testing and textile properties as the resources to search for. Obscure but needed, this is no easy task… Design Thinking – neither did well, but I could take a Read more »
I know ocTEL advise us to keep jogging along and I am already on catch-up from week 7 but I’ve decided to head back to week 3 in order to capture the 3E framework which I think is a brilliant resource. I have just watched the webinar again and got Read more »
From Keith Smyth webinar (ocTEL week 3)This page gives more information about the Best Practice Models project run in the Learning Development and Innovation team at Staffordshire University and details of how you can get involved.Helen Walmsley http... Read more »
On the 20th June I have the pleasure of presenting some of the work around open courses I’ve been doing as part of ocTEL. The event is free and has a great list of other presenters working on open education in Scotland The ALT-Scotland special interest group will be hosting Read more »
",publish,octel-daily-newsletter-39,2013-06-11 00:28:19,post,"Newsletter Archive,Course Reader",
4589,96,2013-06-11 05:48:02,julievoce: @ejarmstrong Up to you where you want to restart with #ocTEL. I'd suggest seeing which topics most interest you and starting there :),"
@ejarmstrong Up to you where you want to restart with #ocTEL. I'd suggest seeing which topics most interest you and starting there :)
",publish,julievoce-ejarmstrong-up-to-you-where-you-want-to-restart-with-octel-id-suggest-seeing-which-topics-most-interest-you-and-starting-there,2013-06-11 05:48:02,post,"Social networks,Twitter (Q&A)",#ocTEL
4585,347,2013-06-11 08:40:07,ejarmstrong: Help! Have got really behind with #ocTEL - do I start from this week (Week 9) and work backwards? Or try and pick up where I left off ?,"
Help! Have got really behind with #ocTEL - do I start from this week (Week 9) and work backwards? Or try and pick up where I left off ?
","Help! Have got really behind with #ocTEL - do I start from this week (Week 9) and work backwards? Or try and pick up where I left off ?— Emily Armstrong (@ejarmstrong) June 11, 2013
",publish,ejarmstrong-help-have-got-really-behind-with-octel-do-i-start-from-this-week-week-9-and-work-backwards-or-try-and-pick-up-where-i-left-off,2013-06-11 08:40:07,post,"Twitter (Q&A),Social networks",#ocTEL
4575,512,2013-06-11 09:38:09,Thoughts in motion,"
(Image: Keep the thought in motion – Olimpia Zagnoli)
Some strands from ocTEL are beginning to slice together today. As a course team we are preparing for course planning next month. We had a useful pre-meeting and have agreed to map out through all the modules of the course some key themes.
Three elements from the course are in my mind as I re-write my modules, reflect on the year and prepare for course planning:
Keith Smyth 3E continuum (week 3)
Gilly Salmon (week 6) ‘start at the end’ – stage 5 Development
Nancy White (week 7)
I seem to have developed a fascination with participation. The last line of this slide ‘usefully participate’ is really how I see my end point, with my graduates usefully participating as a professional in the industry (in contexts of their choosing). I have begun some explorations into how the course can extend to include alumni, professional bodies and local SME. Something is beginning to take shape…
"," (Image: Keep the thought in motion – Olimpia Zagnoli) Some strands from ocTEL are beginning to slice together today. As a course team we are preparing for course planning next month. We had a useful pre-meeting and have agreed to map out through all the modules of the course some key themes. Three elements […]",publish,thoughts-in-motion,2013-06-11 09:38:09,post,"Blog posts,Course Reader","Uncategorized,nancy white,#ocTEL,participation,3E,Gilly Salmon,keith smyth"
4578,347,2013-06-11 11:12:56,#ocTEL Week 2 – Digital Literacy Questionnaires,"
University of Houstonthere seems to be some confusion as to the purpose of these questionnaires.
If the purpose is for an individual tutor to assess likely barriers to learning at the start of a course, then a better method might be through a forum where the group can see each others responses and the survey can stimulate discussion and promote peer support
If the purpose is to set student expectations of an online course, then less questions and more guidance and support might help – is it any use knowing I’m rubbish at time management without suggestions on how to improve it?
As far as I can see, the main use of a survey with these type of closed questions would be for institutional information and benchmarking around the digital literacy of our students e.g. what devices do they own? what do they use them for? and how is this changing year on year
","Looking at the examples given e.g. Penn State University of Houstonthere seems to be some confusion as to the purpose of these questionnaires. If the purpose is for an individual tutor to assess likely barriers to learning at the start … Continue reading →",publish,octel-week-2-digital-literacy-questionnaires,2013-06-11 11:12:56,post,"Blog posts,Course Reader","diglit,Uncategorized,#ocTEL"
5202,347,2013-06-11 11:12:56,#ocTEL Week 2 – Digital Literacy Questionnaires,"
University of Houstonthere seems to be some confusion as to the purpose of these questionnaires.
If the purpose is for an individual tutor to assess likely barriers to learning at the start of a course, then a better method might be through a forum where the group can see each others responses and the survey can stimulate discussion and promote peer support
If the purpose is to set student expectations of an online course, then less questions and more guidance and support might help – is it any use knowing I’m rubbish at time management without suggestions on how to improve it?
As far as I can see, the main use of a survey with these type of closed questions would be for institutional information and benchmarking around the digital literacy of our students e.g. what devices do they own? what do they use them for? and how is this changing year on year
","Looking at the examples given e.g. Penn State University of Houstonthere seems to be some confusion as to the purpose of these questionnaires. If the purpose is for an individual tutor to assess likely barriers to learning at the start … Continue reading →",publish,octel-week-2-digital-literacy-questionnaires-2,2013-06-11 11:12:56,post,"Blog posts,Course Reader","#ocTEL,diglit,Uncategorized"
4583,1550,2013-06-11 11:41:34,Go Jim!,"
",publish,go-jim,2013-06-11 11:41:34,post,"Google+,Course Reader,Social networks",
4582,849,2013-06-11 13:00:43,Carolyn Jones Research Proposal,"During this week of 'catching up and taking stock' I have been reflecting on the course so far and the Cochrane article in particular. The course overall has given me so many new insights and potential ways of developing the passion I have always felt for lifelong learning. I have participated tentatively and this has given me a glimpse into the wealth of resource out there in cyberspace which can be potentially accessed; it has made me realise the importance of using social networking sites judiciously and to critically examine my own personal learning network to explore those areas of [...] ",During this week of 'catching up and taking stock' I have been reflecting onthe course so far and the Cochrane article in particular. The courseoverall has given me so many new insights and potential ways of developingthe passion I have always felt for...,publish,carolyn-jones-research-proposal,2013-06-11 13:00:43,post,"Lists,JISCMail,Course Reader",
4568,2,2013-06-11 13:25:42,Action plan and case study activities: your feedback please,"When we designed ocTEL we reasoned that anyone who was still with us in the three to four weeks at the back end of the course would, by definition, be fairly earnest and committed to Technology Enhanced Learning. Therefore we created activities that would give you the opportunity to relate the areas of study to your own circumstances and embed them in your practice. Hence the practical activities, action plans, case studies.
There hasn't been much take-up of these activities so far (kudos to James Kerr for being the exception). Fair enough. We'd like to understand, if we can, a little more about why that is. A first hypothesis — with the benefit of hindsight, and a little of our own experience — is that anyone who is still with us in the three to four weeks at the back end of the course is, almost by definition, fairly tired and short on spare time…
Is that right? Are there other reasons? We'd really like feedback, especially from those stalwarts of you who have stayed the course, so that we can adapt the design of the activities if necessary. For example, is it the case that the action plans and case studies are interesting-but-not-urgent, so you might make a note to come back to them at a time when they're directly relevant to a phase of your work? Or are these activities simply asking too much, so we should consider something simpler instead?
At this stage it's unlikely that we'll be able to make changes to this run of the course, but we'd love to know what you think so we can amend our approach in ocTEL 2.0, if there is such a thing (we are reasonably optimistic that there will be).
[Personal note: I'm having a routine operation later today, so if I don't respond to any comments in the next few days, it's not that I'm not interested or grateful, just that I'm recuperating.]","",publish,action-plan-and-case-study-activities,2013-06-11 10:06:23,post,Course information,
4588,986,2013-06-11 17:44:37,Re: Carolyn Jones Research Proposal,"Hi Carolyn,
Very impressed with your research proposal and will go over the Future Lab links. I'm not a researcher, only a fan of MOOCs who had to switch over to the FSLT13 MOOC a bit into OCTEL to act as an ""expert"" circulating among the participants, learning what to do as I went along. This is a volunteer position that I may not be any good at though it does seem good place to provide support to upcoming teachers in a world where it so easy to make connections. [...] ","Hi Carolyn,Very impressed with your research proposal and will go over the Future Lablinks. I'm not a researcher, only a fan of MOOCs who had to switch over tothe FSLT13 MOOC a bit into OCTEL to act as an ""expert"" circulating among theparticipants, lea...",publish,re-carolyn-jones-research-proposal,2013-06-11 17:44:37,post,"Course Reader,Lists,JISCMail",
4851,986,2013-06-11 17:44:37,Re: Carolyn Jones Research Proposal,"Hi Carolyn,
Very impressed with your research proposal and will go over the Future Lab links. I'm not a researcher, only a fan of MOOCs who had to switch over to the FSLT13 MOOC a bit into OCTEL to act as an ""expert"" circulating among the participants, learning what to do as I went along. This is a volunteer position that I may not be any good at though it does seem good place to provide support to upcoming teachers in a world where it so easy to make connections. [...] ","Hi Carolyn,Very impressed with your research proposal and will go over the Future Lablinks. I'm not a researcher, only a fan of MOOCs who had to switch over tothe FSLT13 MOOC a bit into OCTEL to act as an ""expert"" circulating among theparticipants, lea...",publish,re-carolyn-jones-research-proposal-2,2013-06-11 17:44:37,post,"Lists,Course Reader,JISCMail",
5347,986,2013-06-11 17:44:37,Re: Carolyn Jones Research Proposal,"Hi Carolyn,
Very impressed with your research proposal and will go over the Future Lab links. I'm not a researcher, only a fan of MOOCs who had to switch over to the FSLT13 MOOC a bit into OCTEL to act as an ""expert"" circulating among the participants, learning what to do as I went along. This is a volunteer position that I may not be any good at though it does seem good place to provide support to upcoming teachers in a world where it so easy to make connections. [...] ","Hi Carolyn,Very impressed with your research proposal and will go over the Future Lablinks. I'm not a researcher, only a fan of MOOCs who had to switch over tothe FSLT13 MOOC a bit into OCTEL to act as an ""expert"" circulating among theparticipants, lea...",publish,re-carolyn-jones-research-proposal-3,2013-06-11 17:44:37,post,"Lists,Course Reader,JISCMail",
5698,986,2013-06-11 17:44:37,Re: Carolyn Jones Research Proposal,"Hi Carolyn,
Very impressed with your research proposal and will go over the Future Lab links. I'm not a researcher, only a fan of MOOCs who had to switch over to the FSLT13 MOOC a bit into OCTEL to act as an ""expert"" circulating among the participants, learning what to do as I went along. This is a volunteer position that I may not be any good at though it does seem good place to provide support to upcoming teachers in a world where it so easy to make connections. [...] ","Hi Carolyn,Very impressed with your research proposal and will go over the Future Lablinks. I'm not a researcher, only a fan of MOOCs who had to switch over tothe FSLT13 MOOC a bit into OCTEL to act as an ""expert"" circulating among theparticipants, lea...",publish,re-carolyn-jones-research-proposal-4,2013-06-11 17:44:37,post,"Course Reader,Lists,JISCMail",
4652,1465,2013-06-12 00:29:23,[OCTEL] Daily newsletter,"
When we designed ocTEL we reasoned that anyone who was still with us in the three to four weeks at the back end of the course would, by definition, be fairly earnest and committed to Technology Enhanced Learning. Therefore we created activities that would give you the opportunity to relate the areas of study to your own circumstances and embed them in your practice. Hence the practical activities, action plans, case studies.
There hasn’t been much take-up of these activities so far (kudos to James Kerr for being the exception). Fair enough. We’d like to understand, if we can, a little more about why that is. A first hypothesis — with the benefit of hindsight, and a little of our own experience — is that anyone who is still with us in the three to four weeks at the back end of the course is, almost by definition, fairly tired and short on spare time…
Is that right? Are there other reasons? We’d really like feedback, especially from those stalwarts of you who have stayed the course, so that we can adapt the design of the activities if necessary. For example, is it the case that the action plans and case studies are interesting-but-not-urgent, so you might make a note to come back to them at a time when they’re directly relevant to a phase of your work? Or are these activities simply asking too much, so we should consider something simpler instead?
At this stage it’s unlikely that we’ll be able to make changes to this run of the course, but we’d love to know what you think so we can amend our approach in ocTEL 2.0, if there is such a thing (we are reasonably optimistic that there will be). Read more >>
Looking at the examples given e.g. Penn State University of Houstonthere seems to be some confusion as to the purpose of these questionnaires. If the purpose is for an individual tutor to assess likely barriers to learning at the start … Continue reading → Read more »
(Image: Keep the thought in motion – Olimpia Zagnoli) Some strands from ocTEL are beginning to slice together today. As a course team we are preparing for course planning next month. We had a useful pre-meeting and have agreed to map out through all the modules of the course Read more »
When we designed ocTEL we reasoned that anyone who was still with us in the three to four weeks at the back end of the course would, by definition, be fairly earnest and committed to Technology Enhanced Learning. Therefore we created activities that would give you the opportunity to relate the areas of study to your own circumstances and embed them in your practice. Hence the practical activities, action plans, case studies.
There hasn’t been much take-up of these activities so far (kudos to James Kerr for being the exception). Fair enough. We’d like to understand, if we can, a little more about why that is. A first hypothesis — with the benefit of hindsight, and a little of our own experience — is that anyone who is still with us in the three to four weeks at the back end of the course is, almost by definition, fairly tired and short on spare time…
Is that right? Are there other reasons? We’d really like feedback, especially from those stalwarts of you who have stayed the course, so that we can adapt the design of the activities if necessary. For example, is it the case that the action plans and case studies are interesting-but-not-urgent, so you might make a note to come back to them at a time when they’re directly relevant to a phase of your work? Or are these activities simply asking too much, so we should consider something simpler instead?
At this stage it’s unlikely that we’ll be able to make changes to this run of the course, but we’d love to know what you think so we can amend our approach in ocTEL 2.0, if there is such a thing (we are reasonably optimistic that there will be). Read more >>
Looking at the examples given e.g. Penn State University of Houstonthere seems to be some confusion as to the purpose of these questionnaires. If the purpose is for an individual tutor to assess likely barriers to learning at the start … Continue reading → Read more »
(Image: Keep the thought in motion – Olimpia Zagnoli) Some strands from ocTEL are beginning to slice together today. As a course team we are preparing for course planning next month. We had a useful pre-meeting and have agreed to map out through all the modules of the course Read more »
When we designed ocTEL we reasoned that anyone who was still with us in the three to four weeks at the back end of the course would, by definition, be fairly earnest and committed to Technology Enhanced Learning. Therefore we created activities that would give you the opportunity to relate the areas of study to your own circumstances and embed them in your practice. Hence the practical activities, action plans, case studies.
There hasn’t been much take-up of these activities so far (kudos to James Kerr for being the exception). Fair enough. We’d like to understand, if we can, a little more about why that is. A first hypothesis — with the benefit of hindsight, and a little of our own experience — is that anyone who is still with us in the three to four weeks at the back end of the course is, almost by definition, fairly tired and short on spare time…
Is that right? Are there other reasons? We’d really like feedback, especially from those stalwarts of you who have stayed the course, so that we can adapt the design of the activities if necessary. For example, is it the case that the action plans and case studies are interesting-but-not-urgent, so you might make a note to come back to them at a time when they’re directly relevant to a phase of your work? Or are these activities simply asking too much, so we should consider something simpler instead?
At this stage it’s unlikely that we’ll be able to make changes to this run of the course, but we’d love to know what you think so we can amend our approach in ocTEL 2.0, if there is such a thing (we are reasonably optimistic that there will be). Read more >>
Looking at the examples given e.g. Penn State University of Houstonthere seems to be some confusion as to the purpose of these questionnaires. If the purpose is for an individual tutor to assess likely barriers to learning at the start … Continue reading → Read more »
(Image: Keep the thought in motion – Olimpia Zagnoli) Some strands from ocTEL are beginning to slice together today. As a course team we are preparing for course planning next month. We had a useful pre-meeting and have agreed to map out through all the modules of the course Read more »
When we designed ocTEL we reasoned that anyone who was still with us in the three to four weeks at the back end of the course would, by definition, be fairly earnest and committed to Technology Enhanced Learning. Therefore we created activities that would give you the opportunity to relate the areas of study to your own circumstances and embed them in your practice. Hence the practical activities, action plans, case studies.
There hasn’t been much take-up of these activities so far (kudos to James Kerr for being the exception). Fair enough. We’d like to understand, if we can, a little more about why that is. A first hypothesis — with the benefit of hindsight, and a little of our own experience — is that anyone who is still with us in the three to four weeks at the back end of the course is, almost by definition, fairly tired and short on spare time…
Is that right? Are there other reasons? We’d really like feedback, especially from those stalwarts of you who have stayed the course, so that we can adapt the design of the activities if necessary. For example, is it the case that the action plans and case studies are interesting-but-not-urgent, so you might make a note to come back to them at a time when they’re directly relevant to a phase of your work? Or are these activities simply asking too much, so we should consider something simpler instead?
At this stage it’s unlikely that we’ll be able to make changes to this run of the course, but we’d love to know what you think so we can amend our approach in ocTEL 2.0, if there is such a thing (we are reasonably optimistic that there will be). Read more >>
Looking at the examples given e.g. Penn State University of Houstonthere seems to be some confusion as to the purpose of these questionnaires. If the purpose is for an individual tutor to assess likely barriers to learning at the start … Continue reading → Read more »
(Image: Keep the thought in motion – Olimpia Zagnoli) Some strands from ocTEL are beginning to slice together today. As a course team we are preparing for course planning next month. We had a useful pre-meeting and have agreed to map out through all the modules of the course Read more »
The Saylor Foundation is a non-profit organisation whose “mission” is “to make education freely available to all” regardless of a student’s location or finances. Sounds good, eh?
The Saylor model is all about aggregation: it pulls in open or creative commons educational resources from places like MIT OpenCourseWare and Open Yale Courses. Its main advantage is its low cost base in terms of tutors, production and infrastructure. There’s some original material from the professors and an e-portfolio option that allows students to network, but from the student’s point of view it’s the curation of open resources by experts that offers the real enhancement.
Ok, the word “mission” immediately made me clench my teeth so I have to point out a couple of things. In an interview with The Chronicle of Higher Education, Michael Saylor says:
The benefit of rich families putting their child through Harvard is always going to exist. But it’s quite evident that there are 700 million peasants in China who are never going to go to Harvard.
Saylor.org is pretty light on information about how the courses are actually assessed. (The brief screenshots I saw in the YouTube video looked like multiple-choice questions.) Once you complete the course and pass the online exam, you can print out your own certificate of completion. The Saylor Foundation is making efforts to link these certificates to college credits, but there’s no formal accreditation at the moment.
However, the value of university education isn’t in the course materials per se (although obviously every course needs high-quality materials): it’s in the rigour and transferability of the assessment and the ultimate qualification. Conventional universities spend vast portions of their time complying with various internal and external measures of academic quality and accreditation, including audits – none of which applies to the Saylor courses. Or MOOCs, for that matter.
Of course, learning for learning’s sake can be wonderful. In theory, someone in a developing country could log onto Saylor.org, teach themselves, say, mechanical engineering and start making changes that are of real benefit to themselves and their community. But no matter how good that learning experience is, just how does someone with no formal qualification in mechanical engineering begin to work in that field?
Maybe the value of learning via MOOCs or an organisation like The Saylor Foundation is to dip your toe in a subject before you embark on more formal learning. Certainly, this has been my experience with ocTEL (it’s leading me into a part-time MSc in digital education at Edinburgh University).
People engage in education because they believe in its transformational power: to give them a new career, to improve their quality of life or job satisfaction. And that only happens when you’ve got a universally recognised qualification in your hand at the end.
