OU blog

Personal Blogs

Page: 1 2
Picture of Anna Greathead

Affirmation!

Visible to anyone in the world

Presentation Star Certificate

I wasn't expecting this!

I mean - I made a definite stumble in my presentation and there's no way anyone didn't notice as I made direct reference to it a dozen times!

Fighting the idea that I got a 'sympathy vote'! I know I didn't give any sympathy votes.

Three of the six people I voted for also got an award. My favourite from the first session didn't which was off as the presentation and subject were so interesting and well explained.

The EMA is in. And I am a few days away from beginning H819. Enjoying a slight rest from study but feeling guilty with all the free time I have!!!

Permalink 1 comment (latest comment by Judith McLean, Friday, 13 Mar 2020, 08:22)
Share post
Picture of Anna Greathead

Deep in EneMyA Territory!

Visible to anyone in the world

The EMA accounts for 60% of the final grade for H818 and I am right in the middle of 'it gets worse before it (hopefully!) gets better' stage.

I have three documents (parts 1, 2 and 3) open, I have six Firefox windows open and a total of 30 tabs open.

Each of my three documents is already over the word count. And none of them is close to being complete (in terms of satisfying the brief) or decent (in terms of academic language, referencing or coherence).

Experience should be telling me that I am always like this a week before a deadline and (thus far!) I have always submitted something complete, decent and which received a good mark.

Sadly - experience is telling me no such thing! Paranoia, with her irritatingly loud and strident voice, is telling me that I can't keep getting away with it! I clearly do not belong on this course at this level and this time they will notice and call me out!

So on the battle goes! I will continue to fight the word count, the library, the search function of Open Studio and my own imposter syndrome!

Send provisions please!

Permalink 3 comments (latest comment by Vicky Crewe, Thursday, 12 Mar 2020, 15:02)
Share post
Picture of Anna Greathead

Sustained or Scattergun?

Visible to anyone in the world

If I could go back to October 2019 I would tell past-Anna this one thing about H818 - I'd say identify a couple of people who engage a lot with the course and comment on every single thing they post. Search out their blogs, twitter accounts and any other platform they frequent and comment there too! Don't stop doing this after TMA02 is done and dusted. If they stop posting stuff then hound them until they do!

My issue with part 2 of the EMA is that it requires 'sustained' engagement with two other projects. I have made dozens and dozens of comments in Open Studio and have generally been in the upper quartile of 'engagers' with H818 (I think) but I am struggling to find anyone who I would class as having been the recipient of my sustained involvement in their project as it developed.

I emailed Simon (the tutor!) in the hope that he might have an innovative and inclusive definition of 'sustained' which I could implement (see what I did!) but sadly his bar is even higher than my own. He says that even if I have only commented a couple of times on the poster development, and a couple of times on the abstract development, and a couple of times on the conference development, and a couple of other occasions then that would be fine! So - as long as I have engaged 8 times.... hmmmm.

And even the people with whom I have engaged the most - (typically 4 or 5 comments) - there is a problem. A lot of my 'engagement' is little more than 'I really like this' or 'you spelled survey wrong in paragraph 2'.

I know that we were told this nearer the start but I content we were told and not told! I am going to search out new H818 starters in April to give them the heads up I needed and didn't get! How's that for good networking practice?!

Permalink 3 comments (latest comment by Helen Darlaston, Monday, 2 Mar 2020, 17:24)
Share post
Picture of Anna Greathead

Questions from the Conference

Visible to anyone in the world
I found blogging really scary. How do you overcome that Anna?
I suppose, in common with everything we find scary, by doing it! It's only scary if you are worried there is a 'wrong' way to blog. There is a million right ways to blog and no wrong ways (assuming you're not planning to incite crime!).

I didn't think of it as an online filing cabinet. That's interesting.
We store so much online now - photos, diaries, documents. A blog can be an extension of this.

Did you look at whether bloggers used PCs, laptops, tablets or phones and whether that's shifted?
I didn't even think of this! It could have been an interesting diversion but I don't think it would have changed my focus or conclusions. The caveat to this is where a blog tool doesn't have functionality over many platforms.

There are already loads of channels for online discussions (discussion rooms, etc.). Is there anything about blogs which you think make them more effective than other channels (you might be about to answer this!)
There are lots of online discussion spaces but a blog is one where you get to ask the opening question! Plus it can fulfill so many other functions too.

I have found myself not blogging as have felt it needs consistency in terms of frequency of posts etc - lacking inspiration to do this has stopped me engaging fully. I wonder if this is another reason for lack of engagement.
You blog for *you* and not for your audience (or at least that's what I do). If I don't post for a while I don't feel guilty. As for inspiration - I find blogging allows me to record and expand on moments of inspiration in my studies but also has trained me to look for inspiring and thought provoking things to post about. It helps me both record and seek interesting and engaging subject matter.

