Teaching and Learning in a Digital Age (TELEDA) – Page 2

#BbWorld15 my bags are (not yet) packed, am (not quite) ready to go

Sue Watling / July 17, 2015July 18, 2015 / Blackboard, conference, digital literacies, PhD, Teaching and Learning in a Digital Age (TELEDA)

I’ve finally uploaded my presentation for the Blackboard International Conference #BbWorld15 taking advantage of the time difference to interpret Thursday US as Friday UK. Phew! It’s been a bit of a rush. I’ve adapted two of my favourite slides to talk about institutional adoption of technology – this time drawing on TELEDA to explore the academic perspective. Not everyone views technology in the same way. Some colleagues who teach and support learning are fine with exploring and experimenting – they use a range of technology and understand how it enhances and empowers the student experience. Others are a little less enthusiastic and I know how they feel. Anyone who works with me can see if the technology can go wrong it’s me it goes wrong with. Me and the Digital don’t go together too well. It’s hard work but generally worth it because for me the benefits outweigh the challenges.

TELEDA has shown the value of experiential learning when it comes to getting up close and personal with VLE like Blackboard. Internet access has posed a challenge to traditional notions of what it means to be an academic. It isn’t enough to put content online and hope for the student to arrive and engage with it. To create successful online education involves relearning the pedagogies of face to face teaching and applying them to the digital environment instead. It can be done but it takes time and time is the one thing we are all short of.

Many people still make assumptions about digital capabilities. This risks initiative failure for example when establishing baselines of digital capabilities we need to talk to the digitally shy and resistant – not just the innovators and adopters- and it would help to shift from a technology-training approach to a teaching-pedagogies one. Blackboard support needs to be contextualised so it’s relevant and meaningful – one way is to apply the experiential learning cycle – relocate staff as students on VLE – give online tasks and build more critical reflection. Opportunities like TELEDA suggest more explicit ‘teaching-not-training’ links with CPD/staff development activities could be useful. The TELEDA research indicates this aids the shift from Blackboard as repository to Blackboard as generator of learning activities. Bring on Blackboard World2015. Lets see if anyone else agrees!

#uogapt elearning, eteaching, eliteracies part one

Sue Watling / July 10, 2015 / conference, PhD, Teaching and Learning in a Digital Age (TELEDA)

I left Greenwich reinspired. Conferences do this to you. Fill your head with new ways of thinking and seeing the world. You’re enthused and want to capture and share the experience. I left with ideas about how to be more creative, make greater use of multimedia, re-engage with Twitter, turn blog posts into videos, recreate TELEDA as a MOOC, then went back to work and was reminded of the divide between thought and practice. Developing digital capabilities and competencies takes time and there is never enough. The early rhetorical promises of educational technologies to cut costs and increase efficiency missed completely the need to learn and polish new ways of working.

The 13^th Academic Practice and Technology Conference was at the University of Greenwich on 7^th July. The location was unique – the only university to be on a National Heritage site – The Old Royal Naval College – built by Christopher Wren on the side of the River Thames and next to the Cutty Sark, now encased in an ugly glass visitor surround and box.

The naval college consists of four courts. The famous Painted Hall in King William Court was closed to visitors because Kiera Knightly and Joan Collins were filming so I stood under an open window in neighbouring King Charles Court, home of the Trinity Laban School of Music and Dance, and listened to Mussorgsky’s Pictures from an Exhibition played on a solo piano instead. It was magical.

The conference was in Queen Anne Court. Titled Flipping the Institution: Higher Education in the Post-Digital Age, the welcome text included reference to not all students being comfortable or sufficiently skilled to engage in post digital environments. I was there to say the same about academics and how the subject of staff digital confidence has become a case of elephants (in the room) and emperors (new clothes). We don’t talk about it but we should. I presented some themes from my literature review and data analysis:

The focus of the educational technology literature is on the student as elearner rather than academics as eteachers – yet eteaching is the corollary to elearning.
The literature of elearning is predominantly about success stories – yet we know there’s more to be learned from studying failure
The experience of those who are not great technology advocates is missing – resistance and reluctance are not being explored
Making assumptions about digital ways of working is risky and may lead to failure The diversity of different starting points is rarely recognised
Digital literacies are complex – they mirror us as individuals, everyone approaches virtual environments in different ways, so models and frameworks need to be flexible to accommodate diversity (and start from zero)
Academics need time and space to become e-teachers and engage with digital pedagogies as well as gain digital confidence – not good news when everyone is squeezed and stretched but staff development has to protected in particular when it comes digital ways of working
Everyone wants students to have the best possible experience – but not everyone sees technology as a way of achieving this
It would help to shift from training models of competency to teacher education programmes; TELEDA shows the value of an approach which is structured around experiential learning and critical reflection and TELEDITEs take their TELEDA experience into their practice.

One of the outputs from the three years of TELEDA development has been what I call the Myths of Digital Competence. They go something like this:

Not everyone owns a mobile device or has access to an up to date computer off campus.
Not everyone realises apps like BB mobile don’t give full functionality
Common technical support advice is to use another browser but not everyone knows what browser they’re using or how to change to a different one
Not everyone can get photos off their camera or phone onto a computer
Not everyone can use a text editor or turn text into a URL
html view is useful for tweaking, trouble shooting or getting the embed code from YouTube but not everyone knows you can do this or how to do it
The majority of academics don’t have access to a webcam or microphone – or a quiet place to record a narration

More about the presentations by Jonathan Worth, Robert White and Helen Beetham in elearning, eteaching, eliteracies part two.

#uogapt Preparation for Flipping the Institution conference at Greenwich

Sue Watling / June 28, 2015July 3, 2015 / conference, PhD, Teaching and Learning in a Digital Age (TELEDA)

Image from http://travel-for-soul.blogspot.co.uk/

Image from http://bwalles.com/surprised-baby-with-blanket-picture/surprised-baby-with-blanket-picture-2

image from http://www.weblogcartoons.com/cartoons/you-v-tech.gif

Preparation for conferences requires boundaries. Limits on minutes and slides demands conciseness as key messages are extracted and difficult decisions made about what to leave behind. The parts you present are only ever a fraction of the whole story.

Flipping the Institution is at the University of Greenwich on 7th July. The deadline for uploading presentation slides is 29th June. As always it’s a tight squeeze. Not only in terms of preparation but because the guidance says ten slides only. I confess to not counting the introduction and conclusion and hope I will be forgiven.

Not being a fan of the Prezi slide and glide style, I’ve stayed with PowerPoint, using pictures rather than all text. I’m not sure how it will work but will find out on the 7th! Preloaded presentations are being made available in advance for participants to decide which sessions to attend. My concern is if the pictures will tell the story out of context so I’m hoping the preload includes note fields. It’s like making lecture content available before the event. It takes away any elements of surprise so in spite of the value I understand reluctance to do so.

I often think of presentations as a journey; beginning with who are you, where you’re from and why you’re there, followed by the problem, what you did it and why you did it, then the results, their implications and lastly a summary pulling it all together. That’s the plan and these are the headlines from each slide.

Introduction

1. For many people working with technology can be a challenge.

2. technophan or technophobe – digital divides on campus.

3. The literature identifies a need to support academic staff to engage with digital ways of working.

4.. Introduction to my research using the poster from a recent Show and Tell event.

5. Four key themes from my literature review of the field of educational technology.

6. To move forward sometimes benefits from looking back, in this case to the NCIHE report into the future of higher education (Dearing Report 1997).

7. Data analysis suggests four key themes emerging.

8. Myths of digital confidence influence how support is provided.

9. Data surprise; unexpected findings.

10. Quotes from the data analysis.

Summary and conclusion.

Looking forward to 7th July 🙂

Flipping the institution as a risk?

Sue Watling / June 9, 2015 / blogging, conference, digital inclusion, PhD, Teaching and Learning in a Digital Age (TELEDA)

Flipping the Institution: Higher Education in the Post Digital Age happens July 7^th at the University of Greenwich. It’s the 13^th Academic Practice and Technology (APT) Conference and the focus is on the challenges facing the post digital university in the post digital age. My presentation is ‘e-learning, e-teaching, e-literacy; enhancement versus exclusion’. Like my ASCILITE paper on e-teaching craft and practice, it takes the staff rather than student perspective, much of which has derived from the TELEDA courses. These offer a privileged insight into the influences on colleague’s attitudes and behaviours towards technology. Not only have they highlighted the divide between the technology innovators and the rest of us, they have reinforced how our use of technology is personal – it reflects how we are – which makes the development of any consistent approach a challenging prospect.

