Let’s…

crowd of lego people

Stumbled onto a video of Gardener Campbell talking about educating the whole person.  Sidetracked through the serendipity which characterises the internet. Start at A and find yourself at Q and R without being too sure how.

On the way I bumped into teaching scholarship – as you do – and an interesting analogy from the late 1990’s by Randy Bass in The Scholarship of Teaching: What’s the Problem? Citing Boyer, Bass claims problems in research are welcomed while problems in teaching are seen as failures of practice. Boyer’s Scholarship Reconsidered (1990) is remains a seminal work on SoTL (less than Scholarship Reassessed (1997) by Glassick, Huber, Maeroff) and its principles of scholarly approaches to teaching still hold i.e. ‘It should be public, susceptible to critical review and evaluation, and accessible for exchange and use by other members of one’s scholarly community.’ (Bass, 1999:2)

The HEA report Defining and supporting the Scholarship of Teaching and Learning (SoTL) a sector wide study suggests SoTL themes hve expanded. They may now involve peer review, CoP and more interdisciplinary approaches. It also involves student engagement through redesign of curricula which encourage undergraduates to be research informed and engaged. The HEA report claims continued confusion around the definition and practice of SoTL. It recommends linking SoTL to the TEF, adding CPD to workload models, making SoTL more explicit in the UKPSF and greater recognition  of SoTL across all REF units of measurement.

baby with a laptop

The value of SoTL is in the L. How students Learn. Few benefit from lecture style transmission of content unless it’s recorded so they can revisit and review. I’m unlikely to meet Gardener Campbell but have watched and listened, paused to revisit, shared (seen it reshared) and stored the link for future reference.

Any HEI with a policy for recording timetabled teaching sessions supports their students learning. They can catch up on what they’ve missed through illness or unforeseen circumstances and have meaningful discussions; the benefit of so called flipped learning i.e. access to transmitted content at a time and place which suits then get together – face to face or online – for discussion with the benefit of time to reflect and craft comments. A deeper  approach which – if linked to a collaborative document – presents opportunities to extend learning by searching and sharing associated links, commenting on the contributions of others and summarising the whole learning experience. What’s not to like?

logo for Box of Broadcasts

Using audio and video is a no-brainer. So much content is freely available (eg British Film InstituteFilm Education,  Vimeo, YouTube, Teacher Tube, Ted Talks, Khan Academy, MIT) or licenced for use within UK HE like the excellent Box of Broadcasts (BoB). You can make your own audio/video with webcams and mobile devices although this raises the DC (digital capabilities) issue. Not  problem. Lets link it to scholarly practice and persuade institutions to invest in the digital skills of their staff as professional development. It also raises issues of IP which can be complex and opening the copyright box will be the topic of a follow-on blog (brave, stupid or what?!)  😉

footprints

Back to Gardener Campbell and Educating the Whole Person. Gardener says granular analytics does not represent the whole person yet the current push towards big data claims it can be used to design personalised learning. How? Footfalls and logins give little meaningful information about learning. Counting the number of VLE sites is irrelevant compared to what goes on there. Ditto forum posts. The data tells us nothing about content quality. We need more critical thinking around the types of data collected and why.

climbing a wall

It all comes back to scholarship. Inquiry into what you do and why you do it. How do you know it works? Where is the evidence of impact? SoTL provides a framework for taking this forward.

Lets be more joined up about linking CPD with Academic Practice. Encourage action research, action learning sets, appreciative inquiry, critical reflection and loops of experiential learning.

Let’s make opportunities to get people around a table to talk about teaching, underpinned with research into how students learn, and how best to design learning experiences which can be personalised to encourage motivation, enthusiasm and ownership.

Lets start investing as much into learning and teaching as we do research and technologies.

Let’s bring in the student voice and build mechanisms for recognising and rewarding evaluated learning design.