That's one of my concerns too - if I started I feel I'd have to post regularly to maintain continuity and 'presence'. I wonder if there is a link with people using the blog privately?
Your blog is for you. You can (depending on the tool) opt for a range of privacy settings. If you seek to gain and maintain an audience you might want to post regularly and publicly. If it's just for you and / or a small group of people then you can blog exactly as you wish.

I did this for a while when I lacked confidence.
The blogosphere can feel like a lot of people shouting for attention but it's just as full of private people who selectively record and sometimes share their journeys in an accessible and cloud based way.

good recommendations Anna - I think the OU blog tool could be improved.
Definitely - and thanks

I use pen and paper. I've kept a journal for years; I guess the difference is that I don't share them. I wonder how many blogs that are shared are actually read by anyone else?
I used to journal using pen and paper for years and years. I didn't share them but it was always at the back of my mind that my notebooks may be found and published posthumously! I don't know how many blogs are read regularly - as a percentage of bloggers probably not many. But - I have not actively sought engagement and yet I have (to date) almost 40,000 views on my blog. I must be posting about something that someone is interested it! That's NOT my motivation though - just a realisation that sometimes we can undervalue the things we put out into the world. Just because we don't think anyone will be interested doesn't mean that no-one will be.

Oh wow. How do you keep the files you have stored if you lose it when you leave? Do you lose it immediately?
I think there is a 3 year 'grace period'. I will certainly be investigation how I am able to keep mine. As it is a 'public' blog then it will probably remain viewable to all but I may well lose access to continue contributing. If I had know how useful I was to find blogging I may have started using another tool. That said - the convenience of the OU blog tool means I can easily reach it when I am studying and want to record a thought or idea.

I agree - I don't think students are necessarily 'aware' of it. Wouldn't say it's flagged up at all on any of the (UG STEM) modules I tutor.
There are definitely some STEM students using the tool and, I was told, it's far more heavily used in some STEM areas. Some of the posts I reviewed went completely over my head they were so sciencey!

the question of whether to oblige (or very heavily encourage) students to use blog posts is really interesting - I remember this question coming up in H800 with 'making' students use discussion boards by it being part of assessment. Do you think the benefits would justify making it part of assessment?
I think that mandatory use of the blog may, for some, spark a very useful learning habit. I think the problem with it is that people are just told 'blog about it' and they often have no idea where to begin. I think that if learners were directed towards a few examples of good blogs as examples it would reassure them that there isn't a correct method and that the tool is there for them - not they for the tool.

DO you think an OU Blog is a training tool before considering a tool like Wordpress?
Possibly - less functionality does mean easier so for a complete novice the lack of bells and whistles may actually make the whole process less intimidating.

How often did bloggers look back over their -- or others -- blogs?
I didn't ask. I can say that I look over my own blog quite often. I am not very engaged with anyone else's though!
Permalink 2 comments (latest comment by Anna Greathead, Saturday, 14 Mar 2020, 17:01)
Share post
Picture of Anna Greathead

EMA - a game of three halves!

Visible to anyone in the world

Now the H818 conference is done and dusted it's time to turn our attentions to the EMA. Unlike my previous MAODE modules this counts for 60% - not 50% - of the final grade of the module.

It's an unusual EMA because it's far more reflective than academic. This is not in my comfort zone even though it should, in theory, be no harder.

  • Part 1: I must evaluate my own project from a critically reflective perspective. Manageable...
  • Part 2: I must evaluate my own project in comparison to the projects of two of my course mates and demonstrate sustained engagement with the development of their artefacts and presentation. More or less impossible.....
  • Part 3: I must evaluate my own journey as a networked practitioner referring to relevant theory. Manageable...

My problem with part two is that I have commented widely - but not deeply. I have breadth rather than depth.

That said - I am not sure any of us can demonstrate 'sustained engagement' with the projects of other students. What exactly is 'sustained engagement'?

My plan at the moment is to get great marks on parts 1 and 3! Based on my module averages I can get 60% without even doing part 2!

So - what could I have done differently or, maybe more pertinently, what could have been done differently?

I could have been more engaged. But - I was pretty engaged. I probably wasn't the top engager but I think I was in the top quartile. I could have been more strategic and decided early on which projects would be my 'top two' and consciously engaged with those students about those projects. This would, however, have been to the detriment of my networking with the other students and possibly to their projects.

Or - the university could have grouped us into smaller groups of 5 or so students. The module Open Studio page quickly became very crowded and hard to navigate. Had we been in smaller groups we would have been able to keep track of a smaller number of projects and been able to see them progress and make meaningful suggestions and comments. This was achieved to some extent by the fact that a smaller group of us have an active WhatsApp group. I felt more inclined to see how Anna, or Bindi, or Allyson, or Robert's projects were progressing because we had a relationship through this group. (There are other members too!), Had this smaller group been slight facilitated by the OU (maybe based on project type?) then maybe this could have been more easily achieved within the VLE as well as outside of it.