","The Saylor Foundation is a non-profit organisation whose “mission” is “to make education freely available to all” regardless of a student’s location or finances. Sounds good, eh? The Saylor model is all about aggregation: it pulls in open or creative … Continue reading →",publish,octel-week-8-learning-for-learnings-sake,2013-06-12 08:54:10,post,"Course Reader,Blog posts","#ocTEL,Digital learning"
4657,1519,2013-06-12 09:00:53,openplanstu: #ocTEL week 8 blog: is the #MOOC or #Saylor model learning for learning's sake? http://t.co/VlXE6X8V5b,"
",publish,openplanstu-octel-week-8-blog-is-the-mooc-or-saylor-model-learning-for-learnings-sake-httpt-covlxe6x8v5b,2013-06-12 09:00:53,post,"Twitter (Q&A),Social networks","#ocTEL,mooc,saylor"
4656,370,2013-06-12 10:17:55,dubdonaldson: A question for my PLN: What factors do you consider when choosing technology for a blended learning programme? Thanks! #etmooc #octel,"
A question for my PLN: What factors do you consider when choosing technology for a blended learning programme? Thanks! #etmooc#octel
","A question for my PLN: What factors do you consider when choosing technology for a blended learning programme? Thanks! #etmooc #octel— Lisa Donaldson (@dubdonaldson) June 12, 2013
",publish,dubdonaldson-a-question-for-my-pln-what-factors-do-you-consider-when-choosing-technology-for-a-blended-learning-programme-thanks-etmooc-octel,2013-06-12 10:17:55,post,"Twitter (Q&A),Social networks","etmooc,#ocTEL"
4433,3,2013-06-12 15:01:54,Week 9 webinar recording now available,"Thanks to everyone who took part in ocTEL’s webinar this week.
If you missed all or part of the week 9 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Thursday at 12:30 BST for the week 10 webinar. Check the Course Materials page for more information.","",publish,week-9-webinar-recording-now-available,2013-06-12 15:02:10,post,Course information,course information
4710,512,2013-06-12 19:22:24,Prioritization using MoSCoW,"
During the first ocTEL webinar week 9 the acronym ‘moscow’ was mentioned for setting priorities in in project management.
I hadn’t heard of it before so had a Google and found quite a few useful resources via the Agile Academy: the slide below probably explains enough but there is also a video clip http://www.youtube.com/watch?v=QfZo9cxnQgY
","During the first ocTEL webinar week 9 the acronym ‘moscow’ was mentioned for setting priorities in in project management. I hadn’t heard of it before so had a Google and found quite a few useful resources via the Agile Academy: the slide below probably explains enough but there is also a video clip http://www.youtube.com/watch?v=QfZo9cxnQgY Slide from: http://www.agileacademy.com.au/agile/sites/default/files/aboutpdfs/AgilePracticesMoSCoWAgile%20Academy.pdf",publish,prioritization-using-moscow,2013-06-12 19:22:24,post,"Blog posts,Course Reader","#ocTEL,project management,MoSCoW,Uncategorized"
4707,1465,2013-06-13 00:28:17,[OCTEL] Daily newsletter,"
Thanks to everyone who took part in ocTEL’s webinar this week.
If you missed all or part of the week 9 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Thursday at 12:30 BST for the week 10 webinar. Check the Course Materials page for more information.
The Saylor Foundation is a non-profit organisation whose “mission” is “to make education freely available to all” regardless of a student’s location or finances. Sounds good, eh? The Saylor model is all about aggregation: it pulls in open or creative … Continue reading → Read more »
Thanks to everyone who took part in ocTEL’s webinar this week.
If you missed all or part of the week 9 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Thursday at 12:30 BST for the week 10 webinar. Check the Course Materials page for more information.
The Saylor Foundation is a non-profit organisation whose “mission” is “to make education freely available to all” regardless of a student’s location or finances. Sounds good, eh? The Saylor model is all about aggregation: it pulls in open or creative … Continue reading → Read more »
Thanks to everyone who took part in ocTEL’s webinar this week.
If you missed all or part of the week 9 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Thursday at 12:30 BST for the week 10 webinar. Check the Course Materials page for more information.
The Saylor Foundation is a non-profit organisation whose “mission” is “to make education freely available to all” regardless of a student’s location or finances. Sounds good, eh? The Saylor model is all about aggregation: it pulls in open or creative … Continue reading → Read more »
Thanks to everyone who took part in ocTEL’s webinar this week.
If you missed all or part of the week 9 webinar, the materials from the session are now available on the Course Materials page, which is updated weekly with materials from each live webinar.
Join us next Thursday at 12:30 BST for the week 10 webinar. Check the Course Materials page for more information.
The Saylor Foundation is a non-profit organisation whose “mission” is “to make education freely available to all” regardless of a student’s location or finances. Sounds good, eh? The Saylor model is all about aggregation: it pulls in open or creative … Continue reading → Read more »
",publish,octel-daily-newsletter-37,2013-06-13 00:28:17,post,"Course Reader,Newsletter Archive",
4711,55,2013-06-13 08:36:16,MOOCs and Mobile Access,"
This is an excellent post from Inge Ignatia de Waard on the impact of mobile access on learner interactions in a MOOC as part of her progress towards a PhD. I’ve added her slide deck below for you as this has some excellent findings and figures.
I am also (still) reading Inge’s book ‘MOOC Yourself‘ and hope to have a report/review of it posted up soon, but the short bio can be read here.
","This is an excellent post from Inge Ignatia de Waard on the impact of mobile access on learner interactions in a MOOC as part of her progress towards a PhD. I’ve added her slide deck below for you as this has some excellent findings and figures. I am also (still) reading Inge’s book ‘MOOC Yourself‘ and hope [...]
",publish,moocs-and-mobile-access,2013-06-13 08:36:16,post,"Course Reader,Blog posts","Inge Ignatia de Waard,Conference,mooc,cMOOC,SlideShare,xMOOC"
5180,55,2013-06-13 08:36:16,MOOCs and Mobile Access,"
This is an excellent post from Inge Ignatia de Waard on the impact of mobile access on learner interactions in a MOOC as part of her progress towards a PhD. I’ve added her slide deck below for you as this has some excellent findings and figures.
I am also (still) reading Inge’s book ‘MOOC Yourself‘ and hope to have a report/review of it posted up soon, but the short bio can be read here.
","This is an excellent post from Inge Ignatia de Waard on the impact of mobile access on learner interactions in a MOOC as part of her progress towards a PhD. I’ve added her slide deck below for you as this has some excellent findings and figures. I am also (still) reading Inge’s book ‘MOOC Yourself‘ and hope [...]
",publish,moocs-and-mobile-access-2,2013-06-13 08:36:16,post,"Blog posts,Course Reader","mooc,xMOOC,SlideShare,Inge Ignatia de Waard,cMOOC,Conference"
4715,1175,2013-06-13 13:39:52,Sometimes you have got to take the risk of failing #octel,"“The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone “off … Continue reading →","“The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone “off … Continue reading →",publish,sometimes-you-have-got-to-take-the-risk-of-failing-octel,2013-06-13 13:39:52,post,"Blog posts,Course Reader","#ocTEL,eLearning,mooc"
4716,1004,2013-06-13 13:44:43,"You know the "if you only do one thing" bit, I only did a different thing.","
Joseph Gliddon
Thu, 13 Jun 2013 13:44:43 GMT
- Community
You know the "if you only do one thing" bit, I only did a different thing.
“The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably gu...
","
Joseph Gliddon
Thu, 13 Jun 2013 13:44:43 GMT
- Community
You know the ""if you only do one thing"" bit, I only did a different thing.
“The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably gu...
“The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone “off … Continue reading → Read more »
This is an excellent post from Inge Ignatia de Waard on the impact of mobile access on learner interactions in a MOOC as part of her progress towards a PhD. I’ve added her slide deck below for you as this has some excellent findings and figures. I am also (still) reading Inge’s Read more »
“The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone “off … Continue reading → Read more »
This is an excellent post from Inge Ignatia de Waard on the impact of mobile access on learner interactions in a MOOC as part of her progress towards a PhD. I’ve added her slide deck below for you as this has some excellent findings and figures. I am also (still) reading Inge’s Read more »
“The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone “off … Continue reading → Read more »
This is an excellent post from Inge Ignatia de Waard on the impact of mobile access on learner interactions in a MOOC as part of her progress towards a PhD. I’ve added her slide deck below for you as this has some excellent findings and figures. I am also (still) reading Inge’s Read more »
“The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone “off … Continue reading → Read more »
This is an excellent post from Inge Ignatia de Waard on the impact of mobile access on learner interactions in a MOOC as part of her progress towards a PhD. I’ve added her slide deck below for you as this has some excellent findings and figures. I am also (still) reading Inge’s Read more »
",publish,google-octel-activities-2013-06-14-033600,2013-06-14 02:36:00,post,"Social networks,Course Reader,Google+",
4407,3,2013-06-14 14:30:00,ocTEL Week 10 Webinar,"Join our weekly webinar at 12.30 on Thursday 20 June, via Blackboard Collaborate 11.
You can access the Week 10 webinar via this link.
This week's webinar
PLEASE NOTE this week's webinar is on THURSDAY at 12.30pm rather than the usual Wednesday lunchtime.
To mark the final session of ocTEL, this week’s webinar comes in two parts, reflecting the double roles of our guest, Dr Rachel Harris. In the first part, Rachel will give an account of her experience of evaluating a large number of Technology Enhanced Learning projects in higher education. Rachel is also the official evaluator of ocTEL, and in the second part she will lead a live evaluation and feedback session about ocTEL.
We hope the webinar will bring together many of the authors and tutors who have developed and supported ocTEL. We will be holding a virtual end of term get together for all involved to discuss our experiences of the course, get some feedback and share memories. The session will end at a look at the future development of ocTEL and provide inspiration of how participants can continue their involvement in the course and the Association for Learning Technology.
About the presenter
Rachel Harris directs Inspire Research Ltd, an independent consultancy specialising in evaluation and research into learning. Rachel has over 20 years experience in evaluation, research and development, much of which has focused on technology enhanced learning. This has included leading a team to establish an international online collaborative environment; supporting small practitioner-led e-learning initiatives and a university-wide virtual campus; acting as an evaluation critical-friend on Jisc-funded programmes; and independently evaluating various learning related projects. Rachel is a long-standing member of ALT, the BPS, the HE Academy, and serves on ALT’s Research Committee.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ's
For help prior to the webinar and some frequently asked questions please visit our help page.
If you have any questions contact octel-tech@alt.ac.uk.","",publish,octel-week-10-webinar,2013-06-14 14:53:39,post,Course information,course information
4737,1465,2013-06-15 00:27:26,[OCTEL] Daily newsletter,"
PLEASE NOTE this week’s webinar is on THURSDAY at 12.30pm rather than the usual Wednesday lunchtime.
To mark the final session of ocTEL, this week’s webinar comes in two parts, reflecting the double roles of our guest, Dr Rachel Harris. In the first part, Rachel will give an account of her experience of evaluating a large number of Technology Enhanced Learning projects in higher education. Rachel is also the official evaluator of ocTEL, and in the second part she will lead a live evaluation and feedback session about ocTEL.
We hope the webinar will bring together many of the authors and tutors who have developed and supported ocTEL. We will be holding a virtual end of term get together for all involved to discuss our experiences of the course, get some feedback and share memories. The session will end at a look at the future development of ocTEL and provide inspiration of how participants can continue their involvement in the course and the Association for Learning Technology.
About the presenter
Rachel Harris directs Inspire Research Ltd, an independent consultancy specialising in evaluation and research into learning. Rachel has over 20 years experience in evaluation, research and development, much of which has focused on technology enhanced learning. This has included leading a team to establish an international online collaborative environment; supporting small practitioner-led e-learning initiatives and a university-wide virtual campus; acting as an evaluation critical-friend on Jisc-funded programmes; and independently evaluating various learning related projects. Rachel is a long-standing member of ALT, the BPS, the HE Academy, and serves on ALT’s Research Committee.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ’s
For help prior to the webinar and some frequently asked questions please visit our help page.
PLEASE NOTE this week’s webinar is on THURSDAY at 12.30pm rather than the usual Wednesday lunchtime.
To mark the final session of ocTEL, this week’s webinar comes in two parts, reflecting the double roles of our guest, Dr Rachel Harris. In the first part, Rachel will give an account of her experience of evaluating a large number of Technology Enhanced Learning projects in higher education. Rachel is also the official evaluator of ocTEL, and in the second part she will lead a live evaluation and feedback session about ocTEL.
We hope the webinar will bring together many of the authors and tutors who have developed and supported ocTEL. We will be holding a virtual end of term get together for all involved to discuss our experiences of the course, get some feedback and share memories. The session will end at a look at the future development of ocTEL and provide inspiration of how participants can continue their involvement in the course and the Association for Learning Technology.
About the presenter
Rachel Harris directs Inspire Research Ltd, an independent consultancy specialising in evaluation and research into learning. Rachel has over 20 years experience in evaluation, research and development, much of which has focused on technology enhanced learning. This has included leading a team to establish an international online collaborative environment; supporting small practitioner-led e-learning initiatives and a university-wide virtual campus; acting as an evaluation critical-friend on Jisc-funded programmes; and independently evaluating various learning related projects. Rachel is a long-standing member of ALT, the BPS, the HE Academy, and serves on ALT’s Research Committee.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ’s
For help prior to the webinar and some frequently asked questions please visit our help page.
PLEASE NOTE this week’s webinar is on THURSDAY at 12.30pm rather than the usual Wednesday lunchtime.
To mark the final session of ocTEL, this week’s webinar comes in two parts, reflecting the double roles of our guest, Dr Rachel Harris. In the first part, Rachel will give an account of her experience of evaluating a large number of Technology Enhanced Learning projects in higher education. Rachel is also the official evaluator of ocTEL, and in the second part she will lead a live evaluation and feedback session about ocTEL.
We hope the webinar will bring together many of the authors and tutors who have developed and supported ocTEL. We will be holding a virtual end of term get together for all involved to discuss our experiences of the course, get some feedback and share memories. The session will end at a look at the future development of ocTEL and provide inspiration of how participants can continue their involvement in the course and the Association for Learning Technology.
About the presenter
Rachel Harris directs Inspire Research Ltd, an independent consultancy specialising in evaluation and research into learning. Rachel has over 20 years experience in evaluation, research and development, much of which has focused on technology enhanced learning. This has included leading a team to establish an international online collaborative environment; supporting small practitioner-led e-learning initiatives and a university-wide virtual campus; acting as an evaluation critical-friend on Jisc-funded programmes; and independently evaluating various learning related projects. Rachel is a long-standing member of ALT, the BPS, the HE Academy, and serves on ALT’s Research Committee.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ’s
For help prior to the webinar and some frequently asked questions please visit our help page.
PLEASE NOTE this week’s webinar is on THURSDAY at 12.30pm rather than the usual Wednesday lunchtime.
To mark the final session of ocTEL, this week’s webinar comes in two parts, reflecting the double roles of our guest, Dr Rachel Harris. In the first part, Rachel will give an account of her experience of evaluating a large number of Technology Enhanced Learning projects in higher education. Rachel is also the official evaluator of ocTEL, and in the second part she will lead a live evaluation and feedback session about ocTEL.
We hope the webinar will bring together many of the authors and tutors who have developed and supported ocTEL. We will be holding a virtual end of term get together for all involved to discuss our experiences of the course, get some feedback and share memories. The session will end at a look at the future development of ocTEL and provide inspiration of how participants can continue their involvement in the course and the Association for Learning Technology.
About the presenter
Rachel Harris directs Inspire Research Ltd, an independent consultancy specialising in evaluation and research into learning. Rachel has over 20 years experience in evaluation, research and development, much of which has focused on technology enhanced learning. This has included leading a team to establish an international online collaborative environment; supporting small practitioner-led e-learning initiatives and a university-wide virtual campus; acting as an evaluation critical-friend on Jisc-funded programmes; and independently evaluating various learning related projects. Rachel is a long-standing member of ALT, the BPS, the HE Academy, and serves on ALT’s Research Committee.
We will make the recording of this session available via the Course Materials page.
Webinar help and FAQ’s
For help prior to the webinar and some frequently asked questions please visit our help page.
",publish,octel-daily-newsletter-33,2013-06-17 00:30:15,post,"Newsletter Archive,Course Reader",
4794,1553,2013-06-17 01:20:37,"afrifemwebgnius: RT @ElizabethECharl: Will the future of Education be Online, Open and Massive? | @scoopit http://t.co/91xoESuvq3 #moocs #ocTEL #edchat #uke…","
— Elizabeth E Charles (@ElizabethECharl) June 17, 2013
","Will the future of Education be Online, Open and Massive? | @scoopit http://t.co/91xoESuvq3 #moocs #ocTEL #edchat #ukedchat #oer— Elizabeth E Charles (@ElizabethECharl) June 17, 2013
",publish,afrifemwebgnius-rt-elizabethecharl-will-the-future-of-education-be-online-open-and-massive-scoopit-httpt-co91xoesuvq3-moocs-octel-edchat-uke,2013-06-17 01:20:37,post,"Twitter (Q&A),Social networks","moocs,uke,edchat,#ocTEL"
4785,896,2013-06-17 08:42:10,"elizabethecharl: Will the future of Education be Online, Open and Massive? | @scoopit http://t.co/91xoESuvq3 #moocs #ocTEL #edchat #ukedchat #oer","
— Elizabeth E Charles (@ElizabethECharl) June 17, 2013
","Will the future of Education be Online, Open and Massive? | @scoopit http://t.co/91xoESuvq3 #moocs #ocTEL #edchat #ukedchat #oer— Elizabeth E Charles (@ElizabethECharl) June 17, 2013
",publish,elizabethecharl-will-the-future-of-education-be-online-open-and-massive-scoopit-httpt-co91xoesuvq3-moocs-octel-edchat-ukedchat-oer,2013-06-17 08:42:10,post,"Social networks,Twitter (Q&A)","oer,moocs,#ocTEL,ukedchat,edchat"
4784,512,2013-06-17 10:55:58,Sometimes you have got to take the risk of failing #octel,"
“The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.”
― Michelangelo Buonarroti
As you have probably guessed I have gone ""off piste"" again this week. The #octel mooc is looking at project work, success/failures and risk management and how particularly when technology is involved you need to plan and plan well.
A demonstration of why there is no such thing as the 'right' answer especially now.
","Reblogged from More than just Content: “The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone ""off piste"" again this week. The #octel mooc is looking […]",publish,sometimes-you-have-got-to-take-the-risk-of-failing-octel-2,2013-06-17 10:55:58,post,"Blog posts,Course Reader",Uncategorized
4787,1551,2013-06-17 12:40:55,Re: OCTEL-PUBLIC Digest - 10 Jun 2013 to 11 Jun 2013 (#2013-33),"Hi,
I am unable to respond to any emails at this time. If your email is urgent, please contact either:
Head of Department: Chris Beaumont (chris.beaumont@edgehill.ac.uk) WSD Programme Leader: Gary Westhead (westheag@edgehill.ac.uk)
Thanks
Pete
Pete Alston Senior Lecturer & Senior SOLSTICE Fellow (FAS) Department of Computing Edge Hill University St Helens Road Ormskirk Lancs L39 4QP
I am unable to respond to any emails at this time. If your email is urgent, please contact either:
Head of Department: Chris Beaumont (chris.beaumont@edgehill.ac.uk) WSD Programme Leader: Gary Westhead (westheag@edgehill.ac.uk)
Thanks
Pete
Pete Alston Senior Lecturer & Senior SOLSTICE Fellow (FAS) Department of Computing Edge Hill University St Helens Road Ormskirk Lancs L39 4QP
Tel: 01695 657653 Email: peter.alston@edgehill.ac.uk Web: http://www.edgehill.ac.uk/computing/peter-alston",publish,re-octel-public-digest-10-jun-2013-to-11-jun-2013-2013-33-4,2013-06-17 12:40:55,post,"Lists,JISCMail,Course Reader",
4792,1552,2013-06-17 15:20:00,Message from JISCMail Helpline: lists with public archives,"Dear subscribers
We've had a lot of queries recently about the availability and visibility of JISCMail list archives in Google.
This is just a reminder that messages sent to a list with public archives will be available to anyone on the internet.
