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Fig.1. Prof. Jilly Salmon author of ‘E-Tivities’
Inspired by a couple of talks given by Prof. Gilly Salmon at the 5th Coursera Partners’ Conference in The Hague in March 2016 I have been working on a way to take her ‘Five Phases’ of online course design and turn it into a ‘workshop’ model that could be used to help design courses, and to compare courses, their affordances and learning outcomes.
Fig. 2 A set of coloured blocks I use to think through, or to analyse, the phases of an online course
Her idea was to give educators a simple, approachable way to think through the design of a ‘Technology Enhanced’ course.
Fig.3 My interpretation of how Gilly Salmon uses coloured blocks to visualise the ‘ideal’ or ‘typical’ components of an online or ‘technology enhanced’ course in tertiary education.
This is one the many approaches that I am familiar with and in some instances have used to design a course, from packs of loose, printable cards developed by JISC that were used in a OLDS MOOC I completed, or flowcharts called ‘Swimming Lanes’ used an online App through the Open University, during one module of the Open University’s ‘Master of Arts: Open and Distance Education’ (MA ODE) or on a white board in an ‘industry’ in e-Learning Network (ELN) workshop I attended in London for corporate online training.
Fig.4 A pack of cards developed by JISC to assist with course design.
The goal is always the same: to have a blueprint that can be shared with colleagues and a team that will build the platform before ‘populating’ it with content (and knowing what kind of content this will be: text, rich media, game/activity, assessment etc). This is something I am familiar with as a producer working in corporate training, video and interactive production. I moved from linear treatments and scripts and to packs of storyboard ‘blueprints’ that would show, what Gilly Salmon would later call ‘e-tivities’. These storyboards would also show the buttons and links that would appear on the DVD or computer-based training we produced.
Fig.5. The Creative Workshop that I ran at the Open University Business School to resolve problems with running multiple LinkedIn Groups for current students, alumni and prospective students.
While at the Open University Business School (OUBS), I completed their MBA module ‘Creativity, Innovation and Change’ and was introduced to dozens of techniques for helping people unravel a problem or come up with a creative way of doing things. It has been exciting to apply this in small groups, running workshops to solve problems collectively and to come up with often surprising, actionable results – that everyone felt they had contributed to. I have shared the techniques, including the ‘Bible’ of creative workshop techniques with the founder of The School for Leaders to use in their summer schools.
Fig. 6. A set of the current tabs on the Western Front Association website. As the digital editor I upload all items, sometimes as many as a 30 a week.
More recently, my part-time role as the Digital Editor for The Western Front Association (The WFA) I have written and assembled, added modified images, links and video to a MailChimp newsletter that then went out to our 6,500+ subscribers while posting some 15 articles and events to the website and feeding some of these to The WFA Facebook Page. Meanwhile, 18 months into this role, I am working with the Executive Committee of The WFA to replace the current website. Until now I have been working with a web agency in Dundee working largely online and through a ‘ticketing system’ for tasks to be undertaken. The brief, that I wrote, is for far greater focus on The WFA remit of: ‘studying, learning and research’. To this end, alongside completing, part-time, an MA in the history of 1914-1918, I am in continual contact with academics and their support teams in the UK and abroad endeavouring to represent their work, by sharing and publishing events and papers. During the week I will correspond via 60+ emails and one Skype call. Every couple of months we meet face to face in offices in London.
This kind of team working, as a producer in TV and video production and creating websites, has been matched by some volunteers roles, for example, as the Chairman of ‘Wave Leisure’ the group that took over leisure facilities from Lewes Town Council, by multiple roles in a 1,000 member swimming club working with colleagues, parents and swimmers (children through to Masters), while currently, by way of example, I am working with a group in Lewes to research, write, then present in talks and through displays in shop windows the history of Lewes during the First World War. Another, disparate involvement in ‘academia’ has been my working on a three day conference on the political philosopher Plamenatz, using a handful of names and authors to build a database and get in touch via social media with potential speakers and event attendees for the University of Oxford.
Fig 7. The OU interactive online tutor platform
Meanwhile, over the last week, inevitably, with my interest in online education, I hold an MA in Open and Distance Education from the Open University (2013), I am taking more than a close look at the approach taken to blended learning at the University of Wolverhampton where I am a part-time student. The OU had its own e-portfolio ‘MyStuff’ that I personally used religiously only to have it deleted and replaced with a generic platform – an early version of Mahara. Wolverhampton use PebblePad. I use all the different platforms, as a learning exercise and to mentally acknowledge their presence should I need them later. My experience and preference is to use a student Blog platform that provides the simple three options of publishing 1) privately 2) to my faculty/student group only or 3) to the world. You have the benefit of putting all your study ‘stuff’ in one place, then to share with the faculty if you are working on a collaborative task and also to share, more expansively thoughts and ideas about the life, the university and everything. My interest in online learning has seen me invited by the University of Wolverhamtpon to take part in reviewing of the School of Arts’ ‘Offer’ and the university’s adoption of a new platfrom, Canvas, later this year.