Anyway - I am sure you all recognise procrastination when you see it....




Permalink
Share post
Picture of Anna Greathead

The Redemption of Twitter

Visible to anyone in the world

I have a love hate relationship with Twitter. On the one hand I have found myself embroiled in a lot of nasty arguments (mostly with Brexiters, Tories, Trump supporters and so on) but today Twitter, and WhatsApp were wonderful examples of 'backchannels' where conference observers discussed and commented and sometimes giggled a bit!

So here's some Twitter screenshots! They made me smile and, I think, demonstrate the softer side of networking. And by soft I mean 'hard to define' rather than 'unimportant'. The soft stuff is VERY important.

Twitter screen shot


Permalink 4 comments (latest comment by Stephen Rice, Monday, 24 Feb 2020, 15:53)
Share post
Picture of Anna Greathead

The conference and the lost page

Visible to anyone in the world

It's fair to say I was nervous! It all began ok. Tech set up was fine and my slides appeared as they were supposed to.

I began to read my notes, click through the slide show... all was well....

And then my notes and my slides didn't match! I had lost my place. I didn't quite 'die' but it was close.

I now know exactly what happened. I had printed my notes out and, to save paper, I had printed it double sided. This meant I read one side, turned over the sheet, read the second side, discarded the sheet, read the top side of the next sheet and so on.... I got mixed up and discarded too soon. I stumbled.

People were very kind and said I had coped well, and that my project came across anyway but I was super frustrated. So I recorded the conference presentation as I wish I had managed to do it!


Permalink 1 comment (latest comment by Jenny Duckworth, Thursday, 20 Feb 2020, 17:41)
Share post
Picture of Anna Greathead

Huuuuuge Imposter Syndrome

Visible to anyone in the world

So the presentation is tomorrow at 9.10. Slight hiccup in that my teenage children, who would usually be at school, won't be as their school was damaged by Storm Ciara. Suddenly the 9.10 feels like a blessing as they will most likely be in bed and not on the internet!

Suddenly my entire endeavour - the poster, abstract, project, presentation, script - feels like it was thrown together by an earnest and slightly geeky ten year old. Everyone else has much more impressive sounding project titles and (I fear) much more academically slanted projects to present in a much more academic style.

I am terrified. And I am first.

Permalink 2 comments (latest comment by Anna Greathead, Friday, 14 Feb 2020, 09:36)
Share post
Picture of Anna Greathead

Presenting the "Paper"

Visible to anyone in the world

My paper about the OU blog tool specifically, and the use of blogs in education and learning more generally is far from written. In fact - I have a whole heap of data and a lot of ideas but only the faintest of conclusions and nothing like a logical narrative in my internal thinking about it all. This does not bode well for presenting the 'paper' which has not only remained unwritten but is still, as I write, unplanned.

I have decided to make my presentation mostly narrative in style. I cannot be alone in finding academic and statistical presentations somewhat difficult to concentrate on and enjoy! I want to use the words people said to me (actually wrote to me) above to demonstrate some of the statistics I have gleaned from my post analysis.  

That said - I have hit a bit of a wall. I have created a presentation which is okay but I am not convinced it is as good as I can make it. I have to submit it on Tuesday so I don't have a lot of time to play with but I'm going to have a go at sketching out my paper in my detail so I can make sure I can do as I have been asked - present my paper. As things stand I am more likely to find myself writing a paper to expand my presentation! Less than ideal!

Permalink
Share post
Picture of Anna Greathead

Who, Why, What and How....

Visible to anyone in the world

My project title was developed after, oooh, about three seconds of careless consideration!

However - my throwaway but catchy words have actually helped me form a mental structure of the eventual project output which has eased my general panic over the last couple of weeks (possible a bit too much!).

Who blogs?

Who used the OU blog tool? In short - not many people. I have been unable to get official figures but there are around 168,000 OU students and about 50,000 public blog posts each year. Given that a small number of blog users are quite prolific and a lot of individual student blogs consist of a single post (or three at the maximum) it's not unreasonable to assume that usage is low. Of course there may be private blogs in the system too but even assuming a generous 'three times as many' it still means that each OU student uses the blog tool less than twice each year. The blog is only open to current students and staff.

Why is there a blog tool?

The blog tool is part of a suite available to OU students. Different courses may feature different extra options but the blog tool is part of StudentHome. The potential for the blog is a part of the body of research and theory surrounding technology enhanced education - practitioners can see how it could function as a reflective learning journal, an online collaborative space or a 'can't be lost' repository for ongoing work and activity. There is lots of sound pedagogical research surrounding the activities which blogging is thought to be a technological enhancement of but somewhat less about how much it has (so far) fulfilled the theoretical promise.

