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Which study setting is missing here??

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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. 

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Forever the Learner - thanks to the Open University

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The MAODE I started (took up again) in February 2010 is to blame. On completing that in 3 1/2 years I felt a huge void. I have completed multiple course with FutureLearn and Coursa since, and further modules, some at considerable expense: most free.

Straight out of Taking Your Learning Online and I feel I have the brain muscle and desire to do more. This time I will do and complete 'The Online Educator' even if it covers much of the same ground, and especially because i have started it before and not got to the end.

All in all in creates a massive mashup in my brain that I can feed out to others, not least urgently to get my head around learning design in FE and potentially to be able to offer cogent advice to colleauges and the college. 

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We remain so niave in education, or simply grossly under resourced.

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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. 

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Take Your Teaching Online : Final Score 90%

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It's taken me several degrees to learn how to learn - dogged application to knowing your stuff. In my case this meant that in an 8 week course (taken over 10 days) I have not done 2 1/2 hours a week, but rather 2 hours most of time but 8 hours or more  in 'Week 7' and 4 or 5 hours on 'Week 8'. You have to keep going back until you get it; if you don't you will be found out later.

And no guessing. 

You have to know an answer is right, or likely to be right, before you provide it. I did take an 'open book' approach to this, which helps a bit. What helped a lot was to have copious notes which I could search and review. These amount to 4 to 10 page for each week - notes, text grabs and screenshots.  I like to have this content for my own perusal and reference.

Talking of which - I also take the references for anything I fancy following up. I will in due course follow up some of these. 

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Take Your Teaching Online Week 8 : The Power of Analytics

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Edited by Jonathan Vernon, Sunday, 6 Dec 2020, 11:29

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. 

Wzq9IBOoFAgYpmx2qi_LtaqcCLLE1_oe1kOZ0EZYAYjIZICk61M_G3PKYUKNdd4JL4fVLqosVnUHsLGB7yzaQn0TJ0UJox4v4j1FRcW8IROGscZIk9p5xSblUVRFAEtOi5iDYIZwYXpQTcBzHtH7920bOAlcmZ_FdKkeTmUVPA1_8UqVaT8nTbf1mzeS4aNvaZav4Q0F-XR1N6PxPE5qqjD4ugFoKnxMaJW3bzBKZZ2ypO4afSIYvF6nNbD5uHfk_L_s78MLYCzLLUfw

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 

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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 

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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. 

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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). 

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Here is the detail: 

rBqP9aIMemihD1yBuXYfHKUVc4GmnkqVwPNV8kEOEo2zUC6hA_-utFoOdsSvomZdgvvkP8nGyN6plt3pgmQeZuoyLMx1AaMr05ghG0yIbwQXeiSm_Nhyp4GRVOFDLKGTRoJVX5mq

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.

NPAr3z0biJh67-kMQLp8a1Y6NoD63seVp-Ocn9pRiseK9ursNpB6N9sAEZVjbPifZ6kU2TKR7eyeL-LQwVp1_zTZHvzd3EGrknusEKx_VgtMN7PxipAVWtFZl_xqupdtBnqBwzfH

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.

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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.

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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?

CZN-LCfJsQUaOvGZXB4gOWezwzGuek8joiOyQsoO3VIaintCmywSutNRCrkzAEu5CxSETp3iKb5xfOkp1M_sZg6YHCzI_NxwQGz9u-sCGaFpsmyEzFxkvjHCxGWLhxeDtJyeVdcM

Start to map out what students are doing.

G2bYpulITBc1JhJ5Ta6yfaPWYPM2hJZ5aKPNye63QphqfmBdOO2DmqY2j-5URJZYUKKkmI8ymKHVagoK4k1JrXGfkm1l1lUORbWMoKFl5TQi13r9s3l3EjiD0O7B0ov2AHYAc6QY

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.

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Excellent students study more in advance.

