eSTEeM is the Open University centre for STEM pedagogy. I think this was the second or third eSTEeM conference I’ve been to, and they’ve always been pretty interesting. This blog post is a quick summary of the different talks that I went to. I’m blogging this, so I can remember what happened, and also just in case it might be useful for anyone else who was there.
Andrew Smith, Senior Lecturer in networking, gave a thought provoking keynote speech entitled ‘our classroom has escaped’. He began by asking everyone who was users of different social media tools: twitter, Facebook, or LinkedIn. Pretty much everyone put up their hands, showing how popular these tools are.
Andrew said ‘we suffer from the paradigm of monolithic learning; what happens in my classroom doesn’t leak out’, and that we are protective of our content. His point was: things have been ‘escaping’ for some time. As soon as Andrew mentioned this, I thought of the session about Facebook that was held in the most recent associate lecturer development session (OU blog). A question is: how do people outside our classroom see what is going on?
A challenge is that social media exposes us amongst our peers, but it also offers us a way to engage our audience beyond the classroom. But how might we use these tools to teach? One approach is to automate our social media content. For instance, if you know what your content is you can ‘schedule it and plan it’. There is also the potential to engage students when modules are not running, or students are between presentations.
This is all very well, but how do we great engagement? One approach is to ask open questions. The idea is to create a community of practice, where both learners and tutors participate. There is also the importance of relevance. Social media engagement can also connect current studies to current and changing media stories. One of the roles of an educator is to create ‘sparks of interest’, to inspire, and to facilitate learning.
Would the way that you approach social media be different depending upon the subject that you teach? Perhaps. The thing with networking, is that many things are cut and dried; the situation might be very different with subjects from the humanities, for instance.
(In case you’re interested, Andrew told us about two of his Twitter streams: @OUCisco and @OUCyberSec)
Session C: Online practices
There was a lot going on, so I had to choose from one of many different parallel sessions. The first talk in the ‘online practices’ session, by Vic Nicholas, was all about student perceptions of online group work as they studied a ‘classical science module’. One finding (that was, in retrospect, not particularly surprising) was that students appear to have negative views about group work. One thing that I took away from this session was the use of email to prompt students at certain points throughout the module. (This reminded me that tutors have been requesting a ‘send text message to students’ feature for quite a while now).
The next talk took a very different tone: rather than focussing on the students, it was all about how to use technology to empower academic authors. Angela Coe told us about how a tool called OpenEdx (OpenEdx site) was used to create materials for S309 Earth Processes (OU website). OpenEdx was described as a tool that has been created by STEM developers for STEM developers.
Some interesting points were that the tool exposed more about the author and who they are. The use of the tool also encouraged an informal chatty writing style, and supported ‘in content’ discussions. I seem to remember that Angela also spoke about animations and the sharing of data sets using Google Docs.
The final presentation in this session was entitled, ‘the trials and tribulations of S217’ (which is entitled Physics: from classical to quantum). This is a module that appears to cover some pretty hard (yet fundamental) stuff, such as thermodynamics, optics and quantum physics. An important issue that needed to be addressed in this module was the accessibility of the mathematical materials. I’ve made a note that they authors had to move Tex content to the virtual learning environment (which is a theme that was mentioned in my previous blog about a BCS accessibility conference).
Session F: MOOCs
The first presentation of this session, entitled ‘Evaluating the design and delivery of a Smart Cities MOOC for an international audience’ was given by Lorraine Hudson from the department of Computing and Communications. The OU is a central partner in an EU funded project that is all about Smart Cities, or how the operation of cities can be supported by the use of different types of IT systems. In some senses the MOOC seems to be about how to tackle ‘wicked problems’ (problems that don’t have an immediately apparent solution). The subject is also necessarily interdisciplinary.