Your email address will not be visible to non-subscribers, but remember if you reply to the list there may be information in your message which will be visible, such as your signature or attachments. [...] ",Dear subscribersWe've had a lot of queries recently about the availability and visibility of JISCMail list archives in Google.This is just a reminder that messages sent to a list with public archives will be available to anyone on the internet.Your ema...,publish,message-from-jiscmail-helpline-lists-with-public-archives,2013-06-17 15:20:00,post,"Lists,Course Reader,JISCMail",
4849,1552,2013-06-17 15:20:00,Message from JISCMail Helpline: lists with public archives,"Dear subscribers
We've had a lot of queries recently about the availability and visibility of JISCMail list archives in Google.
This is just a reminder that messages sent to a list with public archives will be available to anyone on the internet.
Your email address will not be visible to non-subscribers, but remember if you reply to the list there may be information in your message which will be visible, such as your signature or attachments. [...] ",Dear subscribersWe've had a lot of queries recently about the availability and visibility of JISCMail list archives in Google.This is just a reminder that messages sent to a list with public archives will be available to anyone on the internet.Your ema...,publish,message-from-jiscmail-helpline-lists-with-public-archives-2,2013-06-17 15:20:00,post,"JISCMail,Lists,Course Reader",
5345,1552,2013-06-17 15:20:00,Message from JISCMail Helpline: lists with public archives,"Dear subscribers
We've had a lot of queries recently about the availability and visibility of JISCMail list archives in Google.
This is just a reminder that messages sent to a list with public archives will be available to anyone on the internet.
Your email address will not be visible to non-subscribers, but remember if you reply to the list there may be information in your message which will be visible, such as your signature or attachments. [...] ",Dear subscribersWe've had a lot of queries recently about the availability and visibility of JISCMail list archives in Google.This is just a reminder that messages sent to a list with public archives will be available to anyone on the internet.Your ema...,publish,message-from-jiscmail-helpline-lists-with-public-archives-3,2013-06-17 15:20:00,post,"Lists,Course Reader,JISCMail",
5696,1552,2013-06-17 15:20:00,Message from JISCMail Helpline: lists with public archives,"Dear subscribers
We've had a lot of queries recently about the availability and visibility of JISCMail list archives in Google.
This is just a reminder that messages sent to a list with public archives will be available to anyone on the internet.
Your email address will not be visible to non-subscribers, but remember if you reply to the list there may be information in your message which will be visible, such as your signature or attachments. [...] ",Dear subscribersWe've had a lot of queries recently about the availability and visibility of JISCMail list archives in Google.This is just a reminder that messages sent to a list with public archives will be available to anyone on the internet.Your ema...,publish,message-from-jiscmail-helpline-lists-with-public-archives-4,2013-06-17 15:20:00,post,"JISCMail,Course Reader,Lists",
4793,1181,2013-06-17 15:22:54,#ocTEL week 9: it looks like we might have made it…,"
The sun is shining here and our daughters are bouncing on the trampoline outside. It’s week 9 of ocTEL, and although I have to confess to some MOOC weariness I’m determined to be one of the 4% who make it to the end (as Damon Albarn almost said).
This week we looked at what makes a project succeed or fail. Thomas Cochrane’s (2012) article reflected on the critical factors in the success or failure of m-learning projects, while in the webinar two researchers from Imperial College London described their experiences of changing VLE and moving to a blended learning model.
I’m relatively new to the pedagogy lark, so if I tried to apply these lessons to my own experience I’d have to look slightly further back at a project I managed to build a new publishing system. I was working with a developer to convert around 80 courses from XML to Word and construct a system that would allow us to publish to print, HTML and ebook in-house quickly and easily. To add another level of difficulty, the courses had been translated into five languages and many were undergoing significant change at the time. So, just to be clear, this example is about changing the way we produced the course materials, not changing the instructional design – but I think some of the lessons I learned are appropriate.
The project was long (about 3 years), difficult and risky – I still remember the feeling of giddy panic as I updated the university’s risk register – but we got there in the end. The developer did a great job, we met the deadline and the new materials were successful.
Successes
The planning stage was fairly [ahem] short (see below), but there was a proper acceptance testing process. Freelance checkers logged into an online bug-tracking system, which allowed me to track, allocate and prioritise tasks right through to completion. This was a must, as the people working on the project were located throughout the UK and Europe.
Drawing up a proper contract with the developer helped to focus minds on what we wanted to do and by when, and gave us some comeback in the event of anything going drastically wrong.
The course materials were in a state of flux, but ‘freezing’ them for the duration of the project meant that sojurns in version control hell were mercifully short-lived.
Failures
In the week 9 webinar, the ICL researchers described a 1-year process of gathering requirements and drawing up a specification. Unfortunately I didn’t have this luxury, so the planning process was based largely on instinct and the good advice of a few key individuals. If I was doing it again I’d draw up a full project plan at the beginning, even if it caused a delay initially.
At the beginning of the project (early 2008), the authors told me they had no intention of updating the course materials anytime soon. Then the financial world collapsed, requiring not so much the amendment of business theories but the revision of examples as previously successful companies went under or were bailed out. The pressure to update as soon as possible made life difficult. I’m not sure what I could have done to anticipate this, other than taking the initial comments about not updating with a pinch of salt.
For all my focus on acceptance testing and quality, I have to admit that I didn’t consult the students about the look of the new materials. As soon as the new books were published I received irate emails from students about how much they hated the new font. (We had to change it; people get very excited about fonts, I’ve learned.) So a big lesson learned there: ask the students.
","The sun is shining here and our daughters are bouncing on the trampoline outside. It’s week 9 of ocTEL, and although I have to confess to some MOOC weariness I’m determined to be one of the 4% who make it … Continue reading →",publish,octel-week-9-it-looks-like-we-might-have-made-it,2013-06-17 15:22:54,post,"Course Reader,Blog posts","#ocTEL,Digital learning"
4800,1465,2013-06-18 00:26:17,[OCTEL] Daily newsletter,"
The sun is shining here and our daughters are bouncing on the trampoline outside. It’s week 9 of ocTEL, and although I have to confess to some MOOC weariness I’m determined to be one of the 4% who make it … Continue reading → Read more »
Reblogged from More than just Content: “The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone "off piste" again this week. Read more »
The sun is shining here and our daughters are bouncing on the trampoline outside. It’s week 9 of ocTEL, and although I have to confess to some MOOC weariness I’m determined to be one of the 4% who make it … Continue reading → Read more »
Reblogged from More than just Content: “The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone ""off piste"" again this week. Read more »
The sun is shining here and our daughters are bouncing on the trampoline outside. It’s week 9 of ocTEL, and although I have to confess to some MOOC weariness I’m determined to be one of the 4% who make it … Continue reading → Read more »
Reblogged from More than just Content: “The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone "off piste" again this week. Read more »
The sun is shining here and our daughters are bouncing on the trampoline outside. It’s week 9 of ocTEL, and although I have to confess to some MOOC weariness I’m determined to be one of the 4% who make it … Continue reading → Read more »
Reblogged from More than just Content: “The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.” ― Michelangelo Buonarroti As you have probably guessed I have gone ""off piste"" again this week. Read more »
",publish,octel-daily-newsletter-32,2013-06-18 00:26:17,post,"Course Reader,Newsletter Archive",
4803,878,2013-06-18 08:28:03,The TEL Thesaurus and Dictionary meta-project - Telearn Thesaurus,"
Comments:
A group of European leaders in TEL, led by Nicolas Balacheff, is putting together an open access Thesaurus and Dictionary of TEL, in multiple languages, as a service to the community. Nicolas is looking for further entries to be written on e.g.: Pervasive Learning, Augmented Reality Learning, Handheld Learning, Blended Learning and would be happy to have offers of further topics that are not in the list. A Thesaurus entry is short (one page) in a structured format, and you will be credited as editor of that entry. - David Jennings
","Comments:A group of European leaders in TEL, led by Nicolas Balacheff, isputting together an open access Thesaurus and Dictionary of TEL, inmultiple languages, as a service to the community. Nicolas is lookingfor further entries to be written on e.g.: ...",publish,the-tel-thesaurus-and-dictionary-meta-project-telearn-thesaurus,2013-06-18 08:28:03,post,"Diigo,Bookmarks,Course Reader","classification,dictionary,#tel,thesaurus,terminology,#ocTEL"
5137,878,2013-06-18 08:28:03,The TEL Thesaurus and Dictionary meta-project - Telearn Thesaurus,"
Comments:
A group of European leaders in TEL, led by Nicolas Balacheff, is putting together an open access Thesaurus and Dictionary of TEL, in multiple languages, as a service to the community. Nicolas is looking for further entries to be written on e.g.: Pervasive Learning, Augmented Reality Learning, Handheld Learning, Blended Learning and would be happy to have offers of further topics that are not in the list. A Thesaurus entry is short (one page) in a structured format, and you will be credited as editor of that entry. - David Jennings
","Comments:A group of European leaders in TEL, led by Nicolas Balacheff, isputting together an open access Thesaurus and Dictionary of TEL, inmultiple languages, as a service to the community. Nicolas is lookingfor further entries to be written on e.g.: ...",publish,the-tel-thesaurus-and-dictionary-meta-project-telearn-thesaurus-2,2013-06-18 08:28:03,post,"Diigo,Course Reader,Bookmarks","classification,dictionary,#tel,thesaurus,#ocTEL,terminology"
4804,1548,2013-06-18 12:23:53,ocTEL week 10 - Evaluating TEL and reflection,"Hello
Welcome to the final week of ocTEL, week 10 - ‘Evaluating TEL and reflection’. During this week you will identify commonly used methods of evaluation and review existing evaluation tools. You will finish the course by discussing your own experiences of ocTEL. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/evaluating-tel-and-reflection [...]","Hello
Welcome to the final week of ocTEL, week 10 - ‘Evaluating TEL and reflection’. During this week you will identify commonly used methods of evaluation and review existing evaluation tools. You will finish the course by discussing your own experiences of ocTEL. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/evaluating-tel-and-reflection [...]",publish,octel-week-10-evaluating-tel-and-reflection,2013-06-18 12:23:53,post,"JISCMail,Course Reader,Lists",
4848,1548,2013-06-18 12:23:53,ocTEL week 10 - Evaluating TEL and reflection,"Hello
Welcome to the final week of ocTEL, week 10 - ‘Evaluating TEL and reflection’. During this week you will identify commonly used methods of evaluation and review existing evaluation tools. You will finish the course by discussing your own experiences of ocTEL. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/evaluating-tel-and-reflection [...]","Hello
Welcome to the final week of ocTEL, week 10 - ‘Evaluating TEL and reflection’. During this week you will identify commonly used methods of evaluation and review existing evaluation tools. You will finish the course by discussing your own experiences of ocTEL. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/evaluating-tel-and-reflection [...]",publish,octel-week-10-evaluating-tel-and-reflection-2,2013-06-18 12:23:53,post,"Lists,Course Reader,JISCMail",
5344,1548,2013-06-18 12:23:53,ocTEL week 10 - Evaluating TEL and reflection,"Hello
Welcome to the final week of ocTEL, week 10 - ‘Evaluating TEL and reflection’. During this week you will identify commonly used methods of evaluation and review existing evaluation tools. You will finish the course by discussing your own experiences of ocTEL. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/evaluating-tel-and-reflection [...]","Hello
Welcome to the final week of ocTEL, week 10 - ‘Evaluating TEL and reflection’. During this week you will identify commonly used methods of evaluation and review existing evaluation tools. You will finish the course by discussing your own experiences of ocTEL. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/evaluating-tel-and-reflection [...]",publish,octel-week-10-evaluating-tel-and-reflection-3,2013-06-18 12:23:53,post,"JISCMail,Lists,Course Reader",
5695,1548,2013-06-18 12:23:53,ocTEL week 10 - Evaluating TEL and reflection,"Hello
Welcome to the final week of ocTEL, week 10 - ‘Evaluating TEL and reflection’. During this week you will identify commonly used methods of evaluation and review existing evaluation tools. You will finish the course by discussing your own experiences of ocTEL. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/evaluating-tel-and-reflection [...]","Hello
Welcome to the final week of ocTEL, week 10 - ‘Evaluating TEL and reflection’. During this week you will identify commonly used methods of evaluation and review existing evaluation tools. You will finish the course by discussing your own experiences of ocTEL. The materials are available on the ocTEL web site at: http://octel.alt.ac.uk/course-materials/evaluating-tel-and-reflection [...]",publish,octel-week-10-evaluating-tel-and-reflection-4,2013-06-18 12:23:53,post,"Course Reader,Lists,JISCMail",
4805,198,2013-06-18 15:15:00,Live by the sword... (MOOCs),"Using technology in instruction, meetings, or presentations has always been a double-edged sword. The more it is depended on, the more spectacular are the failures when technology doesn't cooperate. When technology is so fully integrated into the instructional and learning experience as it is with MOOCs, how can failure be accommodated?
In an xMOOC, progress might just grind to a halt due to the centralized and controlled nature of the course. The instructivist MOOCs tend to use one platform, usually a form of learning management system (LMS) as the primary delivery mechanism for the course. However, there is also usually a healthy backchannel in Twitter, or mailing list as a secondary channel. If the loss is in a secondary channel, there isn't too much disruption. If it's a primary LMS that experiences the loss, participants can still communicate, but the course would not proceed fully until the primary channel is available again.
In a cMOOC, if there are multiple platforms in use (as there normally are in cMOOCs) then the loss of one or two may not impact the progression of the course that much. Participants can switch to another platform and continue. The distributed nature of a connectivist MOOC allows the content to ""live"" and be pushed from multiple channels. It may impose an inconvenience for some who weren't using a particular channel, but not a complete outage.
In the design phases, plan for multiple channels, even in an xMOOC. That way, multiple means of communicating with participants exist. That's good practice for non-MOOC online courses as well.
#edtech #MOOC #octel #tel","Using technology in instruction, meetings, or presentations has always been a double-edged sword. The more it is depended on, the more spectacular are the failures when technology doesn't cooperate. When technology is so fully integrated into the...",publish,live-by-the-sword-moocs,2013-06-18 15:15:00,post,"Blog posts,Course Reader","mooc,#ocTEL,support,edtech"
5276,198,2013-06-18 15:15:00,Live by the sword... (MOOCs),"Using technology in instruction, meetings, or presentations has always been a double-edged sword. The more it is depended on, the more spectacular are the failures when technology doesn't cooperate. When technology is so fully integrated into the instructional and learning experience as it is with MOOCs, how can failure be accommodated?
In an xMOOC, progress might just grind to a halt due to the centralized and controlled nature of the course. The instructivist MOOCs tend to use one platform, usually a form of learning management system (LMS) as the primary delivery mechanism for the course. However, there is also usually a healthy backchannel in Twitter, or mailing list as a secondary channel. If the loss is in a secondary channel, there isn't too much disruption. If it's a primary LMS that experiences the loss, participants can still communicate, but the course would not proceed fully until the primary channel is available again.
In a cMOOC, if there are multiple platforms in use (as there normally are in cMOOCs) then the loss of one or two may not impact the progression of the course that much. Participants can switch to another platform and continue. The distributed nature of a connectivist MOOC allows the content to ""live"" and be pushed from multiple channels. It may impose an inconvenience for some who weren't using a particular channel, but not a complete outage.
In the design phases, plan for multiple channels, even in an xMOOC. That way, multiple means of communicating with participants exist. That's good practice for non-MOOC online courses as well.
#edtech #MOOC #octel #tel","Using technology in instruction, meetings, or presentations has always been a double-edged sword. The more it is depended on, the more spectacular are the failures when technology doesn't cooperate. When technology is so fully integrated into the...",publish,live-by-the-sword-moocs-2,2013-06-18 15:15:00,post,"Course Reader,Blog posts","mooc,edtech,support,#ocTEL"
5649,198,2013-06-18 15:15:00,Live by the sword... (MOOCs),"Using technology in instruction, meetings, or presentations has always been a double-edged sword. The more it is depended on, the more spectacular are the failures when technology doesn't cooperate. When technology is so fully integrated into the instructional and learning experience as it is with MOOCs, how can failure be accommodated?
In an xMOOC, progress might just grind to a halt due to the centralized and controlled nature of the course. The instructivist MOOCs tend to use one platform, usually a form of learning management system (LMS) as the primary delivery mechanism for the course. However, there is also usually a healthy backchannel in Twitter, or mailing list as a secondary channel. If the loss is in a secondary channel, there isn't too much disruption. If it's a primary LMS that experiences the loss, participants can still communicate, but the course would not proceed fully until the primary channel is available again.
In a cMOOC, if there are multiple platforms in use (as there normally are in cMOOCs) then the loss of one or two may not impact the progression of the course that much. Participants can switch to another platform and continue. The distributed nature of a connectivist MOOC allows the content to ""live"" and be pushed from multiple channels. It may impose an inconvenience for some who weren't using a particular channel, but not a complete outage.
In the design phases, plan for multiple channels, even in an xMOOC. That way, multiple means of communicating with participants exist. That's good practice for non-MOOC online courses as well.
#edtech #MOOC #octel #tel","Using technology in instruction, meetings, or presentations has always been a double-edged sword. The more it is depended on, the more spectacular are the failures when technology doesn't cooperate. When technology is so fully integrated into the...",publish,live-by-the-sword-moocs-3,2013-06-18 15:15:00,post,"Course Reader,Blog posts","edtech,support,mooc,#ocTEL"
4807,943,2013-06-18 16:05:00,#ocTEL Week 9 Risk Management," This week's activity is called""Cheating Murphy's Law"". I was about to embark on the first activity - reviewing a previous project and saying where it had gone wrong, what I would do differently etc when real life intervened and I was suddenly confronted with a possibly very risky turn in the development of the Scale Up project.
It may not seem like a big deal, but the IS people have decided they want to get Mac Books for the new classroom.
Now admittedly, some staff in certain specialist areas do use Macs with their students. And some students may well be au fait with the operating system and key board in the Mac environment, but the vast majority of my students are not. I can immediately see a big risk of students being turned off, anxious and frankly perplexed - especially when all of the computers they are able to access in the University's public spaces (such as the library) are Windows based PCs. And let's not even start on staff reactions! Apart from that handful of Art and Design lecturers involved in the project, the majority are Windows PC users: that's the kit we have on our desks at work (and usually at home). It is hard enough getting staff to engage with technology without adding a further obstacle.
Of course IS have reassured us that the Mac Book has ""dual boot"" (OK so long as we know how to do that) but it doesn't have a dual keyboard...... Is it just me or does this seem a bit daft?
So: Murphy's Law - what can go wrong, will (and especially if the decisions affecting teaching and learning are left to people who don't actually teach or interact with learners). My Risk Log is embedded below -
","This week's activity is called""Cheating Murphy's Law"". I was about to embark on the first activity - reviewing a previous project and saying where it had gone wrong, what I would do differently etc when real life intervened and I was suddenly confronte...",publish,octel-week-9-risk-management,2013-06-18 16:05:00,post,"Blog posts,Course Reader","Technology,#ocTEL,digital literacy"
5196,943,2013-06-18 16:05:00,#ocTEL Week 9 Risk Management," This week's activity is called""Cheating Murphy's Law"". I was about to embark on the first activity - reviewing a previous project and saying where it had gone wrong, what I would do differently etc when real life intervened and I was suddenly confronted with a possibly very risky turn in the development of the Scale Up project.
It may not seem like a big deal, but the IS people have decided they want to get Mac Books for the new classroom.
Now admittedly, some staff in certain specialist areas do use Macs with their students. And some students may well be au fait with the operating system and key board in the Mac environment, but the vast majority of my students are not. I can immediately see a big risk of students being turned off, anxious and frankly perplexed - especially when all of the computers they are able to access in the University's public spaces (such as the library) are Windows based PCs. And let's not even start on staff reactions! Apart from that handful of Art and Design lecturers involved in the project, the majority are Windows PC users: that's the kit we have on our desks at work (and usually at home). It is hard enough getting staff to engage with technology without adding a further obstacle.
Of course IS have reassured us that the Mac Book has ""dual boot"" (OK so long as we know how to do that) but it doesn't have a dual keyboard...... Is it just me or does this seem a bit daft?