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

B63Ee2YzWGZUn1geYxZBC8I99XdLPepYPVT79YqTE_n0Z4ckCipetCCB_U1m5U7p5iwyzmx8bJtMpmI2njHiNT1W6LAnvOI33MHSMUKdmKYI1Ys1X_KPZ5GdmSH8NJpCI9Wi5gPL

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 

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Open Education Resource Institutions and Repositories

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Edited by Jonathan Vernon, Sunday, 6 Dec 2020, 09:27
The following was given as a 20 minute exercise in the 'Take Your Teaching Online' 8 week course from Open Learn. I gave it 8 or more hours. It was warranted. These resources are a godsend to taking your teaching online, materials that can be used 'off the shelf' as an single item (an eBook or Video), an lesson plan set out with objectives, activities and assessments ... or even an entire unit of studies over a period of weeks.  

I see this as a great starting place. Find a way that works for you. Work with it. Adapt it. Then in due course create your own in the image of the design that you have found works for you and your students.

My experience may well need to be reviewed. I simply have not had the time to dig around enough. All may have their merits and others may tell me if I am missing a trick. Some of these platforms need to rethink their approach regarding quality controls. I also wonder if a 'community of practice' through the likes of LinkedIn could provide support and links to resources that have a better fit for you. 

Open Education Resource Platform 

Notes and Examples 

Rate

Open Learn


https://www.open.edu/openlearn/ 


A repository of open materials produced by The Open University,

Excellent. Out of box. Just get on and do it! The Open University was established to make learning possible for those still in work, in care roles, who may have left school early or without qualifications. It’s mission with Open Learn as with the Open University and even the Business and Laws Schools is to make content accessible in every meaning of the word: attainable, usable, doable, (easier).


E.G. 

Take Your Teaching Online > https://bit.ly/39LI4Vw 

Art and Visual Culture : From Medieval to Modern > https://bit.ly/33JuMF0 

Lights, Camera, Action : technology and theatre > https://bit.ly/37GsuHQ 

Open Advent > https://www.open.edu/openlearn/advent 


5+

MIT Open Course


MIT OpenCourseWare | Free Online Course Materials 


A web-based publication of virtually all MIT course content.

Undergraduate and graduate courses in full with every possible detail provided to run such a course.


E.G. 

12 hours a week over 16 weeks: the real deal > Education Technology Studio 

Rachel Slama, Garron Hillaire, Joshua Littenberg-Tobias, and Jose Ruiperez-Valiente. CMS.594 Education Technology Studio. Spring 2019. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu. License: Creative Commons BY-NC-SA


E.G. 

Special 1 Hour Seminar in Communication: Leadership and Personal Effectiveness Coaching.

Christine Kelly. 15.277 Special Seminar in Communications: Leadership and Personal Effectiveness Coaching. Fall 2008. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu. License: Creative Commons BY-NC-SA

(1 hour for post-grad MBA students, 3 to 4 hours for School/College undergrads) 


5

Saylor.org


https://www.saylor.org/ 


Nearly 100 full-length courses at the college and professional levels

https://www.saylor.org/about/ 

Sounds like Open Learn and Adult Learning: articles, lectures and videos. Aiming for people seeking career change, getting into a career or getting into uni. Certification / badges ala Coursera / FutureLearn. Sign in required.  https://youtu.be/vAEZoveEUg8 


E.G.

Beginning Lower-Intermediate English as a Second Language  + 12 hours, course outcomes and materials. 

Modern Revolutions + 85 horse, course outcomes, certification and materials.


E.G

Learning in a Digital Age: digital literacies, digital citizenship, open education, media literacies and digital skills > Develop and apply digital and learning literacies that are critical for learning success in tertiary education in the 21st century. Last updated 28 Sept 2020. https://learn.saylor.org/course/view.php?id=388 


OER Africa


https://www.oerafrica.org/ 


Developing professional educational resources with the Hewlett Foundation. 

https://www.oerafrica.org/about-us 

Focus > Agriculture, Foundation Skills, Health and Teacher education for the African context.

 

E.G.

Communication Skills, Kampala university. 

Download Resource as a .docx. As a Google Doc, template to personalise with learning outcomes, modules, aims and units running to 55 pages 


4

Open Educational Resources


https://archive.org/details/education


A library that contains hundreds of free courses, video lectures, and supplemental materials from the US and China. 

