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I've never read enough

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Edited by Jonathan Vernon, Friday, 23 Aug 2019, 13:55

I got through it in an hour.

Using edtech in a way that helps your learners

Having the skills and mindset to embrace constant change in a fluid environment while every emerging technology develops its functionality and sophistication. 

Edtech should always be linked to meaningful formative assessment.

Types of tools

Recent and emerging themes in edtech

  • Assessment/assignment tools
  • Social media
  • Video and audio
  • Collaborative working
  • Games and learner response systems
  • Presentation

Name of the edtech tool

An infographic summarising its benefits

What can it do for teachers and learners

How to use it

How to assess using it

It is wrong to reference Prensky whose theories were entirely hypothetical and once tested proved to be totally wrong. Search here to see the multiple times I have picked up on this one and stripped in bare. Prensky wrote a piece for Atlantic in 2001 - journalist, not research. There was a resonance about it that people wanted to believe. It is nonsense. 

Nonsense like ‘though digital natives are demonstrating advances skills in multitasking at speed’.

When someone was born no more makes them digitally literate than being capable of driving a car or flying a light aircraft. The inverse is the truth: those with the greater digital skills are older and educated: they could afford the devices and the Internet connection. Today, a student who can waste their day playing games, using Instagram and messaging friends cannot even search for something and differentiate between fact and invention, let alone complete a range of digital skills - skills they come to college to be taught from scratch. Indeed, in a vocational college some students baulk at the site of a computer saying they came to study carpentry or motor vehicle maintenance because they wanted nothing to do with them. 

It is also utter nonsense to talk about preferred learning styles such visual and kinaesthetic. Once again, this is a plausible theory that has no basis in fact. The facts are that the highly complex brain exploits multiple parts of the brain stimulated by all the senses in varying circumstances in order to construct a short term memory and in time reconstruct and build on this in the long term memory while clinging on to some sense of it all before some of it, or the best part of it is forgotten. All the senses matter. If a student tells me they prefer to watch videos rather than being given a written test, then I will oblige them to take notes, write essays and do written exams because it has also been shown that the challenge of doing something you don’t like, rather than doing things the way that suits you is more memorable.

At this point the author has lost all credibility and I am loath to read on.

Nor does he know the correct definition of the word ‘indifference’ mistaking it for  

There's a good review of the pros and cons of Nearpod.

Others include: Turnitin, Facebook, Twitter, Snapchat, Instagram, Tumblr, Pinterest, Learnium, H5P, YouTube, EDpuzzle, TuitionKit, Panopto, Audacity, GarageBand, Padlet, QR codes, G Suite for Education, Lino, Popplet, MindMapfree, WordPress, Notability, Slido, Kahoot!, Quizlet, GoSoapBox, Poll Everywhere, Wordclouds, Plickers, ClassDojo, Explain Everything, Infographics, Canva, PowerPoint, iSpring, 











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Using TEL (Technology Enhanced Learning) with Students with Special Educational Needs and Disabilities

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Students with Special Educational Needs and Disabilities [SEND]

My interventions, advise and efforts to date have been aimed to students without specific needs. I am now looking at what provision is available for our SEND students and how I can support them and their tutors.

SEND students will have difficulties with:

  • Communication and interaction
  • Cognition and learning
  • Behaviour and social development
  • Physical or medical needs

Differentiated and personalised, even 1:1 teaching is required, rather than the teacher teaching from the end of a classroom and hoping to keep order and anyone engaged.

Personalisation and carefully structured lessons are key.

The aim is to provide help so that students can access the parts of the general curriculum that is available to all students. It is at the frontline of accessibility. Assessment is important as there is a constant need to understand and develop students’ progress. Observation is equally important. 

 

Some things I can read about (the rest I will have to pick up first hand)

  • If too detailed some students may feel threatened and disillusioned.
  • If the challenge is too great, work becomes boring and any effort is a waste of time. 

Suggestions include:

  • Creating a self-compiled visual dictionary for subject-specific vocabulary
  • Chunking the work
  • Using visual clues
  • Having a ‘lesson menu’ and tick off as the student completes tasks so that they can identify their own progress.

