Personal Blogs

The learning experince is fantastic. I feel like a junior doctor on call 24/7 in an A&E. Not because the pressures is anything like as great, but because it has me engaged and totally 'in the flow'.

As part of Module 3 of the PGCE I am taking with the University of Brighton my group (three of us) have been given the topic of 'Employability' to present to our fellow students in the New Year. We shared out contributions at the last meeting. As the one with plenty of postgraduate experience I was more than happy to take on the research and reading of academic papers on the subject.

My approach is a first somewhate random, to caste the net wide, but then to draw it in closer as I get the lay of the land: who are the academic 'voices' on employability and what are the current big themes.

Is AI taking jobs a theme? I've got Daniel Susskind for that.

What about the impact of Covid-19

And the impact of Brexit?

All big ones, but not researched, to current so unlikley to have spawned papers,

Employability: The missing voice: How student and graduate views could be used to develop future higher education policy and inform curricula

Rachel Delta Higdon

What is employability?

https://www.researchgate.net/profile/Simon_Mcgrath/publication/266456393_What_is_Employability/links/5597fba808ae5d8f3933e7d7/What-is-Employability.pdf 

There are these:

Dyki, M., Singorahardjo, M. and Cotronei-Baird, V.S. (2020), "Preparing graduates with the employability skills for the unknown future: reflection on assessment practice during COVID-19", Accounting Research Journal, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ARJ-09-2020-0285

This paper establishes how a student video assessment contributes to students’ acquisition, development and enhancement of employability skills, such as communication and teamwork skills, that are central for preparing students for continually evolving future and thus the “new normal” brought forward by COVID-19.

The key to employability: developing a practical model of graduate employability in Education + Training Magazine. 

Maria De Rodanas Valero, Tom Reid, Ghislaine Dell, David Stacey, Jo Hatt, Yvonne Moore, Sally Clift. (2020) Embedding employability and transferable skills in the curriculum: a practical, multidisciplinary approach. Higher Education Pedagogies 5:1, pages 247-266.

Inge Römgens, Rémi Scoupe & Simon Beausaert (2020) Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45:12, 2588-2603, DOI: 10.1080/03075079.2019.1623770

Ornellas, A., Falkner, K. and Edman Stålbrandt, E. (2019), "Enhancing graduates’ employability skills through authentic learning approaches", Higher Education, Skills and Work-Based Learning, Vol. 9 No. 1, pp. 107-120. https://doi.org/10.1108/HESWBL-04-2018-0049

Bernstrøm, V.H., Drange, I. and Mamelund, S.-E. (2019), "Employability as an alternative to job security", Personnel Review, Vol. 48 No. 1, pp. 234-248. https://doi.org/10.1108/PR-09-2017-0279

The Reflective Cycle (Gibbs, 1988) Learning by doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford

This reads like crisis management: is it? Is this if there is an incident? Or something goes wrong? An ongoing frustration that I need to tackle is why in a Google Meet there is always one, sometimes two students, who have joined the session but cannot be added to a Breakout. 

Rather than letting it happen again I need to test it in 'Student' mode and see the notes from Google themselves. 

Last time it happened signing out of the class then returning did the job; not this time. 

John Sowash teaches online like no other. He's cracked it and is forever improving, sharing best practice and getting others through the basic hoops. Once up and running we can all teach online. 

Here's his latest podcast : https://smarterqueue.com/video/18935767

I was in a hurry. There is 24 hours of content. I got through it in 9 day: two weekends and bits during a 2020 lockdown week when I had nowhere to go. 

This is how I got on with 'Take Your Teaching Online'. 

Types of Assessment. This was NOT part of 'Take Your Teaching Online' but I graphic from edulastic. I am trying to embed assessment types into my practice. I suppose the ultimate test is the job succcess at the end? Which is all they had, pass or fail, at the end of the School of Communication Arts' course I did. 