I don’t claim to be an innovator or early adopter to use the language of Rogers (2003 5th ed). Anyone who works with me knows if the technology can go wrong then it’s me it goes wrong with. I’m an advocate because of its potential for widening participation, for flexible 24/7 access and for users of assistive technology. Digital data has the potential to be customised to suit any individual requirements but in order to achieve this, resources and environments have to support inclusive practice and the principles of universal design.

TELEDA2 – Social Media and e-resources – is nearly over. The Learning Blocks are finished, portfolios have been submitted and as the whole TELEDA experience draws to a close, I’m looking back over the past three years. It’s been a roller coaster trip full of highs and lows which I guess is in the nature of innovation. Each course included an inclusive practice learning outcome:

Reflect upon, and demonstrate a critical awareness of inclusive practice in relation to online teaching and learning resources, communication and collaborative working with and between students

This was my way of raising awareness of the value of online learning. Sometimes this worked. Sometimes it didn’t. TELEDA has given much to reflect on with regard to my own practice. It suggests a key challenge facing the post digital university in the post digital age is the amount of resistance towards the use of virtual environments as anything other than electronic pin boards as well as widespread misunderstandings around issues of accessibility.

e-literacy is complex. It’s personal and political. When it comes to technology for education I realise I’m in a different place. We all are. The way we see and use technology is an extension of how we live and everyone is unique.

If e-learnng and e-teaching are to have value there needs a shift in ethos towards seeing virtual environments as enablers rather than chores. Technology fads arrive driven with the enthusiasm of the few. Always there is the hope of a magic key which makes a difference to perception and use. I started out seeing the flip as an opportunity to revisit enhanced use of VLE like Blackboard. Not I’m not so sure. I wonder if the risk is to return to seeing the VLE as a place to store content, rather than the interactive, collaborative and equitable learning experience it has the potential to be.

SoTL, WATTLE and action research

Sue Watling / March 13, 2015March 13, 2015 / MATLHE, PhD, Student as Producer, Teacher Education, Teaching and Learning in a Digital Age (TELEDA)

Professor Patrick Crookes, Wollongong Academy for Tertiary Teaching and Learning Excellence (WATTLE), spoke at a Colloquium event this week about teaching scholarship i.e. ‘taking teaching seriously’. Conversation on the difference between Scholarly Teaching and the Scholarship of Teaching and Learning (SoTL) was useful. For me, they align with being research informed and research engaged. Both are the language of Student as Producer and EDEU’s new MA in Teaching and Learning in Higher Education (MATLHE) which goes for validation on 20th March. These are interesting times for scholarly debate.

To be research informed, or engage in scholarly teaching, is to be aware of pedagogical research, theory and literature, to evidence reflection on practice as an individual and in response to feedback, and be involved in the production of knowledge at a local level. The Scholarship of teaching and learning is about being research engaged, actively involved in the production of new pedagogical knowledge which is peer reviewed and publically disseminated. SoTL might not involve teaching and this brings the theory-practice divide to mind.

My research is positioned in the gap between e-learning theory and the reality of e-teaching. Theory might join the dots and suggest conclusions but unless it emerges from practice, it will do little to sustain links between the student and their VLE. It will always be harder to log on and engage than walk into a timetabled lecture or other learning experience. Five Step Models and Conversational Frameworks look hopeful on the page but initiating and sustaining virtual interaction remains a challenge. You could say the SoTL with regard to VLE has been responsible for some of what Feenberg calls the failure of e-learning*.

At the Colloquium we talked about Boyer’s definition of scholarship which referred to teaching and not learning. How we teach and how we learn are the pedagogical yin and yang. They belong together, are two halves of a whole. This is why Action Research is so relevant. It links teaching and learning, involves collaborative inquiry and represents a pedagogy of partnership.