What do people blog about?

The blog post analysis revealed a few indisputable patterns.

1. Some people who blog a lot often simple use their blog as a journal. There may be some reflection within it but essentially it's a diary.

2. Other people blog a lot and their posts are short, thought provoking, amusing.

3. Some people only blog when their tutor requires it.

Defining the 'right' way to blog is counter to the aims of reflective or collaborative practice but it doesn't look like this tool is principally being used for either of those things.

How can good blog use be encouraged?

I have got a lot of comment here from OU students (past and present) and some tutors, VLE designers and other experts. I hope to add narrative from different perspectives here. There are many stories of good blog use.

Permalink 8 comments (latest comment by Helen Darlaston, Wednesday, 5 Feb 2020, 12:33)
Share post
Picture of Anna Greathead

Attention! Reflect and Collaborate!

Visible to anyone in the world

Now the TMA is done and the conference presentation scheduled it's time to do the actual project and write the actual paper!

I have a whole heap of 'data' now - most of it is essentially qualitative. To be honest I prefer quantitative data - I'm not a scientist but I find numbers easier to draw a conclusion from than words. This is especially true in this case where my quotes are often quite definite and strong and entirely contradictory to each other! The fact is I have not been able to get any firm numerical data from the OU. (I will keep trying - there are a few weeks to go) and my numerical data is based on a google search about the number of OU students and the number of blog posts which are visible.

My initial assessment is that the OU blog tool does not work well for collaboration. Unlike external blogs it is not really easy to subscribe or keep track of who commented on what. OU students have other tools within the VLE, and outside of it, where they can collaborate much more easily. This observation is supported by an analysis of a sample of OU blogs - comments are rare and long comment thread even rarer.

However - the OU blog tool can (and does) work well for reflection. Reflection need not have an audience (indeed many express a preference for their work to be private) but it seems not only possible to gain insight and understanding from other learner's reflections but it seems almost commonplace.

I'm hoping to collate key quotes from all of my research to date to, if not draw a firm conclusion then, offer insight into barriers which discourage effective blogging and keys which encourage it based on the testimony of OU blog users.and OU non-blog users.



Permalink
Share post
Picture of Anna Greathead

Poster and Abstract - The Who, Why, What and How of the OU blog

Visible to anyone in the world
Edited by Anna Greathead, Tuesday, 14 Jan 2020, 20:18




The value of reflection and collaboration is broadly accepted within learning and education. Reflective journaling and collaborative work have long been part of ordinary and common learning and studying practice. As with so many aspects of pedagogy the advent of the internet has offered new technological enhancements to augment traditional activities – extending their reach, convenience of use, functionality and a network of examples of good practice. 

In this presentation the way in which OU students use the provided blog tool to reflect and collaborate will be described and insight into how further such activity can be encouraged will be given. 

The blog is potentially, and reportedly, a valuable tool for both reflection and collaboration – the main two aspects considered within this paper (Mohamed 2013, Byington 2011).  The blog can provide a learning journal which cannot be lost, within which there is a search function and which can, if the writer desires, provide support and encouragement to numerous other learners.  The blog could enhance and extend the capacity for collaboration to be less bound by geographical and synchronicity constraints.

Including a blog function within a VLE is a way which institutions can offer access to these benefits to their learners at little expense or effort. However – provision of a tool is not, on its own, enough to guarantee effective use, or indeed any use. A blog tool is not an example of a feature where ‘build it and they will come’ seems have much validity! (Shana, 2015)

There are many reasons learners may not perceive the value of blogging: they may perceive it as an additional and unwelcome chore; they may lack confidence with the technology; or they may simply feel that they have little to contribute. Unless students use the tool neither party gains any benefit.

Yet blogging cannot become a ‘requirement’ and remain useful. Collaboration and reflection cannot be truly effective unless undertaken voluntarily and formulaic reflection or mechanical collaboration will not confer any benefit and may be counterproductive (Chang 2019, Fernsten 2005, Musanti 2010). Institutions can encourage learners to reflect and collaborate (using a blog) in the hope that benefits become obvious and habits form, and for some learners this will be enough to begin their blogging journey with all the associated benefits. For others it won’t be - and those learners may benefit from other tools to facilitate reflection and collaboration.

In this paper there is

  • an analysis of a sample of public blog posts on the Open University VLE.
  • results of a survey asking OU students if, how and why they use the blog tool provided
  • details of deeper conversations about how individuals have benefited from, or not, using the blog tool
  • a literature search detailing blog use in reflective practice and collaboration within learning
  • applications for learners, educators, institutions and within wider extra-learning contexts.