Let’s do all this. Now! We’re all here to support the student experience so let’s have some exciting thoughts about how to go forward into the future.


images from pixabay except BoB from http://www.ed.ac.uk/information-services/help-consultancy/ucreate/facilities/box-of-broadcasts/introduction

The importance of being earnest not ignorant

Poster for the play the importance of being earnest

[Lady Bracknell]  Ignorance is like a delicate exotic fruit; touch it and the bloom is gone. The whole theory of modern education is radically unsound. Fortunately in England, at any rate, education produces no effect whatsoever. If it did, it would prove a serious danger to the upper classes, and probably lead to acts of violence in Grosvenor Square.
From The Importance of Being Earnest by Oscar Wilde.


Ignorance is an interesting word. Wikipedia (one of the best teaching tools for understanding the internet) offers  ‘often (incorrectly) used to describe individuals who deliberately ignore or disregard important information or facts.

We can’t know what we don’t know so why is ‘ignorance’ i.e. a state of being uninformed or lack of knowledge critiqued as a negative trait? Shouldn’t it be those responsible for withholding information who are critiqued instead?

Some valuable conversations took place at work this week about digital capabilities. Four departments are now represented in our monthly DigiCaps group; the TEL-Team, Library, Careers/Employability and Staff Development. There is enthusiasm. This is an encouraging start. I have hope.

Don't give up hope image blue butterfly on black background

The majority of education technology projects fail to gain widespread adoption because like attracts like and ICT is sticky stuff. Early digital adopters tend to stick together while digital pedagogies require digital competencies to stick but the majority of those in positions of managing change fail to appreciate the width and depth of on-campus digital divides. They are well kept secrets and this is where the words of Lady Bracknell come to mind. Why is there so much ignorance about the  true lack of meaningful digital adoption?  Is this knowledge-loss accidental or deliberate?

When it comes to the users of technology I hesitate to use the word ignorant. I’ve tried reluctant and resistant to describe lack of engagement and been told these are too kind. The latest trend among digital pioneers is to say if people don’t have appropriate digital skills they are not employable which seems a little harsh. Students are told their attributes should include competence to manage in an increasingly digital society. I agree this should apply to staff as well but rather than reject staff for being not being digitally capable, institutions should put in place digital development. It isn’t happening and I wonder if this is because it would mean admitting there is a digital problem in the first place. Just who is being ignorant here and why?

The second UCISA Digital Capabilities Survey has just been launched.

The findings of the first survey in 2014 highlighted lack of time and resources for staff to develop digital ways of working. The UCISA TEL Surveys have been saying this for years. There’e no shortage of evidence; just ignorance about what to do next. Contrary to the rhetorical promise, we’re in a digital dystopia and part of the problem is no one understands the baseline of what digital incapability looks like.

baseline

To highlight the issues our digi caps group are collecting anonymised examples of how low a digital baseline needs to go to ensure everyone starts from the same place. If you work in areas like education or learning development, learning technology or ICT support, and have examples of the divide between the promise and the reality of virtual learning, please do feel free to share them using the form below. This will help us to attach more importance to digital incapability and challenge ignorance about baseline support. It’s a sensitive issue but ignoring it won’t make it go away.  Lady Bracknell tells us the ‘whole theory of modern education today is unsound’ and this could easily be a reference to the world of digital education, resting as it does on assumptions of staff confidence and competence which simply don’t tally up.

image showing multiple students involved in creating a puzzele to demonstrate active learning

21st century higher education has been aptly summarised by Nicol and Macfarlane-Dick (2006:2) as follows: ‘Instead of characterising [student learning in HE] as a simple acquisition process based on teacher transmission, learning is now more commonly conceptualised as a process whereby students actively construct their own knowledge and skills. Students interact with subject content transforming and discussing it with others in order to internalise meaning and make connections with what is already known.’

The internet is a fabulous learning tool on so many different levels with multiple means to help students actively construct their own knowledge and skills but there remains an huge ignorance about the true state of adoption and use. I believe appropriate support can make a difference. I believe institutions have to accept technology on its own is not enough and investment needs to be in the people who use it as well

(Not sure why my details appear  in the form below but just delete and add your own or anonymous ones. I couldn’t find how to make the fields non-compulsory. Digital capabilities irony!) 