Learning Design

The learning design is a combination of a little bit of reading, a little bit of watching video, a few activities where you gather your thoughts about something you have just been introduced to and then a number of formative and summative quizzes. By the end, the collection of views you have expressed should build into a coherent and personal point of view. Around the middle the summative quiz grade counts towards your end of course ‘badge’. 

This is in part a taster for the Open University's own Master of Arts : Open & Distance Education - for me ‘Taking Your Teaching Online’ was an invaluable and timely opportunity to revisit the MAODE that I did 10 years ago (2010 to 2013). I’ve always had the MAODE at my fingertips over the passing years as at the time, invited to keep a reflective student blog, I did so every step of the way. This allows me to return to what I studied then. Boy, have my views matured and bedded down in this time! At last been closely complemented, even integrated into my daily experience first as a learning technologist in a large FE/HE college but now as a ‘front line’ teacher undertaking a two year, part-time PGCE. Periods of Covid-19 lockdown or departmental lockdown have harried things along. Most recently, keeping teaching to a class or two one day a week, with five classes of 20+ students each put into isolation I stepped up to run six online classes. If anyone knows the tech I should; yet do I? I feel like the swimming teacher or coach who doesn’t swim (there are plenty of those). Or the music teacher who doesn’t play an instrument. Is that possible. The timing is right. I did my first ‘micro-teach’ to my fellow PGCE students a few weeks ago. I am on Module 3 of the PGCE and completing the first term of six. Time to take the plunge.

Does it help or hinder that I have already run sixteen talks or workshops on staff CPD days. Staff and students are very different. For the most part staff will have their cameras on, will speak up and take part. In contrast the students, 17 years olds, will only put on their cameras by accident and will only speak if there is a problem. 

Plenty went wrong. With tech you learn to ride out most problems. Some things worked. I learnt plenty of lessons reinforced by the reading. Taking a class online is a different beast: they are in their domain not yours; if not engaged they can just as easily log on and then go and watch TV or play a game - many could be ‘second screening’ (should I ask next time?). Their access to kit is mixed: some on laptops, most on phones. Are any on a desktop? And where do they find the space to take part in this? Bedroom, sitting room, kitchen table, the back of dad’s car, the garden shed or back in college? 

I do the course ‘Take Your Teaching Online’ out of personal need, to support colleagues, out of intellectual curiosity and for pleasure. I will take it again, build on my notes, follow up some of the references and find a way to pass on my tester/proofreader notes to the Open University (some links are broken, videos on YouTube are not there and a few of the multiple choice questions are a nonsense). 

It also provides me with the shape of designing a series of classes over a period of time that builds into a module - something I have done repeatedly for the last seven years ever since I completed the MAODE and had ‘Learning Design’ or ‘Instructional Design’ in mind as a career move. 

The eight modules are set out quite straightforwardly of topics that cover.

Take your Teaching Online : Open Learn

I found that the modules could indeed take two hours, and one or two more like an hour and a quarter hour and a half. Perhaps that's because I was familiar with the subject matter already. My methodology might help. I’ve learnt how to pass these things. I take notes and get screenshots all along. I’m not going to be caught when it gets the multiple-choice quiz. These notes will carry me over the line - the bar is low. The pass mark is 50%.

One or two of the modules reminded me of topics that struck me as of enormous potential value; they deserved considerably more time than the 20 minutes given to the activity. Indeed, when it came to reviewing Open Educational Resources I took the best part of 8 hours - that was my Saturday, with my notes completed on Sunday morning. It was worthwhile. As a review of these resources it is still ‘lite’ but it’s a start.

See > Open Education Resource Institutions and Repositories, Sun 5 December 2020 in this blog. 

What I relish looking at, extracting and reworking are entire course plans and individual lessons plans, as well as interesting ‘education ready’ videos and eBooks. 

