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So much to say, so little time to say it!

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I am keeping a regular work journal. As I work in Learning Tech for an FE/HE College these are busy and educational times indeed!

I am online via Google Chat all day, with at least one, sometimes several Meets in a day. These include sessions with tutors/staff and students, typically on how to make the most of Google Meet or just digital literacy. I gave a team session on Screencastify last week and attend a weekly all staff session which has between 98 and 143 attending - so far.

Use of interactive platform ThingLink has become integral to our forthcoming online Open Day. There are now 360 degree images, many linked into 'tours' or with additional interactive elements, running for all five sites and a number of departments.

As the Digital Editor of an educational charity we have seen our followers double across social media, we use Facebook and Twitter. We have responded with seminars and quizzes by Zoom, more podcasts and videos and a monthly newsletter going out every week.

Local politics too has seen our first Full Town Council, alongside a weekly informal town council meeting - also on Zoom.

The swimming and sailing clubs are less active. Sailing on our inshore lake started again - but no rescue boats out. Swimming is down to land training and a lot of cycling.



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Design Museum

Too busy to blog

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Its a great place to be in some respects. But I barely have time to reflect or learning anything new as I am so busy having to do, do, do. This is G Suite for Education and in Meets several times a day with colleagues on the Digital Team, with staff or with students.

And then two or three times a week I will find myself back online doing a Zoom meet or quiz with different friends and family.  And even joined a Town Council Zoom meet. 

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A new horizon in online learning

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In my fifth week working from home the immediate realization is that I could easily have been limiting my time ‘at work’ to once or twice a week. I get more done, my commute is into the spare bedroom and my home office set up is vastly superior to what I am provided with anywhere at college. 

The greatest shift in behaviour is the amount of time spent in online meetings. Some of these lack the discipline that is required of a formal business meeting: an agenda and end time. Though a Zoom quiz with 17 family members spread between 3 corners of England ( South West, South East and North East), California and South Africa could have happily drifted on into the night - they weren’t going to bed in San Diego.

At least two ITC laggards in the family could finally figure out that they had a webcam and microphone. It strikes me as an excellent informal introduction to online learning that should be used with staff - break down the barriers and uncertainties by doing something that is collective, collaborative and fun.

It should be the mandatory icebreaker to do a quiz !

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H810 Activity 14.1 Using assistive technology - reflection on access to learning through acccess to work

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Edited by Jonathan Vernon, Sunday, 21 Oct 2012, 14:42


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Fig.1 From 'Access to work' a video from MicroLink

Any of us could or will stumble the first time we are faced with a new tool or piece of software - I'd like to see any of us tested using a tool such as Delicious or ScoopIt and see how we get on, or trying to use a Microwriter, programme the washing machine or even turn on someone else's Microwave.

All experiences become familiar in time if we give them a go or get some useful tips. The same implies whether or not you have a disability or combination of disabilities or not.

To make sense of the plethora of accessibility tools, software and built-in 'assists' - and the equally enormous combinations and varieties of people who may benefit from using them I am having to get into my minds eye four people, or 'personas' who have quite different needs and imagine them, in context, wanting to and trying to use tools that ought to improve access for them. Some intriguingly are likely to suit all users if they offer a short cut or a different way into the information - I prefer a transcript over lectures. I like to use narrator in the car or when busy with some other task like painting the shed - the book is read to me as I can't do what I am doing and look at the screen at the same time. I call this the 'Montesori Effect' - how meeting a learning challenge for one community of learners you gain insights and create tools that benefit everyone.

As for any of us, when it comes to learning, context is important whether we have the space, time, kit and inclination. There is a big difference between giving something a go and having to use it with a set goal in mind. Anyone remember the first time they had to create something using PowerPoint, or Word come to think of it? Or writing a blog - let alone embedding images, video or audio.

Some of this reminds me of my first computer - an Amstrad. All green text and no mouse. My father got himself a Microwriter and mastered it. Bizarre. Confined to a wheelchair (badly broken leg from skiing) for some months in my early teens I ought to have been able to keep up with school work - but somehow a box of books didn't do it for me.

When I get stuck I can now turn to a son, daughter or my wife who may or may not be able to help. We also pick up the phone to 'The Lewes Computer Guy' for technical fixes. Had I a disability how likely is it that I can turn to someone with the very same set of challenges that I face for tips and advice? On some context a blind person will and can turn to a supportive community, but this might not be so easy if you are, or feel like, the only person with Dyslexia or Cerebral Palsy at your schoolor university.

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