So: Murphy's Law - what can go wrong, will (and especially if the decisions affecting teaching and learning are left to people who don't actually teach or interact with learners). My Risk Log is embedded below -
","This week's activity is called""Cheating Murphy's Law"". I was about to embark on the first activity - reviewing a previous project and saying where it had gone wrong, what I would do differently etc when real life intervened and I was suddenly confronte...",publish,octel-week-9-risk-management-2,2013-06-18 16:05:00,post,"Course Reader,Blog posts","digital literacy,Technology,#ocTEL"
4806,943,2013-06-18 16:05:40,Google+ ocTEL Activities 2013-06-18 17:05:40,"
Jane Challinor
Tue, 18 Jun 2013 16:05:40 GMT
- Community
","
Jane Challinor
Tue, 18 Jun 2013 16:05:40 GMT
- Community
",publish,google-octel-activities-2013-06-18-170540,2013-06-18 16:05:40,post,"Course Reader,Google+,Social networks",
4809,1465,2013-06-19 00:27:45,[OCTEL] Daily newsletter,"
This week's activity is called"Cheating Murphy's Law". I was about to embark on the first activity - reviewing a previous project and saying where it had gone wrong, what I would do differently etc when real life intervened and I was suddenly confronte... Read more »
Using technology in instruction, meetings, or presentations has always been a double-edged sword. The more it is depended on, the more spectacular are the failures when technology doesn't cooperate. When technology is so fully integrated into the... Read more »
This week's activity is called""Cheating Murphy's Law"". I was about to embark on the first activity - reviewing a previous project and saying where it had gone wrong, what I would do differently etc when real life intervened and I was suddenly confronte... Read more »
Using technology in instruction, meetings, or presentations has always been a double-edged sword. The more it is depended on, the more spectacular are the failures when technology doesn't cooperate. When technology is so fully integrated into the... Read more »
This week's activity is called"Cheating Murphy's Law". I was about to embark on the first activity - reviewing a previous project and saying where it had gone wrong, what I would do differently etc when real life intervened and I was suddenly confronte... Read more »
Using technology in instruction, meetings, or presentations has always been a double-edged sword. The more it is depended on, the more spectacular are the failures when technology doesn't cooperate. When technology is so fully integrated into the... Read more »
This week's activity is called""Cheating Murphy's Law"". I was about to embark on the first activity - reviewing a previous project and saying where it had gone wrong, what I would do differently etc when real life intervened and I was suddenly confronte... Read more »
Using technology in instruction, meetings, or presentations has always been a double-edged sword. The more it is depended on, the more spectacular are the failures when technology doesn't cooperate. When technology is so fully integrated into the... Read more »
",publish,octel-daily-newsletter-31,2013-06-19 00:27:45,post,"Newsletter Archive,Course Reader",
5161,148,2013-06-19 06:37:32,jimjamyahauk: RT @suebecks: Interested in reading more about #moocs? Here is a collection of articles http://t.co/Phe9INJig2 #ocTEL,"
","Interested in reading more about #moocs? Here is a collection of articles http://t.co/Phe9INJig2 #ocTEL— Sue Beckingham (@suebecks) April 13, 2013
",publish,jimjamyahauk-rt-suebecks-interested-in-reading-more-about-moocs-here-is-a-collection-of-articles-httpt-cophe9injig2-octel,2013-06-19 06:37:32,post,"Twitter (Q&A),Social networks","moocs,#ocTEL"
5160,148,2013-06-19 06:41:37,jimjamyahauk: #octel Week 10 - Activity 10.3 What do you think about ocTEL? http://t.co/qxM3GEgV1p #edtech #mooc,"
","#octel Week 10 - Activity 10.3 What do you think about ocTEL? http://t.co/qxM3GEgV1p #edtech #mooc— James Little (@jimjamyahauk) June 19, 2013
",publish,jimjamyahauk-octel-week-10-activity-10-3-what-do-you-think-about-octel-httpt-coqxm3gegv1p-edtech-mooc,2013-06-19 06:41:37,post,"Social networks,Twitter (Q&A)","edtech,mooc,#ocTEL"
4811,1196,2013-06-19 12:24:06,MOOCS: P2 W0 D1 L1,"
Okay, so it’s confession time, I haven’t been engaging with the ocTEL MOOC since having signed up back in April! MOOC 1 – 0 Phil
I started with the best of intentions, as I’m sure we all do, but life just got in the way I guess. It’s not a great excuse, I’m a big advocate of personal productivity, time and task management etc., but it happened.
I’m currently studying for an MSc in ‘Technology Enhanced Learning, Innovation and Change‘ at Sheffield Hallam University (via distance learning), which I should probably write more about as it has been an amazing experience so far. At work I have been completing my SEDA Supporting Learning Technologies (SLT) award, whilst also delivering some of the modules myself. I have also just registered as a CMALT candidate, and have made a start on my portfolio, which, after careful consideration (Mahara vs WordPress), I have decided to do here on my site.
I guess I had probably bitten off more than I could chew, but sometimes these things just all come along at once, and you just have to roll with it. I decided that the ocTEL MOOC would be the one to give way to the others this time around, but I am certainly going to look out for the next time it runs, having seen such great things coming out of it from my peers.
The reason for the title of this post is that this wasn’t the first MOOC I failed to complete – I also signed up for the ill-fated Coursera MOOC ‘Fundamentals of Online Education: Planning and Application‘. We all know what happened to that MOOC, but if I’m being honest I hadn’t really begun to engage even before it was pulled, so I’m chalking that one up as a draw! MOOC 0 – 0 Phil
There has been plenty written about MOOCs, the reasons that people take them, and why they do or don’t complete, so I guess I’m just adding to the stats…
","Okay, so it’s confession time, I haven’t been engaging with the ocTEL MOOC since having signed up back in April! MOOC 1 – 0 Phil I started with the best of intentions, as I’m sure we all do, but life…
Okay, so it’s confession time, I haven’t been engaging with the ocTEL MOOC since having signed up back in April! MOOC 1 – 0 Phil
I started with the best of intentions, as I’m sure we all do, but life just got in the way I guess. It’s not a great excuse, I’m a big advocate of personal productivity, time and task management etc., but it happened.
I’m currently studying for an MSc in ‘Technology Enhanced Learning, Innovation and Change‘ at Sheffield Hallam University (via distance learning), which I should probably write more about as it has been an amazing experience so far. At work I have been completing my SEDA Supporting Learning Technologies (SLT) award, whilst also delivering some of the modules myself. I have also just registered as a CMALT candidate, and have made a start on my portfolio, which, after careful consideration (Mahara vs WordPress), I have decided to do here on my site.
I guess I had probably bitten off more than I could chew, but sometimes these things just all come along at once, and you just have to roll with it. I decided that the ocTEL MOOC would be the one to give way to the others this time around, but I am certainly going to look out for the next time it runs, having seen such great things coming out of it from my peers.
The reason for the title of this post is that this wasn’t the first MOOC I failed to complete – I also signed up for the ill-fated Coursera MOOC ‘Fundamentals of Online Education: Planning and Application‘. We all know what happened to that MOOC, but if I’m being honest I hadn’t really begun to engage even before it was pulled, so I’m chalking that one up as a draw! MOOC 0 – 0 Phil
There has been plenty written about MOOCs, the reasons that people take them, and why they do or don’t complete, so I guess I’m just adding to the stats…
","Okay, so it’s confession time, I haven’t been engaging with the ocTEL MOOC since having signed up back in April! MOOC 1 – 0 Phil I started with the best of intentions, as I’m sure we all do, but life…
",publish,moocs-p2-w0-d1-l1-2,2013-06-19 12:24:06,post,"Course Reader,Blog posts","reflections.,CMALT,TELIC,SEDA,#ocTEL,moocs,Coursera"
4812,21,2013-06-19 16:19:18,#ocTEL week 10 Reflecting on the ocTEL experience,"
My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences?
While I don’t think I have answered this question during the 11 weeks of participation, I have widened my appreciation of some of the issues, and become aware of some recent literature and projects (mostly published since I paused my MA studies in 2011) that provide a tapestry of ideas for future projects. My Delicious social bookmarking has got a lot of reading material in it from ocTEL!
I have got far more from this course than I imagined – not so much in terms of themes, which as an OU MA in Online and Distance Education student were largely familiar, but in terms of the overall experience. It’s been great to ‘meet’ some peers doing interesting projects and share our knowledge and experiences. I’ve even ‘met’ some people in my own institution, who I would not have otherwise come across!
I’ve enjoyed being a MOOC participant, and I think the course has run pretty smoothly, which is due to what seems like a lot of work behind the scenes from the course team. The course has also given me some focus for my edtech blog, which I had started before the course, but which has been very useful to reflect my thoughts for some of the activities.
I’ve even learnt to dip in and out (although some of this was forced by lack of time in what has been a busy teaching semester), a ‘buffet’ approach which isn’t possible with my assessed studies, but which has reminded me of the joys of studying without some of the pain! All in all, it’s derveloped my knowledge a bit, but more importantly got me back into studying again online, in preparation for my final MA module which starts in October.
If people have an interest in educational technology, education as a whole, and their professional development, then future iterations of ocTEL would be a good place to start!
","My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences? While I don’t think I have answered this question during the 11 weeks of participation, I have widened my appreciation of […]",publish,octel-week-10-reflecting-on-the-octel-experience,2013-06-19 16:19:18,post,"Course Reader,Blog posts",Uncategorized
5127,21,2013-06-19 16:19:18,#ocTEL week 10 Reflecting on the ocTEL experience,"
My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences?
While I don’t think I have answered this question during the 11 weeks of participation, I have widened my appreciation of some of the issues, and become aware of some recent literature and projects (mostly published since I paused my MA studies in 2011) that provide a tapestry of ideas for future projects. My Delicious social bookmarking has got a lot of reading material in it from ocTEL!
I have got far more from this course than I imagined – not so much in terms of themes, which as an OU MA in Online and Distance Education student were largely familiar, but in terms of the overall experience. It’s been great to ‘meet’ some peers doing interesting projects and share our knowledge and experiences. I’ve even ‘met’ some people in my own institution, who I would not have otherwise come across!
I’ve enjoyed being a MOOC participant, and I think the course has run pretty smoothly, which is due to what seems like a lot of work behind the scenes from the course team. The course has also given me some focus for my edtech blog, which I had started before the course, but which has been very useful to reflect my thoughts for some of the activities.
I’ve even learnt to dip in and out (although some of this was forced by lack of time in what has been a busy teaching semester), a ‘buffet’ approach which isn’t possible with my assessed studies, but which has reminded me of the joys of studying without some of the pain! All in all, it’s derveloped my knowledge a bit, but more importantly got me back into studying again online, in preparation for my final MA module which starts in October.
If people have an interest in educational technology, education as a whole, and their professional development, then future iterations of ocTEL would be a good place to start!
","My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences? While I don’t think I have answered this question during the 11 weeks of participation, I have widened my appreciation of […]",publish,octel-week-10-reflecting-on-the-octel-experience-2,2013-06-19 16:19:18,post,"Course Reader,Blog posts",Uncategorized
5303,21,2013-06-19 16:19:18,#ocTEL week 10 Reflecting on the ocTEL experience,"
My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences?
While I don’t think I have answered this question during the 11 weeks of participation, I have widened my appreciation of some of the issues, and become aware of some recent literature and projects (mostly published since I paused my MA studies in 2011) that provide a tapestry of ideas for future projects. My Delicious social bookmarking has got a lot of reading material in it from ocTEL!
I have got far more from this course than I imagined – not so much in terms of themes, which as an OU MA in Online and Distance Education student were largely familiar, but in terms of the overall experience. It’s been great to ‘meet’ some peers doing interesting projects and share our knowledge and experiences. I’ve even ‘met’ some people in my own institution, who I would not have otherwise come across!
I’ve enjoyed being a MOOC participant, and I think the course has run pretty smoothly, which is due to what seems like a lot of work behind the scenes from the course team. The course has also given me some focus for my edtech blog, which I had started before the course, but which has been very useful to reflect my thoughts for some of the activities.
I’ve even learnt to dip in and out (although some of this was forced by lack of time in what has been a busy teaching semester), a ‘buffet’ approach which isn’t possible with my assessed studies, but which has reminded me of the joys of studying without some of the pain! All in all, it’s derveloped my knowledge a bit, but more importantly got me back into studying again online, in preparation for my final MA module which starts in October.
If people have an interest in educational technology, education as a whole, and their professional development, then future iterations of ocTEL would be a good place to start!
","My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences? While I don’t think I have answered this question during the 11 weeks of participation, I have widened my appreciation of […]",publish,octel-week-10-reflecting-on-the-octel-experience-3,2013-06-19 16:19:18,post,"Course Reader,Blog posts",Uncategorized
5663,21,2013-06-19 16:19:18,#ocTEL week 10 Reflecting on the ocTEL experience,"
My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences?
While I don’t think I have answered this question during the 11 weeks of participation, I have widened my appreciation of some of the issues, and become aware of some recent literature and projects (mostly published since I paused my MA studies in 2011) that provide a tapestry of ideas for future projects. My Delicious social bookmarking has got a lot of reading material in it from ocTEL!
I have got far more from this course than I imagined – not so much in terms of themes, which as an OU MA in Online and Distance Education student were largely familiar, but in terms of the overall experience. It’s been great to ‘meet’ some peers doing interesting projects and share our knowledge and experiences. I’ve even ‘met’ some people in my own institution, who I would not have otherwise come across!
I’ve enjoyed being a MOOC participant, and I think the course has run pretty smoothly, which is due to what seems like a lot of work behind the scenes from the course team. The course has also given me some focus for my edtech blog, which I had started before the course, but which has been very useful to reflect my thoughts for some of the activities.
I’ve even learnt to dip in and out (although some of this was forced by lack of time in what has been a busy teaching semester), a ‘buffet’ approach which isn’t possible with my assessed studies, but which has reminded me of the joys of studying without some of the pain! All in all, it’s derveloped my knowledge a bit, but more importantly got me back into studying again online, in preparation for my final MA module which starts in October.
If people have an interest in educational technology, education as a whole, and their professional development, then future iterations of ocTEL would be a good place to start!
","My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences? While I don’t think I have answered this question during the 11 weeks of participation, I have widened my appreciation of […]",publish,octel-week-10-reflecting-on-the-octel-experience-4,2013-06-19 16:19:18,post,"Course Reader,Blog posts",Uncategorized
4817,148,2013-06-19 18:13:31,#ocTEL Week 10 – Activity 10.1,"
Reflecting on evaluation instruments / tools.
Whilst being quite familiar with evaluation tools such as Bristol Online Surveys, SurveyMonkey and evaluative tools in VLEs such as Blackboard I have chosen a bespoke use of Moodle to perform an evaluation for study days.
The Context and Tool
There was a need to demonstrate ‘return on investment’ for study days that were run by a department for NHS staff, both to demonstrate that the finical effort put into sending staff on these, and to understand if they were having a positive impact on clinical practice. Replacing face to face evaluations at end of study day with something more holistic.
The bespoke tool was created on Moodle which enabled non-university staff access and flexibility in the structure.
It was divided into pre-reading before attendance on a study day. A set of questions to gauge confidence and areas for improvement before attending.
After attending some further resources were provided along with asking the same questions 6 weeks after attendance along with some further questions around how they felt the impact of the study day had been on their work.
A certificate of attendance could then be downloaded after completion of this.
Effectiveness and Critique of Evaluation
The evaluation would only be effective if people engaged with the process.
The aim of pre-reading and later evaluation was also meant to bring a reflective component for the attendee as much as an evaluation of the study day.
Overall there was a reasonable level of engagement (around 70%), with a driver often being that the completion would be the only way that a certificate of attendance could be claimed.
For the full positive effect as an evaluation tool and for the attendees learning it was important that the process took part at the appropriate time before and after the face to face study day. In some cases this did not happen and whilst the last set of questions around impact were useful the most useful were the comparison between the before and after questions.
As a tool people engaged with this and found it straightforward after some guidance was provided, despite some participants being quite nervous about online and computer use.
The methodology was quite simple, which allowed some clear comparisons between before and after attendance at a study day.
The struggle with measuring impact after the study day is that some of the effects may have been more subtle than could have been indicated through the set of questions asked, or been demonstrated much later after the study day.
There was also the need to evaluate the evaluation method further to see if engagement could have been increased and integrated more within the study days face to face sessions.
","Reflecting on evaluation instruments / tools. Whilst being quite familiar with evaluation tools such as Bristol Online Surveys, SurveyMonkey and evaluative tools in VLEs such as Blackboard I have chosen a bespoke use of Moodle to perform an evaluation for study days. The Context and Tool There was a need …",publish,octel-week-10-activity-10-1,2013-06-19 18:13:31,post,"Blog posts,Course Reader","#ocTEL,moocs,Technology"
5675,1197,2013-06-19 18:13:31,#ocTEL Week 10 – Activity 10.1,"
Reflecting on evaluation instruments / tools.
Whilst being quite familiar with evaluation tools such as Bristol Online Surveys, SurveyMonkey and evaluative tools in VLEs such as Blackboard I have chosen a bespoke use of Moodle to perform an evaluation for study days.
The Context and Tool
There was a need to demonstrate ‘return on investment’ for study days that were run by a department for NHS staff, both to demonstrate that the finical effort put into sending staff on these, and to understand if they were having a positive impact on clinical practice. Replacing face to face evaluations at end of study day with something more holistic.
The bespoke tool was created on Moodle which enabled non-university staff access and flexibility in the structure.
It was divided into pre-reading before attendance on a study day. A set of questions to gauge confidence and areas for improvement before attending.
After attending some further resources were provided along with asking the same questions 6 weeks after attendance along with some further questions around how they felt the impact of the study day had been on their work.
A certificate of attendance could then be downloaded after completion of this.
Effectiveness and Critique of Evaluation
The evaluation would only be effective if people engaged with the process.
The aim of pre-reading and later evaluation was also meant to bring a reflective component for the attendee as much as an evaluation of the study day.
Overall there was a reasonable level of engagement (around 70%), with a driver often being that the completion would be the only way that a certificate of attendance could be claimed.
For the full positive effect as an evaluation tool and for the attendees learning it was important that the process took part at the appropriate time before and after the face to face study day. In some cases this did not happen and whilst the last set of questions around impact were useful the most useful were the comparison between the before and after questions.
As a tool people engaged with this and found it straightforward after some guidance was provided, despite some participants being quite nervous about online and computer use.
The methodology was quite simple, which allowed some clear comparisons between before and after attendance at a study day.
The struggle with measuring impact after the study day is that some of the effects may have been more subtle than could have been indicated through the set of questions asked, or been demonstrated much later after the study day.
There was also the need to evaluate the evaluation method further to see if engagement could have been increased and integrated more within the study days face to face sessions.
","Reflecting on evaluation instruments / tools. Whilst being quite familiar with evaluation tools such as Bristol Online Surveys, SurveyMonkey and evaluative tools in VLEs such as Blackboard I have chosen a bespoke use of Moodle to perform an evaluation for study days. The Context and Tool There was a need …",publish,octel-week-10-activity-10-1-2,2013-06-19 18:13:31,post,"Blog posts,Course Reader","Technology,#ocTEL,moocs"
4816,148,2013-06-19 18:20:18,#ocTEL Week 10 – Activity 10.3 What do you think about ocTEL?,"
Revisiting the big TEL Questions…
At the start of ocTEL I wrote the following blog post around the BIG technology enhanced learning questions.
I was concerned with the wider questions around:
Political changes in the education system
Change occurring in society (e.g. technology)
Interpreting and understanding how these affect both the process and purpose of education, UK and WorldWide.
I also mentioned the hype cycle of the MOOC and wanting to participate more/experience a MOOC firsthand.
Taking part and observing others discussions around their big questions highlights positive benefits of this activity taking place within a MOOC… It can all be shared, take place in the open and benefit from a wider sharing of ideas in an open space.
It seems that most of the big questions discussed reiterated similar concerns, ideas and opportunities to move forward everyone’s thinking and experience of these.
I’m not sure that my questions have been answered just the amount of knowledge and further, smaller questions for insight have been generated collaboratively and shared with a wide variety of people..
","Revisiting the big TEL Questions… At the start of ocTEL I wrote the following blog post around the BIG technology enhanced learning questions. I was concerned with the wider questions around: Political changes in the education system Change occurring in society (e.g. technology) Interpreting and understanding how these affect both …",publish,octel-week-10-activity-10-3-what-do-you-think-about-octel,2013-06-19 18:20:18,post,"Course Reader,Blog posts","moocs,Technology,#ocTEL"
5674,1197,2013-06-19 18:20:18,#ocTEL Week 10 – Activity 10.3 What do you think about ocTEL?,"
Revisiting the big TEL Questions…
At the start of ocTEL I wrote the following blog post around the BIG technology enhanced learning questions.