Fig. 8. The current OU Student platform: simple and clear. My OU Blog usage.
My OU Student blog, which I used extensively, over three years has several thousand followers and has been viewed 1.7 million times. I still write in it to keep up with former students and tutors. I also rely on it to find tagged papers, infographics, and notes on every subject covered by The OU MAODE. Other ‘databases’ I use include Picasa (now Google Pics) where I have many thousand screen grabs related to all manner of subjects, not least seven distinct ‘albums’ related to ‘E-Learning’. Finding visual references or ‘aides memoire’ invaluable I have in the past used FlickR not only to save photographs online, but to share them and gather information and contacts around them.
I still used Pinterest extensively, gratuitously grabbing and assembling images as I read and explore, while in the past, I have also made extensive use of Stumbleupon. Short of ‘lifelogging’, that I have tried, studied and discounted, I find that with devices, apps and platforms one can recreated a fraction of the contents of one’s brain online: in scale though, it is, for the moment, only an ‘aide memoire’. I wonder if in time, ‘A.I’ could make this smart? I hanker after an Alexa like presence that knows me better than I do, a ‘personal assistant’ for the 21st century.
My history with Pinterest has been as an ‘aide memoire’ and collection of curiosities. Galleries of images on a theme, held and built upon in one place are a quick-fire ‘concept board’ for the inventive mind, but also of practical use where an image is required to support a particular article. Recently looking at this I wish, having pinned one, I’d gone back and worked with dendrograms: I an see their value for clustering, and therefore making sense of ideas; perhaps for writing something like this, but certainly for a formal, academic essay. I click on the image of the dendrogram I had saved and in an instant I am reading an article on ‘How we designed FutureLearn’s new course categories’ on the FutureLearn website of how they created categories for their website. In turn this shows me what I do and do not understand about dendrograms amd their creation: I am familiar with ‘card sorting’ and ‘closed card sorting’. Now I could plan one to be created online using ‘Optimal Workshop’, which includes tools such as ‘Tree Testing’, ‘Card Sorting’, ‘First-click Testing’ and ‘Qualitative Research’.
Five modules were required to gain the MA ODE. There are six modules. I have completed all of them and am also thinking about joining a ‘new presentation’. As a student, and while working at The OU, I saw the OU platform develop and took part in its ‘re-invention’ not only attending internal research sessions, but also attending the ‘Usability Testing Lab’ to be taken through screening of versions of key pages. It struck me that repeatedly the desire was to enhance usability, which saw the key pages repeatedly simplified. Presented with a screen, with a facilitator at my side, and others behind a two-way mirror, my actions, feelings, and eye-movements are followed, while my comments and thoughts when prompted by the researcher are noted down
The Open University Business School web pages were put through this process. A number of people, fitting the ‘persona’ profiles of an OUBS student were paid a fee to take part. The ‘Human Computer Research Labs’ can be booked following these guidelines.
Fig. 9. The University of Wolverhampton’s Learning Platform
I use and am familiar with the affordances of their learning platform ‘WOLF’ and have identified strengths, weaknesses and opportunities which I am sharing both with the chair of the MA program and with university learning support team. The problem with its use for the course I am taking isn’t technical, but human: tutors, students and others need to respond to comments; best practice will be picked up through use, but for now some tips are needed: dont give the title of your comment as the date of the Saturday Course – everyone does this and as a list it looks meaningless; starting a discussion is one thing, responding in a thoughtful and constructive way to others matters more. ‘Listen’ to what a person has written, and respond to all of it. Keep of your agenda, be considerate and respectful of theirs – you’ll have your chance. Treat it as a reciprocal experience. Treat it like having all you coffee room discussions recorded and typed up. It should be friendly, even rambling, open, constructive and engaging. You cannot bore people into taking part.
Fig. 10 The Open University MA ODE module ‘conference’ or ‘student forum’ activity between ‘Tutor Marked Assignments’ (TMAs)
Not one student posting to the discussion since October 2016 has had a response, neither from tutors, nor from fellow students. I can try to act as a catalyst to invigorate this, however, if my lone voice then appears and responds with comments to 90% of the threads another problem is created.