Share examples of how digital capabilities can best be developed and supported 


*Nicol, D. J. and Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education (2006), Vol 31(2) 199-21

Images

We need to talk Pokemon Go and alcohol

aw snap

Something somewhere has gone terribly wrong. Educational technology has journals, books,  professional qualifications and conferences but it’s the same names and faces appearing again and again. We need to talk but the people we need the conversations with never turn up. It sounds incredible but true – you can have a role in higher education which involves teaching and supporting learning but doesn’t comply with any baseline requirements for digital competence. Digital incompetence is more common alongside attitudes like I don’t use social media, admin manage assessment, VLE are for module handbooks, students won’t turn up if I put my lecture notes online.

The roots of digital resistance are deep.

pokemon_go

You can divide the population with the words ‘Pokemon Go’. I’ve no interest in Pokemon but it only took a few minutes to download and get started and now I’ve a better idea what the media fuss is about. Poekman Go is less about Weedle, Pidgey, Eevee and Rattata and more about digital CPD. Lack of first hand experience creates the risk of being judgmental. Experiential learning is more successful than didactic approaches. Just as higher order thinking skills are integral to a higher education, so inquiry and evaluation are integral to becoming digitally capable. If students live in a world of augmented reality and instant mobile communication, it makes sense to look at how their existing skills might be applied to learning and teaching. Doesn’t it?

winds of change

This year I sense the winds of change are blowing. There’s a shift in attitude. If you’re not digitally literate and capable then why are you here in the first place? How did you get the job if you’re unable make appropriate use of social media, build collaborative learning environments, give feedback via audio and video?

There’s an expectation students will leave university as employable adults but the  digital dimensions of graduate attributes are too often neglected. Society needs critical users of the internet who can tell the difference between peer reviewed knowledge, media bias and personal opinion. Somewhere between induction and graduation, staff who teach or support learning have a responsibility to help students get there.

emial inbox menu showing 99999 items

So how digitally capable are you? Where did it appear on your job description list of essential criteria? How was it tested at interview? What do you mean it wasn’t included? Are you telling me you work in higher education with responsibility for student learning and no one bothered to check your attitudes to social media, how mobile devices might be used in lectures, assessing e-portfolios, giving multimedia feedback, the risks of online communication, the hazards of app based learning, creative commons, open access, barriers to online participation? What do you mean you’ve never taken part in a webinar? Here’s your webcam and headset.  Would you prefer a laptop or a tablet and I don’t mean paracetamol.

tablet

The phrase digital capabilities has replaced digital literacies. These were more a measurement of skills like the ECDL and today literacies are the starting not the finishing point. Yet the language of digital capabilities contains ambiguity. The elements are like alcohol adverts which ask adults to be drink aware – drink sensibly – be responsible – without actually saying what this means or how it might translate into real world behaviours. The result is confusion about what to do for the best.

have fun    sad emoticon

The Jisc Digital Capabilities model offers a six element structure of digital ways of working to be addressed. The teacher, learner, researcher profiles provide frameworks for applying these to practice but what difference will it really make when it’s the same people talking to each other?

We need to talk. We need to find out more about digital shyness and reluctance. Tackle the excuses  and find resources, rewards and recognition to make developing digital capabilities possible   I think one of the problems  is when people believe technology is not for them. Well, I’m no technology expert but have learned digital capabilities are attitudinal. They’re about the cultural shift from acquiring knowledge to knowing where to find it. Today it’s less about what you know and more about making use of mobile internet access to find it out (exactly the independent self-determined approach to learning we expect students to develop).  Sorry, that excuse doesn’t work any more. Next one please?

Excuses-2

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Metathesiophobia and other #udigcap take-aways

Fear of change signpost
image from https://www.123rf.com/stock-photo/changes_ahead.html

Like attracts like and for some time the education technology community has been talking to an audience which mirrors itself. The focus has been on innovation while the experience of non-adoption was largely ignored. At the UCISA Spotlight conference, it was good to see low TEL take-up being highlighted. Possibilities for lack of interest included fear of change (metathesiophobia), not setting baseline capabilities low enough and the number of digitally shy and reluctant staff being greater than realised. While highlighting problems doesn’t solve them, it’s a step in the right direction.

cartoon showing a person battling with a wall of a technology

One question raised was if the word ‘training’ had reached the end of its useful lifespan. I used to think the T word was part of the problem but trying to define the difference between training and teaching, the lines soon began to blur.

