Digital literacy surveys of students may show high confidence levels but this confidence is often with highly intuitive apps rather than digital tools required for the world of work or independent learning.
Digital literacy surveys of students may show high confidence levels but this confidence is often with highly intuitive apps rather than digital tools required for the world of work or independent learning.
This was a lecture that sustained its pace. I've changed its title because I suspect that he adapted 'the lecture of the book' 'A World Without Work' and then journalistically tossed in a bit of Covid, when in fact his presentation and thesis was that education is getting behind and profound change is in the air. Some have already embraced it. Woe betide those who get left behind.
There is a time and place for talking not teaching. Teaching can be talking, whatever you are taught in PGCE.
There were five parts to this memorable and important talk.
Blue collar workers
White collar workers
White collar work is at risk of technological disruption
How to respond to this > education
The Context of Covid-19
Part five is what matters to us in education - the rest was a preamble.
Too often education feels as if it is working in isolation from the ‘real world’, not helped if underfunded and using kit, platforms and apps that are out of date.
If we want to prepare students for the world of work they need to be equally familiar with Microsoft systems (Team and 360) as well as Google. In the creative industries they’re better off on Macs too.
It was an eyeopener to learn what Artificial Intelligence (AI) is doing in medicine, journalism, law and architecture. Where is it making the most ground in education though?? Language learning? Accountancy and Law?
As a society we suffer from a bias towards the status quo, Susskind said. I have to wonder if we are just little England. We can never be Singapore. We lack the desire to succeed through change.
I have to wonder if education is populated by what Everett Rogers would term the ‘laggards’ rather than 'innovators' and 'early adopters'. We lack the money to come in earlier and lack the mindset to try new things, indeed anything that hasn’t been suitability certified first.
Speaking like a consultant to the education sector, Susskind warned that ‘the way we teach people hasn’t changed for decades.’ Ironic therefore that he was speaking from a Balliol College study, one of the oldest colleges in Oxford, in one of the oldest universities in the world that has its foundation and geographical location based on the printed book, its rarity and exclusive access to the knowledge they contain through the Bodleian Library.
Susskind spoke of ‘spectacular failures in teaching people remotely’, without offering examples; perhaps this is personal experience. There have been successes too. I have to wonder if the fails get talked about, while the successes go under the radar, just as the world wide web did for a decade or more after its invention and application in Cern.
"We need to think more boldly about the way we teach and face the inevitability, ambiguity and uncertainty - and be willing to retrain."
I need to read his books!
I have ‘A World Without Work’.
It is stacked with no fewer than 27 other books I want to read and review I will have to set some priorities. First World War History Books form one stream - by far the largest. I can have two of these on the go at any one time. E-Learning comes next, and includes a backlog of TES magazine and now Daniel Susskind. There is also a small stack on sustainability and the environment - mostly George Monbiot’s back catalogue.
As presentations go, this one broke the ground. Once I'd unstuck my jaw from my chest, I ordered his latest book (it arrived 22 hours later). I then got down to taking notes and grabbing screenshots. They always say that a recording will be available later, but I have found that to be a half truth: later can be weeks, not days or hours and 'available' can mean after an edit. I need to reflect on this now, not after my brain has been scrambled several times more.
I could do with a dose of this each term. We could do with this kind of engagement across the college. There were 576 for these keynotes. There were between 6 and 50 in the breakout workshops I attended. I did maybe seven in two days? I tried to take notes and screenshots as I went along, will go back to recordings for some, and share draft notes ASAP before life slides me off to something else and more pressing. Like another conference on Tuesday.
Some EdTech Summit notes:
Online learning is becoming more sophisticated. Sir Andrew Carter, CEO South Farnham Educational Trust
There will be NO going back to the way things were done before the Pandemic. Working online has shown its value and is here to stay. There has been a widening of the disadvantage gap/loss in education. Far greater collaboration between colleges coming up. Debbie Clinton. CEO Academy Transformation Trust
TEL [Learning Tech] is fundamental to identifying where learning isn’t working and can be improved. Widening of the disadvantage gap/loss in education. The Rt.Hon David Laws. Education Policy Institute EPI
The disadvantage gap is a difficult one to bridge. Students don't only need a device (something better than a pone), but they need the broadband at home and a place they can study without disruption - not easy in a shared bedroom, on the sofa in front of the TV or on the kitchen table. We need student internet cafés.