Some specific suggestions include: 

Unable to focus (ADHD)

  • Small sections
  • Have ample ‘time out’
  • Used realistic timed targets
  • Phased classwork and homework
  • Reading and writing is a challenge

Dyslexic

  • Use of coloured overlays to reduce glare and jumping letters
  • Keep instructions simple and short

And in general: 

  • Facilitate 1:1 tutorials
  • Record lessons by phone or laptop
  • Use visuals to support written text

SEND students need to be catered for in a non-discriminatory way, in an inclusive environment, can only enhance the self image and self worth of young people.

Objectives

To achieve a higher level of personal self-sufficiency and success.

Integration can reduce social stigmas and improve academic achievement. 

Where can technology help?

A special education program should be customised to address each individual student’s unique needs. 

Individualised Education Program

This will address each student’s unique learning issues and include specific educational goals. 

To help them participate in the educational environment as much as possible.

There are five broad categories of provision

  1. Inclusion

  2. Mainstreaming

  3. Segregation

  4. Exclusion

  5. Co-teaching

Individual Education Plan (IEP)

  • Targets
  • Provisions
  • Outcomes

What strategies will be used

What provision put in place?

Identifiable outcomes to monitor progress.

And include:

Likes, dislikes and anxieties

Home-based tasks

Specific: it is clear what the student should be working towards.

Measurable: it is clear when the target has been achieved.

Achievable: for the individual student.

Relevant:  to the student’s needs and circumstances.

Time-bound: targets are to be achieved by a specified time.

There are 14 categories under special education (in the US):

  1. Autism

  2. Deaf-blindness

  3. Deafness

  4. Developmental delay 

  5. Emotional and behavioral disorders

  6. Hearing impairment

  7. Intellectual disability (formerly referred to as mental retardation)

  8. Multiple disabilities

  9. Orthopedic impairment

  10. Other health impairment

  11. Specific learning disability

  12. Speech or language impairment

  13. Traumatic brain injury

  14. Visual impairment, including blindness

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Nearpod : Another Platform for consideration

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Nearpod offers close integration with Google Educator Suite which makes this of interest; content is readily shared into a Google Classroom. So what benefits does it bring?

Why might, in some instances, Planet eStream be better than Nearpod? Some of the things I have to help educators fathom out. 

The sales patter says that with Nearpod you can: 

  • Create interactive lessons in minutes
  • Easily import existing lessons (pdfs, jpegs, ppts)

Add interactive features such as:

  • Virtual Field Trips,

  • 3D Objects, 

  • Quizzes, 

  • Polls, 

  • Open Ended Questions

Download and customize ready-to-run lessons
Choose from thousands of free or paid lessons from expert educators and our educational partners. 

Customize any lesson to fit your students’ needs.

Synchronize and control lessons across all student devices

Teachers share a live session, students enter a code, and the lesson is synced to all devices.

Evaluate student responses live or with post-session reports
View student answers individually or as a class and generate post-session reports with one click.

Give every student a voice

In an inclusive and immersive learning experience that allows students to participate actively in every lesson.

Students to take ownership of their learning which enhances their sense-making.

Increase students’ access to information, ideas, and interactions. 

To test it and compare I need a real project, a teacher with students to teach and a lesson objective in mind. It is impossible to make a fair judgement simply by 'giving it a go' with some random content. 


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Adding slides in a second screen to support video using Planet eStream

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A slide show can be synchronised to run alongside a linear video using Planet eStream. The slides might reinforce what is being said, or ask questons. I would like a clearer two screen display with images side by side though.

This is a way to make content and interaction accessible for those who would struggle with smaller text and tricky tools to activate and complete an interactive quiz.

 

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Turning her life upside down : a shocking take on how being a refugee might feel

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Edited by Jonathan Vernon, Wednesday, 21 Aug 2019, 14:40

 

Part 1:

https://youtu.be/RBQ-IoHfimQ

 

Part 2: 

https://youtu.be/nKDgFCojiT8

 

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Scenario-Based E-Learning

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Edited by Jonathan Vernon, Wednesday, 21 Aug 2019, 14:43

Working with Anna Sabramowicz I have been introduced to the following scenario-based projects. This is what I would like to create to teach compliance with asthma drugs, and so much more ...