Training is about skills and functionality so tends to be instructional. It’s a read the manual, follow the checklist approach whereas teaching covers a broader knowledge base including the why, where and when as well as the how. You could say training is the practice and teaching is the theory. While training often follows behaviorist principles of didactic, passive pedagogies, teaching today is supposed to be more constructivist, collaborative and active. Maybe the teaching continues where the training stops. So far so good. But we’ve all experienced training as doing and teaching as listening. Once you begin to dig down it can be less easy to tell them apart.

When it comes to TEL, training is the more dominant approach but where it focuses on  specific tools like a VLE, any personal context can be missing. When this happens, it’s easy to leave the workshop, go back to the office and carry on as before. So what can we do to encourage meaningful take up of TEL? I took away the following ideas.

Make it relevant: TEL needs to fit within the context of each individual subject discipline so make time for one-to-one and teaching-team conversations. We need to talk. Not just to each other but to the digitally shy and reluctant. We need new ways to reach out and find those wedded to more traditional, analogue modes of teaching.
Make it different: explore more creative approaches to supporting staff and students to use digital technologies their practice. I was awarded a UCISA Bursary to attend the Playful Learning Conference in July where I’ll be looking for new ways to promote TEL in the future. The Dig Cap Play Track usefully opened up ideas around gamification, personae and different approaches to the use of case studies and problem based learning. We not only need to talk to digitally resistant staff but also to focus on new ways of learning with each other.
Make it experiential: look at review and revision of CPD, staff development and teacher education to explore scope for providing some, more or all of it online. Enrol staff as students on the VLE to give them the student viewpoint and opportunities to reflect on aligning this with their own teaching practice. The internet is not going away and it’s no longer possible to ignore its influence on knowledge acquisition and employability. Students need to develop digital graduate attributes while TEL can offer broader and inclusive access to learning opportunities.
Make it rewarding: where possible allocate small amounts of funding for incentivisation and recognition of creative digital work. Develop institutional digital rewards and on a local level make use of chocolate and biscuits. Try Jane Secker’s great idea of using of fortune cookies containing digital hints and tips. Look at what other institutions are doing with regard to creative approaches to digital education. If the old isn’t working it’s time to focus on the new.

plate of chocolate chip cookies
image from https://pixabay.com/en/photos/chocolate%20chip/

inviting digital digits to dance #creativeHE #openeducationwk

Postr for Open Education Week

This week was #Digifest16. It looked good but my view was remote. Following online just isn’t the same as being there. We learn more from absence than presence. Like my OU experience. Two years and four virtual modules for the MA in Open and Distance Learning, then a final year with modules from Psychology and Social Science. Taught through traditional OU methods. A courier arrived with a box of books, papers and a CD. That was it! You had to book a telephone call with a tutor  while peer contact was non-existent. It was a pivotal year. I learned more about the affordances of online learning by not having digital collaboration than I did with it!

Next week (7-11 March) is #openeducationweek. #creativeHE are taking part and this is an invitation to a digital digits dance.   #creativeHE facilitators

The course is open to anyone involved in teaching or supporting learning in higher education. Using games, models and stories, #creativeHE represents a unique CPD journey, one which fosters curiosity and discovery modes of learning, alongside critical reflection on the value of imaginative approaches to teaching practice.

If open education or the concept of play feels strange, this in itself is a useful reason for taking part. Putting ourselves into the unknown is a reminder of how students feel when asked to face unfamiliar teaching methods or concepts. Comfortable in our spaces, it’s easy to forget what it’s like to be confronted with something different. Strange situations offer useful learning curves. If you’ve always wanted to try an open educational course but haven’t been sure where to begin, take a look at #creativeHE. The friendly atmosphere offers a great starting point and engaging in a range of different online environments can intrinsically enhance your digital ways of working.