This presentation may be of interest to VLE developers, online learning designers, students and tutors.

Key Words: Blogs, Reflection, Collaboration, Learning Design, Virtual Learning Environment

 

Byington, T. A. (2011) ‘Communities of practice: Using blogs to increase collaboration’, Intervention in School and Clinic, 46(5), pp. 280–291. doi: 10.1177/1053451210395384.

Chang, B. (2019) ‘Reflection in learning’, Online Learning Journal, 23(1), pp. 95–110. doi: 10.24059/olj.v23i1.1447.

Fernsten, L. and Fernsten, J. (2005) ‘Portfolio assessment and reflection: enhancing learning through effective practice’, Reflective Practice, 6(2), pp. 303–309. doi: 10.1080/14623940500106542.

Mohamad, S. K. et al. (2013) ‘Pattern of reflection in learning Authoring System through blogging’, Computers and Education. Elsevier Ltd, 69, pp. 356–368. doi: 10.1016/j.compedu.2013.07.031.

Musanti, S. I. and Pence, L. P. (2010) ‘and Navigating Identities Collaboration and Teacher Development ’:, Teacher Education Quarterly, 37(1), pp. 73–90. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ872650&site=ehost-live.

Shana, Z. A. and Abulibdehb, E. S. (2015) “Engaging students through blogs: Using blogs to boost a course experience”, International Journal of Emerging Technologies in Learning, 10(’, International Journal of Emerging Technologies in Learning, 10(1), pp. 30–38. doi: 10.3991/ijet.v10i1.4240.


Permalink 3 comments (latest comment by Anna Greathead, Wednesday, 26 Feb 2020, 23:27)
Share post
Picture of Anna Greathead

Word counts... again!

Visible to anyone in the world

I had no idea where to begin with the 2000 word part of my current TMA so I began a narrative describing the process I've been through in producing the first two parts of my TMA and the project I am working on.

Got to 1800 words.

Of just nicely written but unreferenced narration!

Argh!

Permalink
Share post
Picture of Anna Greathead

Abstract... noun and adjective!

Visible to anyone in the world

Part 2 of my current TMA is to produce an abstract about my eventual conference presentation (for which the poster is also a part).

I must have read hundreds of abstracts but somehow I have not got a firm idea on how to produce one myself - especially as it is about a piece on ongoing work and not something which is completed.

We have been given 500 words which seems really long. Most abstracts I have read are a longish paragraph of a maximum of 200 words - more often about 150 I would say. They are, for me, an indication of whether the paper is what I am looking for or if I have stumbled here by using vague search terms or attracted by an intriguing paper title.

The advice we have is, in the OU style, nice and vague! Whilst this has frustrated me a lot in my OU journey I am starting to realise that deliberately vague instructions may be designed to give us plenty of room to manoeuvre rather than as a trip wire!

Anyway - I intend to have a good bash at this abstract tonight. Wish me luck!

Permalink
Share post
Picture of Anna Greathead

Networking?

Visible to anyone in the world
Edited by Anna Greathead, Tuesday, 31 Dec 2019, 18:24

I have been listening to a Tutorial I missed in chunks. I perceived that the first bit was about the poster so I listened to that twice while I was tweaking the poster. I have, once I decided on a format, made steady progress on the poster and it's been the nuts and bolts of actually making it rather than indecisiveness or prevarication about content which has taken the time.

The next step is an accessibility statement to show I have appreciated and made allowances for the needs of people with various disabilities in the creation of the poster. This means I included an audio track, clear graphics and text. The need to think about, and write, this also acted as a catalyst to upload the presentation as a YouTube video (something I have never done before) as I could tell that my iPhone wouldn't play a PowerPoint presentation and assumed that other people's mobile devices may not either. A series of slide images was not what I created and not what I wanted any viewers to see.

Then came the abstract (in progress.... very early progress) and then I listened on the the tutorial. Simon emphasized the importance of networking and how we had to demonstrate that this skill was one we had significantly developed during H818. I panicked a little! Had I done any networking?

So here is my list of 'networking' activities which I think (hope) may count!

  • Created a survey, asked existing contacts to complete it and used Twitter and Facebook to disseminate it further
  • Directly approached some blog users on the OU Blog tool to ask for their insight
  • Exchanged emails with some survey respondents which indicated they'd be willing to discuss further and gave me their email addresses
Now what else could I do?
Permalink
Share post
Picture of Anna Greathead

Charting New Waters

Visible to anyone in the world
Edited by Anna Greathead, Wednesday, 15 Jan 2020, 13:12

TMA 2 of H818 is proving to be a challenge! So much so that I pursued my time-honoured transition of pretending it wasn't happening for a slightly too long. I suddenly found that I should have done more and that I really hadn't got any clear idea of what I was supposed to do, let alone what I was expected to achieve!