I was concerned with the wider questions around:
Political changes in the education system
Change occurring in society (e.g. technology)
Interpreting and understanding how these affect both the process and purpose of education, UK and WorldWide.
I also mentioned the hype cycle of the MOOC and wanting to participate more/experience a MOOC firsthand.
Taking part and observing others discussions around their big questions highlights positive benefits of this activity taking place within a MOOC… It can all be shared, take place in the open and benefit from a wider sharing of ideas in an open space.
It seems that most of the big questions discussed reiterated similar concerns, ideas and opportunities to move forward everyone’s thinking and experience of these.
I’m not sure that my questions have been answered just the amount of knowledge and further, smaller questions for insight have been generated collaboratively and shared with a wide variety of people..
","Revisiting the big TEL Questions… At the start of ocTEL I wrote the following blog post around the BIG technology enhanced learning questions. I was concerned with the wider questions around: Political changes in the education system Change occurring in society (e.g. technology) Interpreting and understanding how these affect both …",publish,octel-week-10-activity-10-3-what-do-you-think-about-octel-2,2013-06-19 18:20:18,post,"Course Reader,Blog posts","#ocTEL,moocs,Technology"
4815,148,2013-06-19 18:26:33,#ocTEL Week 10 – Activity 10.3 Extended: An Evaluation of my own participation in #ocTEL,"
ocTEL Logo direct-linked from ALT ocTEL website: http://octel.alt.ac.uk
I’m finally joining in again at the end. As ocTEL is finishing this week after its first run and I have been being a lurker rather than an active participant since week 4-5, although I did tutor on week 5 and 7.
Tutoring was good but often meant that in terms of time I had to choose between this and completing own octel activity work….Tutoring won on those occasions.
Whilst MOOCS have a high drop out rate I was determined not to totally drop out. However, realistically for over the past few weeks it feels like time wise something had to give and that was ocTEL.
Anyway, looking forward to reengaging with octel for this final week and this was my choice to some extent
After marathon training taking up a lot of time, then running the marathon in Edinburgh at the end of May I was frantically back at work for 4 days before going to Paris on holiday until last week and now trying to catch up at work. The weekend since was full of nice things like meeting friends and milestone birthday celebrations and spending time with my wife after marooning her every every weekend since February due to running/marathon training.
I felt this is important to again highlight the approach taken mid-ocTEL where David Jennings iterated in an email that participants should not feel guilty for dropping out or missing some weeks. This was really important to highlight as I feel it’s often human nature to feel guilty about commitments that appear to have lapsed, especially after an enthusiastic start. Maintaining momentum is always tricky in so many areas.
Plans for the future
Recognition of participation that has taken place. I thought it was important to highlight that the use of the ocTEL badge guidance was to highlight ‘participation’ and not ‘completion’. Which highlights the nature of MOOC participation and the idea of dipping into as well as full linear progression as methods of engagement.
I plan to:
Evaluate the links and resources that octel has revealed/enabled
Continue to network with contacts and shared areas of interest
Keeping the links together
Evaluate how the tutoring experience went and the progression in advice for this role over the course progression
Make use of content and output from activities.
Continue involvement if octel runs again
Thank you to ALT for running ocTEL, for the warm participants and the experience to be a tutor…. Roll on future cohorts of ocTEL and continued discussions!
","I’m finally joining in again at the end. As ocTEL is finishing this week after its first run and I have been being a lurker rather than an active participant since week 4-5, although I did tutor on week 5 and 7. Tutoring was good but often meant that in …",publish,octel-week-10-activity-10-3-extended-an-evaluation-of-my-own-participation-in-octel,2013-06-19 18:26:33,post,"Course Reader,Blog posts","Technology,#ocTEL,moocs"
5673,1197,2013-06-19 18:26:33,#ocTEL Week 10 – Activity 10.3 Extended: An Evaluation of my own participation in #ocTEL,"
ocTEL Logo direct-linked from ALT ocTEL website: http://octel.alt.ac.uk
I’m finally joining in again at the end. As ocTEL is finishing this week after its first run and I have been being a lurker rather than an active participant since week 4-5, although I did tutor on week 5 and 7.
Tutoring was good but often meant that in terms of time I had to choose between this and completing own octel activity work….Tutoring won on those occasions.
Whilst MOOCS have a high drop out rate I was determined not to totally drop out. However, realistically for over the past few weeks it feels like time wise something had to give and that was ocTEL.
Anyway, looking forward to reengaging with octel for this final week and this was my choice to some extent
After marathon training taking up a lot of time, then running the marathon in Edinburgh at the end of May I was frantically back at work for 4 days before going to Paris on holiday until last week and now trying to catch up at work. The weekend since was full of nice things like meeting friends and milestone birthday celebrations and spending time with my wife after marooning her every every weekend since February due to running/marathon training.
I felt this is important to again highlight the approach taken mid-ocTEL where David Jennings iterated in an email that participants should not feel guilty for dropping out or missing some weeks. This was really important to highlight as I feel it’s often human nature to feel guilty about commitments that appear to have lapsed, especially after an enthusiastic start. Maintaining momentum is always tricky in so many areas.
Plans for the future
Recognition of participation that has taken place. I thought it was important to highlight that the use of the ocTEL badge guidance was to highlight ‘participation’ and not ‘completion’. Which highlights the nature of MOOC participation and the idea of dipping into as well as full linear progression as methods of engagement.
I plan to:
Evaluate the links and resources that octel has revealed/enabled
Continue to network with contacts and shared areas of interest
Keeping the links together
Evaluate how the tutoring experience went and the progression in advice for this role over the course progression
Make use of content and output from activities.
Continue involvement if octel runs again
Thank you to ALT for running ocTEL, for the warm participants and the experience to be a tutor…. Roll on future cohorts of ocTEL and continued discussions!
","I’m finally joining in again at the end. As ocTEL is finishing this week after its first run and I have been being a lurker rather than an active participant since week 4-5, although I did tutor on week 5 and 7. Tutoring was good but often meant that in …",publish,octel-week-10-activity-10-3-extended-an-evaluation-of-my-own-participation-in-octel-2,2013-06-19 18:26:33,post,"Course Reader,Blog posts","moocs,Technology,#ocTEL"
5205,1465,2013-06-20 00:30:39,[OCTEL] Daily newsletter,"
I’m finally joining in again at the end. As ocTEL is finishing this week after its first run and I have been being a lurker rather than an active participant since week 4-5, although I did tutor on week 5 and 7. Tutoring was good but often meant that in Read more »
Revisiting the big TEL Questions… At the start of ocTEL I wrote the following blog post around the BIG technology enhanced learning questions. I was concerned with the wider questions around: Political changes in the education system Change occurring in society (e.g. technology) Interpreting and understanding how these affect both Read more »
Reflecting on evaluation instruments / tools. Whilst being quite familiar with evaluation tools such as Bristol Online Surveys, SurveyMonkey and evaluative tools in VLEs such as Blackboard I have chosen a bespoke use of Moodle to perform an evaluation for study days. The Context and Tool There was a need Read more »
My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences? While I don’t think I have answered this question during the 11 weeks of participation, I Read more »
My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences? While I don’t think I have answered this question during the 11 weeks of participation, I Read more »
Okay, so it’s confession time, I haven’t been engaging with the ocTEL MOOC since having signed up back in April! MOOC 1 – 0 Phil I started with the best of intentions, as I’m sure we all do, but life…Read more › Read more »
I’m finally joining in again at the end. As ocTEL is finishing this week after its first run and I have been being a lurker rather than an active participant since week 4-5, although I did tutor on week 5 and 7. Tutoring was good but often meant that in Read more »
Revisiting the big TEL Questions… At the start of ocTEL I wrote the following blog post around the BIG technology enhanced learning questions. I was concerned with the wider questions around: Political changes in the education system Change occurring in society (e.g. technology) Interpreting and understanding how these affect both Read more »
Reflecting on evaluation instruments / tools. Whilst being quite familiar with evaluation tools such as Bristol Online Surveys, SurveyMonkey and evaluative tools in VLEs such as Blackboard I have chosen a bespoke use of Moodle to perform an evaluation for study days. The Context and Tool There was a need Read more »
My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences? While I don’t think I have answered this question during the 11 weeks of participation, I Read more »
My big question from the start of the course was ‘How do we use technologies to enrich teaching and encourage our students to use them to enrich their learning, while still respecting individual differences and preferences? While I don’t think I have answered this question during the 11 weeks of participation, I Read more »
Okay, so it’s confession time, I haven’t been engaging with the ocTEL MOOC since having signed up back in April! MOOC 1 – 0 Phil I started with the best of intentions, as I’m sure we all do, but life…Read more › Read more »
As the OU are our new validating partner, they seemed a good place to srat. I have heard about Safari before but not explored it – my first impressions are that it is very detailed and text-heavy – whilst it encourages you to thing about the issues raised and even (shock, horror!) use a pen and paper to reflect – there are limited activities and instructions for the ones there are aren’t always clear
However, the content itself is good – I will definitely add this recource to our VLE in case it helps students in their independent learning or other tutors and I suppose I might use small sections in my teaching but my overall impression is that it is too intimidating
re:Source doesn’t seem to have any study skills type materials. On Merlot I found a nice research tutorial by Buffalo Libraries which while a bit American and library-specific, has potential for editing to produce a similar one for our own library and has some nice use of video files. As with many external resources I am more tempted to ‘steal’ ideas and part of it rather than use it outright due to differences in terminology etc.
Overall, I found the ‘official’ recsource banks more useful than Youtube, TED etc where it was difficult to identify anything relevant/credible in the mass of material on there
","So the task is to find a relevant open access resource I could use in my teaching … 1. OpenLearn- Safari As the OU are our new validating partner, they seemed a good place to srat. I have heard about … Continue reading →",publish,octel-engaging-and-effective-learning-materials,2013-06-20 08:37:41,post,"Course Reader,Blog posts","Uncategorized,#ocTEL"
5210,2,2013-06-20 09:56:06,ocTEL final webinar - 12:30 today,"As you know, ocTEL is in its final week.
On the face of it, you may think this doesn't mean much to you - especially if you haven't been active in the course for 4, 6, or 9 weeks.
However, in an hour and a half - at lunchtime in the UK - we'll be running the final webinar of the course and reflecting on the experience of the course. This is as important for the majority who have only done small parts of the course as for the minority who have done a lot more. [...] ","As you know, ocTEL is in its final week.On the face of it, you may think this doesn't mean much to you - especially if you haven't been active in the course for 4, 6, or 9 weeks.However, in an hour and a half - at lunchtime in the UK - we'll be running...",publish,octel-final-webinar-1230-today,2013-06-20 09:56:06,post,"Lists,Course Reader,JISCMail",
5343,2,2013-06-20 09:56:06,ocTEL final webinar - 12:30 today,"As you know, ocTEL is in its final week.
On the face of it, you may think this doesn't mean much to you - especially if you haven't been active in the course for 4, 6, or 9 weeks.
However, in an hour and a half - at lunchtime in the UK - we'll be running the final webinar of the course and reflecting on the experience of the course. This is as important for the majority who have only done small parts of the course as for the minority who have done a lot more. [...] ","As you know, ocTEL is in its final week.On the face of it, you may think this doesn't mean much to you - especially if you haven't been active in the course for 4, 6, or 9 weeks.However, in an hour and a half - at lunchtime in the UK - we'll be running...",publish,octel-final-webinar-1230-today-2,2013-06-20 09:56:06,post,"Lists,Course Reader,JISCMail",
5694,2,2013-06-20 09:56:06,ocTEL final webinar - 12:30 today,"As you know, ocTEL is in its final week.
On the face of it, you may think this doesn't mean much to you - especially if you haven't been active in the course for 4, 6, or 9 weeks.
However, in an hour and a half - at lunchtime in the UK - we'll be running the final webinar of the course and reflecting on the experience of the course. This is as important for the majority who have only done small parts of the course as for the minority who have done a lot more. [...] ","As you know, ocTEL is in its final week.On the face of it, you may think this doesn't mean much to you - especially if you haven't been active in the course for 4, 6, or 9 weeks.However, in an hour and a half - at lunchtime in the UK - we'll be running...",publish,octel-final-webinar-1230-today-3,2013-06-20 09:56:06,post,"Lists,JISCMail,Course Reader",
5212,1315,2013-06-20 10:07:59,"raharris: @jimjamyahauk Hi James, I'd like to call on a few tutors to talk about their experience during today's #octel webinar. Would you be willing?","
@jimjamyahauk Hi James, I'd like to call on a few tutors to talk about their experience during today's #octel webinar. Would you be willing?
",publish,raharris-jimjamyahauk-hi-james-id-like-to-call-on-a-few-tutors-to-talk-about-their-experience-during-todays-octel-webinar-would-you-be-willing,2013-06-20 10:07:59,post,"Social networks,Twitter (Q&A)",#ocTEL
5221,198,2013-06-20 17:48:00,Thoughts on completing ALT's ocTEL 2013 (v1.0),"For the last eleven weeks, I have been participating in the UK's Association for Learning Technology's (ALT) Open Course in Technology Enhanced Learning (ocTEL) (http://octel.alt.ac.uk/). It was designed as a connectivist MOOC (cMOOC), utilizing forums, mailing lists, Twitter, personal blogs, and probably several dozen other platforms for content discussion and distribution. I personally focused on the forums, Twitter, and my personal blog, with occasional posts to diigo, primarily to avoid information overload and social media burnout.
This course has been as fulfilling and challenging as other graduate courses I have completed towards my doctorate. I have truly enjoyed being challenged by other participants, by the tutors, and occasionally by members of the ocTEL Team.
Not every MOOC I've participated in has left me feeling so challenged or fulfilled. Frequently, I feel as though I gained some knowledge but didn't become part of a community, of a social network of learners. I also feel that I was not only a consumer, but was able to share some of my knowledge and experiences as well.
I would like to personally thank the members of the ocTEL team, who truly organized and managed a superb MOOC event:
Linda Creanor Anna Davidge
Maren Deepwell
Stephen Downes Julia Fotheringham Grainne Hamilton Rachel Harris Peter Hartley Martin Hawksey David Jennings Terry McAndrew Sarah Sherman Keith Smyth Karen Strickland Philip Tubman Julie Voce Nicola Whitton Clive Young
I directly interacted with several members of the ocTEL team, you know who you are! I also want to acknowledge the tutors, many of whom I interacted with in the forums and on Twitter: Hayley Atkinson, Sue Barnes, Kevin Brace, Stephen Brown, John Davies, Leanne de Main, Claire Denholm, John Dermo, Sue Folley, Devampika Getkahn, Graham Gibbs, Doug Gowan, Sarah Horrigan, Ruth Johnstone, Marius Jugariu, James Little, Graham McElearney, Craig Paterson, Will Stewart and Anna Warren.
I hope that at least some of the connections that were made during ocTEL last beyond this course, and I look forward to ocTEL 2014!
#octel","For the last eleven weeks, I have been participating in the UK's Association for Learning Technology's (ALT) Open Course in Technology Enhanced Learning (ocTEL) (http://octel.alt.ac.uk/). It was designed as a connectivist MOOC (cMOOC), utilizing ...",publish,thoughts-on-completing-alts-octel-2013-v1-0,2013-06-20 17:48:00,post,"Blog posts,Course Reader","#ocTEL,oer,mooc"
5275,198,2013-06-20 17:48:00,Thoughts on completing ALT's ocTEL 2013 (v1.0),"For the last eleven weeks, I have been participating in the UK's Association for Learning Technology's (ALT) Open Course in Technology Enhanced Learning (ocTEL) (http://octel.alt.ac.uk/). It was designed as a connectivist MOOC (cMOOC), utilizing forums, mailing lists, Twitter, personal blogs, and probably several dozen other platforms for content discussion and distribution. I personally focused on the forums, Twitter, and my personal blog, with occasional posts to diigo, primarily to avoid information overload and social media burnout.
This course has been as fulfilling and challenging as other graduate courses I have completed towards my doctorate. I have truly enjoyed being challenged by other participants, by the tutors, and occasionally by members of the ocTEL Team.
Not every MOOC I've participated in has left me feeling so challenged or fulfilled. Frequently, I feel as though I gained some knowledge but didn't become part of a community, of a social network of learners. I also feel that I was not only a consumer, but was able to share some of my knowledge and experiences as well.
I would like to personally thank the members of the ocTEL team, who truly organized and managed a superb MOOC event:
Linda Creanor Anna Davidge
Maren Deepwell
Stephen Downes Julia Fotheringham Grainne Hamilton Rachel Harris Peter Hartley Martin Hawksey David Jennings Terry McAndrew Sarah Sherman Keith Smyth Karen Strickland Philip Tubman Julie Voce Nicola Whitton Clive Young
I directly interacted with several members of the ocTEL team, you know who you are! I also want to acknowledge the tutors, many of whom I interacted with in the forums and on Twitter: Hayley Atkinson, Sue Barnes, Kevin Brace, Stephen Brown, John Davies, Leanne de Main, Claire Denholm, John Dermo, Sue Folley, Devampika Getkahn, Graham Gibbs, Doug Gowan, Sarah Horrigan, Ruth Johnstone, Marius Jugariu, James Little, Graham McElearney, Craig Paterson, Will Stewart and Anna Warren.
I hope that at least some of the connections that were made during ocTEL last beyond this course, and I look forward to ocTEL 2014!
#octel","For the last eleven weeks, I have been participating in the UK's Association for Learning Technology's (ALT) Open Course in Technology Enhanced Learning (ocTEL) (http://octel.alt.ac.uk/). It was designed as a connectivist MOOC (cMOOC), utilizing ...",publish,thoughts-on-completing-alts-octel-2013-v1-0-2,2013-06-20 17:48:00,post,"Blog posts,Course Reader","mooc,#ocTEL,oer"
5648,198,2013-06-20 17:48:00,Thoughts on completing ALT's ocTEL 2013 (v1.0),"For the last eleven weeks, I have been participating in the UK's Association for Learning Technology's (ALT) Open Course in Technology Enhanced Learning (ocTEL) (http://octel.alt.ac.uk/). It was designed as a connectivist MOOC (cMOOC), utilizing forums, mailing lists, Twitter, personal blogs, and probably several dozen other platforms for content discussion and distribution. I personally focused on the forums, Twitter, and my personal blog, with occasional posts to diigo, primarily to avoid information overload and social media burnout.
This course has been as fulfilling and challenging as other graduate courses I have completed towards my doctorate. I have truly enjoyed being challenged by other participants, by the tutors, and occasionally by members of the ocTEL Team.
Not every MOOC I've participated in has left me feeling so challenged or fulfilled. Frequently, I feel as though I gained some knowledge but didn't become part of a community, of a social network of learners. I also feel that I was not only a consumer, but was able to share some of my knowledge and experiences as well.
I would like to personally thank the members of the ocTEL team, who truly organized and managed a superb MOOC event:
Linda Creanor Anna Davidge
Maren Deepwell
Stephen Downes Julia Fotheringham Grainne Hamilton Rachel Harris Peter Hartley Martin Hawksey David Jennings Terry McAndrew Sarah Sherman Keith Smyth Karen Strickland Philip Tubman Julie Voce Nicola Whitton Clive Young
I directly interacted with several members of the ocTEL team, you know who you are! I also want to acknowledge the tutors, many of whom I interacted with in the forums and on Twitter: Hayley Atkinson, Sue Barnes, Kevin Brace, Stephen Brown, John Davies, Leanne de Main, Claire Denholm, John Dermo, Sue Folley, Devampika Getkahn, Graham Gibbs, Doug Gowan, Sarah Horrigan, Ruth Johnstone, Marius Jugariu, James Little, Graham McElearney, Craig Paterson, Will Stewart and Anna Warren.
I hope that at least some of the connections that were made during ocTEL last beyond this course, and I look forward to ocTEL 2014!