Back then I become a snob about digital over analogue. I went all Kindle. Books were dead ... so were libraries. My library was Amazon. It saved me time but was expensive.
A decade on I buy second hand hard back books if I want to read; I still don't go into a library (even if once again I have a student library ticket). The physical artefact matters. If I am reading a the physical thing I am better able to concentrate. On an iPad (long ago replaced the Kindle) I am always a click away from the news, emails and social media.
If I really care about the author and what they have to say I may get an electronic version of the book too; different things are revealed on the screen compared to the page. Either way a collection of handwritten notes or Post Its are used to build up my impression of what I am being told. No longer do I trust 'highlighting' or note taking electronically as a way of engaging with the text; you don't. You just copy and paste, risk being caught by plagiarism software and more importantly learn little as what you produce hasn't been through the composting process of your mind.
QQ: What does it mean to be reflective in education?
The ability to reflect on an action so as to engage in a process of continuous learning.
Deliberate reflection is essential.
Is that what I am doing here? Am I supposed to spend as long reflecting on a thing as I originally spent doing it? Is two and a half hours reflection on a class that lasted two and a half hours over the top?
One 'active learning' exercise followed another. A pattern was established. We were going to have to think, to engaged our brains. There'd be no concentrated note taking while she talked, no lengthy quotes to grab from multiple authors. Though I have them here.
QQ: Analyse why the process can be helpful (what happens if you don’t reflect)
ACT: Compare and contrast how mere reflection is different from critical reflection.
We were introduced to Kerouac: fixed mindset or growth mindset?I googled him to get the right spelling of his name and the link.
"There should be a culture where mistakes are not frowned upon."
And I stumbledupon Carol DweckI'm trying to get to an understanding of what the world of education will look like by 2025. How do we get the best of both worlds? And what about the third world? The hybrid, deconstructed, individualised, non institutionalised approach to education that might come out of this?
Introduced to 'The Reflective Cycle (Gibbs, 1988)' I then used this to consider the micro teach I gave last week.
I tried to deliver a 60 mins class in 15 minutes.
What were you thinking and feeling?
Like a runaway train.
What was good and bad about the experience?
It is self-evident that I need to observe a lot more , and teach a lot more and improve at every step and opportunity.
What sense can you make of the situation?
All things can be taught? Though you’ll never teach me to dance! But teaching isn’t a dance. Might I be better suited to some teaching situations than others?
What else could you have done ?
Observed the micro teach sessions the week before while self-isolating and I would have quickly understood what can be done in the time !
If it rose again, what would you do?
Keep it simple.
Talk less, teach more
Give it to them.
What I wrote, see above, was of less value than what others wrote and shared. It was a lesson to be part of an exercise, the second of seven or more, over three hours, where it felt as if we were being indulged. The tutor actively sought out our experience and point of view, pausing to develop a variety of insights that resulted and only as a final thought did we go to a description or summary that had been prepared in advance. This was neither an afterthought, nor the statement that would dominate all others. The way it was shared it simply become one more opinion in the shared and constructed meaning.
A number of things are profoundly different face to face: the context of the learning. We are in a place designed to study (albeit a teaching restaurant with dining chairs used as desks). But there are chairs, there is a teacher on her feet with a big TV screen at the end of the room. This context includes other learners. You see and feel their response to the experience, how they take notes (or not) and how much a point of view, a conclusion or shared anecdote matters. Doing this in a group chat online is not the same; for a start only four out of twelve would do it. My experience of the MAODE was that those of us who shared our experience, learnt together and got to know each other online, were a minority. Did we gain from that experience, or was it an indulgent distraction?