I knew I was doing my overall project - essentially the whole of H818 - on the use of the blog tool with OU students. I knew that the main two benefits of blogging reported in most of the literature was reflection and collaboration so my initial poster simply reflected that:

A large word BLOG with the mirror image reflected in water. Lots of smaller words 'BLOG' interconnected with arrows above.

I liked this poster but, upon seeing the lengths my colleagues were going to, became sure it was too simple. I couldn't see how I could add additional media such as audio or animation as the point of the poster was its simplicity and the room it allowed the viewer to make their own interpretation.

I remembered the TED talk by Amanda Palmer which we viewed a few weeks ago. The point we were supposed to get was about open access models but what most struck me was the power of story telling. The reason I find blogging helpful and one of the reasons I believe blogging is so popular is because of the power of stories. It therefore made sense to give my poster an element of story telling too.

With this in mind I created a narrative path of two people - one of whom blogged for reflection and the other who blogged for collaboration. I wanted to underline that both paths were both theoretical and actual uses and benefits of blogging, and that both augmented and enhanced learning.

Using PowerPoint I have added an audio track which are also on the slide and viewable to anyone not able to hear the audio.

This has been very 'out of the comfort zone' for me... but I guess that's the point! I also having to write an accessibility statement, an abstract and an essay detailing the progress of my project! Argh!

Permalink
Share post
Picture of Anna Greathead

Storytelling

Visible to anyone in the world
Edited by Anna Greathead, Wednesday, 15 Jan 2020, 13:11

My H818 project is to do with blogging. Blogging seems to have become a separate category but it's significant to remember than it's a technologically enabled version of the traditional diary or journal.

The TED Talk by Amanda Palmer was supposed to get me thinking about open source and open access but it actually go me thinking about how powerful stories are. Amanda could have simply told us that she had chosen to change the financing method for her music but instead she told us a compelling and satisfying story. I daresay I will remember a story long after I have forgotten a lecture.

Diaries are deliciously private which is why (maybe!) we love to read them. The Diary of Anne Frank is a world changing book. Other books have been deliberately styled as diaries (think Adrian Mole, Bridget Jones) because, as a species, it seems that we are interested in the mundane lives of other people. The blog simply takes this model online. And opens it up to a much bigger potential audience. Some stories capture the imagination more than others, but each is valid. Some people are more willing to share their stories than others but every story told is a moment in time captured.

I have started to consider how I can present my Blog Project findings in a story format. It could be quite possible to make the point and give the information within this model whilst keeping the readers / audience engaged and entertained.

As for open access and different methods of monetizing creativity - I have to battle again with the ingrained pragmatic assumptions my 46 years have left me with. Another way should be possible - I just find it hard to envision.

Permalink
Share post
Picture of Anna Greathead

Nerd!

Visible to anyone in the world

TMA01 had specific word limits - part 1 was to be no longer than 1500 words and part 2 was to be no longer than 1000 words.

I've taken quite a lot of pride in writing essays of exactly the right length in previous modules - sometimes adding a single adjective or contracting two words to arrive at the satisfyingly even figure!

So - it was 44 hours before submission deadline and I had a part 1 which was 1494 words and a part 2 which was 998 words.... would those crucial eights words be significant? Could they form the sentence which may push the assignment through a grade boundary? Would my tutor roll his eyes at my having handed in an incomplete piece of work?

I ruminated (on social media) and my 22 year old son posted 'Submit it you nerd' - which was nice! You see - he's one of the more relaxed in the human race. He did the last 6,000 words of his dissertation (that is to say all of it) in the last few days before it was due. He didn't set any records but he did pass!

I am sure that somewhere, on the continuum between me and him, is a sensible approach!

Permalink
Share post
Picture of Anna Greathead

Implementation

Visible to anyone in the world

The three subjects up for discussion in H818 are inclusion, innovation and implementation. We are to concentrate on one of them. I have chosen implementation because I think it is the most important. Innovation can happen and inclusion can be a key priority but unless the ideas and tools created by the innovators, and the policies and systems developed by the inclusionists are implemented in some way then none of it makes any difference.

Part of the 'problem' of implementation is that some innovation, and some inclusive policy, is hard to work. It may be badly designed albeit based on a good idea. It may be well designed but not as good as an existing tool or system. It may be brilliantly designed but doesn't actually meet a need as perceived by the learners and practitioners.

I think the main problem with implementation is that it has to not only be good enough to ensure the effort which goes into making practical changes or ideological shifts worthwhile but that it has to seem good enough to those having to make the changes and shifts.

It is much easier to install hardware and software than to make a teacher of many decades change their habits, or a student who is already busy and under pressure adopt a new learning tool. It's a linguistic stretch but I would say that changing the coding (the software) in the people involved - aka their culture, habits, experiences - is the most important step in implementing any change of practice.