Michel Wermelinger and Tony Hirst spoke about their experience of designing a MOOC about using the programming language Python for data analysis. In some respects, Michel’s presentation was a ‘warts and all’ take on designing and running a MOOC. The main point that I took away from his presentation was that MOOCs are a lot of hard work for the academics who have to run them, and there is the perpetual question of whether this is time well spent, especially when we bear in mind the fact that around three quarters of the participants already have degrees (which was a point also mentioned in Lorraine’s talk).
The final presentation was by Kris Stutchbury, who spoke about ‘Supporting the teaching of Science in development contexts: OpenScience Lab and TESSA’. TESSA is an abbreviation of Teacher Education in Sub-Saharan Africa. Kris’s project represented a case study, of a snap shot of what is happening within the TESSA project, which can be thought of as an important aspect to the university’s wider social mission.
Workshop: Listening to graphs
This session was hosted by Chris Hughes and Karen Vines. Their session opened with the observation that graphs are (obviously) a really effective way of communicating a lot numerical data really easily, but how do we communicate the same information for students who have visual impairments?
There are a number of different ways: figure descriptions, the use of tactile diagrams, and the use of sonification, which means converting a visual representation to an audible one. The challenge is, of course, how do we do it? Chris mentioned that sonification has been around for quite a long time; at least one hundred years. One common example of sonification is the Geiger counter, which translates measurements of radiation of audible clicks.
There are a bunch of ‘sound parameters’ that can be manipulated. These are: pitch, timbre, time, loudness and repetition. By way of a simple introduction we were asked to draw a graph based on an equivalent auditory representation. This is all well and good, but there is a compelling research question which needs to be answered, which is: do sonifications actually work during study? Do they help students to learn?
To try to answer this question Chris, Karen and colleagues designed a study. In their study, they gave five visually impaired students and five sighted six learning scenarios: two were from science, one was from mathematics, and the remaining three were from statistics. Of course, since there was such a small sample size, the study was qualitative and (as I interpreted it) exploratory.
The workshop raised some really interesting questions, such as: how do we best teach through figure descriptions? This also emphasised the extent to which existing student knowledge can influence the interpretation of certain descriptions. The final point that I noted was: ‘we need to think of a blended approach, to use different representations; sonifications, descriptions and tactile diagrams’.
The closing keynote was by Helen Beetham, and had the title, ‘supporting lifelong learner’s resilience and care in a digital age’. Helen began with a definition of ‘learning literacies in a digital age’: capabilities that allow an individual to thrive (to live, to learn, to work) in a digital society. There is a JISC funded project called Learning Literacies for the Digital Age (LLiDA) that accompanies this description; an associated project is the JISC Digital Student project (JISC). But what does it mean to be a ‘digital’ student? (If this is a term can ever be defined?) Perhaps it could be able developing effective study habits and specialist practices, using technology to create relationships with peers.
A connected idea is the notion of ‘digital literacy’. To help us with definitions, there is a JISC information page called Developing students’ Digital Literacy (JISC) that offers a bit of guidance. Another thought is that perhaps ‘the digital divide might be narrower, and deeper’ with respect to how we use digital tools and consume digital learning media. There is also the notion of ‘digital well-being’, and Helen offers a number of digital well-being references (Google Doc). An accompanying idea is ‘digital resilience’.
An interesting point, and one I’ve come across before, is the importance of ‘career and identity management’ (I think I might have come across this term at a HEA event about employability): our different digital identities have the potential to blur, and knowing how we are presented ‘on-line’ is important.
Helen gave us with two other interesting phrases to consider: the notion of our ‘quantified selves’, which points to the question of how much control we have over what data is collected about us, and whether this might connect to our ‘digital capital’.
What surprised me about this conference was how much research and scholarship was going on across the university. The poster session was especially memorable. I don’t know how many posters there were, but there were at least twenty, each relating to a different aspect of teaching and learning. Some posters focussed on teaching practice, others focussed on technology.
To get more of a view about what is going on (and what was happening in the other parallel sessions), I really need to find the time to sit down with a cup of tea and work through the conference proceedings.
More information about eSTEeM funded research can also be found by visiting the Open University eSTEeM website (Open University).