brick walls crack but don’t fall

image of brick wall from pixabayWhat’s a digital shift?

It’s like getting through a brick wall.

Brick walls are not made to be broken…

At last weeks Annual Research Students Conference at the University of Northampton I called my presentation Digital Shifts.

This was in  reference to shifting from traditional f2f transmissive-based pedagogies to more interactive, student centred approaches which make use of technology. But digital shifts are much more than transferring paper to screen.

fingerprints fr

Many years ago I wrote about digital literacies (as they were called then) being personal and individual as fingerprints. Applying a one-size-fits-all model of digital development was doomed to failure. People have to find comfort in ways which suit them. I still believe this today. Unless there’s a personal reason for change, it’s unlikely to happen with any degree of authenticity. Hence the existence of on-campus divides between digital fluency and shyness.

For those involved in promoting and supporting digital adoption, we need to think deep. This week I’ve been pondering the nature of macro, meso and micro levels of change.

book cover for Third Wave image from wikipedia
image from https://en.wikipedia.org/wiki/The_Third_Wave_(Toffler_book)

In 1980, Alvin Tofler described the post-industrial society (following the agrarian and industrial ages) as the Third Wave. Computer technologies were emerging and had Tofler been writing two decades later he may well have called it the Digital Wave. At times of great change, society gets swept up into massive shifts of lifestyle and the present is no exception. In less than a decade internet connectivity represents change on a macro-shift dimension.

When universities adopt digital ways of working as the norm, it’s an example of a meso-shift. Led by their ICT driven systems, there ‘s often little choice for those in administrative roles but for many academics there’s been less impetus to change. The absence of a whole institution approach to digital change means shifts are often fragmented. Active Blended Learning, a new normal in higher education at the University of Northampton is an example of a wholesale digital shift. The absence of lecture theatres in the new Waterside campus is leading a pedagogic move from lecture style teaching towards small group and blended learning. This brave new digital world is being watched with great interest across the sector.

University of Northampton Waterside Campus display in Park Campus Library (my photos).

University of Northampton Waterside Campus display in Park Campus Library University of Northampton Waterside Campus display in Park Campus Library University of Northampton Waterside Campus display in Park Campus Library University of Northampton Waterside Campus display in Park Campus Library

Digital shifts at a micro-level are more about individual change. These often involve the principles of threshold concepts including liminality, integration and troublesome knowledge. Digital shifts represent a unique combination of emotions and responses.  For the digitally shy and resistant,  technology  can appear threatening. What if it breaks, goes wrong, gets lost….Habits are lifesavers when under pressure. If it works why break it… Students love what I do already…. There isn’t enough time…. Never enough time for change…

cartoon from www.weblogcartoons.com

Digital shifts can be feared or rejected for a range of reasons yet when they happen it can be transformative involving ontological as well as epistemological change as demonstrated by this quote from my research data (full text below post).

image of presentation slideshowing TELEDA Tip 5

Micro-shifts can occur in unexpected ways. Illness or impairment can lead to assistive technology or customisation of PCs and personal devices. Speech to text and text to speech can convert the most digitally resistant. Be My Eyes uses the affordances of social media while anyone ‘hot-desking’ soon learns to appreciate cloud computing and systems like Google Accounts which give access to folders and customised browser tabs anywhere you log on.

google logo under a magnifying glass

Research can be another digital shift trigger. My Director of Studies at Northampton has a paper on Academia.Edu with 600 downloads while the journal site version only has 100. Cristina also finds it useful it is to share research links via Twitter or Skype an idea with a colleague over breakfast. We’ve met twice in 9 months but are regularly in touch online. For myself, every week I get notifications of who’s accessed my publications on ResearchGate while the power of Twitter meant within 20 minutes a stranger had found me the book I needed with only the flimsiest (and partially incorrect) details.

