Personal Blogs

Education coming out of Covid will put 25% to 100% of their content online, whether or not students come in for classes or workshops, the go to place will be digital and online. It can therefore be used as flipped or blended learning and will replace textbooks. In some instances colleges will go down the Open University model and close their estate and put everything online. 

The role of marketing to sell digital to students and staff, or at least the skills of advertising, marketing and PR to get and then hold the attention of users is becoming all the more important. This is not just a case of getting the message out on digital platforms, but getting our wishes in front of students the traditional way too: in posters, displays and with electronic signage - but in a coordinated rather than a fragmented manner. 

Teachers will have to become facilitators and moderators of content created by others. For example, taking Geography in the UK. How many teachers does it take to get 240,000 students through their GCSE in Geography? And how many of these also support the 36,000 students at A'Level? In the physical world I'm guessing 1,300 or so? 

Online Barbara Oakley created 'Learning How To Learn' module on Coursera. 2,649,556 have enrolled on the course. A handful of people created the content, with Barb as presenter, writer and lead producer, a resident expert to offer further weight to the science, some greenscreen presenting and some simple graphics and animations. There has been a 'moderator' role - I have done this on a volunteer basis having taken the course but it is being down played and even discontinued by Coursera. These are designed to be self-paced courses. It's simple and it does the job. Why look elsewhere to 'learn how to learn' ? Who is doing this for other subjects? Well, there the Khan Academy for Math. What about History, or Biology? 

Ok, we cannot have 75% of students dropping out in the first week! This doesn't mean we can't use the very best online content out there, it simply means that the role of teachers should be collectively to make the experience even more engaging without simply recourse to holding the interest of a captive audience in a classroom.

And a module on Coursera is not two years of education delivered over three terms a year. It will take time an investment to create the content. Are the likes of City & Guild Kineo, and Pearson not doing this already? And what about universities that have committed to 100% online, such as the University of Coventry in the UK and Duke University in the States - and not forgetting the Open University (as everyone does) who have been online since 2001.

If teachers are creating their own content from scratch, beginning when they set out as trainees, are they not reinventing the wheel every time? Have their predecessers not produced materials already? Lesson plans to follow? Top notch resources? If not, why not? I see the value and pride of ownership of this work, of reliance on it to deliver in the class. Can one standup comic hand their material to another? Or might I be saying, the comic presenter has his or her team of writers? What if teachers deliver scripts others have written and that we all work to perfect? 

The model and financing will be more like the Open University producing high quality and engaging content. The issue for teachers is if this is seen to undermine their role, their lead role in the class and their pay. The issue for college is paying the licence fee for such content - unless of course it is pre-paid for and offered as a free Open Education Resource. 

I'm hazzarding a guess that if we with with the Bell curve of normal poplatoin distrubution in a cohort of teachers 70% will find a way to treat going digital and getting it online as part of their job, the rest will split into two camps: 15% who would prefer to leave - to take early retirement, the resist the change and technology absolutely - while the other 15% of ‘outliers’ are already ahead of the curve when it comes to creating content. They may even feel the benchmark has been set too low.

There is a need to collaborate with others in order to deliver the class. Teachers should not be expected to achieve the Google Certified, Microsoft Certified or Apple Certified Educator Level I, II or II but rather educators should be supported by a larger team of coders and designers in order to deliver content, but rather they feel supported by someone with the skills: like a director working with an editor to deliver the content. 

There are some who think that the creation of materials should go down the OER path. There are issues with IP over content created by teachers. They want to be paid up front for their time, not put on some option or share deal.

One way or another, things are going to change. It ought to change for the better for the student, where the student who gets behind receives support, while the student who gets ahead is offered an ever greater challenge to feed their curiosity and desire.

REF: Geography in the United Kingdom 2004 Belgeo 

 

Fig 1.1 Exponential growth in PC memory

From 'Preparing for blended e-learning' Littlejohn and Pegler, 2007

By 2012 shoulld we show the Amazon Rainforest or the biosphere of the entire planet?