Requires Email Sign in. Over 6 million videos. Hilarious archive training films. Old TV and commercials. Super 8mm on sexual maturity. 1973. Download options. The World at War. Genocide. Video 2017 ‘Kick starting Your Career’. 

Nearly 5 million books. 


E.G. 

Book > World War One, Norman Stone

First World War, Horrible Histories. Borrow for an hour. 


OER Commons


https://www.oercommons.org/


Free-to-use learning and teaching content from around the world. 

Author Open Resources. All education levels and adult learning. 


E.G. 

21st Century Skills, including for example digital fluency for adult learners.  

A set of instructional videos paired with a simple assessment. Learners that get a passing score are awarded a digital badge. These can be shared to Google Classroom. 

21st Century Skills for Teachers > Collaboration, Creativity, Communication, and Critical Thinking. Just a set of 5 slides.

 

3

Open Course Library


http://opencourselibrary.org/ 


A collection of shareable course materials, including syllabi, course activities, readings, and assessments designed by teams of college faculty, instructional designers, librarians, and other experts.

Materials shared to Google Drive: Docs, tables, lesson plans and activities. Readily adapted. However heavily US, business and manufacturing orientated. 

3

Merlot


https://www.merlot.org/merlot/ 


Tens of thousands of discipline-specific learning materials, learning exercises, and content builder webpages, together with associated comments, and bookmark collections,

A thoughtful, time consuming sign in process and account verification process that helps place you, your field of interest, institution and students before offering content. 


Filter by: discipline, material type, audience and platform 

Deeply disappointed that having clicked through categories and read through what looked like it would be an up to date YouTube video on Social Media I got the alert ‘This site does not exist’.


Thankfully the next shot, to get a resource that would help students make better presentations with slides was a hit with a TED lecture and blog > https://blog.ted.com/10-tips-for-better-slide-decks/ 


10 tips on how to make slides that communicate your idea … 

Then directly into creating a learning exercise from it with a lesson exercise sheet to complete >


The Learning Exercise form will allow you to define the tasks, audience and all aspects of the exercise for others to use with the corresponding MERLOT material. Please provide as much information and detail as possible.

Twice more a dead end.

Then not only off site, but further sign in and payment expected. 

Go through THAT official registration successfully but still have no access.  


3

OpenStax CNX


https://cnx.org/ 


Tens of thousands of learning objects, organised into thousands of textbook-style books in a host of disciplines,

Books, so pages, with diagrams, text and exercises. Search by subject, browse by keyword and publication date. 


E.G. 

SWOT analysis > https://bit.ly/2VI8ZsR 

Employer Training and Development > https://bit.ly/2VE5Fim 


However, the community is self-managed, which rather like people who blog can result in some random contributions and domination by an individual. 


3

AMSER Repository


https://amser.org/ 


A portal of educational resources and services built specifically for use by those in Community and Technical Colleges 

Applied Math and Science Repository. 


US but many subjects covered even though Science bias, with military science, arts, history etc: but the taxonomy search/browse did not work. More like an index. Some content from 2001. And three times ended up with an empty ‘folder’ with no resources to use. 

1

Solvonauts


http://solvonauts.org/


A search engine that searches across repositories (they also provide open repository software for institutions wanting to set up their own repository of OER).

No sign in. Simple, too basic, too 2010.


More like a directory. The content I considered was out of date and simply a video of someone’s presentation 

1


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Slides

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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



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Ten tips on how to make better slides

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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



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Take Your Teaching Online Week 4

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Edited by Jonathan Vernon, Monday, 21 Dec 2020, 11:08

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).

  1. 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.

  1. 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.

  1. 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).

  1. 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.

iYVyGAxyPqHV3gZLvaFjlIrvOkGa5ZoUSgDTZyxIjpJwW385uj7E_XWtjqbKR3tU1A1EOjLsn-LAp1DqFSprgeNVe_8Nwuc6kOh1orGFoc2_r9rleFP4JcaIWNPiScHA28qgh2w8-D9rPhwVQOEnHpLgKK6J7DywcRMlg-IdpXaBWEtuookR4rL0_MbP2yAx8JWE6potuxmSyvJzp2dXFcR8RaCaiWXN0Z79AoTEKbdnYLLLPLWh88XL02HDffW-tP6seD6DyPCQwmX-


REFERENCES

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).