Permalink
Share post
Picture of Anna Greathead

Taking Shape - TMA01, H818

Visible to anyone in the world

This TMA is the foundational document for our conference presentation and subsequent EMA. Which means that getting it right will be very beneficial and getting it wrong will create lots of additional work!

I have decided on a few things:

  1. I am doing the blog project. I will investigate the OU blog tool for who uses it, for what and why. I will conduct some primary research for this - both in the form of surveys, questionnaires and interviews and also by analysing a sample of the public OU blog posts which are handily displayed in reverse chronological order on the website!
  2. I will be looking at this through the overall theme of implementation. I am going to assume that blogs are useful both for student reflection and student collaboration (this is not a wild assumption - there is a lot of data) and consider why they aren't used as often or as much as they could be. Where and what are the barriers? How can the barriers be addressed?
  3. My project will be essentially a research project which will be presented as a paper. I hope to create an interesting and attractive poster in TMA02 and an engaging presentation for the conference but the project does not lend itself to the other two formats as naturally
So my hurdle of the week is TMA01. I a writing about implementation - most of the literature I have found seems to concentrate on why institutions and educators might resist pedagogical change or the introduction of technological tools for teaching and learning but I am equally interested in why students may not rush to engage with new methods and new technologies as well.

I wouldn't go so far as to say I feel confident I am on the right track but it's feeling a lot more coherent in my head! (Not always a reliable benchmark if truth be told!).
Permalink
Share post
Picture of Anna Greathead

Quid Pro Quo

Visible to anyone in the world
Edited by Anna Greathead, Friday, 17 Jan 2020, 11:32

Interesting development.

We are all starting to share work in the Open Studio area. The idea is that we share our work, thoughts and so on and get feedback from our tutors and each other.

I have shared a post (similar to the previous blog post) about my ideas for the TMAs, conference presentation and EMA. A few people have fed back to me with encouraging and helpful comments. And I have sought out their work and endeavored to do the same. It just feels right and fair!

Now the logical thing to do would be to look at everyone's work, identify where I had genuine insight and knowledge which may be useful, and contribute mostly in those areas. However - we are not logical creatures. We are relational creatures. I can already see how small communities are likely to form between people who may be working of different kinds of project but who are at the same kind of stage and who have been encouraging and helpful to one another so far.

I have decided to pursue the OU Blog idea for this module. I have found the blog - this blog - to be such a useful tool in my OU journey and I want to see why it's been so great for me and how the tool could be better utilised to ensure other people also benefit from the opportunities for reflection and connection it offers. Not to mention the validation of 30k views and numerous citations in other people's work.

Permalink
Share post
Picture of Anna Greathead

The Project (capital T, capital P)

Visible to anyone in the world

H818 is different to my previous modules. It requires the ongoing development of a single idea / project which is mooted in TMA01, developed in TMA02, presented in the conference and reflected on for the EMA.

The project must have something to do with Openness and also fall under one of the subject areas of inclusion, innovation of implementation.

I have two ideas - neither of which seem ideal but both of which kind of interest me. I am awaiting specific tutor feedback to see which one I should pursue:

1. OU Blogs - who uses them for what

The OU blog has been a revelation for me. I have found it exceptionally useful in a reflective capacity but also for expanding ideas which have piqued my interest and about which I have wanted to explore further. I didn't expect to gain a lot of traction but I have had over 30,000 views of this blog (although far fewer comments and interactions than you might expect). I am really interested to see if other students have found their blogs similarly, or differently, useful and whether the tool is working the way envisaged by the OU initially.

I can imagine getting data from my current and previous OU student groups but also being able to source further OU students through Twitter, Facebook and simply by searching existing blogs for comments and interactions.

I would speak to a small number first to develop good survey questions based on their experiences and comments. Once I had developed a good survey I would place this online and invite as many people as possible to respond. I would include an option to engage in a deeper email conversation for people willing and able to share their experiences more deeply.

Although the OU blogs are not entirely open unless the student allows this they are an example of students producing work which is available to others to reference, discuss and consider. The blog system can promote collaboration and networking as well as promoting reflective practice.

I think that the umbrella here would be implementation and that the presentation of a paper detailing research and findings would be most obvious.


2. Facebook Groups - who uses them for what

My employer administers a number of Facebook groups. A company page, a closed resource page and a private study group page. In total there are over 22,000 members (though obviously many individuals are part of more than one of the groups). The different pages operate slightly differently and garner different levels, and different kinds of engagement. I would be interested to analyse and measure this to see how the groups are being used to distribute educational resources, facilitate collaboration and encourage networking.