Digital shifts can be fragmented and inconsistent. The Jisc Digital Capabilities Model shows the complexity of opportunities there are to become ‘more digital‘. As government, finance, health and leisure go online so the pressure to digitally engage increases. Some might be adept users at home but not work. Or vice versa. We hold hard onto habitual practice and the university is a traditional environment.Rogers Diffusion of Innovations technology adoption curve Digital shifts happen for many reasons. External pressures can lead to tipping points but the Late Majority, and unfortunately named Laggards of Rogers Diffusion of Innovations curve, will need something more personal to persuade them to change. Institutions can provide reward and recognition. Digital Education Developers can provide rationales and resources. Ultimately though, the choice to make digital shifts has to come from within. At the present time, the brick walls of resistance within learning and teaching might crack but the barriers remain strong.

I suspect digital shifts in practice will continue to be blocked and resisted for quite some time to come.

broken brick wall


full text from slide in post

“… It seems obvious now that the lack of student engagement with my online resources was due to inappropriate design. I placed too much emphasis on text based, selfdirected learning and didn’t recognise the important roles of self and peer assessment, interaction between students and probably most importantly, investing time in building solid foundations and helping students develop skills for online learning.”

more examples of digital shifts from my research data (contact me for full text versions) 

research data quotes showing digital shifts

research data quotes showing digital shifts

Castells, M. (2009) The Rise of the Network Society: The Information Age: Economy, Society, and Culture (Vol I) Second Edition.  Chichester: Wiley Blackwell.

Webster, F. ( 1995) Theories of the Information Age. Third Edition. Abingdon: Routledge

All images from pixabay.com unless otherwise stated.

Cartoon by Dave Walker. Find more cartoons you can freely re-use on your blog at We Blog Cartoons.

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Inclusive T and L conference Part Two #itandlexcellence

slide with text saying inclusion is for everyone

Many of the issues were simply good practice and would help all students and not just students with specific access requirements

Part One inclusion/exclusion issues with chairs offered first thoughts from the Inclusive Teaching and Learning Conference. Part Two contains further reflections and takeaways.

Alan Hurst opened the Inclusive Teaching and Learning Conference at York St John with a reference to Michael Oliver. Great call! Oliver’s influence with regard to the construction and promotion of the social model of disability in HE was a transformational threshold. This transferred the cause of inaccessibility from the individual to the environment where barriers to participation could be  physical and/or cultural; a huge step from a deficit model whereby the ‘problem’ was perceived to be caused by individual impairment. Adoption of the social model led to major changes to the built environment; ramps into public buildings, installation of lifts, accessible facilities and (marking the early days of the internet, when Tim Berners Lee led on digital democracy) the World Wide Web Consortium (W3C) and Web Accessibility Initiative (WAI).

diagram showing medical and social models of disability

I didn’t hear the social model mentioned again.

Other takeaways for me included a reminder of Universal Design in Higher Education: From Principles to Practice (2008) – all HEI should have a copy. Where is the UK equivalent?

Inclusive teaching needs building in (like the production of transcripts or other textual equivalents) to the learning design, not added at the end. Bolt-on methods can be better than nothing but are never seamless and prone to dropping off.

Inclusive teaching means stop making assumptions. We are all different. Individual needs may be invisible. Where they are public (assistance dog, wheelchair, amputation) associated needs might not be what you think. Start a  conversation about preferences for learning.

Prof Ann-Marie Houlton used the analogy of a kaleidoscope in her keynote. It worked well. Turn the tube. Click. Different pattern. Effective learning design is a kaleidoscope. It offers with diversity but all the pieces you need are already there.

A slide linking inclusive design to a kaleidoscope

The institution of higher education (HE) is a beast; large, old, traditional, eclectic and so on…. Changing the culture of HE presents complex challenges and no where is this more true than inclusion. I worry about society taking backwards steps rather than forward ones. Ideally, inclusion is holistic. The reality is inclusion being seen as something someone over there (not in my place) does for disabled students. Another blog post I think.

Inclusive teaching deserves a scholarly approach. Who is writing about inclusion these days?

