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
Conversational thinking for online learning
In this article I propose that conversational thinking is an important skill to develop in online learners, to enable richer social learning experiences that move beyond contribution and consumption. Conversational thinking “Learning through discussion has value because it provides the motivation for each participant to articulate their concepts and ideas, defend them, reconsider them in … Continue reading Conversational thinking for online learning
Don’t be an authority on meta-meta-learning
I’ve seen yet another tweet extolling the benefits of adhering to an educational developer’s perspective of what should happen in a classroom. This concerns me. As a learning technologist, course developer and online coordinator, my knowledge is only as useful as the willingness of subject experts to collaborate with me. If I were to decree … Continue reading Don’t be an authority on meta-meta-learning
Online CPD forum
My role involves course development and course management of CPD delivered online. I’m always interested in learning from others and sharing perspectives, so that the experience of participants can be enhanced through appropriate learning design and use of learning technologies. I’m looking for like-minded folk to come together, share ideas for designs and activities, raise questions … Continue reading Online CPD forum
MOOC design and retention impact factors
It is widely cited that MOOCs have poor retention rates, anywhere down to 5% of those who start the course may complete it to the end (Allione and Stein, 2016). On any other form of online or distance learning course, those figures would be a sign that the course was ineffective and not meeting the … Continue reading MOOC design and retention impact factors
Success measures in technology-enhanced learning
What does success look like for technology-enhanced learning? This was the opening substantive question from the #LTHEchat on 3 May 2017 and as an unofficial follow up, I’m cribbing here from the Twitter community and expanding on some of the ideas that were discussed. TEL or just L? Should success in technology-enhanced learning (TEL) be … Continue reading Success measures in technology-enhanced learning
Videos to support learning in MOOCs
In this article I consider why videos and other multimedia that enable narrative and storytelling are prevalent in the learning design of Massive Open Online Courses (MOOCs). During the last #LTHEchat on hybrid learning spaces, there was a side-discussion on the significance of the internet and how it allows for new types of learning to occur within it … Continue reading Videos to support learning in MOOCs
MOOC design thoughts: individual openness
As you might imagine, if I’m designing MOOCs I really should be learning on some. So I have! A few months ago, I joined my first MOOC and went through the whole process as a proper learner (that’s right, actually allocating time to do the activities). If you don’t attempt the activities, you don’t actually … Continue reading MOOC design thoughts: individual openness