There's so much to tap into if you have the time to do this kind of research. I stumbled upon an excellent OER from the Hewlett foundation, the Africa Open Educational Resources. It’s subject matter draws on the vast continent of Africa - which makes a refreshing change from the historic gravitation to Western Europe and North America, but it doesn't change the fact that the courses are still all about women's rights, teaching employability, careers, well-being and so on.

It's refreshing to see a different take on things, to begin to get a global view. 

In the Town Council I got behind Black History month and can see that there are a lot more resources and ideas here.

FOOTNOTES

1) The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work.

2) The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value.

3) The Postgraduate Certificate in Education, commonly known as the PGCE, is one of the most popular academic qualifications for teaching. Offered in England, Wales and Northern Ireland, PGCEs are designed to enhance and increase academic training, preparing students for life as a teacher.

4) Continuing Professional Development (CPD) is a combination of approaches, ideas and techniques that will help you manage your own learning and growth.

I did this entire course on or in bed on a laptop. And when there is a lot to read I may move to an iPad and pick up in the bath. 

I do other work (a different job) on the sofa.

While the study is kept for the day job.

Such is my life of variety. I look longingly out at a large garden shed as another home for my thoughts and studying but this will have to wait. One door and one window are missing. The roof leaks. It is dark and damp. And worst of all, jammed to the ceiling with bags and boxes of unloved stuff that no one wants to throw out. 

Students need significant support to identify 'who they are' early on so that schooling can be individualised rather than trying to get everyone over the same hurdles at the same time. The most absurd thing in UK education is not to allow students to stay back a year or two in order to get the grades they want to progress. In France and the US this can allow the determined student who needs more time and further 'learning' to get the grades and so progess to the institution to study the subject they have their hearts set on, rather than being rejected by the 'system' far, far too early in a cycle which now is a life-time of learning. 

Professor Bart Rienties of the Institute of Educational Technology at The Open University

January 2018 > https://youtu.be/GIWrygqmOIs 

Creative Commons Attribution licence (reuse allowed)

45 minutes? This is how long 'Take Your Teaching Online' gives to undertake the activity. It is far, far too little time to do justice to it. 

That's 35 minutes viewing to begin with add taking notes and 10 minutes to construct a reply. I gave it two hours.

This is worth this amount of effort and more; I will be going back to it. 

There are two reasons why is essential viewing for anyone venturing into teachign online:

1) This is an excellent lesson in how to deliver a lecture

• The pace, variety, personal story telling, top and tailing (literally) with dogs and then heavy duty data expressed in tables and charts. All the while having the audience to feed in with a poll. 

2) The conclusions that Prof. Bart Rienties draws are profound 

• Just in the period since the OU changed its fee structure (much more expensive) what students look for has shifted increasingly towards the relevance of the materials and qualifications to their job

The data blows away past perceptions and methods while reinforcing what had been an indicator of excellence vs failure all along. 

• Student satisfaction surveys bear no relation at all to peformance. 
• Giving students nothing to do can result in the most activity - it becomes at chance for those 60% of more who are a little behind, or a long way behind, to catch up. 
• Those who are always leaving it to the last minute and think that they can catch up in a last minute splurge of activity are likely to be those who just pass or fail. 

The best approach all along, and an indicator of excellence, is to get ahead of the curve. 

Not least it gives you breathing space to go back to something when you've had time to think about it, or to hunt down and check through alternative insights. As well as engaging on the subject if you wish outside the class. 

I ask myself, 'these are adults, they are academics, they are Profs and PHDs, and yet some use their phones to give quiz answers answer before they've been given the question. What does this say about us humans? Is it the gambler's gambit?' 

Prof. Bart Rienties was using PollEV.com 

Bart gets our immediate attention with a puppy. We are introduced to Tabatha from Canine Partners > https://caninepartners.org.uk/ 

By way of engaging metaphors data is first provided on three assistant dogs 

and then from the speakers competitive cycling.

These metaphors are used to indicate different kinds of data, the kind that is useful, and the kind that is not. And the need to be measuring something in the first place 

The truth will out with the data

QQ: Can we use this data to give students what they want?