Inclusive teaching involves understanding how language matters. Disabled students or students with disabilities? Inclusion as a disability issue or inclusion as universal design, an improved experience for all.  The focus of the workshop Fostering inclusive language and behavior in the classroom was gender and sexuality; excellent places to start rethinking the roots of exclusive attitudes and practices (presenters Liesl King and Helen Sauntson used non-inclusive rather than exclusive – is this another linguistic shift? Should I stop referring to a an inclusion/exclusion binary?)

slide showing examples of attitudes - contact me for full text

Language is the biggest building block in the world! It constructs self  and reality. Perpetuates social stereotypes. Discourse analysis and visual literacies are valuable tools but who still uses them? Science is fighting back. Rationality rules. The further we move from the postmodern turn, the more single sources of truth take centre stage. We need to challenge this. We need to talk.

As always with conferences the best conversations took place around workshop tables and over lunch.  I picked up some useful links including the Jisc InStep project looking at curriculum design and graduate attributes. From 2009, it’s judt as relevant today.

So what happens next – after the conference, still in the zone, feeling the buzz. What happens when we’ve thought about inclusion, reviewed programmes and practices, ticked the boxes – when do we stop?

The answer of course is never.  Inclusive teaching should be agile, permanently in beta, continually under development. Each year every class and cohort is different. You wouldn’t have a fixed approach to your teaching (would you?) and it’s the same with inclusion.

HE is a rite of passage but the path can be tricky. Sometimes blockages happen or barriers inadvertently reinforced. It would be good to see more inclusive T&L conferences, including opportunities to talk to students about their own experiences. Inclusive teaching is about listening.

slide showing student comments about complex decision making - contact me for full text version slide showing student comments about disclosure - contact me for full text version slide showing student comments about reasonable adjustment - contact me for full text version

Finally, inclusive teaching is about what we do. Let’s have more conferences around learning designs – so long as one of its pillars is inclusive practice. Either way, did I mention this? – we really do need to talk.


images my own except medical and social model ones from http://ddsg.org.uk/taxi/medical-model.html 

contact me for full text version of slides s.watling@hull.ac.uk


inclusion/exclusion issues with chairs #itandlexcellence Part One

image of coloured plastic chairs on wheels

Chairs on wheels meet solid floor. Blessing or nightmare?

Easy to move, don’t need lifting, don’t scrape or grate when dragged

BUT

…can be difficult to sit on, too easy to slide backwards before you’ve made contact or can fail to provide support if you reach out for them. Chairs on wheels might be good for some but not others.

The conundrum lies at the heart of inclusive practice.
One-size-fits-all models are rare.

Take bobbled surfaces known as textured paving. It warns those with visual impairment of a road crossing but bouncing over them can be uncomfortable for wheelchair users. Shared surfaces where pavements blend seamlessly into roads make crossing easier for those with wheels but can be confusing (even dangerous) – in particular for assistance dogs trained to stop at raised kerbs. The risk is  absence of an inclusive solution becomes an excuse for not changing practice in the first place.

photo of colleague Patrick Lynch at York St John

Yesterday I attended the Inclusive Teaching and Learning Conference  at York St John University with colleague Patrick Lynch.  The opening Keynote by Prof Ann-Marie Houghton set the scene; universal design means changes for some which create an improved experience for all. Accessible design is not an activity targeting disability. It’s a state of mind and a practice which can benefit everyone.

Digital exclusion was largely missing from the conference. There was reference to commuter students in rural areas not having high speed internet (true for some areas in towns and cities) but I missed references to inclusive design of documents (headings and styles please) or standard attention to font, text size, colour, contrast etc.

This isn’t because we’ve reached some magic tipping point where all resources are accessible. Any VLE offers a range of poorly designed lecture slides which don’t print well in b/w, have too many words on top of images or my pet hate of grey font on white (I can’t see it!!) or audio and video without text equivalents.