Creativeity takes courage blue badge

Check out this Slideshare presentation http://www.slideshare.net/chrissi/creativehe-is-back-for-5-days-during-open-education-week-join-us

The Course site (including recommended reading). Sections used during Open Education Week starti with OEW. https://courses.p2pu.org/en/courses/2615/creativity-for-learning-in-higher-education/

The Course Community (where all the online communications take place) https://plus.google.com/communities/110898703741307769041

Plan for the Week

  • 7th March: Creativity in HE
  • 8th March: Play and games
  • 9th March: Using story
  • 10th March: Learning through making
  • 11th March: Celebrating open creativity

Drop by, dip in and out, try something new, tweet using #creativeHE and let us know your thoughts on creativity in learning and teaching.

The course is supported by CREATIVE ACADEMIC @academiccreator a social enterprise aimed at encouraging creativity in higher education teaching and learning. Additional resources can be found on this website http://www.creativeacademic.uk/

Panic buttons and transitional states of being

Don;t Panic text
Don’t Panic image from http://www.deviantart.com/art/The-Hitchhiker-s-Guide-To-The-Galaxy-3-447884334

The Hitchhiker’s Guide to the Galaxy has the words Don’t Panic on its cover. Douglas Adams described the text as being in ‘large friendly letters’. This juxtaposition of panic and friendliness suggests being scared is nothing to be afraid of. Last week I was introduced to Senninger’s Learning Zone model. The bright red ring labelled Panic Zone caught my attention. I’ve been in transition between institutions and been asked to write about the impact of this on learning development, in particular from an ecological perspective and with reference to Senninger.

red, yellow and blue rings of Sennnger's Learning Zone Model
Senninger’s Learning Zone Model from http://www.thempra.org.uk/social-pedagogy/key-concepts-in-social-pedagogy/the-learning-zone-model/

Ecology is the scientific twin of sociology. They both study the diverse, complex relationships between both people and their environments. With regard to my own areas of work, applying the principles of ecology to digital learning environments is an underused approach. How people interact with technology is critical to effective design yet the gaps between the experience of designer and that of the end user are often ignored. I’d looked at ecology in relation to e-teaching and thought writing the piece might be a useful on a number of levels. Not only as a CPD reflection but also an opportunity to disturb some PhD dust and blow away the words Don’t Panic which constantly reappear on the draft thesis chapters.

Cartoon strip about writers block
Cartoon strip from http://www.nextscientist.com/writers-block-phd-students/

The core of Senninger’s model is the Comfort Zone. Disrupting this shifts you into the Central Stretch Zone. The analogy is a good one. Change stretches you in all directions but like an aerobic workout, what’s tough at the time aims to make you feel better afterwards. Leaving Comfort Zones can have impact. There’s no going back. It’s  like trying to recreate a fabulous holiday by returning the following year. People and places might appear the same but the moment has passed. As Heraclitus tells us, you can’t step in the same river twice.

Surrounding the comfort and the stretch circles is the Panic Zone. This gives the model a dystopian feel but I found the concept reassuring. However familiar you are with the symptoms of Imposter Syndrome, or have taken time out for meaningful self-reflection, it’s easy to take it personally if something doesn’t go quite as planned. Senninger gives us permission to feel a range of negative emotions and – more importantly – to contextualise them within the bigger picture of change.

graphic showing imposter syndrome thought bubbles
Imposter Syndrome Image from https://www.sfu.ca/dean-gradstudies/events/impostersyndrome.html

Fear of change can keep us stuck in situations which are past their use-by date so we trade familiarity for comfortable security. It’s easy to see why. An essential element of dismantling an old world and accepting a new one is to invite temporary fear into your life. For a while you are the outsider, a stranger in the familiarity of others. Change can stretch you to the edges of what you know and this is a challenge. It’s good to remember being in transition is a process with stages. For me, the travel aspect is missing from the Learning Zone model. Norman Jackson’s Learning Ecology Model gives a better sense of the journey and a combination of the two would best represent the change-route travelled.

Learning Ecology Model from http://www.normanjackson.co.uk/learning-ecology.html
Learning Ecology Model by Norman Jackson from http://www.normanjackson.co.uk/learning-ecology.html