Ask them at the end of every module. 

Big data set

• 110,000 students
• 400 courses

QQ: What makes the course 'good' ? (As in getting results) is it: 

• Great reachers? 

• Links well to professional practice?

• Links well to their career intentions?

• Quality of the teaching materials?

• Quality of the teaching?

This is what 40 people from the audience concluded. (40 was the limit of the licence bought from PollEV). 

What makes an excellent course? 

• Really good teaching materials

• Student approval of the assessment method. 

There has been a subtle change over the last few years

• Perspectives changing to students expecting modules link to the qualification.

NOTE > 

There was NO correlation between student satisfaction and student performance

Students like constructivist learning designs

This is where there is lots of stuff, we take them by the hand … providing lots of content for them to explore.

They did not like when they had to work together with a group, or talk to the teacher. 

The number predictors of passing and continuing is how teachers design the learning and how they communicate during the course.

Starting to unpack the recipe what helps our students progress so using the social constructivist model.

• Should we give students what they want? 

• Students are different! 

• Most will benefit from knowing what is coming up.

What are students doing on a week by week basis.

Is there a link between how teachers design and how students engage?

Unpack what is really happening?

Why despite expectations of a lot of student engagement in week 20 was there not?

Start to map out what students are doing.

Week 4 time off to prepare … and becomes one of the highest peaks.

69% of what students do is determined by what teachers have designed for them to do.

Excellent students study more in advance.

Pass students start to get in the ‘catch up’ phase > they are going ‘off piste

Fail group > starting to catch up, or never catch up. So how do we give them a chance? A pause to catch up. 

What are our take home messages?

Not all data we collect is meaningful.

What matters is actual behaviour. Big data without context is meaningless.

NOTE > Listening to student feedback is not linked to what they are doing or how they are performing. 

Our students are following the learning design, but many are not. Some diligently stick to the road, others take different routes. 

NOTE > We need to provide alternative effective pathways.

End with Canine partners and foster parents.

Organ donation 

Age 17 or 18 in the learning centre at Appleby I had a go with the reel to reel black and white Sony video camera to record a video of me showing someone how to create a slide show ... using a box of physical slides. This is like writing a book to tell someone how to cave paint.

Four decades later, even if they are digital, why or why are we so hooked on the 'slide'.

Anyway, these are useful suggestions on how to make the most of them > Ted 10 Tipe for Better Slide Decks

By the end of this week, you should be able to:

• understand the benefits of networks to the online teacher

• discuss the concepts of communities of practice and network weather

• develop useful online networks to augment your teaching practice

Teacher who has tried:

• Private Facebook Group for pupils and pupils parents

• A community within the students

• Students supporting each other and congratulating each other on their successes.

Teach academic subjects online via Twitter > astonished.

• Conferences

• Fellow professionals

• Aspergers, Austic High Functioning End.

‘Most of the benefits of networking can be divided into two generic categories: connectivity and sharing’.  (Kozierok, 2005)

As you will have seen in the previous weeks of this course, teaching online requires thought, planning, and perhaps a little bravery in trying new technologies and techniques.

• Thought
• Planning
• Bravery

‘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'. 

JV: We need a digital campaign to inform and persaude. 

I have five years experience in the production of such a newsletter to a community of over 6,000 and quickly recognised that recreating something that by design looks like it should be printed off is hugely limiting. There should be analytics attached to the item so it is understood what is opened (if at all) and by whom. 

We need 'shared domains of interest’

There is no shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems – in short, a shared practice.

1. A shared domain of interest

2. An active community, sharing and exploring the domain

3. A shared repertoire of resources.

They go on to say that ‘it is the combination of these three elements that constitutes a community of practice. And it is by developing these three elements in parallel that one cultivates such a community’. 