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90 Minutes teaching online today

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Next week I have FIVE x 90 minute sessions with students. All of this will take somethign I have picked up from Open Learn's 'Taking Your Teaching Online'. I will be seeking to help students augment their slide presentations by adding audio, or making a video or using screencast technology.

Today it was a belate introduction to their new Tutor - me. I used this as an excuse to talk about how we should all try to understand ourselves. The only error was to think the students could see my profile on LinkedIn without signing up to the platform themselves, I should have used the two or three slides which would have introduced this.

As I have a recording I have something to offer for obsercation too.

I was shaking by the last 30 minutes I was so pumped up on adrenaline. A mixed outcome and too many technical hiccoughs, but I survived. 


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Low-Tec Video : And why this is the most important thing I have been told in 2020

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Edited by Jonathan Vernon, Thursday, 3 Dec 2020, 06:10

Demonstration of using low-tec video to record a component of a class and share it with students

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

Demonstratio of using low tec video to record a class

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.

Demonstration of using low tec video to record a class

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 

Demonstration of using low tech video to record a class and share.

4) Benefits of Video

  • Eye contact

  • Facial Expressions 

  • Gesturing to keep the student engaged 

  • Teacher 

  • Screen Capture with the teacher in a thumbnail 

Demonstration of using low tech video to record a class and share.

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

REFERENCE : Why use low tech video to flip the class  Part of Week 3 of the Open Learn course : Taking Your Teaching Online.

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The SMAR Model

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Edited by Jonathan Vernon, Wednesday, 2 Dec 2020, 18:59


Substitution

Where technology is used as a direct substitute for what you might do already, with no functional change.

Slides, now Peardeck or Prezzi. Same thing.

Augmentation

Where technology is a direct substitute, but there is functional improvement over what you did without the technology.

Link to sites

Add audio 

Embed video

Modification

Where technology allows you to significantly redesign the task.

Web page(s) 

Quiz

Redefinition 

Where technology allows you to do what was previously not possible.


Podcast

Short video

A quiz

A VR interactive tour 

Blog it 


I can work with this from Open Learn's 'Taking Your Teaching Online'. Here if thought it through in terms of students I will be working with to enhance their slide presentations. 

Eight Principles of Effective Online Teaching

A Decade-Long Lessons Learned in Project Management Education By John Cable and Clara Cheung


  1. Encourage student-faculty contact
  2. Encourage collaborative learning
  3. Encourage active learning 
  4. Give prompt feedback
  5. Emphasise time on task
  6. Set and communicate high expectations
  7. Respect diverse talents and ways of learning
  8. Make use of technology 

REF: Love, C. (2015) SAMR: A model without evidence [Online]. Available at https://charlielove.org/?p=10025 (Accessed 9 November 2017).

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Learning Objects

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Edited by Jonathan Vernon, Wednesday, 2 Dec 2020, 18:51


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. 


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Learning at the speed of need

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Edited by Jonathan Vernon, Wednesday, 2 Dec 2020, 04:30


I used this phrase like this some years ago. I should dig it out. It might be in a 2001 blog. It was in a response tgrigger to studying elearning. If not 2001 when I started the MA in Open & Distance Learning, then certainly in the first module of the MA in Open & Distance Education that I began in 2010 and completed in 2013. 

I was then still wedded heart and soul into corporate learning and development. In the mid 1990s I did a lot of video work for Unipart who were developing their logistics capabilities fast and were adopting and adpating Japanese manufacturing methodolies. All I did was take 'just in time', a Japanese approach to car manufacture that was being applied and think of it in terms of learning on the job; it should not be done in the class, but called up instantly as needed.

It can be now. We do have the answer at our fingertips - literally. 

This is easily applied to business. By forever asking, 'what is the problem'? you look for a fix and apply it to the issue. Is that not hypocondria on an industrial scale? Is it helpdul to be forever thinking there is something wrong? Actually it is 'continual improvement' that is meant to be the drive. The desire to be quicker, faster, more effecient - to be better than the competition.