In one session we were told it wasn’t possible to provide transcripts for captured lectures because the technology isn’t there yet. This implies a gap while waiting for the technology to catch up yet Windows ‘speech to text’ is not bad and there’s a range of free apps which will give a workable document for editing. Yes, it’s a digital capabilities issue which is all the more reason for institutional support to develop digital ways of working but any lack shouldn’t be an excuse. Where lecturers create and upload notes and/or slides before their presentation, this is the basis for a textual version of recorded content.

It seems students need to disclose and have their ‘disability’ accepted in order to have a text alternative provided for recordings which in itself feels like an exclusive practice.  Audio/video alongside notes and/or images offers a holistic learning experience. Why wouldn’t we want to support students in this way? How many lecturers have tried extracting core information from a 50 minute podcast dealing with an unfamiliar topic!

The exception was Prof Houghton who gave the first keynote with clear, well spaced slides and ‘There’s alt-text on the images.’  Not a phrase you hear every day. In fact, I don’t think I’ve ever heard it. Maybe I don’t go to the right conferences. Most of them are about learning and teaching in particular where it’s online….

Inclusion is about so much more than making reasonable adjustments for some. It’s about the freedom to move independently within the built environment and getting on and off public transport, it’s about dropped kerbs and street art springing unannounced from pavements. It’s about the language we use, consciously and unconsciously. It’s about the social construction of attitude and bias.

Exclusion is created by culture and society and preventing it begins with adopting inclusive design practices.

image showing road cross with no textured paving

This pedestrian crossing over a dual carriageway appears to have no textured surface to indicate the road (taken recently in Hull) 

photo of pavement water fountains
This feature lacks barriers and the water is intermittent; if you couldn’t see it, how would you know?  (Belfast 2013)

Changing the culture of HE is complex and challenging. Nowhere is this more evident than learning and teaching where responsibility for inclusive practice is too often seen as being somewhere else, anywhere else, except with us. TEL-People say it’s within Student Services who say they’re not techies and on it goes. We need to work together on this. The aim is a tipping point where inclusive design and teaching becomes the norm. We’re going round in circles. Conversations at the conference were similar to those from two decades ago. If anything, the issues have become more convoluted.

image of the cover of TechDis Accessibility Essential series of guidance for accessible online content

The lack of a go-to resource doesn’t help. Jisc TechDis is no more. Such a loss. Their Accessibility Essentials series hit the spot while Informing Policy, Improving Practice and Improve your 3 Rs – Recruitment, Retention, Results remain excellent introductions and rationale. We need more not less of the TechDis attitude and enthusiasm for inclusive practice.

Knowledge makes so much difference. Simulation has been frowned upon for failing to authentically replicate lived experience, but a day in a wheelchair or wearing glasses which mimic glaucoma, cataracts or macular degeneration can offer transformative insight. We need to remember not everyone with an impairment is registered as disabled and take care not to confuse the issues. Hundreds of thousands of people live with invisible conditions such as colour blindness, dyslexia or some form of sensory difference. While careers and consultancies are constructed from the impact of diversity, most of us want to do what others take for granted, for example use the internet and read what’s on the screen (did I say no grey text on a white background please?!)

I’m stopping now before I get really ranty but will end on a plea – if you were to make one single change, please do think about how you present content, in particular online. Plain font, decent size and good contrast are all essential. For those of you who believe Browser customisation is the answer – it can’t work unless content has been designed to adjust.

Everyone is different. It should be what makes us special rather than a problematic.

Also, if you agree please retweet, repost and reply – let’s continue the conversation.

image showing a diversity of cartoon people
image from the presentation of Prof Ann-Marie Houghton. 

Photos all my own or from the conference presentations.

 

#digifest17 asks if digital technology is changing learning and teaching

computing technologies

We all know determinists. Excited about the new. Putting tech in place. Waiting for transformation. Any failure is blamed on it being the wrong time, place or connections, but there’s much more than this to digital education. We have to go deeper.