Broken Coworker : https://brokencoworker.com/ 

Connect with Haji Kamal : https://www.worldwarfighter.com/hajikamal/activity/ 

How to survive a nuclear bomb : http://how-to-survive-a-nuclear-bomb.pilots.bbcconnectedstudio.co.uk/index.html#

Our World War : WWI BBC :https://our-world-war.pilots.bbcconnectedstudio.co.uk/ 

Life Saving : Life Saver:http://life-saver.org.uk/#/REAL_STORIES

Will You Fit In? Deloitte:http://www.raptmedia.com/customers/deloitte/

I break the process down into six parts: 

  1. Business Alignment : are you a match for the client. Do you understand what they want and where your skills lie for delivery of interactivity.
  2. My Perfect Learner [Persona profiling] : get it down to one learner. Know who they are so that you can talk to them. 
  3. Interview. Call preparation and the story journey questions : interview the life out of the Subject Matter Expert (make sure they are the SME and you're not being fobbed up with an apprentice or someone tangential to the learning problem).
  4. Character Identification Criteria : build a profile of the protagonist of your story. The hero. It is their journey. 
  5. Write the Script : like any great storyteller, made all the harder with what is in effect a short story with a number of parallel routes.
  6. Produce it: find an illustrator, get a developer. 

 

 

 








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Testing eportfolios platforms

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The contest is between Pebblepad, Wordpress, Google Sites and Blurb.

Pebblepad is great for a national or regional institution creating a workbook-like course for swimming or nursing.

I just completed a Swim Coach Level II course through Swim England that used Pebblepad. It was a monster! Demanding, massive and took several months to pull together and upload the required materials.

Wordpress is a blog.

Some tutors at GB MET swear by it and many years of students in Prop Creation / Theatre Design have used Wordpress not just to blog, but as a way to submit work for grading and to develop clients or potential employers. Having been on Wordpress since 2007 you'd think I'd be convinced: I am not. Lately the platform has become overly slick and in the process tricksy. I feel like an artist on ice-skates; it works but I don't feel in control.

Google Sites is like a paired back version of Wordpress. 

For students it does the basics without too much fuss. I'm giving it a go and will report back more fully in due course.

Blurb is new.

For a tool aimed at creating eportfolio like collections of work it has the required focus and simplicity. I could see myself introducing this to students in construction and motor vehicle maintenance; it has that level of practicality about it. I wonder if students in the creative arts would want more scope to design the experience?

On the other hand, from an examiner and tutor's point of view keeping it simple might be he best answer - like putting work up on a studio wall, or in this case on an electronic scroll of paper. 

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Lessons from Barcelona

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Learn from a Master of their subject from the youngest possible age. Picasso studied under his father, a university art teacher, from a young age - from the moment he could pick up a pencil, crayon or paint brush I imagine. His talent is extraordinary and takes off someone between the age of 10 and 14 by which time Picasso could produce works such as this:

Having visited the museum before my interest this time was drawn towards his life drawing studies - such a vital skill. Seeing his anatomical drawings as well as life model drawings brings it home. He had the skills. He did the preparation work. He knew what he was doing - even if for now he is under the direct guidance of his father.

Annotated anatomical drawing by Picasso. 

9 Museums, 13 exhibitions, 4 days. Mostly visited on foot from a small Barcelona Air BnB off Rambla del Ravel. 4 wonderful vegetarian/vegan restaurants too. 

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Swim Coaching, Scenario-based e-learning, Green Party Council, Digital Editor ...

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And back to Life Drawing next week (I'm on holiday).

What gives? Extinction Rebellion. I can support at arms length but I think being active and getting myself arrested is too disruptive and potentially career damaging - though it gets people's attention when I talk about it. Suddenly I am a serious Green, a Green that breathes fire. As I expressed at the Green Party Conference last month the Green Dragon needs to rise. 