Fig. 11 A variety of ‘Posters’ representing papers produced by Coursera Partners. Coursera Partners’ Conference 3016
Most of this knowledge I have gained through experience over many years, starting in 2000/2001 with ‘Friends Circles’ on the Diaryland Platform, then ListServ with The OU in 2001, but in particular through the many modules of the MA ODE. I can now look at papers on ‘student engagement’ or call up a ‘Poster’ and talk I had with an academic at the 5th Coursera Partners’ Conference in 2016.
A significant failing of the Wolverhampton MA course, which says it uses ‘blended learning’ had been to have a proper, hands on induction, face to face as well as online (it is ostensibly a residential, lecture-driven course). As I write this, the course chair and I on the MA course at Wolverhampton are exchanging thoughts on the discussion forum. I believe I have credibility because I know the subject and so can contribute at that level, but also, because I am so familiar with this kind of setup and know what makes them work: keeping the questions open, reading and responding directly to what others have said (as you ought to do if they were talking to you face to face), and keeping the tone open, supportive, professional and on brief – unless you create informal ‘break-out’ spaces. I also know that having posted a few replies, however great the temptation, I need to stand back for a couple of days to give others a chance to come in, and then when I do return to respond to one or two, but not all of them: to let some of the discussions purposively be picked up and carried by others.
Fig. 12 Studying 3D production and design post-graduate students had to grade each other in terms of ‘collaboration’ and ‘team working’ those receiving the lowest scores given especial attention to bring them ‘on board’.
There are universities that successfully have MA students contributing to undergraduate discussions, and doctoral research students contributing to MA discussion groups. All would benefit from a workshop on the dynamic of these and the psychological impact on student behaviours if you are too dominant, or flippant, or dismissive. The typed word has multiple tones because the reader invents it.
As a student I have now been in thirty or more of these, online learning groups, all the way through the OU MAODE, but also in MOOCs, particularly from FutureLearn, but also from several and different Higher Education and Commercial MOOCs I have taken since: Oxford Brookes, Coursera for example.
There is a pattern of use, or no use at all. Where a group of students regularly ‘hang out’ the exchange can be extraordinary: constructing meaning, building confidence, acquiring knowledge and having a laugh. I am currently an online mentor with the Open University, and also a mentor (on campus) at the School of Communication Arts (since 2011), though by far my busiest, most fulfilling and insightful experience (daily if I wish it to be) is as an online mentor with Coursera. I recently shared issues with engagement in a Coursera ‘Hang Out’ and found myself recalling some of the greatest successes at The OU: a tutor who posted a different picture of a ‘Water Cooler’ each week and used this for students to have a ‘free for all chat’, which gave them confidence with the platform before going back to the academic threads; and a student in my tutor group, soon after they had been launched, getting us all to join a ‘Google Hang Out’ for a pajama party – not as salacious as it sounds with students in many different time zones (and cultures). Coursera are doing this too: a recent ‘off campus’ hang out having us bring our favourite ‘food’ to the hangout to discuss: interestingly with Coursera Mentors from Egypt, California, Chile, Germany, the Netherlands, Argentina, Canada … England and Wales.
At Wolverhampton I have also put myself forward to support the creation of online materials for this and other courses. I have done this before, asked by Creative Skill Set to join a panel advising them on the creation of a number of MOOCs they were part financing via a number of UK universities, and also advising Design & Art Direction (D&AD) after they had received a management consultancy report advising them to move some of their workshops and distance learning ‘products’ online.
Fig. 13 Daphne Koller presenting at the 5th Coursera Partners’ Conference, March 2016
I was introduced to the work of Daphne Koller and Coursera as an MA ODE graduate student in 2010/2011. The results from their earliest courses have shaped their thinking since: close analysis of how thousands of students struggle pinppoints where the educators need to improve how they present and explain a thing (which benefits students on campus too) while experiments with peer reviewed and tutor graded assessments were telling: far from ‘cheating the sytem’ or just getting it wrong, students tended to mark more harshly than the tutor. Peer review works at another level too: by assessing the work of others your own knowledge deepens. They do say that the best way to learn a subject is to teach it, after all.
I have since completed several Coursera MOOCs on ‘Learning How to Learn’, ‘Photography’, Search Engine Optimisation’ and ‘Creative writing’. It has been a fascinating and rewarding journey to use the platforms, experience how it works, to see how Coursera are constantly improving and adapting (and contributing to this) and to have become (after training) a Coursera Mentor (since August 2016). The mentor is support, a moderator, and a technical and subject guide. The support we get includes regular emails and newsletters, as well as weekly ‘Hangouts’.