#octel","For the last eleven weeks, I have been participating in the UK's Association for Learning Technology's (ALT) Open Course in Technology Enhanced Learning (ocTEL) (http://octel.alt.ac.uk/). It was designed as a connectivist MOOC (cMOOC), utilizing ...",publish,thoughts-on-completing-alts-octel-2013-v1-0-3,2013-06-20 17:48:00,post,"Blog posts,Course Reader","mooc,#ocTEL,oer"
5224,1554,2013-06-20 21:16:19,Re: ocTEL final webinar - 12:30 today,"Thanks for a very interesting course. I hope the resources will be available for the near future at least. I did not attend the webinars due to work commitments and felt a bit challenged by all the material but really enjoyed the resources when I had time. A busy time of the year but there is no really quiet time! I would try another course like this and may even get stuck in more. As a teacher in a prison and part time researcher, I found the discussions very interesting. Catherine ",Thanks for a very interesting course. I hope the resources will be available for the near future at least. I did not attend the webinars due to work commitments and felt a bit challenged by all the material but really enjoyed the resources when I had t...,publish,re-octel-final-webinar-1230-today-2,2013-06-20 21:16:19,post,"Course Reader,Lists,JISCMail",
5342,1554,2013-06-20 21:16:19,Re: ocTEL final webinar - 12:30 today,"Thanks for a very interesting course. I hope the resources will be available for the near future at least. I did not attend the webinars due to work commitments and felt a bit challenged by all the material but really enjoyed the resources when I had time. A busy time of the year but there is no really quiet time! I would try another course like this and may even get stuck in more. As a teacher in a prison and part time researcher, I found the discussions very interesting. Catherine ",Thanks for a very interesting course. I hope the resources will be available for the near future at least. I did not attend the webinars due to work commitments and felt a bit challenged by all the material but really enjoyed the resources when I had t...,publish,re-octel-final-webinar-1230-today-8,2013-06-20 21:16:19,post,"Course Reader,JISCMail,Lists",
5693,1554,2013-06-20 21:16:19,Re: ocTEL final webinar - 12:30 today,"Thanks for a very interesting course. I hope the resources will be available for the near future at least. I did not attend the webinars due to work commitments and felt a bit challenged by all the material but really enjoyed the resources when I had time. A busy time of the year but there is no really quiet time! I would try another course like this and may even get stuck in more. As a teacher in a prison and part time researcher, I found the discussions very interesting. Catherine ",Thanks for a very interesting course. I hope the resources will be available for the near future at least. I did not attend the webinars due to work commitments and felt a bit challenged by all the material but really enjoyed the resources when I had t...,publish,re-octel-final-webinar-1230-today-12,2013-06-20 21:16:19,post,"Course Reader,Lists,JISCMail",
5223,2,2013-06-20 21:36:01,Re: ocTEL final webinar - 12:30 today,"Thanks for taking the trouble to say that, Catherine.
Next week I will put a blog post on the ocTEL site to outline our plans for keeping resources and discussions available - but basically, yes, all the course materials will remain available for most of the rest of the year. Later in the year, if and when we prepare for another run of ocTEL in early 2014, we may move them to a different address e.g. octel2013.alt.ac.uk [...] ","Thanks for taking the trouble to say that, Catherine.Next week I will put a blog post on the ocTEL site to outline our plans for keeping resources and discussions available - but basically, yes, all the course materials will remain available for most o...",publish,re-octel-final-webinar-1230-today,2013-06-20 21:36:01,post,"JISCMail,Course Reader,Lists",
5341,2,2013-06-20 21:36:01,Re: ocTEL final webinar - 12:30 today,"Thanks for taking the trouble to say that, Catherine.
Next week I will put a blog post on the ocTEL site to outline our plans for keeping resources and discussions available - but basically, yes, all the course materials will remain available for most of the rest of the year. Later in the year, if and when we prepare for another run of ocTEL in early 2014, we may move them to a different address e.g. octel2013.alt.ac.uk [...] ","Thanks for taking the trouble to say that, Catherine.Next week I will put a blog post on the ocTEL site to outline our plans for keeping resources and discussions available - but basically, yes, all the course materials will remain available for most o...",publish,re-octel-final-webinar-1230-today-7,2013-06-20 21:36:01,post,"Lists,Course Reader,JISCMail",
5692,2,2013-06-20 21:36:01,Re: ocTEL final webinar - 12:30 today,"Thanks for taking the trouble to say that, Catherine.
Next week I will put a blog post on the ocTEL site to outline our plans for keeping resources and discussions available - but basically, yes, all the course materials will remain available for most of the rest of the year. Later in the year, if and when we prepare for another run of ocTEL in early 2014, we may move them to a different address e.g. octel2013.alt.ac.uk [...] ","Thanks for taking the trouble to say that, Catherine.Next week I will put a blog post on the ocTEL site to outline our plans for keeping resources and discussions available - but basically, yes, all the course materials will remain available for most o...",publish,re-octel-final-webinar-1230-today-11,2013-06-20 21:36:01,post,"Lists,JISCMail,Course Reader",
5222,5,2013-06-20 21:55:21,[Presentation] ALT Scotland SIG: ALT’s ocTEL MOOC Experience,"
Another day, another presentation. Today I’m at ALT Scotland’s SIG highlighting some of the experiences of developing/delivering the ocTEL open course. Slides are embedded below. This is a shorter version of a webinar I gave for ocTEL, a recording of this is here.
","Another day, another presentation. Today I’m at ALT Scotland’s SIG highlighting some of the experiences of developing/delivering the ocTEL open course. Slides are embedded below. This is a shorter version of a webinar I gave for ocTEL, a recording of this is here. ALT’s ocTEL MOOC experience: Designing the platform from Martin Hawksey",publish,presentation-alt-scotland-sig-alts-octel-mooc-experience,2013-06-20 21:55:21,post,"Blog posts,Course Reader","Open Course,Presentation,Infrastructure"
5225,1090,2013-06-20 21:59:14,#ocTEL ends with a leisurely dip.,"
Before #ocTEL rolls out of town, I spent a couple of pleasant hours today looking over some of the course materials and posts from the last couple of weeks. Although I’ve been deleting the daily newsletter for the last couple of weeks because I wasn’t able to engage sufficiently with the course material, or do justice to the discussions, today I did have some time so I took a peak at what’s been going on.
The first item that caught my eye was James Little’s blog post evaluating his participation. The opening line certainly struck a chord, “I’m finally joining in at the end”. Ditto. Importantly though, his post articulated the reality of balancing, or juggling, the requirements of MOOC participation while daily life goes on unabashed. Here, he rightly called attention the philosophy of the course designers, who from the outset gave advice on “how to keep calm in the face of abundance”, advocating selectivity and that participants pace themselves and indeed, take time out. All the same, I have to say that I’ve been a bit bothered by how my own engagement in this course has panned out, and I can’t honestly put my finger on (i) why I’m bothered and (ii) why it was so patchy. I suppose I just have to acknowledge that maintaining engagement and holding a steady course isn’t always possible, or indeed expected and that dipping in and out will do just fine, if that’s how the cookie crumbles.
Taking a dip
Any way, after that I then tracked back to last week’s “if you only do one thing” activity which offered a paper by Tim Cochrane as an examination of why TEL, or more accurately mLearning, projects fail and what might be learnt when they do. I enjoyed reading this paper and was especially interested to learn of the researcher’s affinity with the PAH Continuum, pedagogy-andragogy-heutagogy (Blaschke 2012; Luckin et al. 2010), which he uses as a critical framework to measure how much pedagogical change a project achieves; that is, a change in pedagogy from teacher-directed pedagogy to student-centred andragogy and ultimately to student-directed or negotiated heutagogy. Equally, I was interested to learn of the researcher’s advocacy for establishing, prior to the deployment of a project, supporting Communities of Practice [COPs] that include all of key tutors, or lecturers. Useful article.
I wasn’t able to complete the task set with the reading; it asked that I think of a project I’ve been involved with or have experience of and write down a list of points relating to the “key successes” and “key failures”. However, I did take a look in the discussion forum where I enjoyed reading and learning of the experiences of others, especially the fact that they were all able to powerfully learn from experiences that might not strictly be deemed as having been successful.
Moving on to read the final week’s activities, I was able to look back over the course and reflect further on my participation. Actually, I was quite surprised how much I did in fact cover, but what really stood out for me the most was the hour or so that I spent in week 5 watching the webinar in which Martin Hawksey gave a run-through of the #ocTEL platform and the technology needed to host a course along the lines of a connectivist style MOOC. Awesome stuff, and strangely I’d quite like to understand this technology some more. Viewing this webinar gave me a real insight into the power of technology, but at the same time it left me with the sense that I was somehow powerless and that without a better understanding or level of skill in terms of “writing the web” then, for better or worse, I’m at the mercy of others. Intriguingly the course ends with the question “Finished ocTEL? What’s next?”. Indeed, what next?
Actually, there’s mention of #ocTEL 2.0, which is something I’ll definitely look out for as I’d like to do this again. There’s much to learn.
Finally, a big thanks to the #ocTEL team. The opportunity to “take a dip” is appreciated.
","Before #ocTEL rolls out of town, I spent a couple of pleasant hours today looking over some of the course materials and posts from the last couple of weeks. Although I’ve been deleting the daily newsletter for the last couple of weeks because I wasn’t able to engage sufficiently with the course material, or do […]",publish,octel-ends-with-a-leisurely-dip,2013-06-20 21:59:14,post,"Course Reader,Blog posts","Learning Technology,#tel,moocs,linkedin,#ocTEL"
5226,1465,2013-06-21 00:28:07,[OCTEL] Daily newsletter,"
Before #ocTEL rolls out of town, I spent a couple of pleasant hours today looking over some of the course materials and posts from the last couple of weeks. Although I’ve been deleting the daily newsletter for the last couple of weeks because I wasn’t able to engage sufficiently with Read more »
Another day, another presentation. Today I’m at ALT Scotland’s SIG highlighting some of the experiences of developing/delivering the ocTEL open course. Slides are embedded below: ALT’s ocTEL MOOC experience: Designing the platform from Martin Hawksey Read more »
For the last eleven weeks, I have been participating in the UK's Association for Learning Technology's (ALT) Open Course in Technology Enhanced Learning (ocTEL) (http://octel.alt.ac.uk/).&n... It was designed as a connectivist MOOC (cMOOC), utilizing ... Read more »
So the task is to find a relevant open access resource I could use in my teaching … 1. OpenLearn- Safari As the OU are our new validating partner, they seemed a good place to srat. I have heard about … Continue reading → Read more »
Before #ocTEL rolls out of town, I spent a couple of pleasant hours today looking over some of the course materials and posts from the last couple of weeks. Although I’ve been deleting the daily newsletter for the last couple of weeks because I wasn’t able to engage sufficiently with Read more »
Another day, another presentation. Today I’m at ALT Scotland’s SIG highlighting some of the experiences of developing/delivering the ocTEL open course. Slides are embedded below: ALT’s ocTEL MOOC experience: Designing the platform from Martin Hawksey Read more »
For the last eleven weeks, I have been participating in the UK's Association for Learning Technology's (ALT) Open Course in Technology Enhanced Learning (ocTEL) (http://octel.alt.ac.uk/).&n... It was designed as a connectivist MOOC (cMOOC), utilizing ... Read more »
So the task is to find a relevant open access resource I could use in my teaching … 1. OpenLearn- Safari As the OU are our new validating partner, they seemed a good place to srat. I have heard about … Continue reading → Read more »
",publish,octel-daily-newsletter-42,2013-06-21 00:28:07,post,"Newsletter Archive,Course Reader",
5229,1415,2013-06-21 04:30:03,Learning from failure,"
In an article on the Secrets of mLearning Failures: Confronting Reality, Thomas Cochrane suggests that “Often the most significant breakthroughs in pedagogical transformation resulting from participatory action research are those borne of experiences of failure and critical reflection upon the surrounding issues” (p. 132). (Article available at: http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19186) This is an interesting point because I think that when we experience failure we tend to “feel bad” about it and we might end up not taking the opportunity to reflect on the failure and what we can learn from it.
This week’s ocTEL Mooc learning task is to reflect on a recent project, its successes and failures and to think about what could have been done in advance to mitigate the failure.
I have a recent, pretty small-scale, example of failures associated with a Professional Development Workshop for faculty on Using Moodle. The workshop was advertised as being a “hands on” session in which individuals could learn from colleagues and get tips on improving their online courses in Moodle. The workshop was available simultaneously to onsite participants and virtual participants via livestreaming.
Successes:
participants got to see a variety of different approaches to using Moodle
participants exposed to good practice which raised awareness of possibilities of using the platform
Failures:
“hands on” aspect wasn’t viable (due to wifi failure on the day)
“hands on” aspect also limited due to presenters talking too much
poor quality of audio in livestreaming made it difficult for virtual participants to hear and participate
Lessons learned and responses:
In response to these problems the organising team took some time to review the planning checklist for Professional Development Workshops. We have now added some extra items and check points to this list which we hope will help to avoid some of these issues in the future. For example: briefing presenters properly on expectations and ensuring that all presenters have time prior to the session to become familiar with using the specialised livestreaming equipment.
The experience of complete and unexpected wifi failure on the day was also a lesson in risk management planning. Further checks on equipment have been added to our planning checklist and backup options are being explored.
Further thoughts and reflections:
This is not the first time we have had problems with using technologies for Professional Development Workshops. The frustrating thing is that each time we have experienced a problem, it has been a different problem. So while we have been able to react to the problems after the event and implement new procedures to reduce the likelihood of the same problem occuring again, we haven’t been able to avoid new and different problems happening at the next event.
I suspect that a more disciplined approach to risk assessment and planning may help us to avoid some problems. But my question is, particularly for small-scale activities, how much effort is it worth putting in to work through all the potential technology disaster scenarios, compared with the likelihood of them happening? And a final question – can any risk assessment plan ever adequately cover all the potential risks, given the complicated nature and inherent frailities of our world, technologies we use and us people who use them??
","In an article on the Secrets of mLearning Failures: Confronting Reality, Thomas Cochrane suggests that “Often the most significant breakthroughs in pedagogical transformation resulting from participatory action research are those borne of experiences of failure and critical reflection upon the surrounding issues” (p. 132). (Article available at: http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19186) This is an interesting point because I […]",publish,learning-from-failure,2013-06-21 04:30:03,post,"Blog posts,Course Reader","Technology,Uncategorized"
5230,461,2013-06-21 05:21:37,Google+ ocTEL Activities 2013-06-21 06:21:37,"
",publish,google-octel-activities-2013-06-21-062137,2013-06-21 05:21:37,post,"Social networks,Google+,Course Reader",
5231,1276,2013-06-21 07:04:56,Re: ocTEL final webinar - 12:30 today,I agree with Catherine I have not been able to engage as much as I like but have recommended the course to new staff in the university as an introduction to technology and as a way to engage and explore new ideas. thanks you for all the comments and to other course members thank you for sharing your ideas. Final thanks to the course team. sue [...] ,I agree with Catherine I have not been able to engage as much as I like but have recommended the course to new staff in the university as an introduction to technology and as a way to engage and explore new ideas. thanks you for all the comments and to...,publish,re-octel-final-webinar-1230-today-3,2013-06-21 07:04:56,post,"Course Reader,Lists,JISCMail",
5340,1276,2013-06-21 07:04:56,Re: ocTEL final webinar - 12:30 today,I agree with Catherine I have not been able to engage as much as I like but have recommended the course to new staff in the university as an introduction to technology and as a way to engage and explore new ideas. thanks you for all the comments and to other course members thank you for sharing your ideas. Final thanks to the course team. sue [...] ,I agree with Catherine I have not been able to engage as much as I like but have recommended the course to new staff in the university as an introduction to technology and as a way to engage and explore new ideas. thanks you for all the comments and to...,publish,re-octel-final-webinar-1230-today-6,2013-06-21 07:04:56,post,"Lists,Course Reader,JISCMail",
5691,1276,2013-06-21 07:04:56,Re: ocTEL final webinar - 12:30 today,I agree with Catherine I have not been able to engage as much as I like but have recommended the course to new staff in the university as an introduction to technology and as a way to engage and explore new ideas. thanks you for all the comments and to other course members thank you for sharing your ideas. Final thanks to the course team. sue [...] ,I agree with Catherine I have not been able to engage as much as I like but have recommended the course to new staff in the university as an introduction to technology and as a way to engage and explore new ideas. thanks you for all the comments and to...,publish,re-octel-final-webinar-1230-today-10,2013-06-21 07:04:56,post,"JISCMail,Course Reader,Lists",
5233,1555,2013-06-21 07:35:55,Re: ocTEL final webinar - 12:30 today,"Hi All,
I also want to add my thanks. Like many other participants I have only been able to dip in and out a little due to work commitments, however I do intend to participate again when ocTEL 2.0 runs next year. The content and delivery has been fantastic and the organisation and communications equally great. [...] ","Hi All,I also want to add my thanks. Like many other participants I have onlybeen able to dip in and out a little due to work commitments, however I dointend to participate again when ocTEL 2.0 runs next year. The content anddelivery has been fantastic...",publish,re-octel-final-webinar-1230-today-4,2013-06-21 07:35:55,post,"Course Reader,Lists,JISCMail",
5339,1555,2013-06-21 07:35:55,Re: ocTEL final webinar - 12:30 today,"Hi All,
I also want to add my thanks. Like many other participants I have only been able to dip in and out a little due to work commitments, however I do intend to participate again when ocTEL 2.0 runs next year. The content and delivery has been fantastic and the organisation and communications equally great. [...] ","Hi All,I also want to add my thanks. Like many other participants I have onlybeen able to dip in and out a little due to work commitments, however I dointend to participate again when ocTEL 2.0 runs next year. The content anddelivery has been fantastic...",publish,re-octel-final-webinar-1230-today-5,2013-06-21 07:35:55,post,"Lists,Course Reader,JISCMail",
5690,1555,2013-06-21 07:35:55,Re: ocTEL final webinar - 12:30 today,"Hi All,
I also want to add my thanks. Like many other participants I have only been able to dip in and out a little due to work commitments, however I do intend to participate again when ocTEL 2.0 runs next year. The content and delivery has been fantastic and the organisation and communications equally great. [...] ","Hi All,I also want to add my thanks. Like many other participants I have onlybeen able to dip in and out a little due to work commitments, however I dointend to participate again when ocTEL 2.0 runs next year. The content anddelivery has been fantastic...",publish,re-octel-final-webinar-1230-today-9,2013-06-21 07:35:55,post,"Lists,JISCMail,Course Reader",
5232,1163,2013-06-21 08:35:33,Re: Webinar reminder - today at 12:30 (British Summer Time),"Sorry to have missed the final webinar live. I've managed to join in the majority and interact and I feel that I gained from them all, even those I only viewed recordings of. Sorry not to have been more engaged especially in the last few weeks. I still have intentions to revisit materials and make more headway on activities and viewing others contributions. It has been a good course thanks to all the organisers and participants. [...] ","Sorry to have missed the final webinar live. I've managed to join in the majority and interact and I feel that I gained from them all, even those I only viewed recordings of. Sorry not to have been more engaged especially in the last few weeks. I still...",publish,re-webinar-reminder-today-at-1230-british-summer-time,2013-06-21 08:35:33,post,"Lists,JISCMail,Course Reader",
5338,1163,2013-06-21 08:35:33,Re: Webinar reminder - today at 12:30 (British Summer Time),"Sorry to have missed the final webinar live. I've managed to join in the majority and interact and I feel that I gained from them all, even those I only viewed recordings of. Sorry not to have been more engaged especially in the last few weeks. I still have intentions to revisit materials and make more headway on activities and viewing others contributions. It has been a good course thanks to all the organisers and participants. [...] ","Sorry to have missed the final webinar live. I've managed to join in the majority and interact and I feel that I gained from them all, even those I only viewed recordings of. Sorry not to have been more engaged especially in the last few weeks. I still...",publish,re-webinar-reminder-today-at-1230-british-summer-time-6,2013-06-21 08:35:33,post,"Lists,Course Reader,JISCMail",
5689,1163,2013-06-21 08:35:33,Re: Webinar reminder - today at 12:30 (British Summer Time),"Sorry to have missed the final webinar live. I've managed to join in the majority and interact and I feel that I gained from them all, even those I only viewed recordings of. Sorry not to have been more engaged especially in the last few weeks. I still have intentions to revisit materials and make more headway on activities and viewing others contributions. It has been a good course thanks to all the organisers and participants. [...] ","Sorry to have missed the final webinar live. I've managed to join in the majority and interact and I feel that I gained from them all, even those I only viewed recordings of. Sorry not to have been more engaged especially in the last few weeks. I still...",publish,re-webinar-reminder-today-at-1230-british-summer-time-9,2013-06-21 08:35:33,post,"Lists,JISCMail,Course Reader",
5237,1556,2013-06-21 09:12:48,Re: Webinar reminder - today at 12:30 (British Summer Time),"Hi,
Agree with Andy - this has been my first experience of MOOC and have been mainly lurking rather than participating this time. Initially the number of emails was off-putting, but as I read/saw more, I've found more time to take part because I'm finding it more useful in my work.