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Google's Imperial Hold over the English Speaking World

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I used to have this gripe about Microsoft - that on a PC the default on a computer bought in the UK was for US English. Why has it just taken me 10 minutes of pain trying to change the page settings in a Google Doc from inches to centimeters? Because the default on thousands of college computers is US English,  and with that all the spelling, punctuation and measurement defaults.

It no longer surprises me how much American English is now used in England - not just spellings, but pronunciations too. But I am no longer my mother's son, ready to do as her generation did - correct anything that wasn't 'Received Pronunciation'.

I see it is indicative of multiculturalism and welcoming constant change. I am the antithesis of conservative, laggardly tradition.

 

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Death by Kahoot

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I've suffered too often from death by PowerPoint. Are you now suffering from death by Kahoot? These gimmicks come in waves. At the Sussex Show & TEL event a presentation on Accessibility in HE incorporated a Kahoot quiz which included irritating Teletubbies/Angry Birds style music during the count down as every question was posted, and absurdly detailed niche questions. In particular percentages expressed to the third decimal place were totally out of place. Too many educators fail in the most basic of communications best practices - know your audience!

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Algal Blooms occurring more often and earlier due to Climate Warming

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On 7th July the Environment Agency were called out to investigate the condition of Piddinghoe Lake, East Sussex as there were a number of dead fish. Acting quickly to test the water first an emergency pump and then two industrial scale pumps were brought down and set to work re-oxygenating the water.

Speaking to Mark Bennett, Team Leader at the regional headquarters of the Environment Agency, Worthing an explanation was offered. Warm weather, a lack of shade on the lake and little wind or rain lately had caused the temperature to rise. This had resulted in an algal bloom. Not a worry in itself, these blooms might crash suddenly at night or even with a thunderstorm. 

Blooms such as these are a summer event. It is rare but not unknown for these to occur as early as February. Algal blooms like these have been occurring more often in recent years so there is no doubt that climate warming is a factor.

This event impacted on the larger fish and eels. Smaller fish and carp have proved more resilient. 

The water is not a health hazard so long as people don’t ingest the water and you wash your hands before eating. There were no signs of the blue/green algae which would have been a cause for concern.

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Broken Co-Worker : Scenario-Based Elearning

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Edited by Jonathan Vernon, Tuesday, 2 Jul 2019, 10:56

Broken Co-Worker. Scenario-Based elearning

Several weeks working Anna Sabramowicz and I'm now scripting my own 'scenario-based' e-learning aimed at age group swimmers struggling to manage their recently diagnosed asthma. So much of this takes me back to scriptwriting and story telling - short films in particular. There is a unique skill in narrowing things down to the characters and events that produce conflict and outcomes.

Give it a go 'Broken Co-Worker'.

 

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Digital Assessment and Digital Feedback for S.E.N students

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Working through a variety of platforms and approaches from Google Classroom to Planet eStream I find myself narrowing down my favourites to Kahoot and Rix Wikis.

All in education need assessment and feedback. Their progress needs to be measured. 

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How to say 'No!'

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I struggle with this. I am far more inclined to say 'yes' with apparent enthusiasm even though I want to say 'no'. I am too keen to please. This gets me into a mess - I find myself caught up doing things I wish  I was not doing.

This might help: 'The Power of Saying No!'

 

 

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The BBC's Interactive First World War Experience

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If you have an interest in interactive learning then this is a great example of how a story can have multiple outcomes. 

https://our-world-war.pilots.bbcconnectedstudio.co.uk/

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Authentic and Alternative Assessment and Feedback

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This requires some defining. We are talking e-assessment and e-feedback here (i.e. digital) and for 'authentic' and 'alternative' we mean 'vocational' and accessible digital initiatives.

I am here to search through my Student Blog. I had hoped to be able to use the 'Massively multiplayer online role-playing game' Second Life but it is no more.

Can anyone suggest a virtual world where students with accessibility needs can get online 'in character' and role play some actions and decision making?

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There's a first time for everything ...

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Edited by Jonathan Vernon, Friday, 14 Jun 2019, 15:00

To join a political party (Greens).