A bit like a ‘mentor’ but with more ‘powers’, I am a moderator on various groups on LinkedIn, a moderator in the eLearning Global Network (34 k+ members) but also the moderator and founder of ‘Swim Club Teachers & Coaches’ group (1.4k members). In these groups, and initially learning from Thomas Garrod in the eLearning Global Network, I came to develop ‘best practice’ when seeding and responding to discussions. This is something I took to The Open University Business School (OUBS) where I took over, developed and started four LinkedIn Groups in turn for alumni, present students, prospective students and the newly formed ‘Business Breakfast Network’. (Memberships ranging from several thousand to zero when I set up the ‘Business Breakfast Network’). These groups were used for multiple reasons: maintaining interest in The Business School, supporting learners and acting as a hub and a learning/sharing platform, directing prospective students to a series of webinars I set up and beginning a corporate, business network. In each case I developed and grew group numbers and participation. In all these instances, including the lead on a programme of webinars aimed at prospective students, I worked with senior and junior academics from OUBS, and with administrative staff.
Fig. 14 A video producer (writer/director). Interviews, conferences, lectures and bespoke training.
Over the last week, I have responded to five Coursera students on MOOCs, and taken part in two Coursera Hang-outs. Often my input is to nudge the student along, even, simply to indicate that there is someone listening. Issues with assessments are not unusual: people get miffed if they don’t pass the formal, graded assessment at the end of the week first time and can blame the system if they don’t get the grade a second time either. I am loath to point out that I rarely got through one of these multiple-choice quizzes first time, the questions shuffle each time you take the ‘test’, you are also directly, a little clumsily I would say, directed to the part of the course that might help you get the answer correct. In one instant it took me 7 attempts, another 11 and time out to go back over two weeks of learning material, and by then, the option to ‘reset’ the course by two weeks or try and catch up. Most Coursera courses now start on a rolling basis every two weeks and as a student you can, if you get stuck or delayed, reset to an earlier ‘presentation’. This sadly does impact on the task of creating any student bonding in a ‘cohort’ and so reaping the benefits of camaraderie, collective effort and collaborate, constructed learning.
One of the hangouts is with the Coursera technical and support team based in Mountain View, CA and a ‘Chill out’ of a tiny fraction of the 1,900 Mentors worldwide. It is fascinating to learn that the University of Michigan is aiming to have 200 of its courses online by the end of 2017, with 83 already online. (I mentor one of their MOOCs). They are splitting content between Coursera and EdX. This is seen as a valuable way forward for educators for students on campus, and to build and support students ‘at a distance’.
Fig.15 A break-away session on how to create, manage and moderate an online forum used by students from across the world. Coursera Conference 2016.
Attending the 5th Coursera Partners’ Conference in March 2016 I was able to hear academics speak, network with them, and in several instances take part in early-morning ‘creative workshops’ with them, in two cases initiating the topic we explored, namely ‘Resistance of universities to online learning’, and ‘Use of video in online education’. I could also build on my knowledge of how Coursera uses student data to improve courses by identifying sticking points; analsysis and change are part of their culture, part of what they see as a ‘movement’ to bring education to the world.
Fig.16 Annotated Post It notes used during a Coursera workshop which led to my own conception of how ‘Massive Demand’ feed into course programmes ‘on the ground’.
It was fascinating to learn how much corporate ‘partnership’ is occurring with academics, particularly in business schools, and how academics are adapting to the ‘flipped classroom’. Ten months later I am still reflecting on the 30 or so ‘Posters’ presented by a myriad of academics at Coursera who have been testing ‘technology enhanced learning’ in institutions around the world. Even something as subtle as where to place text, whether subtitles or annotations, on video were fascinating.
Fig. 17. Barb Oakley presenting ‘Learning How to Learn’ – the biggest MOOC to date with over 16 million participants.
I came to be at the Coursera Partners Conference, my delegate’s fees reimbursed, as I was, and still am, a fan of ‘Learning How to Learn’ and its author and presenter Barb Oakley. Personally, I think her delivery is a model for any lecturer wishing to create a ‘flipped classroom’. She shot all the video herself in her basement with a green screen on a budget of $5,000. As The OU TEL academic Martin Weller would argue, it was ‘good enough’ – the kind of video shoots I was responsible for in my former career are not necessary. A lecturer to camera does not have to be a multi-camera TED lecture event, or a BBC documentary. They simply need to be prepared, savvy, knowledgeable, open to constructive criticism and enthusiastic: and in due course, be prepared to replace bits as a better way to explain or show something is thought of.