Enthusiasm for education technology comes in waves. Last century it was CBA, CMC, VLE, then web 2.0 and social media, followed by oer and mooc, mobile devices, big data and dashboards. There were the go-to reports. Paul Anderson’s What is Web 2.0? (2007), or Peter Bradshaw’s Edgeless University (2009). Back further to Oleg Liber’s framework for pedagogical evaluation of vle (2004), Mapping pedagogy and tools for effective learning design by Conole et al (004) or Death of the VLE by Mark Styles (2007). These are just a few and how many more predictions  from these times remain more promise and potential than fact?

advertising from jisc digifest17

I didn’t go to Digifest17 but followed as much as I could online. For me the star of the show was Amber Thomas from the University of Warwick. In conversation with Neil Morris from the University of Leeds, Amber dared to refer to digital technology as pixie dust and snake oil, suggesting what matters more are the non-digital aspects of education, namely the design of learning experiences.

There’s more than a little synchronicity here. My ex Lincoln colleague Andy Hagyard is now Academic Development Consultant at Leeds while Kerry Pinny is Academic Technologist at Warwick. Spot the similarities. We should form our own SIG. In the meantime, we’re under review at Hull and top running for our new job titles is learning enhancement rather than TEL. Amber was spot on. The future is less with the technology and more for the people.

looking for evidence cartoon

Predictions of tech-adoption are rarely realised in the way we expect. We look in the wrong places. It’s not the tech innovators or early adopters (who can be pedagogically astute but remain a minority), it’s those who self-exclude from technology events and opportunities. Who – dare I say – care more for the EL in TEL than the T itself. The solution to learning enhancement is not rocket science. It’s as simple as this. We need to talk more across our different sides of the fence.

Make the conversations less driven by technology and more about evidence of success. How do we know what works and why? Where is the scholarship of learning technology? The research informed practice? I’ve referred to existing literature critiques before in TEL-ing Tales, Evidence of Impact and Learning Design+TEL=the Future. These critiques can be powerful drivers and all the more reason for change. The brave new world of TEF and learning analytics is an optimum time to review the design of learning and how to evaluate its impact. Not just at the end, when students are moving on and it’s too late to change their experience, but by building iterative loops of feedback throughout modules and courses which tell everyone how they are doing when it most matters.

suggested list of criteria for learning design

Digifest17 was bold. …we’ll be celebrating the power of digital, its potential to transform and its capacity to revolutionise learning and teaching.

Transformation and revolution is the early language of BECTA  – remember the internet super highway? It’s worth revisiting HEFCE’s 2005 and revised 2009 elearning strategies, the Towards a Unified eLearning Strategy Consultation Document (2003) and the National Committee of Inquiry into the Future of Higher Education, otherwise known as the Dearing Report (1997). The text from the past is scarily similar to the text of the present.

rosie the riveteer

We’re still talking transformation and revolution, yet as Diana Laurillard said nearly ten years ago – ‘Education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now.’ (2008: 1)

Maybe technology isn’t the answer. The literature around Inquiry based learning stresses the need for fallibility so I have to admit I could be wrong. However, if technology is the answer then I’d suggest a more critical approach is needed. Here’s some suggestions. Andrew Feenburg’s Ten Paradoxes of Technology or Questioning Technology, Norm Friesen’s Critical Theory: Ideology Critique and the Myths of E-Learning, Neil Selwyn’s Looking beyond learning: notes towards the critical study of educational technology or Distrusting Educational Technology for starters. Then lets have conversations. Let’s start reading groups which discuss the pros and cons from wider social and cultural perspectives. Let’s ask questions like why are we investing in technology in the first place? How useful is data counting footfall and logins? Where is the evidence of enhancement?

quote from Cohen, Manion and Morrison (2011)Slowly but surely places are emerging where education technology is aligning with academic practice. It seems a promising way forward. Why wouldn’t we want to introduce scholarship and pedagogy, build learning design around experiential loops of action research and appreciative inquiry? Lets shift the emphasis and make the future for higher education one which is more shaped by people rather than by machines.

groups of students


Images from Learning Analytics & Learning Design Digifest17 presentation by Patrick Lynch (p.lynch@hull.ac.uk) and pixabay.com. Jisc image from Jisc


Reinventing lurking as working #socmedHE16

img_1983

Last week I attended The Empowered Learner; the 2016 Social Media for Learning in Higher Education Conference (#socmedHE16) at Sheffield Hallam University.