Yet taking an action research approach to a doctorate, means addressing the research community’s concerns it will not be replicable, generalisable, robust or valid. My practice is an integral part of my research. Not only am I becoming a better online teacher. I’m discovering how students prefer to be taught in virtual spaces. The research has already generated guidance, been presented at conference and had its first peer reviewed publication. Action research is a powerful tool, not least because it involves reflective critique, one of the hallmarks of SoTL. But as insider research, it’s status is tarnished.

Different decades see different themes. It used to be widening participation, then enhancing the quality of teaching and learning with technology, and now it’s student engagement. Who knows what the next theme will be. What is clear is the need for more bridges between theory and practice. SoTL could be a useful opportunity to encourage and support research into the real world places where teaching and learning happens.

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Feenburg, A. (2011) Agency and Citizenship in a Technological Society http://www.sfu.ca/~andrewf/copen5-1.pdf

Bringing the Me to CPD; developing a reflective imagination

Sue Watling / December 9, 2014 / EDEU, Teaching and Learning in a Digital Age (TELEDA), Virtual Learning Environment

For many colleagues, the process of reflection is unfamiliar. In the Sociological Imagination C Wright Mills calls sociology the process of ‘making the familiar strange’. TELEDA tries to find ways to ‘make the strange familiar’. They sound like oppositional concepts but Wright Mills suggests tools which can be applied to both. He calls the sociological imaginations a ‘quality of mind’ for uncovering relationships between history and biography, for challenging the accepted and asking critical questions. Reflection is about our actions (history) and ourselves (biography), it requires taking these actions apart and challenging the accepted by asking the critical ‘Why?’ and ‘How?’ questions. Reflective writing involves the familiar and the strange in a Mobius Strip type of duality.

Reflection is both description and analysis. It’s taking apart the surface experience to see what lies beneath. The two processes are one and the same but different. The alchemy lies in the action because critical reflect ion on practice reveals insights and understanding which were not there before. Reflective journals record narratives of learning journeys; fixing details and events which would otherwise be forgotten.

When time is tight, CPD activities are the first to go. As the ToDo list gets heavier, the tasks we do for others take priority over those we do for ourselves. Whether it’s HEA accreditation or one of EDEU’s Teacher Education courses it’s less DIY and more DDIY – Don’t Do It Yourself.

Colleagues on TELEDA are amazing; they juggle immense workloads alongside a range of activity based content and the reflective journals show how challenging this can be. I feel guilty about adding to their stress with each gentle reminder of absence or silence. Learning online has the invisible touch. Without a face-to-face timetable, a VLE slips under the surface of consciousness and the longer the lack of participation, the harder it is to re-engage.

Ormond Simpson’s research into retention for online learning is not cheerful reading but the loneliness of the long distance learner has to be experienced to be believed. All e-teachers face the challenge of maintaining motivation and participation in a silent, mostly invisible environment. VLE are where the gap between the rhetoric and the reality of digital education is realised. It’s the experiential learning which makes TELEDA successful but it also increases the risk of failure.

CDP is like digital literacies; there’s no-one-size-fits all model and it’s different for everyone. This is a strength and a weakness. Strength because it invites you to make time for yourself and weakness because no one has enough time to give. We have to find the ‘Me in CPD’ so it isn’t the first thing to get squeezed out but becomes a process we hold on to. To rediscover the value of reflective learning and make opportunities to develop a reflective imagination. Like TELEDA itself, the process of reflection is experiential – you have to do it to find out how useful it can be.

reflections on anomalies

Sue Watling / November 28, 2014 / digital inclusion, Teaching and Learning in a Digital Age (TELEDA)

It’s been a strange week. Immobilised and restricted; never has the A15 in winter seemed such an attractive prospect. Did I really complain about leaving at 6.15 am and often not getting home till past 7.00 pm? It must have been another life. It was. This is my second week with a broken ankle. I’m trying to be good and R.E.S.T. When I broke a bone in my foot two years ago I walked on it and only stopped when the surgeon threatened to put my whole leg in pot. Half a pot is bad enough. This time I’m booted not potted. It’s heavy and high off the ground making one leg lower than the other. At this rate I’ll have hip trouble too – oh wait, I forgot – I’m supposed to be R.E.S.T.I.N.G.