The Coursera platform is extraordinarily smart and always adapting and improving: as a mentor I complete a weekly short survey and a monthly in-depth survey, let alone feedback issues with the student experience at every step of the way. Recommendations from mentors, I have found, are swiftly fed to the ‘Tech Team’ and adopted. This is a four part course that I completed with a score of over 80%: I am familiar with the modules, and can at any time go in and follow it as a student should I need a refresh. A basic component of the Coursera experience is for a short video of ‘knowledge acquisition’ followed by short formative multiple-choice quiz, which you have to repeat and pass to 80% before you can progress. Some students baulk at not getting it all right first time; so long as there is nothing wrong with the questions and content I persuade students that the effort required to get the answer right is very much part of the deeper learning experience. I was following the weekly Friday Coursera ‘Mentor Hang Out’ just before I came to write this. They have been holding these twice a week for some months. Beyond the blog and hoping that people will read and comment, and beyond the tutor supported forum where you hope they and fellow students comment, the beauty of a ‘hangout’ is that it gets people together in real time in a dynamic that is quite different from from a face to face seminar. As an alumni of ‘Learning How to Learn’ I receive, follow up on and respond to the weekly newsletter on dates, books, developments and insights.
Fig. 18 Mash-up promoting ways to put the ‘Oxbridge Tutorial’ experience online.
I am a little more than a passive alumnus of the Oxford School of Geography, attending lectures from time to time and in touch with the faculty about e-learning. I also take advantage of attending my former college and wider university events, including attending open lectures at the Oxford Institute of the Internet (OII) and Said Business School if it feeds my knowledge. Oxford is moving towards creating MOOCs on EdX after years of consideration, committee meetings and procrastination. In March I have a chance to hear more about this from the University’s Vice-Chancellor at a college conference. My fascination has always been on how to recreate the ‘Oxbridge Tutorial’ online; with small group hang-outs this has become possible, so long as they are made an obligatory part of a course and a carefully managed.
Fig. 19 Part of a corporate presentation attended on the functionality of Moodle.
My interest in corporate training a member of the Learning Skills Group (LSG), going to their annual conference ‘Learning Technologies’ (in Olympia, London), taking part in regular webinars since 2010. Introduced by a fellow student on the MA ODE I have also been dropping into an Australian ‘hang out’ for teachers in Higher Education since 2014 while the skills and experience I gained using LinkedIn groups I gained from eLearning Global Network and their monthly hangouts (I became a group moderating four years ago so can delete, move and edit posts from others too). You learn how the dynamics of an online group works, something I had become familiar with though such groups and the different platforms they use at The OU.
My interest in FutureLearn has been no less great that my interest in Coursera : I took their first FutureLearn MOOC on Web Science (and consequently applied to Southampton to undertake doctoral research, title ‘Can an email-prompted web-based e-learning platform aimed at undergraduates in the UK with moderate to persistent asthma improve compliance to their prescribed preventer drugs to 80%?’.
I went on to complete 11 FutureLearn courses and when Creative SkillSet decided to create MOOCs I was recommended by the Dean of the School of Communication Arts and joined the panel of advisors helping to fashion MOOC proposals from the likes of Goldsmith College and the National Film and Television School.
My interest in ‘Technology Enhanced Learning’ began when I was working as a producer for UK corporate producer TVL who were beginning to migrate linear-based video training to interactive formats. This saw me working with ‘educators’ in industries as diverse as Nuclear Fuels (Sellafield), Banking (Standard Life and NatWest), Law (The Crown Prosecution Service and legal publisher Legalease) and many others. A team, that I lead as the producer, included an instructional designer, writer (I often wrote the scripts) and in-house team of editors, graphic designer and ‘outside broadcast’ video teams. Working closely with the client my role was to help shape a vision for the work, then lead and represent the scripting and storyboards for what were in effect at first the means to replicate lectures, workshops and ‘on the job’ and ‘just in time’ training. For example vignettes of video were shown then questions asked and knowledge tested. As levels of sophistication and budgets increased 3D graphics and animations were used to help explain a process, machine action or flow of information. Feedback forms, then behaviour using computer-based learning at the desk then modeled how changes would be made. Thus I have found myself working at the THORP nuclear reprocessing plant on safety training, developing an interactive DVD on banking for Standard Life, creating training for NatWest on how to handle a bank robbery and bank manager kidnap while producing a course on ‘The Art of Legal Negotiation’ for lawyers.
Fig. 20. Experience using Cloudworks and receiving ‘badges’ as an incentive
I have at times worked in broadcast TV, as an assistant producer, even sound engineer, offline editor and vision mixer. Then, as now, I have no fear of learning new skills whether putting images through Adobe Lightroom, cutting audio with images in Camtasia, learning a new web platform, such as WordPress and Joomla, shooting and cutting video and loading this to YouTube and embedding it onto websites or into a newsletter using MailChimp, or using a collaborative learning and sharing platform such as Cloudworks.