(Wenger-Trayner and Wenger-Trayner, 2015)

Conversations should be just that > a two way dialogue with meetings centred aroun an agenda and action points resulting. 

Where might you begin to look for easy networking opportunities that may be available to you that you simply don’t yet know exist? In which of these would you wish to begin as a ‘lurker’? Are there any that you might feel sufficiently confident to actively participate in now?

A shared experience works at The Western Front Association because of the last three years we have built up a community centred around someone with the time and energy to oversee activities and bring others in. I have been a lurker in a number of groups, and after a time I have gravitated towards their centre, indeed being given ‘moderator’ status in a massive LinkedIn group on elearning. I have also set up a number of such groups and facilitated and moderated discussions. 

What networking activity do you already participate in that could be modified or refocused to bring you networking benefits?

For The Western Front Association I put out two to five Tweets a day and manage the ensuing conversation. I have a 2,000 member LinkedIn group on swimming which sort of looks after itself. I have tried to instigate the creation of a Lewes District Green Group with no success. What I have learned from managing such groups, and setting them up, is that it requires time and energy > 8 hours a week is my benchmark starting point. 

How could you harness the power of the ‘weather’ that is already around you to benefit your online teaching practice?

The ‘weather’ is bad with poor wifi, low speed computers, poor desktop setups and in general a limited desire to improve things from the grassroots up - instead everything if thought of ‘on high’ and imposed from above. 

Connect with like-minded people by establishing and developing networks.

How to Tweet (what we used to call microblogging)

You'll need to identify the tasks you wish to perform:

• gathering information on a particular subject:
  make a list of keywords or hashtags that you may wish to search for (hashtags can include phrases and acronyms, but always without spaces, for example #teachingonline, #OpenLearn or #cccotc18.

• following and learning from experts in a particular subject:
  list the names of the experts you wish to search for.

• making connections with people in a similar position to yourself: brainstorm how you might find those people – how will you search for them? You may need to combine some keywords or hashtags into a single search, to enable you to filter out information that is related but not precisely what you are looking for.

• sharing your own work: identify precisely which items you would like to share, list some keywords and hashtags that might describe your work, and practise creating a short microblogging message of the correct length that describes your work succinctly.

There are of course other tasks you may wish to do as well, such as following particular celebrities or information sources unrelated to your work environment.

Twitter 

If you wish to use Twitter, these instructions could help you to maximise the benefits. If you wish to use a different tool, the principles of the instructions will remain valid, but you will need to alter the method and tools to suit your platform.

1. Create an account (on Twitter, or your preferred microblogging site).

2. Use your Twitter account to register with Tweetdeck. Tweetdeck is a very good way to make sense of the vast amount of information rushing by on Twitter, and helps you to arrange the information you need in easily managed columns.

3. Use the search function in Tweetdeck to generate new columns relating to your keywords or hashtags of interest, or search for experts and follow them – all tweets from accounts that you follow will appear in your Home column in Tweetdeck, in chronological order.

4. If you are looking for peers, first find and follow likely individuals – with any luck they will follow you back (it is good Twitter etiquette to follow individuals who follow you). Once you are familiar with one another’s tweets you could then suggest forming a List (a column in your Tweetdeck that gathers together the tweets from your selected individuals, and that others can subscribe to).

5. If you want to share your own work, learn from how others do it, observe how they use their tweets, how they ask for feedback or for others to retweet them. You need to have built up a good number of followers before sharing your work, so that their retweets will exponentially increase your reach

Think about any networks and communities you already belong to (formal and informal). How do these communities share information? What tools do they use? How could they use other channels or media to improve that flow of information?

How could you increase your connections and reach? How might tools like Twitter, Weibo or other social networking sites help you?

Each of marketing and digital put out a newsletter and what I can only call a flyer - it is not readable. It is content chosen for consumption in a one way fashion and about as readable as the back of a packet of cereal and uses similar design skills. Neither group talks to the other. Elsewhere recognising the difference with digital is that you can change the shape, length and nature of any emailed communication, and change when it goes out, we have learnt to communicate in long or short form, just with text or more magazine style with images … but we do not try to create a magazine or flyer that looks like it would normally been printed out. 