Time off work and the internet are oxymoronic. This is a 21^st century anomaly. I can’t walk but I can use a laptop. Broken bones are not illnesses. They’re huge inconveniences, taking away your independence, making you reliant on family and friends to go anywhere and the Asda online shopping van for wine, but I’m not ill. Frustrated and upset but not ill.

Life carries on regardless. To colleagues on TELEDA I’ve always been an email or a Blackboard learning object. My Internet Outlook keeps most of me connected and phone calls fill in the gaps. I have social media although being home alone you realise there’s not much social about it. What’s missing is real life interaction and digital avatars can never take the place of human bodies. As government and institutions adopt ‘digital first’ policies and ever more public services go online, the future looks bleak in terms of empathy. While I’m out and about I’m the first to appreciate the convenience of the internet for enabling me to fit additional tasks into the day but it’s different when it’s the only form of interaction you have. However, inclusion beats exclusion hands down because it’s digital inclusion which enables to me to stay connected when the other aspects of my life have become broken.

Tripadvisor – how to miss a conference in one easy step

Sue Watling / November 24, 2014 / PhD, Teacher Education, Teaching and Learning in a Digital Age (TELEDA), TELEDA social media and eresources

This is the third time a bone in my leg has let me down. Always at inconvenient times:

two weeks into my new job at the university,
a conference dinner in Stockholm,
48 hours before a flight to Dunedin, NZ to present at ASCILITE 2014.

It could have been worse, but as I looked at my foot, pointing in the wrong direction, it felt as bad as it could get. The up side is everyone has been wonderful; my room looks like a flower shop and I have cake, chocolate, grapes and wine – gifts don’t get much better than this. I’m immobilised but still connected and have recorded a narrated version of my presentation ‘e-teaching craft and practice’ which summarises the key points of my paper which can be downloaded here e-teaching craft and practice ASCILITE 2014 Concise Paper Fortunately this had already been uploaded to the conference proceedings so you could call it a break just in time!

The seven step guide to being an e-teacher can be summed up as follows:

pedagogy of uncertainty; always expect the unexpected, nothing can be predicted
go do a mooc; experiencing the reality of e-learning will help prepare for e-teaching
myths of digital confidence; not everyone knows their way around, expect to provide step by step instructions and reassurance
it takes two to talk; no one wants to go first, e-teachers have to make discussions possible through the design of their tasks
Activity Based Content (ABC); interaction is key, set up groups and make use of tools like blogs, wikis, forums and journals
signposting; new students feel overwhelmed by too much information, provide content in layers and hyperlink to non-essential resources
identity blur, virtual education is different, e-teachers can expect to become facilitators of learning experiences from back of stage rather than in the spotlight

e-teaching calls for a digital lens to be applied to teacher education programmes. The ‘e’ in e-teaching is not a pedantic endeavour. It’s the other side of e-learning; the side which has always received less attention but is equally important.

Flipping the classroom; e-learning for the digital university

Sue Watling / November 14, 2014November 16, 2014 / accessibility, digital inclusion, Teaching and Learning in a Digital Age (TELEDA)

Time for renewed interest in Academic Digital Literacies is nigh. The principles of flipped learning are one of the ten reports in the OU’s third edition of Innovating Pedagogy. Suddenly the flip is all the rage, It’s popping up in conferences and being talked about in high places. It’s too early to say if interest in the flipped classroom go the way of other initiatives – flip in and flip out – with the transmissive lecture remaining a key pillar of a higher education experience – but if not, then the VLE’s time might finally have arrived.

Flipping learning involves releasing content prior to lectures. Reluctance to upload slides and notes before lectures still exists but the practice has been a recommendation for some time. Research shows it supports learning and fears of students not turning up can be allayed by keeping relevant content back for the face-to-face experience. The preferred medium for flipping is video; either recordings of lectures or alternative lecture-related resources with contact time being used for interactive discussion and group work.

