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

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