To stand as a Town Councillor and be elected. 

To attend a Party Conference.

To speak and vote at the party Conference. 

To attend my first Town Council Meeting.

Does this give me a sense of purpose?

We happen to be running 'Green Week' at GB MET all week so coming out of the conference I was keen to get the students to think about all things 'Green' and log onto Planet eStream where I have programmes and playlists for them.

A hard sell:

They are in exams, or just about to have exams ... or have had exams.

if it won't come up on their phone they are not interested. I pointed out that they could log in via their phone.

Having that stats I know that 14 did on Wednesday, 3 did yesterday and I'd be surprised if any at all did today.

The only person I spoke to today, oddly enough, was Caroline Lucas, who I found in reception a couple of hours ago. We'd already met at the Spring Conference and have missed each other at least twice in Lewes where it is easy for her to come over and give support from her Brighton & Hove constituency.

Next up a Green MP for Lewes District? 

 

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What makes this blog of value

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Especially to me.

This is a learning journal. It charts my learning journey. It records, curates and collates what I studied, what I had to say at the time and even holds mundane things like notes from units and books/papers read. 

At times I have questioned its long term value. My career has been spent in education and training though, albeit 'corporate training and communications' using linear video, and then a move to the web with a few personal hijinks on the way as I decided I could and should be writing a novel or screenplay while raising the kids.

A year in education, at the front line, if only in a support role, and about to embark on teacher training, I am finding I am calling on the contents of this blog quite often to pull together my thoughts, the ideas of the experts and to formulate this into something practical.

My current target is feedback and assessment. I put these 'Search' and get links to a few dozen posts. I then go through these and slowly put together a practical plan. Today it is a 1 hour teach the teacher session on digital feedback and assessment. I think there is an angle on students with accessibility needs relating to learning and challenging behaviour. 

So here we go.

Or rather, here you go.

You are interested in 'assessment' or 'feedback' as it related to elearning - search for it here. 

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Learning Design with Anna Sabramowicz

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In my second week of a six week bespoke course on using scenarios in learning design with Anna Sabramowicz. Aware of her, her work and influence via LinkedIn for many years I leapt at the opportunity to learn her approach. I immediately feel the time, cost and effort on this is justified. It all rings true. I feel at home. I described it to her as the feeling a muscian or singer might get coming back to sheet music to sing or even compose a song after a decade - at first it feels a struggle, but then it all fits into place.

Is that what I wanted 18 years ago when I started the MA in Open & Distance Learning as it was then? Is this practical insight into creating online learning what I had hoped for from the MA ODE which I finally took and completed between 2010 and 2013?

Is this what I had been looking for in my short spells in a Brighton eLearning agency?

The real magic is to feel that my researching, enquiring, planning, developing, creating, visualing and dialogue writing skills and experience can all be used in creating drama recreations, or cartoon enactments that offer the user a number of choices. The MAODE also rings true with course design, the 'swimming lanes' and flow charts that we worked on - and my efforts to simplify this to a few lines of coloured bricks in the style of Gilly Salmon. 

I will be working on a subject that I had worked up into a PhD research proposal - getting young people to follow a better regimen when it comes to taking their asthma drugs. 

 

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Digital Capacities and Capabilities

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Writing up a paper of soughts, certainly a monologue, on how elearning is adopted in an FE/HE college I find myself looking to adjust the descriptors 'maps, taps and chaps', Google it and end up back here - at my own blog. I get what I need and more because this is not the first time at all that I have reflected upon how elearning as an innovation has been and is being adopted. 

I'll share what I have written in due course as it is the culmination of a year in the frontline and is the product of my multiple interests.

Over the weekend I realised that the greatest guide in my life has been Mr.Ben. I like to wear different hats. There are days where I will don several different hats consecutively: historian, sailor, walker, cook. 

Across the 14 episodes of the 1970s children's animated series, Mr Benn dressed up as: 'Red Knight'; 'Hunter'; 'Cook'; 'Caveman'; 'Balloonist'; 'Zoo Keeper'; 'Frogman'; 'Wizard'; 'Cowboy'; 'Clown'; 'Magic Carpet'; 'Spaceman'; 'Pirate'; and 'Gladiator'.