There are a number of reasons why current interest in the flip might catch on:

The ability to rewind and repeat: internationalisation is often cited but while this might be helpful for those with English as a second language, user controlled video is useful for all.
Changes to the DSA: starting September 2015 this will require institutions to revisit the provision of teaching resources. Accessible text, image, audio and video, which can be customised to suit the user requirements, has long been a strength of digital materials. Flipped learning is an opportunity to revisit the design and delivery of online content and ensure inclusive practice guidelines are followed.
The Single Equality Act: requires a proactive approach; no one should have to request content in an alternative format – it should be provided from the start.
User generated content: increasing quality of video and audio recorded on handheld mobile devices, and presented via free video editing apps, supports low budget ‘good enough’ production. DIY multimedia has become a reality.
Academic digital literacies: the learning curve is getting steeper for those still reluctant to engage in digital ways of working but institutional interest in flipped learning may well lead to recognition that the adoption academic digital literacies requires investment in CPD time and resources.

Closer to home, Lincoln is installing a streaming media server with a site-wide license for camtasia relay; software supporting screen capture and voice over. Editing functions are limited but you can top, tail and chop. A multimedia powerpoint has become perfectly possible with educational licenses for the full Camtasia Studio less than £100.

Lincoln also has Blackboard Collaborate with the ability to record live synchronous video teaching with an interactive whiteboard, sharing desktop and internet tour facilities. A webcam, microphone and speakers is enough to get you started.

Lastly, there is the new Inclusive Digital Educational Resources working party which I’m chairing; under the Learning Support and Environment Standing Group. The remit is to come up with a set of recommendations to feed back to the Education and Student Life Committee for ensuring the digital learning environment at Lincoln is a fully accessible digital university.

Flipping the classroom might well become e-learning for the 21st century university.

Blogging is like the lottery, you have to be in it to win it

Sue Watling / November 7, 2014 / Academic Writing, Teaching and Learning in a Digital Age (TELEDA)

Not sure if it was me or the theme but my blog broke so I’m on the hunt for a new one. This raises the inevitable questions. Why blog in the first place? What are the benefits? Who reads it? Is there anyone there? Blogging is the TELEDA topic for 21st – 28th November. Blogging ties in with the TELEDA Reflective Journal and portfolio style assessment which asks for critical narratives of the TELEDA journey. This seems like a useful place and time for some bloggeration

Why blog in the first place?

Well, why not? In a digital society, an online presence says things about you. It suggests you’ve engaged with virtual worlds, have considered your identity in pixels, can demonstrate some literacies with text and images, use reflection to achieve deeper approaches to professional development. Above all, it indicates you’ve accepted the influence of the internet on higher education. Technology is here to stay and there is much work to do in order to better understand how to use it to enhance student learning. A blog is a good place for exploring and sharing your ideas, practice and research around these areas.

What are the benefits of blogging?

In squeezed times, where priorities are continually juggled, blogging offers a point in the week for pulling together the disparate strands of your working life. It’s an opportunity to focus on a single topic, try out a new idea, demonstrate progress – or find the value in lack of it which is itself a worthwhile exercise. Blogging encourages you to keep to deadlines, develop an appropriate style and learn to write with precision and conciseness. Blogging is a mirror of your professional practice, it’s an opportunity to take control of your image before someone else does. Blogging also has the potential for networking with like-minded people on an international scale; this sharing of ideas and practice can be both affirming and inspirational.

Who reads it anyway?

This is harder to answer. Any blogger has to be comfortable with the idea of blogging for an audience of one and the cat. Yet someone might come across your tiny space on the internet and you want to make a good impression, so the craft of blogging is important. Categories and tags help ensure your blog pops up on searches (always have this function enabled) and new readers are picked up from a blog address on your email signature, online profiles like Twitter and Linkedin or from business cards. You can use Google Analytics to trace traffic to your blog and discover which posts were most popular but overall, I think audience numbers are probably less important than the craft and practice of blogging itself – for all the reasons already cited – and there will be more.

Like all digital literacies, blogs are personal. They reflect who you are and what you do and everyone has different blog drivers. It’s like the lottery – you have to be in it to win it. You need to give blogging a try to discover benefits.