With the move to a web agency in Brighton it was clear at the time that the ‘rich’ media of 3d computer graphics and drama-reconstructions could not be recreated online. In the first ‘educational’ platform I worked on (as its Producer) I worked directly with the client FT Knowledge and our creative team to create modules for an MBA programme which used animations, text, audio and multiple-choice questions as part of each module. Recognising the need to improve my knowledge I joined what was then the Open University’s MA in Open and Distance Learning – all learning ‘at a distance’ with a crude ListServ forum and physical books.
Fig. 21 Taking part in an OU wide research project with academics and other staff to identify key OU ‘Personas’.
While taking the renamed Masters Degree in Open and Distance Education’ I successfully applied to work at The OU and was based in Milton Keynes. Here I was surprised, though delighted to become quickly involved in an expanded role that had me sharing the ‘OU Student experience’ in meetings and workshops to heads of faculty, assistant lecturers and individual academics. Essentially, I was taking them through the affordances of platforms and tools that they had been wary of using. Meanwhile, I picked up two groups on LinkedIn for the Business School and began two more: one for prospective students and a fourth for the launch of the Business Breakfast Briefings. Familiar with LinkedIn I ran, supervised, moderated and seeded discussions and help build one closed and one open group into the 1,000s.
Fig. 22 I have studied and followed SpacedEd (now Qstream) since 2010. I have twice interviewed its founder/creator Dr Price Kerfoot and based my PhD doctoral thesis on using the SpacedEd platform to test compliance training with asthmatics.
Completing the MA ODE, I elected to complete two further modules in preparation for applying to undertake doctoral research. During my studies I had become fascinated by what was then a new platform developed at Harvard Medical School by Dr Price Kerfoot called ‘SpacedEd’ which used the simple mechanism of very carefully scripted multiple-choice questions sent to a mobile device. My research proposal was to use SpacedEd to educate people with mild chronic asthma to improve compliance to their drugs and to measure learning effectiveness by an improvement in lung function. I firmly believe that there are many situations, and subjects, where knowledge has to be acquired particularly with first year students before it can be applied which would suit learners at all levels.
Fig. 23 CloudWorks used as part of an online collaborative exercise with The Open University
Creativity and innovation can put you out on a limb. I am a compulsive ‘early adopter’ who wants to see, use, judge, and experiment with every new app, platform or tool. I therefore have Alexa from Amazon and am confident though currently underwhelmed: she doesn’t take dictation or speak French. Historically I was early to blog in 1999, coding my own pages until I joined the platform Diaryland, and then quick to try each platform as it emerged from LiveJournal through to WordPress (on which I have several blogs.
Only this November I loaded diary App to my iPad ‘My Wonderful Days’ to support my desire to keep a daily journal or diary again: I never miss a day, and use it, to keep some kind of track on what I read, see and experience every day. There is huge cumulative worth to this: I find I forget just how many books I have read, for example, even where I have made notes so these too will go into a blog and tagged. I have studied and review people and tools for ‘life logging’ and feel confident that they can be dismissed as giving little support to the learning experience: the student needs to be making choices to ‘grab’ or store information. The benefits of ‘lifelogging’ are for those with dementia or Parkinson’s Disease to help bolster weakening short-term memory. Otherwise, the healthy brain is designed to ‘forget’ and we should be allowed to – students encouraged to find ways to repeat, review and re-use thoughts and knowledge they need to store in their long term memory.
Fig. 24 Rosetta Language Learning
I am quick to try new apps and platforms, whether Prezzi or QR codes, ListServ or Google Hangouts, ePortfolios and multiple-choice assessments, (SpacedEd, now QStream). I rave about the language learning platform Rosetta Stone having greatly improved my grammar, vocabulary and especially my pronunciation with it. I recently signed up to Yousician to try and get my guitar playing skills a bit better than bad. A couple of the stalwarts of my working day are Simple Minds (for mind mands) and Studio (for annotation images and charts). I also have used a variety of idea/storytelling supporting tools such as PowerStructure and Final Draft (though ostensibly these are for writing novels or screenplays).
Creativity regarding online learning means many things: simplest of all it is pragmatic problem solving, dawning upon experience and a willingness of different minds to look at new ways of doing things; creativity also standards and quality controls, a platform or app like a chair can be both functional and beautiful, it is shocking how many times a platform or app can be neither thing: it looks terrible and doesn’t worse, or even if it works it looks terrible and leaves users lost or demoralised: ease and joy of use is crucial, as well as relevance and something being embedded in the learning experience as a compulsory component : make a thing optional and most students opt not to use it.
Fig. 25 OUBS: Recording lectures and seminars (including Cherie Booth’s inaugural lecture, marketing planning foe web development and organising webinars.