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Google Hangouts, Oculus Go and Adobe Premier Pro

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Jack of all trades and master of none? 

Adobe Premier Pro

Chasing up skills on different platforms and as I nudge each a little forward I find I can be a long way behind. It is one thing to shoot video, and to stretch behind a basic camera or smartphone to use a Digital SLR, but then cutting in Adobe Premier Pro has considerably more functionality than I am used to. Mastering this looks like learning to crochet while on a monocycle on a tightrope. This is from someone who was brought up on video and had a career working in teams of cameramen and soundengineers, and editors, with specialists for titles, graphics and sound. Now, at this level, you have to do it all yourself and deliver to what we used to call a 'broadcast' standard.

Oculus Go

Having got the kit and having watched several YouTube how to videos I am slowly getting my head around it.  Has it educational value? I rather think the entertainment value is greater - though shutting yourself away to watch a homecinema experience film is even less social than dozing on the sofa with crisps and a hotchocolate. I am hoping that the 360 Human Anatonmy 'cast' to a large screen will have value in an anatomy class.

Google Hangouts

We use them. They are straight forward. Can I get it down to single A4 page poster? I could, or did. I produced an 8 minute screencast which I hope I get deliver in under 4 minutes.

Nothing that an MAODE could have prepared me for. But what do you expect if join the Army via Staff College and then opt to get in on the front line. Next up a PGCE?

 

 

 

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London Aquatics Centre for three days

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Three days, with a 7.15 am poolside start each day with some 20+ swimmers from our club Mid-Sussex Marlins. 'Working' poolside rather than just visiting as a tourist or even a spectator meant I experienced something of the buzz around competitive swimming.

8 Sessions, 7 to 20 swimmers in each. Every stroke and every distance, from 1500m Freestyle to 50m sprints. Quite a tasks to coral the swimmers onto a patch of the poolside which all the London clubs mark out with beach chairs. I had just the one. It was easy to get squeezed.

The 2 hours between warm up and a swim had many swimmers setting off for trips around the Olympic Park with their parents and then doing a poolside warm up before their race - not ideal.

Work on their underwater phase is paying off, with great distances. Often they are the last to surface and do so ahead of the pack.

All of this tied in with an Institute of Swimming 'Certification' which I have been completing on the ePortfolio 'Pebblepad' that I was first introduced to here in 2010 as part of the MAODE - it has changed considerably. It is a sophisticated, detailed Workbook with multiple test sheets and 'evidence' to be submitted - often via the App 'Pebblepocket' so that a video or audio clip, or photos can be uploaded easily. The downside is the volume of material that is easily generated and the need for both a mentor/supervisor rather than simply an assessor looking over my work.

 

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So riled by Brexit that I am now actively engaged in Politics

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Edited by Jonathan Vernon, Wednesday, 17 Apr 2019, 07:14

 IMAGE TO ADD - Remind me!

 

 

First I joined a Party, then I was selected to be a Town Councillor candidate and now I am up to be an MEP.

Agitated and highly active on Twitter this last year learning who I am politically through BBC Parliament I have now decided to 'do a course'. Chance has me signed up to 'Moral Foundations of Politics' with Ian Shapiro which is being deliver by Coursera from Yale University.

I can top this off with the 93 year old Dr Zbigniew Pelczynski, who taught East European Political History to Bill Clinton over Easter - he is my father-in-law and thrilled at my newly found interest in politics.

Until this last 6 months three subjects have left me cold: accounts, football and politics. 

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Scenario Design Learning Design

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Edited by Jonathan Vernon, Wednesday, 17 Apr 2019, 07:14

  IMAGE TO ADD - Remind me!

 

For a long time following Anna Sabramowicz on LinkedIn I became increasingly taken by here quirky and clear pieces on Twitter about the value of Scenario Design Learning in eLearning design. The opportunity came to join her on a new project where she leads a group learning her approach.

I begin her 8 week course at the end of May.

 

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