The Keynote for last year’s conference was Eric Stoller with his amazing Star Wars effect opening.  You can make your own this Christmas.  Eric was always going to be a hard act to follow and the conference organisers didn’t try. They offered a Key-Not instead.

img_1988

A Key-Not translated as an activity. We were divided into four groups depending on the colour cup we’d chosen. Sneaky – I didn’t see that coming! The task was to use a social medial tool(s) and collaboratively build a resource for the ’empowered’ learner. My group – the Yellow Custard Stirrers – used Adobe Spark to show how to set up a Facebook Group and invite participants. We won! Well done fellow Stirrers – may your custard never go lumpy!

img_1989 img_2017

The Key-Not was followed by two traditional style presentations. After the frenetic activity of the previous hour, it felt strange to be back in passive audience mode. The mobile devices came out and people slipped back into isolation from each other while remaining connected to the virtual. What saved it – for me – was these were two of the best presentations of the day.

I want to blog about Andrew Middleton’s presentation separately. ‘Social Media as a Critical Future Learning Space’ resonated on lots of different levels.

a6fce5dc-575b-40c2-8957-b63c7b52aa43

I blogged about space earlier this year in a post titled Simultaneous Existence and want to go back to the subject, in particular the ssignificance of interstitial space.

74c79f79-6c0e-4e56-b52d-0e5fdb7d1445

The first presentation by Sarah Honeychurch was about lurking. Now I lurk, you lurk, we all lurk but the word has negative connotations. Traditional definitions include sinister, threatening and unpleasant while its latest linguistic incarnation in relation to discussion forums suggests to lurk is an incorrect or inappropriate thing to do.

I want to re-imagine lurking as working.

In these days of information overload through TEL, email, cloud computing and social media, we are mostly not waving but drowning I would suggest just being there online – long enough to register what’s happening before moving on to the next task – is about as much as anyone can manage.  If we re-invent lurking as less something negative, more a positive affirmation and recognition that we managed to get there in the first place, we could then change attitudes to ‘didn’t we do well!’

There’s lots of ways learning and teaching in HE use social media e.g.#lthechatTLC webinars#creativeHE community – and I’m sure these are all places where lurkers lurk, simply to keep up to date and check they’re not missing anything useful. Social Media is the single most valuable network of curated content which can be customised by choosing who to follow and which events to attend – even if it is in a lurking capacity. To lurk is better than not being there at all. It really is time for a linguistic turn.

laguage matters inside a blue speech bubble

Language matters. I don’t like to hear training or skills being used in relation to my TEL work and try to avoid the words lecture capture. Words like these carry connotations which don’t sit well with the objectives of enhancement and innovation which sit within my own interpretation of TEL.

So here’s to lurking as working. Remember – I lurk, you lurk, we all lurk. To lurk is a coping mechanism. It means we care enough to make the time to log on and check what’s happening in our own spheres of interest while also – apart from anything else – not everyone wants to be in the digital spotlight. Lurkers should be proud of their background activity and online bloggers, tweeters, and activity creators be pleased to have them there. A silent audience is better than no audience at all. Remember – as the email goes quiet and the festivities begin – it’s good to lurk and don’t let anyone tell you otherwise.


postscript

On the BBC News today people are advised to take a break from social media over the Christmas period as lurking may make them miserable and depressed <sigh>


 

The Empowered Learner #SocMedHE16

Social Media Conference Banner

Friday morning. 6.41 train from Hull. Heading to Sheffield Hallam University. It’ll be dark and cold but well worth it to attend the second Social Media for Learning in Higher Education Conference ‘The Empowered Learner

I’m helping facilitate a ‘socially mediated workshop about developing a social media workshop’ The repetition is deliberate and the workshop will be using the UCISA Social Media Toolkit as a baseline. The Toolkit offers a useful guide for universities using social media tools. what ever the reason; learning, teaching, research or administration – it preempts some of the questions which might be asked and contains a wealth of advice and support from those who’ve already tipped their digital toes in the social media waters.

