This is the second post of four capturing my paper presented at the ALT Conference, 3-5 September 2019, Edinburgh (abstract, annotated slides, video recording). This section looks at the contradictions prevalent in designing MOOCs (massive open online courses) and expands upon the presentation with exploration of personalised learning. The first post explored learning design perspectives that influence … Continue reading Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 2 – contradictions)
Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 1 – dilemma and direction)
This reflective article is a version of my paper presented at the ALT Conference, 3-5 September 2019, Edinburgh (abstract, annotated slides, video recording), exploring the ideas that have influenced how I view online learning design for open online courses. It draws upon my experience as programme lead for online CPD at the National STEM Learning … Continue reading Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 1 – dilemma and direction)
Learning harder, for longer
Opinion piece. Open online learning has a huge part to play in addressing the skills and education needs of a growing population, a workforce requiring re-skilling and economies shifting as a result of technological developments. It is no surprise then that one of the topics of discussion at the FutureLearn Partners’ Forum, kicked off by … Continue reading Learning harder, for longer
Revisiting my position statement
In May 2016 I submitted my application for Fellowship of the Higher Education Academy. I did this through the University of York’s professional and academic development ‘YPAD‘ accreditation programme and was successfully awarded FHEA in June 2016. Three years on, now working outside higher education, I am of course ineligible to renew. However, through an … Continue reading Revisiting my position statement
Reflections on image hotspot activities for retention and e-training packages
I gratefully received feedback from the learning technology community, via the ALT Members mailing list, on my previous post on the learning that takes place through image hotspot activities. As is typical, broader issues with online learning were touched upon that are worthy of follow up and reflection. What follows draws out further discussion on … Continue reading Reflections on image hotspot activities for retention and e-training packages
Learning through image hotspot activities
This article aims to explore the learning that takes place through image hotspot activities. The rationale for this is to assess the learning value of such activities, and considering their often inherent inaccessibility to disabled learners, what equivalent tasks may be provided. An image hotspot task comprises of an image where parts are clickable to … Continue reading Learning through image hotspot activities
Guidance for processing data from FutureLearn
This document outlines the method for data processing learning participation data in the form of .csv files available to course developers and educators running MOOCs on the FutureLearn platform. Guidance for processing learner participation data from the FutureLearn MOOC platform [PDF] This method was used to create the data set for analysing learner engagement as presented … Continue reading Guidance for processing data from FutureLearn
GDPR: is this the end of innovation in technology-enhanced learning?
Disclaimer: I am not a lawyer. The following article reflects my current, personal, understanding, which may change as more guidance becomes available. Working draft. GDPR. These innocuous four letters have spawned many unanswered questions within educational institutions and other organisations. I’m lucky in that I work for an organisation that is ISO 27001 accredited, which … Continue reading GDPR: is this the end of innovation in technology-enhanced learning?
Final grades do not prepare for the workplace
Opinion piece, my views may change over time. I have often wondered whether a good grade equates to good employability. I’m currently participating in an online course, with one of the topics addressing recruitment. Often, recruitment is based on attitudes and experience, as much as the qualifications of an individual. Whilst specific knowledge and technical … Continue reading Final grades do not prepare for the workplace
What does it mean to be ‘open’? Reflections on #OER18
If there is one definition of openness that can be agreed on, it is that openness is ill-defined. Each keynote speaker, and likely most conference delegates, came to the conclusion that open educational practice is complex. This, we would hope, is not a surprising assertion, as education itself is complex, influenced by a raft of … Continue reading What does it mean to be ‘open’? Reflections on #OER18