The Western Front Association uses Facebook and Twitter extensively, Instagram a bit more and should open up LinkedIn. It is absolutely the case that by driving traffic to the website and having new contact all the time, we have built our followers considerably and our membership too. All if this task time and skills, not least to listen to the audience before ‘writing’ to them and be prepared to feedback, discuss or debate rather than having communications that are entirely one way,

In education, authentic learning is an instructional approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner.

There are four basic types of communities:

• Helping Communities. provide a forum for community members to help each other with everyday work needs.

• Best Practice Communities. develop and disseminate best practices, guidelines, and strategies for their members' use.

• Knowledge Stewarding Communities. ...

• Innovation Communities.

Kozierok, C. (2005) The TCP/IP Guide [Online]. Available at www.tcpipguide.com/free/t_TheAdvantagesBenefitsofNetworking.htm (Accessed 10 Nov 2017).

Wenger-Trayner, E. and Wenger-Trayner, B. (2015) Introduction to communities of practice [Online]. Available at www.wenger-trayner.com/introduction-to-communities-of-practice/ (Accessed 10 Nov 2017).

1) Low barrier technology > flip the classroom

• Camera on a tripod with a white board

• One record

• No need for fancy cameras and editing which will put most off

2) Requires a deeper level of thinking

• Gets to the essence of what you have to say.

• Brief, treatment, script, know what you want to say.

3) Utilises the power of note taking 

• Increase retention of information

• vs the density of notes on PPT. 

• Vs printing off and handing notes. 

• Develops handwriting 

4) Benefits of Video

• Eye contact

• Facial Expressions 

• Gesturing to keep the student engaged 

• Teacher 

• Screen Capture with the teacher in a thumbnail 

5) Modeling a low barrier creative process

• Focus on the content not the technology 

• Beware the overwhelming possibilities it is NOT about the font or colour that matters. 

• Freedom is lack of choice / keep it simple

I'm finding this Free online course from Open Learn reall handy. I feel under pressure to take a few classes online myself and will do this via Google Meet, but as we are told all the time, and I know - teaching online cannot be the same. The content is so different. Rather than winning over a captive audience with our charms we must hold their attention through lots of activities, good ommunication, doing just a little at a time, taking breaks and getting them to do stuff. 

This is an old concept but it is worth revisiting. 

We understand that it makes sense to deliver education in small chunks with clear learning outcomes. The BBC understood this with BBC Bitesize. 

In "Taking Your Teaching Online' Open Learn shows that a learning object is not a list of ingredients, or a recipe but all of this and  instructions on how to do something. 

A learning object online used only to be text, then we could add graphics. 

The we advanced to adding video, with audio or animation

All of this made even better with  interactivity where a quiz can be added, students can choose learning paths and connect with others. 

I'm over at Open Learn clicking through the free course 'Taking Your Teaching Online'. I am spurred on by the need to be taking a class this Friday, and then five next week, entlirely online with a group of 17 and 18 year olds. 

I have run workshops online with adults (staff, colleagues) so this will be different. I must not see the students as 'the enemy' but I must also be forewarned and forarmed. It looks like this course will give me some of the insights and amunition that I need.

Set aside some time to play and familiarise yourself with the tools you expect to use.

Engaging and motivating students online > https://youtu.be/DvJuzE-g7OM

• They need to see the value … to tie it to assessment. 
• Have some participation marks involved.
• Engineer the momentum. Establish some ground rules.
• Set expectations: say ‘Hi’, a sentence … a couple of sentences.  
• Engage in ways that they enjoy, not simply that I am used to.
• Have students sensing your presence there.
• Not dominating, but the ‘guide on the side’ to help them along.
• The quieter voice may flower online.
• Create an online learning community