In a tour de force example of the value of face to face teaching in a class over learning online our PGCE tutor took us through the power of reflection. Look at the title of this blog 'Reflection on e-learning'. 10 years and eight months ago I was keenly filling these pages (on an ever so slightly different platform) as I took the first module in the Masters in Open and Distance Education (MAODE). Search 'Reflection'.
Ten years on, while being invited to dig around in my head for an understand of the what it means to 'reflect', and while listening to my fellow students express their views and share their insights, we collectively construct and shape a meaning.
The beauty of this blog and its value ten years on and 5,000 entries later, is that I can search 'reflection' or seek out the tag 'reflection' and immediately be shown what I was reading, what I was being invited to read and what I was writing about it all. The beauty of this blog and it simplicity is that I can post and keep private, or post and share; it is as much as a private, even intimate scrapbook, mind dump and learning journal, as it is a potential resource for others.
Reflecting on 'reflecting on teaching' and the profound differences between learning online (as it has so far been able to manifest itself) I see that one cannot replace the other, that certain elements are different to the point of being incompatible, that trying to recreate the class experience online is foolish and bringing the online way of doing things into the class just as wrong.
We have a long way to go yet to distinguish these differences and play to their strengths, rather than thinking one is superior to the other; neither is going away. The class I attended last night in which seven of us where there in person with the tutor and four were online is one I will return to again, and again for two reasons: first of all, to pick through what I was exposed to, what I was taught, the learning journey I experienced and the voices and words of others - everyone, in equal measure, was given the time and chance and encouragement to talk. And second of all, to contemplate the difference between the classroom and the online experience. What worked and what did not? What needs fixing to make it work better?
Another invaluable session with EdTech Summit 2020.
50 delegates, a conference video call, with an interactive 'Miro' board. Frenetic, but engaging and balanced doing and therefore thinking with consultancy like top level conclusions offered. I took notes and screenshots throughout so plenty to digest or to post here PRIVATELY. Looking back it is extraordinary just how much we got through. Thank you Mark Ayton from JISC.
Day two is proving as valuable as day one.
I'd like to do this every quarter, or at least once a term ... just to get a grip on industry best practice in a fast changing world, to get a feel for what works so as to avoid what in practice does not.
I've just come out of 'Promote the Benefits of Using Technology'
From Personal Learning Networks (PLN) - very OU MAOD, we also came away with two books, a few theories and a lot of notes on what people like or do not like.
Matthew Syed: Rebel Ideas
David Price: The Power of Us
Communities of Practice > Wenger quoted, I'd add my old favourite Engestrom.
Then a mix of the physical environment: corridor, coffee machine, staff room and water cooler, as well as the digital apps and platforms such as Google Classroom, WhatsApp, Chat, WordPress blogs, use of e-Newsletters and flyers ... and analogue favourites of posters and newsletters too.
Others have had success with Digital Champions.
No one has had success with Twitter, but Facebook and LinkedIn are worth another look.
Not just the ethics, but the practicalities.
Wanting to be in two places at the same time I now find I can. I need to be vigilant and not engage with either session and get it wrong though!
Town Council Meeting and Club Zoom
Two conference Meets running simultaneously
All are recorded so I could pick one or the other up later - but I don't want to. I want to 'two track' and get the gist of both then and there.
Today I have two EdTech sessions. I'll sign in on two screens and see if the software filters me out. I can get around that by signing in with a different gmail account: college, me, digital editor, 'e-learner at Mindbursts' even as a Town Councillor.
I have done this twice and scoring over 82% both times I was able to join the waiting list to become a mentor. I became a menot a year or 18 months later. This role has diminished over the last 2 years as Coursera have moved away from the volunteer mentor approach. It's hard to mentor over 1 million students however many mentors you have! Peer support within each cohort is now favoured (as happens on FutureLearn).
Click here to join > Learning How To Learn
This an industry series of presentation and panel discussions hosted by Kineo showing how far ahead the world outside education has advance in terms of online training, developing its staff and solving business problems.