UCISA Social Media Toolkit front cover

The rest of the programme looks interesting – as always, the perennial problem is selection – which to choose and which to miss.

The Keynote has been retitled Key-Not. The rationale for this intriguing name will be revealed on the day. If you can’t gt to Sheffield there’s an online option. The conference website says ‘If you are free between 9.15 and 11.15, will be online and like a challenge you are invited to participate directly in our online version of the Key-Not.  Please email socmedhe@shu.ac.uk with ‘Key-not’ in the subject line and we’ll fill you in.  Otherwise, watch out for a million tweets in the morning, and keep an eye on this page.’  The Twitter hashtag is #SocMedHE16 and some of the sessions will be periscoped – see the conference website for further details.

Yesterday there was an announcement. To coincide with the national event, this year’s conference would also celebrate the Great British Christmas Jumper.

Ooops – I don’t have one.

The closest I get is a little Ode written last month when colleagues were starting to discuss the annual CJ – so in the spirit of Christmas Jumpering, and the absence of one of my own (not to mention taking advantage of social media!) I include it here.

Have a good conference everyone.


ode-to-a-christmas-jumper


 

Panopto Power and the American Dream

As a team we’re askedimg_1845 to feed back on conferences and other excursions. This week was my first Panopto Conference and I headed off to London. It was dark, cold and raining and the car park ticket machine was broken. The message said try another machine but at Hull Station there isn’t one. I leave a note in my car saying I have photographic evidence of being unable to pay and splash through puddles towards the station. It can only get better.

Registration is 9.00 for a 10.00 start. At 10.00 I’m at Liverpool Street trying to get to Tower Hill. I’ve already confused the Central and Circle line and nearly ended up in Berking. How can this be? I used to live here – I should know my way around better than this! img_1848

One disadvantage of being late is the limited view from the back but a crowded room is a good sign. Key messages throughout the day were on the theme of ‘video enhances learning‘ and supports making teaching memorable through emotional, entertaining or traumatic approaches.

Video can make possible what can’t be done in real time. During our digital storytelling workshops Chris Tompson played a video which included the death of a child. You don’t get much more emotional than that. I remember it to this day.

Entertaining is self-explanatory. We all like to laugh.

Learning through trauma is potentially risky but also powerful. In my previous institution a nurse educator would faint on a simulation ward round. The clue was in the word simulation but it was so well done as the co-lecturer called on the students for help and they were plunged from theory to sudden practice.

Video can show what you wouldn’t want to see in real life, for example disaster scenarios, or where the best laid plans can go wrong. We all prefer ‘health and safety’ messages when they’re presented in dramatic form on film. It makes it so much more real than talk or text. This is the power of Panopto. It supports a range of teaching resources which make it a useful tool for exploring the use of video and audio within learning design.

The event was held in the basement of the America Square Conference Centre in central London. This is where the streets are tiny and have names like Crutched Friars, Savage Gardens and Seething Lane. Refreshments and lunch were in a room containing a stretch of original City of London wall. Either London has risen significantly or the wall foundations were amazingly deep.

Everyone I spoke to from other institutions had cameras installed in their teaching rooms and an opt-in policy. Many had been using Panopto for some time. At Hull we’re at the start of the journey. The plan is to introduce it from the perspective of learning design and digital story telling but there’s still the question of technical confidence. Digital capabilities are never far away.  The challenge is to find the balance between the how, the why and the where and to keep the pedagogical reasons why Panopto might support learning and teaching near the surface of all our conversations.