Now I'm getting a nasty taste in my mouth. This is NOT something to apply to education surely? People are not machines; by definition they are the exact opposite. Perhaps this is the point; people need time. And different people need different time in different amounts.

What if everyone could have their own tutor, their own governess? There was a time, not so long ago, when 'homeschooling' was the best choice - at least until you were old enough to be sent away to school. I should compare and contrast the 'life of hard knocks' experienced by Ely Green whose autobiography I am reading and that of Lady Anny Clifford in the 16th century - education was the exception, not the norm. The gulf between those who got an education and those who did not was vast. In the case of royality and nobility it is what set them apart.

There is a growing digital divide, between those able to race ahead because of ready access to the Interent, the right kit, the best wifi and access and even the money to pay for the courses. 

All of the above has been brought on by panic at the prospect of running a 90 minute online Meet for a class of 17 year olds; I remember what I was like age 17 - not quite as bad as the 15 or 16 year old. 

I'm back on this subject 7 years later - is the answer to all problems a question posted to a smart speaker? 

My inspiration, or urgency, is the need to hold the interest of 20 17 year olds in a 90 minute class without telling jokes or taking my clothes off (metaphorically). I feel myself inching towards the advertising 'Creative Brief' to bring a Churchillian one page answer to the task; what is the problem, what is the opportunity? what do I want to say? how do I want them to respond? How will I say it? 

Ref: Learning at the speed of desire (2013) 


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Does it ever stop?

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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 



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ADHD ? Not a chance

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I've just cracked on through the first week of 'Understanding ADHD' with King's College, London completing it in a little over 2 hours. I think I can conclude from this that I am not ADHD, that I am feeding my curiosity and therefore defeating my greatest bugbear - boredrom, at every turn. That's not to say I don't present with some of the symptoms. That I take on too much. Am impulsive. Sometimes a little paranoid. Misread people's motives and have more of a 'flight' than 'fight' response to circumstances. But was this course ever about me? I think it is about another family member, and recognition that a number of diagnoses disorders run through the extended family. And I will come across it poolside with kids age 6 up and in college with teenagers. 

I only wish we lived in a culture where more was done inside the extended family to accommodate our disorders and differences rather than expecting sociatel conformity. We cannot expect the community or the state to pick it all up. They never had to. If ADHD is a human trait then it has been around for ever. What happend if you were ADHD in the time of the Pharaohs or Romans? You'd not have to worry about being spolit for chocie as a slave. Is ADHD a disorder of easy times? 

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The world of education is changing forever.

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Edited by Jonathan Vernon, Tuesday, 1 Dec 2020, 17:18

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 

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What does ADHD meant to you? The nice folk at King's College London want to know:

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Impulsively curious to the point of statis.

I was a hyperactive child age 5 or 6. I was diagnosed ADHD in 2002. This was overturned on a trip to the the adult ADHD Service in London. I don't suppose having a couple of cans of Stella beforehand would have influenced the outcome in any way. Exactly as my mum was told in the mid 1960s - he's too clever and easily bored. The NHS unwilling to treat 'my' ADHD found me securing Cognitive Behavioural Therapy. A few years of that helped with whatever goes on in my head in relation to activities/inactivity, getting things done, or not ... over thinking a thing or not thinking at all.


I love the posters Dani Donovan of ADHDDD.com produces.

They ring true. That said, if I am ADHD then my brother in law is ADHD on steriods. It helps to be married to someone who is understanding. There have been many times in my working life where having an assistant to work with me has been crucial - they pick up the pieces and keep me pointing in the right direction. Ritalin was a laugh; I asked to come off it as I could see it become addictive. It helped me focus and work at speed! Have I said too much? That sounds familiar ...
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Goeff Petty on Assessment

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Some viewing, some note taking and then yet more reading to add to another stack! 

Five questions with... Geoff Petty (@Geoffrey_Petty)Goeff

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You're Dead To Me : Harriet Tubman

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You're Dead To Me : History with Greg Jenner, an historian and a comedian


My eyes and ears are forever on the alert for content related to Black History. Lewes Town Council, and The Western Front Association we got behind 'Black History Month' in October. My intention is to maintain some momentum towards this event each year, while picking up on it in February with The Western Front Association for a second time to tie in with when this event is run in the US (we have US members and followers).