At the Open University Business School, as with the Western Front Association currently, I respond to and support a myriad of people helping them to make the best use of the platforms we have available for them. There is often a need to persuade, to present, and the assist and nurture where people are hoping to, or are expected to use a piece of technology themselves.
Fig. 26. Drawing on the research and writings of many specialists, past and present.
Not a teacher, though I have taught in primary and secondary education, and in higher education given talks and run workshops. With my children now in or starting university I cannot help but pick their brains about the learning experience. My son is using FlickR to build a portfolio of work, while both my son and daughter are disappointed by the percentage of students who don’t do any work. Not a teacher, though I have been a professional swimming teacher and coach since 2005 and as I gained professional qualifications and learnt through traditional methods : workbooks and seminars, I regularly advised the Amateur Swimming Association on e-learning, preparing proposals and scamps on best use of video. Not a teacher, though I took a six week course with Oxford Brookes on teaching in higher education (and gained a distinction – and 10 credits). Not a teacher, though I took an OLDS MOOC and ended up working collaboratively with educators from the university of Lincoln to devise a MOOC on video for educators. Not a teacher, though I devised a use of QR codes in teaching the First World War. Not a teacher, though I devised a research thesis based on studying a cohort of undergraduates. Not a teacher, though having completed the MA ODE and further MA ODE OU modules I have repeatedly studied and consider how a wide array of tools and platforms could or do support educators. Not a teacher, though taking a close interest in the work of Kineo I gained an insider’s perspective of how learning platforms were developed for ‘City & Guilds’ worldwide.
Though not a teacher, I see myself as an ‘educator’ and facilitator, an informed, personable enthusiast, always ready to push my own studies further, including to doctoral research.
Whilst endeavouring to keep my skills and interests up to date, I also have a career of relevant and valuable core skills from preparing a creative brief and chairing workshops, to presenting and championing an idea, to supporting one to one or presenting at a conference, to producing video and interactive projects, even operating video cameras, editing and posting content online. I believe I would make a credible, valuable member of the Technology Enhanced Learning team at the University of Sussex.
Is this the perfect ‘Set’?
Serendipity has me at the home of my 91 year old father-in-law. Considerably less active than he once was, he still spends his day either reading from an iPad, or, with considerable difficulty, writing and reading emails. (He is blind in one eye with severely limited peripheral vision in the other). Reading only from a screen about 7 or 8 words fill the screen. A young granddaughter is researching a piece about being a ‘war child’. Zbigniew Pelczynski was 13 1/2 when the Germans invaded Poland. He revealed something about learning that I had not heard before.
You’ll soon understand the relevance to learning and the relevance of posting it here: I interviewed Dr Pelczynski on the Oxbridge Tutorial system in relation to learning and the Master of Arts: Open and Distance Education. He is a former Oxford Philosophy Tutor (Hegel) … and East European Politics, and the founder of ‘The Schools for Leaders’ in Poland and other East European countries. Has he retired? Probably. He published his last book four or five years ago and made his last trip to Poland about three years ago.
One of his grandchildren, just started secondary school, had the following questions for him.
1). How old were you and your brother at the beginning of the war?
The war began 1st September 1939. I was then 13 1/2, and my brother was 12.
2). How did the war change everyday life e.g. did shops close?
Shops did not close and in many way life went on as before, however, with time food became more and more scarce and expensive. People who were poor had a very hard time.
3). What did you do for family entertainment?
(I have read that in Poland things like cinema and football clubs were banned)
Well, entertainment was very much limited to the family and especially to birthday, christmas and Easters which in Poland are celebrated in a very big way. Cinemas were open, but the films were controlled so that one was only able to see that the occupiers, the Germans, wanted us to see. There were some interesting German films, but most of them were propaganda. I remember Jude Ze. about a a cruel Jew in the middle ages who caught children who cheated everybody and murdered children for blood. There was a tail that the Jews used the blood of Christian children for Jewish feasts. This was meant to make us feel very hostile to the Jews who were being greatly persecuted by the Germans at the time, put into Ghettos and later sent to extermination camps.
(The film he refers to is ‘The Eternal Jew’ )
There was no theatre, just light music entertainment, but only for the German soldiers who were stationed there and German officials. There were however some concerts in cafés, specially on Sunday at lunchtime which were very popular.
Sport. The Germans didn’t allow any sport. All football pitches, running tracks and swimming pools were taken over by the Germans and used by their own soldiers or recovering soldiers.