Thanks everyone at ocTEL, organisers and participants, and will definitely be visiting resources, keeping in touch in future. [...] ","Hi,Agree with Andy - this has been my first experience of MOOC and have beenmainly lurking rather than participating this time. Initially the numberof emails was off-putting, but as I read/saw more, I've found more time totake part because I'm finding ...",publish,re-webinar-reminder-today-at-1230-british-summer-time-3,2013-06-21 09:12:48,post,"Lists,JISCMail,Course Reader",
5337,1556,2013-06-21 09:12:48,Re: Webinar reminder - today at 12:30 (British Summer Time),"Hi,
Agree with Andy - this has been my first experience of MOOC and have been mainly lurking rather than participating this time. Initially the number of emails was off-putting, but as I read/saw more, I've found more time to take part because I'm finding it more useful in my work.
Thanks everyone at ocTEL, organisers and participants, and will definitely be visiting resources, keeping in touch in future. [...] ","Hi,Agree with Andy - this has been my first experience of MOOC and have beenmainly lurking rather than participating this time. Initially the numberof emails was off-putting, but as I read/saw more, I've found more time totake part because I'm finding ...",publish,re-webinar-reminder-today-at-1230-british-summer-time-5,2013-06-21 09:12:48,post,"Course Reader,JISCMail,Lists",
5688,1556,2013-06-21 09:12:48,Re: Webinar reminder - today at 12:30 (British Summer Time),"Hi,
Agree with Andy - this has been my first experience of MOOC and have been mainly lurking rather than participating this time. Initially the number of emails was off-putting, but as I read/saw more, I've found more time to take part because I'm finding it more useful in my work.
Thanks everyone at ocTEL, organisers and participants, and will definitely be visiting resources, keeping in touch in future. [...] ","Hi,Agree with Andy - this has been my first experience of MOOC and have beenmainly lurking rather than participating this time. Initially the numberof emails was off-putting, but as I read/saw more, I've found more time totake part because I'm finding ...",publish,re-webinar-reminder-today-at-1230-british-summer-time-8,2013-06-21 09:12:48,post,"Course Reader,Lists,JISCMail",
5238,1181,2013-06-21 10:00:43,#ocTEL week 10: evaluating TEL,"
Designing in features of evaluation gives you a chance to see how your TEL resources are being used, and also provides evidence that might help people to buy into what you’re doing (or tell you if you’ve got it totally wrong).
One of my objectives is to enhance our offering with some specific new applications (we won’t be redesigning entire programmes). These resources should help students understand concepts that they tend to find difficult, thereby improving student performance and retention rates.
For formative evaluation, we plan to run focus groups where we present prototypes to faculty and student groups. The Napier University guidlines on evaluating TEL give some good tips about how to structure these.
Here are some ideas about summative evaluation.
Quantitative
Students self-rating their understanding of a concept before and after using the new resources might be a better option than a simple 1–5 stars rating system. Materials that are pitched at a very high level might get 5 stars from the most able students, but would be completely useless for those who are struggling. So rating understanding before and after would allow us to track the effect the resources are having, particularly for the people who are need them most. This data could then be analysed in a number of ways: by study route / country / language etc, or assessed against individual or cohort exam performance.
Qualitative
Student questionnaires would allow us to get feedback from a large sample of students, but this type of survey is always limited to the questions that we want to ask. So maybe focus groups would be useful too, so that students can put across the points they want to raise. Areas to cover include the design, content, academic level and ease of use (including accessibility, particularly for anyone with support needs). The week 10 webinar gave good tips about timing these – ideally just after students sit their exams, so they have more time.
We should also interview faculty to see how easy the resources are to create, how much support they have to give and how helpful they think they are.
So that brings me to the end of ocTEL. Next week I’ll post about what’s gone well and what could have gone better; it’s been a great experience though. Well done the Association for Learning Technology.
","Designing in features of evaluation gives you a chance to see how your TEL resources are being used, and also provides evidence that might help people to buy into what you’re doing (or tell you if you’ve got it totally … Continue reading →",publish,octel-week-10-evaluating-tel,2013-06-21 10:00:43,post,"Course Reader,Blog posts","Digital learning,#ocTEL"
5236,665,2013-06-21 10:12:27,Re: Webinar reminder - today at 12:30 (British Summer Time),"sorry for missing the last session. It was really interesting experience.
Wish you all the best
Rawad
On Fri, Jun 21, 2013 at 9:35 AM, Andy Turner wrote:
> Sorry to have missed the final webinar live. I've managed to join in the > majority and interact and I feel that I gained from them all, even those I > only viewed recordings of. Sorry not to have been more engaged especially > in the last few weeks. I still have intentions to revisit materials and > make more headway on activities and viewing others contributions. It has > been [...]","sorry for missing the last session. It was really interesting experience.
Wish you all the best
Rawad
On Fri, Jun 21, 2013 at 9:35 AM, Andy Turner wrote:
On Fri, Jun 21, 2013 at 9:35 AM, Andy Turner wrote:
> Sorry to have missed the final webinar live. I've managed to join in the > majority and interact and I feel that I gained from them all, even those I > only viewed recordings of. Sorry not to have been more engaged especially > in the last few weeks. I still have intentions to revisit materials and > make more headway on activities and viewing others contributions. It has > been [...]","sorry for missing the last session. It was really interesting experience.
Wish you all the best
Rawad
On Fri, Jun 21, 2013 at 9:35 AM, Andy Turner wrote:
On Fri, Jun 21, 2013 at 9:35 AM, Andy Turner wrote:
> Sorry to have missed the final webinar live. I've managed to join in the > majority and interact and I feel that I gained from them all, even those I > only viewed recordings of. Sorry not to have been more engaged especially > in the last few weeks. I still have intentions to revisit materials and > make more headway on activities and viewing others contributions. It has > been [...]","sorry for missing the last session. It was really interesting experience.
Wish you all the best
Rawad
On Fri, Jun 21, 2013 at 9:35 AM, Andy Turner wrote:
Rachel Harris
Fri, 21 Jun 2013 10:48:58 GMT
- jillianpawlynoctel.blogspot.com
Hi Jillian, I love your knot analogy. I could envisage extending it to that feeling of having to craft what I write on a blog post (knot 6.31), rather than just getting the ideas out there (knot 0.1)! I think that is why I find twitter so much easier. Glad to hear you enjoyed ocTEL! Rachel
","
Rachel Harris
Fri, 21 Jun 2013 10:48:58 GMT
- jillianpawlynoctel.blogspot.com
Hi Jillian, I love your kn...",publish,hi-jillian-i-love-your-knot-analogy-i-could-envisage-extending-it-to-that-feeling-of-having-to-craft,2013-06-21 10:48:58,post,"Google+,Course Reader,Social networks",
5239,1099,2013-06-21 13:22:32,Course Ending,"Thanks to the course team for all their hard work and enthusiasm which made the experience of this course so rich and valuable for me; I made some wonderful contacts that I hope will be enduring. I also welcome the course materials being stored for our continued use - so that I can catch up on a wider range of topics over time. Throughout my professional career I have never experienced such a generous contribution of resources and open collaboration within a group - and from such a wide diversity of backgrounds too. This surely signals a new era in [...] ","Thanks to the course team for all their hard work and enthusiasm which made the experience of this course so rich and valuable for me; I made some wonderful contacts that I hope will be enduring. I also welcome the course materials being stored for our...",publish,course-ending,2013-06-21 13:22:32,post,"Course Reader,Lists,JISCMail",
5335,1099,2013-06-21 13:22:32,Course Ending,"Thanks to the course team for all their hard work and enthusiasm which made the experience of this course so rich and valuable for me; I made some wonderful contacts that I hope will be enduring. I also welcome the course materials being stored for our continued use - so that I can catch up on a wider range of topics over time. Throughout my professional career I have never experienced such a generous contribution of resources and open collaboration within a group - and from such a wide diversity of backgrounds too. This surely signals a new era in [...] ","Thanks to the course team for all their hard work and enthusiasm which made the experience of this course so rich and valuable for me; I made some wonderful contacts that I hope will be enduring. I also welcome the course materials being stored for our...",publish,course-ending-2,2013-06-21 13:22:32,post,"Lists,Course Reader,JISCMail",
5686,1099,2013-06-21 13:22:32,Course Ending,"Thanks to the course team for all their hard work and enthusiasm which made the experience of this course so rich and valuable for me; I made some wonderful contacts that I hope will be enduring. I also welcome the course materials being stored for our continued use - so that I can catch up on a wider range of topics over time. Throughout my professional career I have never experienced such a generous contribution of resources and open collaboration within a group - and from such a wide diversity of backgrounds too. This surely signals a new era in [...] ","Thanks to the course team for all their hard work and enthusiasm which made the experience of this course so rich and valuable for me; I made some wonderful contacts that I hope will be enduring. I also welcome the course materials being stored for our...",publish,course-ending-3,2013-06-21 13:22:32,post,"JISCMail,Course Reader,Lists",
5242,7,2013-06-21 13:30:37,Classroom Assessment Techniques,"
add this on Delicious
- saved by
to
ocTELyoutubeassessment
- more about this link
","
add this on Delicious
- saved by
to
ocTEL
youtube
assessment
- more about this link
...",publish,classroom-assessment-techniques,2013-06-21 13:30:37,post,"Bookmarks,Delicious,Course Reader","assessment,#ocTEL,youtube"
5256,130,2013-06-21 13:30:37,Classroom Assessment Techniques,"
add this on Delicious
- saved by cathfenn
to
ocTELyoutubeassessment
- more about this link
","
add this on Delicious
- saved by cathfenn
to
ocTEL
youtube
assessment
- more about this link...",publish,classroom-assessment-techniques-2,2013-06-21 13:30:37,post,"Bookmarks,Delicious,Course Reader","youtube,assessment,#ocTEL"
5243,1465,2013-06-22 00:29:43,[OCTEL] Daily newsletter,"
Designing in features of evaluation gives you a chance to see how your TEL resources are being used, and also provides evidence that might help people to buy into what you’re doing (or tell you if you’ve got it totally … Continue reading → Read more »
In an article on the Secrets of mLearning Failures: Confronting Reality, Thomas Cochrane suggests that “Often the most significant breakthroughs in pedagogical transformation resulting from participatory action research are those borne of experiences of failure and critical reflection upon the surrounding issues” (p. 132). (Article available at: http://www.researchinlearnin... This is Read more »
Designing in features of evaluation gives you a chance to see how your TEL resources are being used, and also provides evidence that might help people to buy into what you’re doing (or tell you if you’ve got it totally … Continue reading → Read more »
In an article on the Secrets of mLearning Failures: Confronting Reality, Thomas Cochrane suggests that “Often the most significant breakthroughs in pedagogical transformation resulting from participatory action research are those borne of experiences of failure and critical reflection upon the surrounding issues” (p. 132). (Article available at: http://www.researchinlearnin... This is Read more »
",publish,octel-daily-newsletter-43,2013-06-22 00:29:43,post,"Newsletter Archive,Course Reader",
5246,974,2013-06-22 08:40:39,One last hoorah from me on the #ocTEL front: my blog post.,"
Helen Crump
Sat, 22 Jun 2013 08:40:39 GMT
- Community
One last hoorah from me on the #ocTEL front: my blog post.
Before #ocTEL rolls out of town, I spent a couple of pleasant hours today looking over some of the course materials and posts from the last couple of weeks. Although I've been deleting the daily ne...
","
Helen Crump
Sat, 22 Jun 2013 08:40:39 GMT
- Community
One last hoorah from me on the #ocTEL front: my blog post.
Before #ocTEL rolls out of town, I spent a couple of pleasant hours today looking over some of the course materials and posts from the last couple of weeks. Although I've been deleting the daily ne...
",publish,one-last-hoorah-from-me-on-the-octel-front-my-blog-post,2013-06-22 08:40:39,post,"Course Reader,Social networks,Google+",
5254,1075,2013-06-22 17:22:24,My last hoorah on the #ocTEL course via storify,"
Reflection on the final week of Open Course in Technology Enhanced Learning (#octel)
",publish,my-last-hoorah-on-the-octel-course-via-storify,2013-06-22 17:22:24,post,"Course Reader,Social networks,Google+",
5252,1075,2013-06-22 17:56:51,Reflection on ocTEL - thank you and so long,"
Reflection on the final week of Open Course in Technology Enhanced Learning (#octel)
Hi
Elizabeth, what kind of enhancements do you think would be most
valuable? Extending the reach of educational opportunities? Making
learning less expensive? Embedding learning in work & life?
Do you think all parties' interests are aligned on this? Or are there some conflicts or tensions?
Hi David, I
would say extending the reach of educational opportunies would be most
valuable as it then provides for flexibility as to when and where the
individual accesses education and how often during their lifetime. In an
ideal world bringing the cost down would be a given. I am intrigued
with the idea of embedding learning in work and life. In the past one
would go through the education systems once or twice to gain high school
and university/college qualifications then get a job and that was
that. Now the norm is constant change and one has to undertake CPD at
work and independent learning outside of work to keep up and adapt to
the impact of change in all area of ones' life and not just work!
As
with most period of change the stakeholders/interested parties are
never all aligned. There is tension with those who want to adopt and
adapt the new and get ahead of the curve; there are those who are
caution and not too sure whether the whole thing won't blow over (a fad
that will fade - if you will); and those who don't want to know and hope
that they will not have to realign how they teach as they will be out
of the education system before they are 'encouraged' to adopt this 'new'
teaching and learning style of approach.
I put myself in the
'ahead of the curve' group along with IT Services and TEL champions
where I work but we are in a supportive role and cannot force academics
who may not feel 'confident' to employ TEL. I am hoping that this
course will provide me with examples of practice and technology that I
can use to address current issues they may have and then use that as
leverage to futher encourage and support adoption of relevant
educational technology.
This course has provided me with many resources: - Reading materials and video materials that have taken me through the whole process of designing a course through to implementation and evaluation of the project and the importance of assessment and feedback to the participants; - The thoughts, ideas, and perspectives of the other course participants have given me a better and deeper understanding of the different learning/teaching theories, issues involved in course design, implementation, stakeholders and how and why some projects are not successful; - Time (thinking time) to focus on the different aspects of learners - their needs and expectations and how to engage and support them, course design, use of technologies, and the varied concepts and theories of teaching and learning.
At times I felt out of my depths but the readings followed by ideas presented in the forums and participating in webinars and the forum allowed me to articulate my understanding and contribute to the discussion threads.
So to answer David's question - yes the course has addressed and provided some answers to my big question.
I have in discussion with my colleagues been able to provide concrete examples to address concerns that they have about adopting and using educational technology. As I am better informed and now have a much clearer understanding of the various cycles and stages involved I can understand their concerns and perspectives and this has enabled me to provide possible options and more realistic and achievable small steps to help them achieve their teaching and learning objectives and in turn answer my big question. The steps are small but I feel that we have started to move forward and I will endeavour to continue to support and help in this forward momentum where I can.
I will watch out for ocTEL 2 in 2014 and the different aspects of this course will remain on my radar and I hope to be in a better position to participate and learn from other participants, the course content and staff. It has been fun and challenging and I learnt new ideas and concepts and more about TEL and
got to participate in discussions on key issues with a dynamic group of
people - what more could one possibly want?
A big thank you to #ocTELALT and the staff and other participants of the 2013 MOOC.
Hi
Elizabeth, what kind of enhancements do you think would be most
valuable? Extending the reach of educational opportunities? Making
learning less expensive? Embedding learning in work & life?
Do you think all parties' interests are aligned on this? Or are there some conflicts or tensions?
Hi David, I
would say extending the reach of educational opportunies would be most
valuable as it then provides for flexibility as to when and where the
individual accesses education and how often during their lifetime. In an
ideal world bringing the cost down would be a given. I am intrigued
with the idea of embedding learning in work and life. In the past one
would go through the education systems once or twice to gain high school
and university/college qualifications then get a job and that was
that. Now the norm is constant change and one has to undertake CPD at
work and independent learning outside of work to keep up and adapt to
the impact of change in all area of ones' life and not just work!
As
with most period of change the stakeholders/interested parties are
never all aligned. There is tension with those who want to adopt and
adapt the new and get ahead of the curve; there are those who are
caution and not too sure whether the whole thing won't blow over (a fad
that will fade - if you will); and those who don't want to know and hope
that they will not have to realign how they teach as they will be out
of the education system before they are 'encouraged' to adopt this 'new'
teaching and learning style of approach.
I put myself in the
'ahead of the curve' group along with IT Services and TEL champions
where I work but we are in a supportive role and cannot force academics
who may not feel 'confident' to employ TEL. I am hoping that this
course will provide me with examples of practice and technology that I
can use to address current issues they may have and then use that as
leverage to futher encourage and support adoption of relevant
educational technology.
This course has provided me with many resources: - Reading materials and video materials that have taken me through the whole process of designing a course through to implementation and evaluation of the project and the importance of assessment and feedback to the participants; - The thoughts, ideas, and perspectives of the other course participants have given me a better and deeper understanding of the different learning/teaching theories, issues involved in course design, implementation, stakeholders and how and why some projects are not successful; - Time (thinking time) to focus on the different aspects of learners - their needs and expectations and how to engage and support them, course design, use of technologies, and the varied concepts and theories of teaching and learning.
At times I felt out of my depths but the readings followed by ideas presented in the forums and participating in webinars and the forum allowed me to articulate my understanding and contribute to the discussion threads.
So to answer David's question - yes the course has addressed and provided some answers to my big question.
I have in discussion with my colleagues been able to provide concrete examples to address concerns that they have about adopting and using educational technology. As I am better informed and now have a much clearer understanding of the various cycles and stages involved I can understand their concerns and perspectives and this has enabled me to provide possible options and more realistic and achievable small steps to help them achieve their teaching and learning objectives and in turn answer my big question. The steps are small but I feel that we have started to move forward and I will endeavour to continue to support and help in this forward momentum where I can.
I will watch out for ocTEL 2 in 2014 and the different aspects of this course will remain on my radar and I hope to be in a better position to participate and learn from other participants, the course content and staff. It has been fun and challenging and I learnt new ideas and concepts and more about TEL and
got to participate in discussions on key issues with a dynamic group of
people - what more could one possibly want?
A big thank you to #ocTELALT and the staff and other participants of the 2013 MOOC.
Reflection on the final week of Open Course in Technology Enhanced Learning (#octel)Storified by Elizabeth E Charles · Sat, Jun 22 2013 10:56:51OCTEL | Open Course in Technology Enhanced LearningThis is an online course to help you understand better how to use technology to enhance your teaching practice. The course Read more »
Reflection on the final week of Open Course in Technology Enhanced Learning (#octel)Storified by Elizabeth E Charles · Sat, Jun 22 2013 10:56:51OCTEL | Open Course in Technology Enhanced LearningThis is an online course to help you understand better how to use technology to enhance your teaching practice. The course Read more »
One question that often arises is how can I use this nice shiny iPad that you have given me to support teaching and learning?
In a previous blog post I talked about assessment and the importance of deeper and higher thinking skills. I mentioned in that post that using Bloom’s Taxonomy is one way of getting teachers to think differently about the type of questions they are asking of their learners.
When designing activities for learning, a taxonomy such as Bloom’s provides a framework that reminds of us how if we are to see learning taking place the types of thinking that needs to happen.
What the Padagogy Wheel does is provide ideas to learners (and staff) the kinds of apps that can support the different kinds of thinking and learning across Blooms.
As learners and teachers think about how they are going to undertake the activities they want to do, this wheel provides ideas of which apps on the iPad could be used to support them.
Of course the iPad and apps would not be the only option open to the learners and that’s where the inner circles of the wheel will help those who don’t have, can’t use or don’t want to use the iPad.
","One question that often arises is how can I use this nice shiny iPad that you have given me to support teaching and learning? In a previous blog post I talked about assessment and the importance of deeper and higher thinking skills. I mentioned in that post that using Bloom’s Taxonomy is one way of getting [...]",publish,the-ipad-pedagogy-wheel,2013-06-23 10:35:08,post,"Blog posts,Course Reader","ipad,learning,bloom's taxonomy"
5258,200,2013-06-23 18:29:54,#ocTEL Final Week,"
Well this is going to be a very short post. Not because I am not interested in the final topic on evaluation, but because I am busy preparing two conference presentations I am giving in just over a week. I hope to catch up though on week ten materials, because I am particularly interested in evaluation. My background is in developing randomised controlled trials for health care interventions, and I am encouraged to find some RCTs evaluating technology enhanced learning interventions. So I will be reading some of the materials in this week.