The conference included a student panel answering questions on the value of video as a teaching tool. Students spoke of a range of ways they were introduced to video before, during and after face-to-face sessions. Students also recorded themselves for observation and feedback on performance.

video_icon2

Like all technology it seems Panopto is often used on a surface level with less people engaging with features like the synchronous and asynchronous notes or the search feature. One student said I just go in there and do what I need, I don’t look around. This reinforced the risk of making assumptions about how learning technologies are used. Also, similar to complaints about VLE, students didn’t like inconsistency of use across modules because it created an uneven learning experience. Direct recording lectures was the least mentioned activity. With regard to these affecting attendance, students were unanimous in agreeing it made no difference. Fee paying students were even more likely to go to lectures and students who stayed in bed would miss them anyway – regardless of whether or not they were recorded.

bed-in_for_peace_amsterdam_1969_-_john_lennon__yoko_ono_17

This is what the research literature suggests but it’s always reassuring to hear it directly as it’s the most commonly repeated comment from academic staff.

The  TEF gets in everywhere these days, in this instance the question being ‘will the TEF drive more use of technology enhanced learning?‘ something all TEL-Teams should be asking. How can TEL support undergraduate students in having an excellent experience?  We might argue about what teaching excellence is and how to measure it, but TEF is an opportunity to revisit how teachers teach and learners learn. There is little doubt the internet is changing how content is produced and consumed and one suggestion was to take note of how students use Facebook and You Tube to gather and share content, then build this into our learning designs. Back to digital capabilities. You need to be digitally active in order to understand learning design in the 21st century.

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Panopto’s CEO flew in from Seattle to present a road-map including a host of new features:

  • More accurate recording of system audio
  • Highlight mouse cursor
  • The ‘middle-way’ – using phone or tablet app, log in with SSO  and recording goes to your own folder
  • Rewind and pause on the webcast using HLS technology so users can pause, walk away, resume etc
  • Discussion tab enabling live chat on webcast
  • Access controls on subfolders
  • All users have their own folder/sandbox
  • Curated home page on cloud based Panopto with grid layout to look more like You Tube
  • Moved away from silverlight on editing, now HTML 5 and going to eliminate all Flash in the future
  • Subeditior now more precise for cutting
  • Undo button with sequence of changes
  • Can rename video streams
  • Changes to how captions are displayed colours etc to improve access and going to offer choice to user
  • Can designate sign-in rather give users a choice

Overall it was a useful event although I’d have liked more opportunity for Q&A sessions. It’s not often academics and learning technologists are in the same room aquestions-pixabaynd it’s the sharing of practice and asking ‘How did you do that? which is so valuable.

Coming home from London on Virgin Trains East Coast is always the opposite to arriving on First Hull Trains. The wi fi was poor. I didn’t get the home page for my free 15 minutes until Doncaster and the plug socket gave up after 7%. Standing room only meant no coffee. I like the quiet coach but was sat next to someone who liked it even more, to the extent he pointed out to everyone how the sign on the window saying quiet was the opposite of what they were doing.  An argument ensued as to whether quiet mean mobile devices or any conversation. When the catering trolley finally got through – after Grantham – my fellow traveller, who had told everyone he didn’t want to listen to their conversations, chose crisps. Hardly a quiet option but hey ho – this is life.virgin-trains-east-coast

After Newark Northgate the Hull effect kicked in and the train started to empty. By Selby I’m the only one left in my compartment and can make as much noise as I like. It’s cold. I guess they’ve turned the heating off, and I feel for Bob the Driver whose flat northern tones announce every stop and end with ‘thank you for choosing to travel with Virgin trains’. I’m not sure how the only through train between 3.40 and 7.10 constitutes a choice but I get back safely which is all that matters and I don’t have a parking ticket. Just an iced up windscreen and no de-icer. Hey ho. I listened to the radio while the ice melts and conclude President Donald Trump is the epitome of the American Dream. just as it was outlined in their Declaration of Independence. Be careful what you wish for. It might come true.

I get home 15 hours after setting off and pour a large medicinal brandy – it’s chilly out there and I don’t want to catch cold.