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The man with the plastic mask : Fibreglass Jacket Demo

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JV masked up to video a demonstration of using resin to create a fibreglass jacket

This blog auhot masked up to video a demonstration of using resin to create a fibreglass jacket.

It's been a frenetic and insightful day being able to double up with a class observation for my PGCE while videoing a demo of how to create a 'fibreglass jacket' with resin for Stageprops and efx at Northbrook MET. 

Google them for their website and Instagram where all their goodness and greatness is on display. 

My task, once requiring a team of at least four, was to video and publish. The team of three would have been camera, sound, lights and a producer/director. But that was three decades ago making video demonstrations for the health & safety team at BNFL Sellafield! Where the full suits worn once the site was active resembled the above.

Several lifetimes ago.

Then it was into a Meet to discuss and share outcomes from Wonkhe@Home conference and what this tells us about how to develop and support a vibrant 'Student Voice' during and post-Covid. The world of learning is a-changing.

Onwards.

With frustration my intentions and wish to attend tonight's PGCE class in person I have needed to come home and be online. With brilliant tutors you come to relish being in their presence. The difference between the online and face to face experience could not be more stark: in many situations the learning context, the feeling that you are part of a collective experience, and seeing the tutor and others so that you can 'read' their face and body language all counts for something. So much of this naturalistic impact is lost when you go online, at least with current systems.

What is needed is quality 360 for image and sound so that you can feel you are there. And in the room to be a laptop open on a trolley (I'e been told a partner of a law firm has been meeting staff like this) or more Sci-fi in approach, an iPad glued to a panel ... or at least the back of the chairs where we may have otherwise sat.

Some institutions, the banks and top law firms and ad agencies are no doubt doing this already > not in undercapitalised FE colleges though.


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Too much, too long?

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I am spending 60 hours in front of a screen a week - at least. This is Monday to Saturday. I try to stay off screens all day Sunday but may end up doing a coupe of hours before I can ditch it (expect for the weather, taking photos and taking phone calls).

This 60 hours is not spent at my desk - where I stand. It is spent at my desk on a two screen iMac, on a sofa (or in bed) with a laptop, all of these places and out and about with an iPad and iPhone.

Yes, I work in the bath. Yes, I work in cafés. Yes, I might even dismay our dog by dealing with things on a park bench out somewhere. 

But I get stuff done.

What I DO NOT MISS is time wasted commuting. It isn't just the time spent in the car, in traffic and getting parked (getting petrol), it is the time spent getting ready to go out > get washed, shaved and dressed (appropriately). 

I am not fit. Damage to my knee on a walk a few months ago testifies to that. But I do eat healthily. Just two meals a day. Nor do I drink (or not for the last 11 weeks). I drink far too much coffee. 

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Understanding the Digital Student Experience

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Josh Fleming, Head of Strategy and Oversight, Office for Students (with Sir Michael Barber).

(This is a preliminary review of a report that will be published next year). 

Triggered by the pandemic response while looking ahead. Digital poverty, definition: 

Six elements that make up digital poverty. 

  1. Hardware > having the appropriate device for the work you are doing. 

  2. Software > having the right software for what you are learning. 

  3. Connectivity > having the connection to get online 

  4. Having response TECH support when the student needs it

  5. Having a trained facilitator/teacher with the necessary skills to deliver learning online and to support the learning. 

  6. Having the space to learn.

Anecdotally the above are live issues and students are struggling. 

Emerging themes:

  1. Training for staff. There is a correlation between student engagement and the better trained the staff are and the better that staff feel that they are supported.

  2. Asynchronous learning is vital for anyone needing to be able to work around their studies especially if they are having to negotiate over who uses the one computer in the house and can do so on the kitchen table and not be disturbed.

  3. Surveys to quickly provide devices and connectivity where it is needed. 

  4. All institutions should be listening to students. THEY are best placed to tell institutions what they should be doing.

  5. Regular, clear communication is ‘so terribly important’ to navigate the situation created by Covid. 

  6. The potential is a huge opportunity. Over a five to ten year period, say taking disabled students, it can be transformative for them and for learning around the world.