And a big thanks to the ocTEL team – I’ve submitted comments about the MOOC overall. The main things I found was that it was too much for too long. I’d love to have had the time but I don’t. In future, perhaps it would be helpful to break the course down into sections, so that one would study for a few weeks then have a break. But I have certainly learnt some very helpful things overall. Whether I will be able to introduce those into my work remains to be seen.
Thanks too for those who commented on my blog and other postings, and to other students who presented postings for me to read and comment on aswell.
regards
Roger
","Well this is going to be a very short post. Not because I am not interested in the final topic on evaluation, but because I am busy preparing two conference presentations I am giving in just over a week. I…
Well this is going to be a very short post. Not because I am not interested in the final topic on evaluation, but because I am busy preparing two conference presentations I am giving in just over a week. I…Read more › Read more »
One question that often arises is how can I use this nice shiny iPad that you have given me to support teaching and learning? In a previous blog post I talked about assessment and the importance of deeper and higher thinking skills. I mentioned in that post that using Bloom’s Taxonomy Read more »
Well this is going to be a very short post. Not because I am not interested in the final topic on evaluation, but because I am busy preparing two conference presentations I am giving in just over a week. I…Read more › Read more »
One question that often arises is how can I use this nice shiny iPad that you have given me to support teaching and learning? In a previous blog post I talked about assessment and the importance of deeper and higher thinking skills. I mentioned in that post that using Bloom’s Taxonomy Read more »
","Excellent #Educause piece on MOOC retention (but authored by Coursera peeps). Digital marketing funnels anyone? #OcTEL— imogenbertin (@imogenbertin) June 24, 2013
",publish,imogenbertin-excellent-educause-piece-on-mooc-retention-but-authored-by-coursera-peeps-digital-marketing-funnels-anyone-octel,2013-06-24 06:38:32,post,"Twitter (Q&A),Social networks","#ocTEL,educause"
5259,2,2013-06-24 11:39:31,"ocTEL is over, long live ocTEL","Please forgive the slightly self-important title, but what we wanted to let everyone know is that, while the first run of the course is over, ocTEL will continue to be available for a variety of purposes:
participate — existing participants can keep doing the course activities, posting on their blogs or the course forums until further notice (we stopped taking new registrations a couple of weeks ago);
access — the course materials will remain available on this site until such time as we want to repurpose the site for another run of the course (then they will be archived in another accessible location);
remix — all the materials we've originated are available for re-use under a CC-BY licence, and we're interested to hear how they can be made more useful for re-uses.
To take each specific component of the course, here are our current plans, which are subject to change in the light of feedback and experience.
Forums — these will continue to operate, and you can post and reply to new topics as you have throughout the course, until further notice — into the summer until such time are they are no new posts or we get a spam problem, at which point they may be frozen.
Email list — this has been quiet for some time, so we're likely to retire it in a week, at which point we'll clear the list of subscribers, but the archive of messages will remain available.
Course reader and daily newsletter — we will keep these going while they are still serving a purpose: that is, while there are still a meaningful number of new posts to bring to participants' attention, however long that proves to be.
Tutor support — as ocTEL tutor support was provided by volunteers, we don't have any provision planned from now on. I'm afraid the best you can expect is the odd comment from me.
Course text, webinar recordings & similar — as mentioned above, these will remain available here for a while. Long term, the place to look for them is the ALT repository.
Course data — we are hoping to make the data we have collected on participant activity available for analysis and research. This will also be via the ALT repository. Data will be anonymised in line with the terms of participation.
Blog — we will post occasional updates on ocTEL and related matters here, covering accreditation and any future run of the course, for instance.
Comments on these plans are very welcome. We're also keen to get your advice on ocTEL 2.0.","",publish,octel-is-over-long-live-octel,2013-06-24 13:51:48,post,Course information,"plan,forum,data"
4436,3,2013-06-24 12:30:13,Week 10 webinar recording now available,"Thanks to everyone who took part in ocTEL’s webinar last week.
If you missed all or part of the week 10 webinar, the materials from the session are now available on the Course Materials page, which also has links to materials from each of the previous live webinars.","",publish,week-10-webinar-recording-now-available,2013-06-24 13:20:57,post,Course information,course information
5274,878,2013-06-24 16:13:49,#ocTEL ends with a leisurely dip. | Learningcreep,"
Thanks to everyone who took part in ocTEL’s webinar last week.
If you missed all or part of the week 10 webinar, the materials from the session are now available on the Course Materials page, which also has links to materials from each of the previous live webinars.
Please forgive the slightly self-important title, but what we wanted to let everyone know is that, while the first run of the course is over, ocTEL will continue to be available for a variety of purposes:
participate — existing participants can keep doing the course activities, posting on their blogs or the course forums until further notice (we stopped taking new registrations a couple of weeks ago);
access — the course materials will remain available on this site until such time as we want to repurpose the site for another run of the course (then they will be archived in another accessible location);
remix — all the materials we’ve originated are available for re-use under a CC-BY licence, and we’re interested to hear how they can be made more useful for re-uses.
To take each specific component of the course, here are our current plans, which are subject to change in the light of feedback and experience.
Forums — these will continue to operate, and you can post and reply to new topics as you have throughout the course, until further notice — into the summer until such time are they are no new posts or we get a spam problem, at which point they may be frozen.
Email list — this has been quiet for some time, so we’re likely to retire it in a week, at which point we’ll clear the list of subscribers, but the archive of messages will remain available.
Course reader and daily newsletter — we will keep these going while they are still serving a purpose: that is, while there are still a meaningful number of new posts to bring to participants’ attention, however long that proves to be. Read more >>
Thanks to everyone who took part in ocTEL’s webinar last week.
If you missed all or part of the week 10 webinar, the materials from the session are now available on the Course Materials page, which also has links to materials from each of the previous live webinars.
Please forgive the slightly self-important title, but what we wanted to let everyone know is that, while the first run of the course is over, ocTEL will continue to be available for a variety of purposes:
participate — existing participants can keep doing the course activities, posting on their blogs or the course forums until further notice (we stopped taking new registrations a couple of weeks ago);
access — the course materials will remain available on this site until such time as we want to repurpose the site for another run of the course (then they will be archived in another accessible location);
remix — all the materials we’ve originated are available for re-use under a CC-BY licence, and we’re interested to hear how they can be made more useful for re-uses.
To take each specific component of the course, here are our current plans, which are subject to change in the light of feedback and experience.
Forums — these will continue to operate, and you can post and reply to new topics as you have throughout the course, until further notice — into the summer until such time are they are no new posts or we get a spam problem, at which point they may be frozen.
Email list — this has been quiet for some time, so we’re likely to retire it in a week, at which point we’ll clear the list of subscribers, but the archive of messages will remain available.
Course reader and daily newsletter — we will keep these going while they are still serving a purpose: that is, while there are still a meaningful number of new posts to bring to participants’ attention, however long that proves to be. Read more >>
This is a great free eBook / iBook, for the iPad, from The Open University: ”Advances in Technology Enhanced Learning”.
The eBook aims to present a “range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate” and to introduce “methodological and technological breakthroughs” to learners, instructors, and decision-makers in schools, universities, and workplaces.
“The Open University’s Knowledge Media Institute and the EU TELMap project have brought together the luminaries from the European research area to showcase their vision of the future of learning with technology via their recent research project work. The projects discussed range widely over the Technology Enhanced Learning area from: environments for responsive open learning, work-based reflection, work-based social creativity, serious games and many more.”
","This is a great free eBook / iBook, for the iPad, from The Open University: ”Advances in Technology Enhanced Learning”. The eBook aims to present a “range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate” and to introduce “methodological and technological breakthroughs” to learners, instructors, and decision-makers in [...]
",publish,free-ebookibook-advances-in-technology-enhanced-learning-edtech,2013-06-25 08:41:36,post,"Blog posts,Course Reader","eBook,The Open University,mobile learning,mLearning,Digital learning,Education Technology,Blended Learning,edtech,eLearning,Social Learning,Technology,Learning Technology,iBook,Distance Learning"
5612,2,2013-06-25 10:30:16,ocTEL accreditation and mapping to CMALT,"We appreciate that many people doing ocTEL want to get some credentials to evidence their learning. If we develop a revised ocTEL 2.0, then we aim to include some form of lightweight accreditation (Open Badges is favourite). In the meantime we've promised an electronic certificate of participation and ocTEL badge for use online.
ALT also administers the CMALT accreditation scheme (Certified Member of the Association for Learning Technology), and we have mapped each week of ocTEL against the ""core areas of work"" in CMALT (thanks to Tom Franklin for doing this). The four main areas, elaborated in full in this Prospectus (PDF), are:
Operational issues
Teaching, learning and/or assessment processes
The wider context
Communication
If you're interested in registering for CMALT, then this mapping should help you use the activities you've done on ocTEL as evidence of achievement in the relevant areas of work. A simple mapping follows, but for preparing your CMALT portfolio you may find the expanded version in this Google Doc more easy to use.
Induction — Looks at how a variety of technologies can be used in learning and teaching. As such it will be directly relevant to 1a) An understanding of the constraints and benefits of different technology. Reflecting on your use of technology will be particularly helpful in completing your application. There may also be methods you use here that are applicable to 4a) Working with others
TEL concepts and approaches — Primarily relates to 2a) An understanding of teaching, learning and/or assessment processes, but may also have some bearing on 2b) An understanding of your target learners
Designing active learning — Primarily relates to 2a) An understanding of teaching, learning and/or assessment processes, but may also have some bearing on 2b) An understanding of your target learners. Depending on how you approach it there may also be material relevant to 1a) An understanding of the constraints and benefits of different technologies.
Producing learning materials — Starts from users, and therefore should be especially applicable to 2b) An understanding of your target learners. While building the learning materials will require 2a) An understanding of teaching, learning and/or assessment processes. Given some of the issues around using OERs the section may also relate to 3) Understanding and engaging with legislation, policies and standards, especially in relation to plagiarism and intellectual property rights. If your specialist topic is around any of: creation of learning materials; OERs; managing or sourcing content; managing and sourcing content, then this section may be of particular interest.
Platforms and technologies — Relates to both 1a) An understanding of the constraints and benefits of different technology and 2a) An understanding of teaching, learning and/or assessment processes. It will also be informed by 2b) An understanding of your target learners. It should also provide information and understanding relevant to 3) Understanding and engaging with legislation, policies and standards especially in the area of accessibility / disability.
Assessment and feedback — Maps directly to the assessment part of 2a) An understanding of teaching, learning and/or assessment processes
Supporting learners — Relates to 2a) An understanding of teaching, learning and/or assessment processes, you may also consider using some of your work in this area in 4) Working with others. May also relate to some specialist topics, including (but not limited to): peer support; supporting and tutoring learners; distance learning/blended learning/e-learning.
Enhancement strategies — Relates to 1a) An understanding of the constraints and benefits of different technology. You may also find aspects that relate to 2a) An understanding of teaching, learning and/or assessment processes and 2b) An understanding of your target learners. It may also relate to some specialist topics such as the economics of technology enhanced learning, reducing costs through technology enhanced learning
Keeping on track — Relates to 1c) Supporting the deployment of learning technologies (But note that there are many other ways of approaching 1c, it does not have to pertain to project management or risk management). This may also relate to some specialist topics such as: project management; risk management; management/administration of a sustainable e-learning process
Evaluating TEL and reflection — Evaluation can relate to any section of CMALT, but given the nature of this MOOC is most likely to map to 1a) An understanding of the constraints and benefits of different technology, 2a) An understanding of teaching, learning and/or assessment processes and 2b) An understanding of your target learners
","",publish,octel-accreditation-and-mapping-to-cmalt,2013-06-25 10:30:16,post,Course information,"accreditation,recognition,CMALT"
5619,1090,2013-06-25 10:49:28,"crumphelen: @virtualleader easing off for summer, you? Yep, #ocTEL was really valuable. I was 'patchy', but will def. check it out at later date/again.","
@virtualleader easing off for summer, you? Yep, #ocTEL was really valuable. I was 'patchy', but will def. check it out at later date/again.
",publish,crumphelen-virtualleader-easing-off-for-summer-you-yep-octel-was-really-valuable-i-was-patchy-but-will-def-check-it-out-at-later-dateagain,2013-06-25 10:49:28,post,"Twitter (Q&A),Social networks",#ocTEL
5622,1557,2013-06-25 16:22:47,"+Christina Hendricks originally shared
I recently watched this presentation by Martin Hawksey, who is...","
Brendan Murphy
Tue, 25 Jun 2013 16:22:47 GMT
- Community
+Christina Hendricks originally shared I recently watched this presentation by Martin Hawksey, who is running the platform for the ocTEL MOOC (http://octel.alt.ac.uk/). It talks about how to run a cMOOC on Word Press (self-hosted site, not on wordpress.com. He talks about using Feed Word Press for blog aggregation, and also about another plugin that allows for discussion forums on Word Press: BBpress. So apparently it's possible to have discussion forums on WP with this plugin.
He doesn't get into tech specifics in this presentation, just general things about the tools they're using for ocTEL. It's really interesting for thinking of designing a cMOOC using Word Press, so if you have time, go ahead and listen to it. The presentation itself is around 30-40 minutes or so, then there's questions after that that I didn't find that useful for me, but you might.
Home · About OCTEL · ocTEL Team · Course Materials · Induction: guidance · Induction: activities · 1. TEL Concepts and Approaches · 2. Understanding Learners' Needs · 3. Designing Active Learning · 4. Engaging and Effective Learning Materials · 5. Platforms and Technologies · 6.
","
Brendan Murphy
Tue, 25 Jun 2013 16:22:47 GMT
- Community
+Christina Hendricks originally shared I recently watched this presentation by Martin Hawksey, who is running the platform for the ocTEL MOOC (http://octel.alt.ac.uk/). It talks about how to run a cMOOC on Word Press (self-hosted site, not on wordpress.com. He talks about using Feed Word Press for blog aggregation, and also about another plugin that allows for discussion forums on Word Press: BBpress. So apparently it's possible to have discussion forums on WP with this plugin.
He doesn't get into tech specifics in this presentation, just general things about the tools they're using for ocTEL. It's really interesting for thinking of designing a cMOOC using Word Press, so if you have time, go ahead and listen to it. The presentation itself is around 30-40 minutes or so, then there's questions after that that I didn't find that useful for me, but you might.
We appreciate that many people doing ocTEL want to get some credentials to evidence their learning. If we develop a revised ocTEL 2.0, then we aim to include some form of lightweight accreditation (Open Badges is favourite). In the meantime we’ve promised an electronic certificate of participation and ocTEL badge for use online.
ALT also administers the CMALT accreditation scheme (Certified Member of the Association for Learning Technology), and we have mapped each week of ocTEL against the “core areas of work” in CMALT (thanks to Tom Franklin for doing this). The four main areas, elaborated in full in this Prospectus (PDF), are:
Operational issues
Teaching, learning and/or assessment processes
The wider context
Communication
If you’re interested in registering for CMALT, then this mapping should help you use the activities you’ve done on ocTEL as evidence of achievement in the relevant areas of work. A simple mapping follows, but for preparing your CMALT portfolio you may find the expanded version in this Google Doc more easy to use. Read more >>
This is a great free eBook / iBook, for the iPad, from The Open University: ”Adva... in Technology Enhanced Learning”. The eBook aims to present a “range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate” and to introduce “methodological and technological breakthroughs” Read more »
We appreciate that many people doing ocTEL want to get some credentials to evidence their learning. If we develop a revised ocTEL 2.0, then we aim to include some form of lightweight accreditation (Open Badges is favourite). In the meantime we’ve promised an electronic certificate of participation and ocTEL badge for use online.
ALT also administers the CMALT accreditation scheme (Certified Member of the Association for Learning Technology), and we have mapped each week of ocTEL against the “core areas of work” in CMALT (thanks to Tom Franklin for doing this). The four main areas, elaborated in full in this Prospectus (PDF), are:
Operational issues
Teaching, learning and/or assessment processes
The wider context
Communication
If you’re interested in registering for CMALT, then this mapping should help you use the activities you’ve done on ocTEL as evidence of achievement in the relevant areas of work. A simple mapping follows, but for preparing your CMALT portfolio you may find the expanded version in this Google Doc more easy to use. Read more >>
This is a great free eBook / iBook, for the iPad, from The Open University: ”Adva... in Technology Enhanced Learning”. The eBook aims to present a “range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate” and to introduce “methodological and technological breakthroughs” Read more »
",publish,octel-daily-newsletter-47,2013-06-26 00:26:35,post,"Course Reader,Newsletter Archive",
5627,1051,2013-06-26 04:50:52,graphdesproject: Any #ocTEL people going to #uogapt?,"
— GraphicDesignProject (@GraphDesProject) June 26, 2013
","Any #ocTEL people going to #uogapt?— GraphicDesignProject (@GraphDesProject) June 26, 2013
",publish,graphdesproject-any-octel-people-going-to-uogapt,2013-06-26 04:50:52,post,"Social networks,Twitter (Q&A)","#ocTEL,uogapt"
5625,1175,2013-06-26 12:50:21,"#ocTel is over, I am now brilliant – just don’t ask me to prove it","In the final week of #octel we looked at evaluation and feedback and this was also a chance to look back at the course and see what we had learnt and if we had answered our big question. Looking back … Continue reading →","In the final week of #octel we looked at evaluation and feedback and this was also a chance to look back at the course and see what we had learnt and if we had answered our big question. Looking back … Continue reading →",publish,octel-is-over-i-am-now-brilliant-just-dont-ask-me-to-prove-it,2013-06-26 12:50:21,post,"Course Reader,Blog posts","#ocTEL,mooc"
5626,1004,2013-06-26 12:54:57,"So long #octel, I had fun","
Joseph Gliddon
Wed, 26 Jun 2013 12:54:57 GMT
- Community
In the final week of #octel we looked at evaluation and feedback and this was also a chance to look back at the course and see what we had learnt and if we had answered our big question. Looking ba...
","
Joseph Gliddon
Wed, 26 Jun 2013 12:54:57 GMT
- Community
So long #octel, I had fun
...",publish,so-long-octel-i-had-fun,2013-06-26 12:54:57,post,"Course Reader,Social networks,Google+",
5638,1465,2013-06-27 00:26:09,[OCTEL] Daily newsletter,"
Email not displaying correctly ?
June 27, 2013
ocTEL has finished but for now we are still collections community content. If you no longer want to receive these emails please
In the final week of #octel we looked at evaluation and feedback and this was also a chance to look back at the course and see what we had learnt and if we had answered our big question. Looking back … Continue reading → Read more »
In the final week of #octel we looked at evaluation and feedback and this was also a chance to look back at the course and see what we had learnt and if we had answered our big question. Looking back … Continue reading → Read more »
",publish,octel-daily-newsletter-49,2013-06-28 00:21:59,post,"Course Reader,Newsletter Archive",
5973,1205,2013-06-28 10:44:18,altoctel: #ocTEL is No 27 in #MOOC hit parade! But who/what is this chart? Any clues to its credibility gratefully received,"
#ocTEL is No 27 in #MOOC hit parade! But who/what is this chart? Any clues to its credibility gratefully received
","#ocTEL is No 27 in #MOOC hit parade! But who/what is this chart? Any clues to its credibility gratefully received— ALT ocTEL course (@ALTocTEL) June 28, 2013
",publish,altoctel-octel-is-no-27-in-mooc-hit-parade-but-whowhat-is-this-chart-any-clues-to-its-credibility-gratefully-received,2013-06-28 10:44:18,post,"Social networks,Twitter (Q&A)","mooc,#ocTEL"
5974,1465,2013-06-29 00:26:30,[OCTEL] Daily newsletter,"
Email not displaying correctly ?
June 29, 2013
ocTEL has finished but for now we are still collections community content. If you no longer want to receive these emails please
There follows answers to the questions posed in the induction activities 0.1. Neat way to get started!
.
. Once again the team at Bristol Uni are a lovely bunch to work with (Im just lucky like that)
is what we need. Anyway I need to let the ideas from the session and the chat percolate in my brain today but thought I would upload the practical bits