 

Writing before 2007, the authors Alison Littlejohn and Chris Pegler make the concept of blended e-learning sound like anathema to Tertiary Education ywt this is how learning beyond Tertiary Education has always occured - not formal teaching, but learning through participation, through a mixture of books, workshops, and formal or informal passing on of knowledge from those who know to those who don't. From lawyers to accountants, management consultants to marketing managers, further applied career learning and training occurs through professional associations and certification, internal training departments and HR and working with external suppliers - external whether they provide 'external' courses at a bespoke conference centre or because they provide modules or courses online.

'Students are motivated by solving problems based on real-world activities that may be carried out non-sequentially and interactively. Such problems contrast with the sequential orchestration of tasks frequently planned as 'formal' education'. (Littlejohn and Pegler, 2007 Kindle Location 6%)

See Chapter 8 for 'Information Literacy'

The locus of control shifts from the teacher to the learner.

We can achieve this through student analytics. The issue is how to start the process as there are restrictions on just how much, at least in tertiary education, you are allowed to know about your students. In business it should start with thorough, creditable psychometric testing with tailoring of continual professional development to the individual, within the context of their job specification and department.

Towards 'tailored content based on preferences, performance and permissions' (Littlejohn and Pegler, Kindle Location 8%) However, if the learning is tailored, how do you tailor assessment and make it equitable? This sounds like supervision of a D.Phil student.

Chapter 1 What is blended e-learning?

• choice/access
• online synchronicity/ or with a tutor, tutor group, cohort or institution - and beyond.
• downloaded and mobile

NOT the immersion in games that in 1999/2000 companies such as JWM Creative (Worth Media) were creating - bespoke, specialist and expensive one offs.

DIAGRAM

• Add slider from simple to complex
• Just in time
• Blogs
• in touch with 'study buddies'

 

 

 

 

The journey I set out on to get to Oxford or Cambridge took two years.

Not getting along with Economics I switched to History after a term in the Lower Sixth. (Not getting on with Sedbergh School, Cumbria, I left !)

My essays, though long (always, my habit, then, as now - why say something in six words when eighteen will do?) Tell Proust to write in sentences of less than six words, in paragraphs that don't flow from one page to the next (ditto Henry Miller).

Where was I?

See how a stream of consciousness turns into a cascade?

I digress.

My essays (I still have them. Sad. Very sad). Were on the whole terrible. A 'C' grade is typical, a 'D' not unknown. So what happened to get me to straight As, an Oxbridge exam and a place to study Modern History at Balliol College, Oxford?

Composting

I was bedding down. Putting things in a stack. And working my pile. Perhaps my history tutors detailed notes and bullet points fed on my poor essays? Perhaps the seeds that took root were carefully tendered?

Repeated testing (my self) and learning how to retain then regurgitate great long lists of pertinent facts helped.

Having an essay style I could visualise courtesy of my Geography Teacher helped. (Think of a flower with six or so petals. Each petal is a theme. The stamen is the essay title, the step the introduction and conclusion).

Writing essays over and over again helped. Eventually I got the idea.

Try doing this for an Assignment. You can't. Yet this process, that took 24+ months to complete can be achieved over a few weeks. Perhaps a blank sheet of paper and exam conditions would be one way of treating it, instead I've coming to think of these as an 'open book' assessment. There is a deadline, and a time limit, though you're going to get far longer than the 45 minutes per essay (or was it 23 minutes) while sitting an exam.

Personally, I have to get my head to the stage where I've done the e, d, c, and b grade stuff. When I've had a chance to sieve and grade and filter and shake ... until, perhaps, I reach the stage where if called to do so I could sit this as an exam - or at least take it as a viva.

Not a convert to online learning as an exclusive platform though.

Passion for your tutor, your fellow students ... as well as the subject, is better catered for in the flesh.

The way ahead is for 'traditional' universities to buy big time into blended learning, double their intake and have a single year group rotating in and out during a SIX term year (three on campus, three on holiday or working online.)

P.S. Did I mention teachers?

Have a very good teacher, it helps. The Royal Grammar School, Newcastle where I transferred to take A' Levels delivers.