Keen to include what industry is doing with elearning to compare this to learning. This is the from the Kineo website. Digital First
Increased agility – ability to respond to ever changing needs at great pace.
Learner-centric UX – content and delivery are in a medium that suit and engage the learner.
Self-service approach – access to content, where and when learners need it.
Enhanced collaboration – facilitate better learning, knowledge sharing and problem solving.
Improved impact – better results for business and employee performance.
Increased satisfaction – higher levels of engagement through improved experience.
Innovation – continuous improvement, adding value faster with less disruption.
Reduced costs – a shift to just in time delivery and learning in the flow of work.
ELearning in industry is not produced and delivered by a teacher; it is designer, producer and managed by a team within a business
I believe the provenance of this blog post it my analysis of the stages of e-learning design taught during the MAODE, modelled on the OU's approach and based on Gilly Salmon's 'five steps' of e-tivities. Though EMA suggests it was part of an 'End of Module Assessment'. It looks handy so I want to know I have it somewhere!
What you should do (the corporate perspective):
Identify a clear business problem or opportunity to which e-learning can be effectively applied.
Choose the provider based on two things:
their clear solution to the business need
a means of measuring the value that solution delivers
H800 EMA on Learning Schedule (OU MAODE) Flowchart
Work to support students onto the ‘learning journey’ we’ve created. Field technical, subject and course questions where necessary turning to IT or the Tutor.
Activity Details and Schedule
Read through activity
Gallery of photos
Set up notices, links and timings for activities and resources in VLE
Handle matters arising
Moderate/Mediate the ice-breaker. Even if the students know each other, the LT will be new to them, and possibly the room too. Support individual students to locate, grab and load an image. Add captions and tags.
Share experience, knowledge and insights relating to this part of the course.
Have them share something about their personal experience of the platform or topic.
A task they enjoyed, a memorable event, a tool they have come to love or loathe. What are their expectations for the next year?
Insights into students and expectations.
Encourage them to study independently.
Set this as an assignment.
Give grade and feedback. Or quiz them on it at next session.
Help them put these thoughts/memories down somewhere in words or with visuals. (This can be preparation for adding something to the blog later on).
Share your ideas with others. Read and comment. Create lengthier blog entry with photos, drawings or maps. Seek out and share further references.
Discover and link to content related blogs. Save the links to these. Add a note on them and maybe do a screengrab.
Collaborate with a.n.other in the first task. Basic collection of data: research the topic, Grab an image. write some text. Ad the image and text. Add credit. Add tags. Title and publish.
Share ? To class and tutor. To the wider world. To the LT only?
Reflect on the activity. Open session heads away from the screen.
View, review and provide feedback.
Read student blogs and provide feedback.
Blog on your own. Press on with the activities.
Read student blogs and provide feedback.
H800 EMA on Learning Schedule (OU MAODE) E-tivity Flowchart
Learning Management System: Google Classroom
Solid, accessible, intuitive, familiar, up to date
AI or Human intervention where required
Learning components: Videos, Reading, Quizzes, Assignments
We should be contributing to this conversation.
EdTech > My head is being blown apart by the depth, quality and insight of the speakers at the EdTech Schools and Academy Show. The vMix platform for delivering this online conference to many thousands of people is also impressive.
Listening to Daniel Susskind had me reaching to Amazon so I have his book and will be reading it in any break I get today.
Everyone needs to know how to 'get into the flow'.
Mihaly Csikszentmihalyi tells us how:
- Complete concentration on the task;
- Clarity of goals and reward in mind and immediate feedback;
- Transformation of time (speeding up/slowing down);
- The experience is intrinsically rewarding;
- Effortlessness and ease;
- There is a balance between challenge and skills;
- Actions and awareness are merged, losing self-conscious rumination;
- There is a feeling of control over the task.
To watch > Flow by Csikszentmihalyi
Csikszentmihalyi, M (2020) The 8 Characteristics of Flow. [accessed 17/11/2020]
Changing behaviours takes time and involves others. Educating young competitive swimmers on the benefits of eating a nutritious meal three times a day - with suitability healthy snacks too - is one thing, getting them to change their behaviour is quite another.
