ocTEL activity: Reflecting on strategies for Learning Technology #ocTEL

A reflection on Learning Technology Strategies:

A: If you have your own example, reflect on these questions:

• Did you contribute to the strategy, if so, in what capacity?
  I have contributed to Learning Technology Strategies as a Learning Technologist and as a Manager
• Is the main focus of the strategy on Learning Technology, or if not, what is its main focus?
  Focus of the strategy should be on the learning and it depends whether the learning technology or eLearning strategy is part of a Teaching and Learning strategy or a stand alone document.  It also depends whether it is a strategy for a department, directorate or service as this has often been the case in my experience.
• How often is it reviewed and is it flexible enough to adapt as things change?
  Strategies tend to be for 3 year periods but that is too long if you want your strategy to remain relevant.  So you've either got to shorten the lifetime of the strategy or make it a dynamic live document that you can review and adapt as you go along.
• Does the strategy impact on your practice and if so, how? If not, why?
  I think that the strategies that I'm involved with now impact more on practice as there is more emphasis on delivering an enhanced student experience.
• Finally, if you were to provide input to a new version, what, if any, changes would you make to it?
  More flexibility, more dynamic, more customer focused, more service delivery focused, more blended learning, more opportunities to evolve to meet demands.

#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.

Jorum

Search term ‘Global Citizenship’
The top result was a resource from the University of Southampton which was relevant and part of a course Teaching Citizenship in HE.  There was lots of good resources although mainly text and images.
http://www.southampton.ac.uk/citizened/activities/global_citizenship/index.html

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.

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.

• Illinois Online Network: Self Evaluation for Potential Online Students

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?

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?

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 skills through 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 :)

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 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). 

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.