It would be difficult to gain consent to use individual's data in the specific report about these groups but as I will be mostly classifying and analysing posts (rather than the people who make those posts) I wonder if this is a less important consideration. I suspect there may be a fine line to tread here and the importance of developing a robust ethical position could not be overstated.

The advantage to this project is that it could enable my employer to better administer and utilise the groups to commercial and educational advantage. This may mean that I am free to use work time to do some of the research!

I think this also most comfortably sits within the 'implementation' area as it is a tool being used to implement many good learning habits and resources. This could be presented as a paper or possibly a workshop on how to best engage people using Facebook.

Permalink
Share post
Picture of Anna Greathead

Bumps in the Road

Visible to anyone in the world

H818 feels quite different to either H800 or H817.

Both of my previous modules felt solidly academic even though the delivery, assessment and teaching was done differently. I basically knew that I had to do the activities, do some extra reading, write an assignment which answered the question and was internally logical and then I would succeed.

H818 feels, already, like it might present of a challenge. There is a very strong push to produce something to 'publish' rather than a piece of work which will demonstrate to your tutor that you have understood the course and grasped the relevant concepts.

The word 'networked' obviously provides a clue but the extent to which we are to be working as a group n H818 scares me a bit! Group work in H817 was difficult!

Plus I am having to get to grips with yet more OU resources which don't quite match proprietary equivalents in terms of usability, intuitiveness or appearance.

Argh.

Permalink
Share post
Picture of Anna Greathead

The Open Architechtural Studio or the Great British Bake Off

Visible to anyone in the world
Edited by Anna Greathead, Friday, 17 Jan 2020, 11:33

The vision of an open studio within which individuals pursue their creative projects in full view of their peers offers, as John Seely Brown explains, opportunities for critique, feedback, individual progress and group progress. I can immediately see how various individuals with special skills or experiences could help those with different skills and experience (and vice versa) to enable improvement in the outcomes for all.

I cannot think of an example where I have been in this kind of environment but I did immediately picture the Great British Bake Off tent! (The analogy would also work with the Sewing Bee, Throw Down and all similar talent shows!). The Bake Off is a competition so participants should not really help one another but they do! (I know it's generous editing but bear with me!) You periodically hear someone ask a question and, from benches around the tent, people call out their knowledge based on their own experiences. Bakers will sometimes look around the tent and see that their competitors are doing something different from them and it makes them second guess or review their own timetable and process. Imagine if all of those participants were not in competition but working in concert with one another - maybe to cater for a huge posh garden party! If all of that skill were pooled then the sum total of, the quality, of the ensuing product would be so much better than it would be when individuals work alone.

I love the theory. However - I am not very good at receiving criticism however constructive! This aspect of H818 may be a challenge!

Permalink
Share post
Picture of Anna Greathead

Open Scholarship

Visible to anyone in the world
Edited by Anna Greathead, Wednesday, 15 Jan 2020, 13:12

I can already see that my personal leap forward in H818 is a renewed grasp of what open scholarship is - not least because of the keynote talk by Martin Weller which opened the H818 conference in 2018.

Martin described how, as the internet began to move into educational settings and learning environments, paradigm shifting predictions were made. When a bleak future is foretold then it is hardly surprising that the steps en route to the predicted outcome are resisted!

As Martin astutely points out - we have not seen the end of the university, nor has the theoretical promise of the MOOC actually altered the landscape of learning forever. We have, however, seen a definite and significant change in the way the learning and teaching is conducted and experienced. We have also seen a similar change in the way the scholarly research and debate.

My studies within MAODE have incorporated quite a lot of thought and discussion about OERs (Open Educational Resources) but I confess that the idea of data being made available for repeated analysis by researchers with different hypotheses had never occurred to me! (I had rather thought that an OER was mostly a sharable and editable lesson plan or learning resource).

The idea of Open Journals seemed to be a non-starter to me as I considered how both authors and journals would be paid for their work but the talk made me realise that many authors may be happy to be 'paid' in citations and reach. (I assume they have income from elsewhere?).

The use of blogs and social media within learning has been a common theme within MAODE but Weller made me consider again that these are not necessarily inferior to journals and conferences in their impact as they may afford a wider reach and greater engagement and connection.

My blog here is close to 30,000 views as of today. I do check the blog counter. I do get some pleasure from the idea that someone, somewhere, has found my ideas and reflections to be valuable. I even like the fact that I know various MAODE colleagues have cited me! Is this blog on a par with an academic journal? Probably not if someone is looking for closely researched and data driven conclusions but maybe if someone is looking for the honest experience and reflections of someone studying, using and providing online education and learning.

Permalink
Share post
Page: 1 2

This blog might contain posts that are only visible to logged-in users, or where only logged-in users can comment. If you have an account on the system, please log in for full access.

Total visits to this blog: 66177