Pushing it to the post-grad level here is some further reading:
During the first lockdown the family quiz became the thing. Six location, six family hubs, my sister with her hubby, my wife and I, her kids from California and Newcastle, my own kids from London, and nephew also from London.
Eight months on and at the same time, on the same night I've got two organisations pushing a global quiz, the above from my old school (I attended unwillingly for three years and go out after O' Levels) while the Western Front Association has gone from branch, to national to an international Zoom offering too. Here we have tested the water with webinars first too New Zealand and Australia, and most recently from New Zealand and coming soon from Canada.
What has the world come to? Not so much the Global Village, as the Global Sofa - or wherever the shared space might be.
I'm attending a face to face PGCE class so won't be able to to this. Had I been at home I may well have had to screens open and followed the class while answering the quiz - like a simultaneous exhibition of chess.
Assessment and Feedback
Learning as a journey or skill acquisition to be the best that you can be, either like interrailing between London and Rome via Amsterdam, Paris, Vienna, and Madrid, or running a swimming club for disability swimmers.
A disability a person may have can be physical or mental, or a combination of both and will present itself along a spectrum.
Accessibility set up
Chair, position of screen and keyboard
Touch screen - voice activated
What is being assessed? Know what they can do, believe what they could do.
Differentiate between true and false, safe and dangerous
Profile and passwords
The ability to understand and utilize social media effectively.
Search engine marketing
Strategy & Planning
Pay per click
Design in engineering
Building and maintaining IT systems and networks
Research and quantitative data analysis
Respond to and send email
Complete an online form (application)
Create a profile and then a CV
Safeguarding yourself and others
Take part in an online discussion
Do an interactive quiz
Find your way to x
Purchase a ticket
Decide if something is true or false
Simple computer related tasks
Answer a question
Organise: a trip to the beach, to see a film...
What was your grade?
Feedback to students based on their needs.
Complete a workbook
Add an image
Tell me your learning story
Explain what is meant by accessibility (who it applies to and who benefits)
Explain what feedback is.
Explain how the above differ in the digital domain
List some strategies for implementing digital assessment and feedback methods for a variety of students with accessibility needs.
Create a working example of both digital assessment and digital feedback in practice
My students for 'Sports Nutrition' could vary between GPs and nutritionists to the young swimmer new to competitive swimming. I expect to split the class between swimmers and parents/guardians, and by age and by default, within reason, educational attainment. Talking to primary school swimmers will be different to college and secondary school students - especially those with a science A level.
Simply offering further reading is one approach. I also have papers on 'compliance' and the vital role of the parent/guardian to changing behaviours so that they are aligned with what a competitive club would expect.
I'm onto something using hand shape from swimming to relate to portion sizes of carbohydrates, protein and fat in swimming nutrition.
This can start with the hand on the face to create the cupped hand for the 'catch', and the cupped hand for grains, pastas, and bread. And then use the flat hand shown here for a portion of protein, such as fish, chicken, an egg or nuts.
Before moving onto the clenched fist for fruit & veggies and a thumb for fat.
All part of a sports nutrition course I am developing for my swimming club.
When you're on a roll you have to take more on. There is method here. By filling up my day with education I don't leave space for other distractions. I always have something on my mind, something else to start, from other social media projects, to applying to be a Governor, to saying yes to standing in a local election (again), to needing to learn the Adobe Creative Products I now have a licence for ... to reading the 27 books I have stacked up to review ... event to purchasing rights to a book to turn it into a TV series. There aren't enough hours in the day, which rather suggests I need to delegate, or tema-up, even start a business again.
I do all the course, so I need to do this one. Something else I need to give 3 hours a week.
- Adobe Creative Suite
- PGCE (at least, more like 8 hours)
- Teaching digital communications (for Lewes District Green Party)
- Teaching sports nutrition (online with swimming club)
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