We expected to find subject bias. The anecdotal bias of humanities vs hands on technical degrees, we have been surprised at how well the creative arts have transitioned so that lab time is far more effectively utilised in a way that helped with their pedagogical approach. 

With international students, asynchronous learning can be really good if there is a different time zone, but synchronous learning does aid with any sense of isolation. 

Use of AI to augment human instruction to free up staff time to concentrate on the higher order learning and to improve the student experience. The students of the future may not be taught by Bots, but they will be supported by Bots.



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Understanding the digital student experience

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Razan Roberts, Senior Director, Strategic Engagement and Communications, Salesforce.org Research findings. Link to PDF for this interim report available. Full report Spring 2021. 

  1. The challenge of providing a sense of belonging when everything is digital and virtual. A community approach is easy to introduce and scale.

    1. In the nordic countries 21%, in the UK 31% and Spain 39%.

    2. A community feeling is easy to implement and scale. 

  2. There is a widening trust gap between institutions. The trust gap was poor before and is widening. 40% between them and the leadership and 50% saying it is getting bigger. 37% staff are feeling this gap. Optimistically institutions have an opportunity to make changes now, to drive with transparency and clear plans to close the gap.

  3. Holistic well-being. Top of mind. 73% maintaining their wellbeing is their top challenge now. 72% financial concerns. 71% just finding a quiet place to work - yet it is such a simple problem to solve. Universities are taking this to heart. E.g. LSE. Community Club or Experience Club service beyond just reviewing assessments. 

  4. Students expect more flexibility in grading, course assessments and course content. So new business models are forming. 

    1. The Immersive hybrid > all the learning is online. Blends digital and the physical. Every single service being reviewed that goes to students. What is best served online, and what is best served in person. 

    2. Subscription model so that people can go in and out of training depending on the life and career plans.

  5. Revisiting career and education plans. 

    1. Students are Looking for learning with internships and direct job opportunities. 

    2. Students are looking for contact with alumni and employers.

What are the barriers to universities?

  1. Online learning, Zoom and others. But more like a bandaid. So they have to rethink the concept of what is online learning, more project based and interactive. 

  2. Digital Transformation. The fuller view of the students who have such a poor experience because they repeatedly find they have to tell one person after another who they are. 

  3. Human interaction and empathy. 

Effective communication. How do we rebuild the trust? The sense that they are looking after staff and student

  1. Frequent personalised communication. Knowing the words to use and the channels to use. Creating the connections. 

  2. Students are not feeling the support, which they could get in the past in person.

  3. Find a way for the interaction and communication to bridge the gap.

  4. Keep the students, and staff - safe and convincing people that this is the priority.

Coming out of Covid we will land somewhere in the middle. Some things will never go back. Many institutions are using data to enrol more students and to find a better match with the right academic programmes for them and help them feel they belong to that institution while opening up new markets - not least for the millions who need to find a way back into employment with further training. With insights and data we  are better able to identify students who are being challenged and need support - and this can be scaled and will be used.

A blended model is the future, rather than all online or all in person.



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From Buzzword to Baseline: Digital Transformation in action

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WONKHE@Home

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Debbie McVitty

linkedin.com/in/debbie-mcvitty-59769146 

Debbie McVitty introduced the panel with the following preamble. We would be reflecting on digital transformation: organisations, cultures and practices.

  • That technology imposes on every aspect of our lives.

  • What this means for university cultures and how we teach and communicate with students.

  • A warning that Covid has created a crisis condition that has forced us onto a testbed preemptively - not everyone was ready for it. 

  • And the difficulty of trying to add change to old platforms and practices. (The recommendation is to start again on an entirely different space and then fold the successes into the university online space). 

  • The first speakers were: 

  • Patrick Mullane, Executive Director, Harvard Business School Online

  • Rebecca Galley, Director, Learning Experience and Technology, Open University.

My own reflection on this is that it helps to have an understanding of the 'diffusion of innovations'. Going digital with has been a clear case of innovators and early adopters (The Open University, Coursera, Duke University, Coventry University ), as well as late adopters (Oxford and Cambridge University) and laggards (FE colleges and Secondary Schools?). 

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