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?
Category: Technology-Enhanced Learning
Design, implementation and evaluation of learning and teaching approaches with #edtech
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
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
A bad worker blames their tools – does the same apply to learning technology?
The old proverb ‘a bad workman blames his tools’ refers to an individual who, in doing something poorly, decides to blame the tool they have used rather than accept their own failings (OED definition). How many times have we (learning technologists) heard grumblings from colleagues and students (and indeed grumbled ourselves) at the inadequacies of … Continue reading A bad worker blames their tools – does the same apply to learning technology?
Student activity for deep learning and engagement – Revisiting Case Studies in Motivating the Learner (Part 6)
Continuing my series of blog posts exploring ‘Inspiring Students: Case Studies in Motivating the Learner’, this post looks at a case study from Mark W Teale which puts students’ independent study of case examples at the centre of the learning experience. Reconsidering the role of face-to-face teaching The aspect of this case study I wish … Continue reading Student activity for deep learning and engagement – Revisiting Case Studies in Motivating the Learner (Part 6)