The Friday blog-habit is proving hard to break! If only I could be as strict with the Friday evening wine or Saturday cake. As in not having them. The blog is almost a reverse addiction. Usually we go for instant gratification rather than delayed and blogging is definitely in the second category. It’s rewarding when posts get liked or quoted but that often comes days and sometimes weeks after the event!
On reflection, maybe the idea of pausing over the summer wasn’t so good after all. If the habit is established why stop? Exactly my approach to the Friday evening wine and Saturday cake. Why break something which works so well!
The days when August was the time for catching up and preparing for the new academic year are well and truly gone. Not only are we launching a new VLE in September, I’m also working on the policy document for Panopto and preparing staff development activities to introduce teaching with video (thanks Gemma Witton @ from the University of Wolverhampton for the inspiring Panopto conversation this week)
The digital capabilities framework. continues to underpin everything I do. So far this year we’ve piloted the Jisc Discovery Tool and run the Digital Storytelling workshops. The TEL Team and the Library are now having regular catch-ups to discuss all things digital and I’m curating a ‘Sharing Practice’ resource center to demonstrate interesting and effective use of technology to support the student experience.
In LEAP there are Academic Practice Advisers and TEL Advisers. Unfortunately we’re divided by geography which reinforces the lack of opportunities to get together and discuss how maybe we should all be one and the same? The minute you say the ‘technology’ word those who see themselves as non-techie self-exclude yet we are all involved with learning and teaching. I want to ‘rebrand’ digital capabilities. I’m concerned the word ‘digital’ is getting like ‘technology‘ and the phrase ‘digital capabilities framework‘ is almost doomed before it begins. So what are my options?
I like ‘digital scholarship‘. The HEA have reviewed the scholarship of teaching and learning (SoTL) and last year I attended a Colloquium event discussing the importance of being research informed and engaged in teaching practice. There are tensions over the meaning and evaluation of ‘teaching excellence’ but the TEF remains an opportunity to revisit institutional support for pedagogical research. Anyone supporting a VLE will be familiar with the persistence of transmissive approaches with emphasis on knowledge consumption rather than construction. We need to talk.
Time, space and rationale (as well as reward and recognition) are all essential prerequisites to change. Maybe the TEL Team could have a monthly ‘digital scholarship’ meetings over coffee – cake – or lunch – to discuss key papers and pedagogies relating to TEL – as well as ideas to publish and promote our work so yes, scholarship is a possibility.
There’s just one problem – I’m still using ‘digital’.
Should my new approach be with or without the D word?