The approaches taken by higher education institutions to continue teaching and learning during the Covid-19 pandemic have shown the imagination and creativity of the sector. New ways of thinking about the purpose of higher education, how learners can achieve the same objectives through different learning media and be more responsive to external factors is certainly … Continue reading Blended hybrid online digital dual delivery learning and teaching – will students get lost in the design?
Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 4 – learning rhythms)
This is the final 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. Previous posts explored: professional learning perspectives, contradictions in open … 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 4 – learning rhythms)
Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 3 – data)
This is the third post of four capturing my paper presented at the ALT Conference, 3-5 September 2019, Edinburgh (abstract, annotated slides, video recording). The first post explored learning design perspectives that influence online professional development for teachers. The second post looked at the contradictions prevalent in designing MOOCs (massive open online courses) and explored personalised learning. This section … 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 3 – data)
Working from home: changes to my use of tech
How we are all working has changed rather a lot for most people. There’s a statement of the obvious! Having been working in an office shared with twenty other people to now working in a 2×1 metre cupboard, it is most definitely a different experience. At least I now have a window seat. Aside from … Continue reading Working from home: changes to my use of tech
The role of a learning technologist during the coronavirus (Covid-19) pandemic
Personal reflection. The last three weeks have been, how shall I describe it, unique. Before I start, although those in the learning technology profession have, most likely, been put under a lot of pressure recently, I hope we can all agree that we are not under the same demands as those in health, care and front-line … Continue reading The role of a learning technologist during the coronavirus (Covid-19) pandemic
Scaling up online learning during the coronavirus (Covid-19) pandemic
As universities begin to mitigate against risks posed by coronavirus (Covid-19), with some such as Durham and LSE indicating a complete shut-down of face-to-face teaching, online learning is coming to the foreground as a route for continuing business as usual. In this post, I’ll look back briefly at a similar situation ten years ago with … Continue reading Scaling up online learning during the coronavirus (Covid-19) pandemic
BETT 2020 Review – A learning technologist’s perspective
I managed to get to #BETT2020 for the Friday afternoon. It’s only my second time going to BETT, the massive expo for educational technologies and the like, even though I’ve been a learning technologist for quite some time now. I go in knowing that BETT is geared up for schools, and FE/HE/professional education providers are … Continue reading BETT 2020 Review – A learning technologist’s perspective
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)
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