You were allowed to play handball or netball at home in your yard. Not allowed to play at school. Not allowed to kick a football about a schoolyard. So the only thing we did was play pingpong at school. In the school there were long corridors in there were several tables and you’d sign up to be allowed to play and there would be competitions. There was the Vistula in Warsaw, where we went swimming or canoeing or in a small sailing boat.
4. Did you have rationing coupons for food & clothes?
There were no clothes coupons, but there were certainly rationing coupons for food. They would change from year to year, even month to mont and they kept being cut again and gain. Each family was registered in a particular greengrocers shop and you went to buy your rations once a week. However illegally food was imported from the countryside and sold under the counter in the same shops or others shops or in open market, but the price was very high compared to the official regulated price of the rations.
Things were particularly during holidays when it was very difficult to get the various delicacies, for example ham for easter, or chicken or goose for Christmas.
5. How did things change for children in primary school?
There was virtually no change. Some of the text books were banned as they were thought to be too patriotic of ante-German.
6. How did things change for children in secondary school?
This was changed. The Germans did not allow any education whatsoever after the age of 16. And only if the secondary education was combined with ‘Fachschulen’ (specialist schools) – that is a ‘trades school’. I, for example, went to a school that was supposed to train electricians, one of my friends went to carpentry school and another went to gardening school. But very little time was spent on these trades, say a day a week, the other days were much similar to what we had before the war. The exceptions, no foreign language was allowed except German, Latin was banned, Polish history was banned. However, very early in the war, the teachers started organising secret courses called ‘sets’ where five children and one teacher taught Latin, French and Polish history. After age 16, moving to the equivalent of A’Levels there was no school education at all in the ordinary way. Those who continued with these sets of 5+1, would say meet on a Tuesday, and have 3 hours being taught Polish language and Geography, then another teacher would come and teach say Physics … so in this way, instead of studying in large classes, we had what you might call seminars. It was possible, the atmosphere was very informal, made it possible to ask question and disagree. This education was illegal. If the Germans had discovered these the teacher would have been arrested and sent to prison.
I went on like this until 1943 when I was 17 1/2. The Polish Secondary education was modelled on the French and German with four or more subject examination, I did Polish Language, German Language, Latin and Trigonometry. I passed this examination.
7. What age did you start going to school in secret, tell me about what it was like.
8. How did children help in the war effort?
It very much depended on your age. Children who were very young did not participate at all, expect perhaps taking secret newspapers from one family to another. The Polish Secret army told their story of what was happening in the world, otherwise we were limited to German propaganda. Later on you could join a secret scout movement. You were trained in what was known as ‘little sabotage’ for example, painting slogans on public places, ‘Hitler Kaput’ meaning ‘Hitler is finished’. On one occasion we went to church on Easter morning very early, and the whole of Warsaw was covered in these ante-German slogans and symbols of the Polish Resistance (a symbol of hope).
Most Poles are Catholic. During the war people went to church for services and holidays and the Germans didn’t interfere with that. Some of the priests when they preached sermons put in some references to Poland was not free, but the time would come when it would be free again. If caught as there could be spies in the congregation they would be arrested and sent to a concentration camp.
I and my younger brother joined the Resistance Movement in 1943. Even before that he decided to help some friends in the resistance: the people who formed little units in the forests and attacked the Germans, and stole their weapons, and blew up their cars. Kazik had a friend who was very active, and this friend wanted to store submachine guns somewhere so Kazik agreed and would store them in our grand piano which was never used because neither he nor I played. I got suspicious because this friend would come and visit with a violin case. One day, this friend came, and Kazik locked himself in the sitting room, and I listen and realised they were putting something in the piano. I looked and there was a brand new Sten-gun in the grand piano.
When I was older, 18 1/2 I joined the Resistance Movement and trained as a soldier. We were often asked to store hand-grenades and rifles. We would attach a rifle to a small fruit tree and put straw around it.
9. What age did children join the Home Army?
There was some military training in the Scout Movement, at 14 or so, maybe 12. Then first of all they were involved in ‘small sabotages’; and then given military training so in 1944 they were involved.
You joined the underground, the secret Military movement, when you were 16. When the uprising broke, out and the young people were the bravest of all. One friend of mine, who was 16, was awarded two medals.
Distributing leaflets and illegal leaflets.
Training in the home army, we must in five + one, Meet in someone’s house, once a week, and a military instructor would come and tell us how to use a gun, or blew up houses.
Once a month there was a trip to the nearest forest. It was easy to go for the weekend. Military training was much more serious here, you played at setting an ambush, or crawling under barbed wire or attacking a position. Amazing that the Germans never discovered what was going on.
The point that had me wake in the dead of night having mulled this over was the importance to him of ‘the set’, or seminar, what in fact became for him the lifelong love for an commitment to the ‘tutorial’ : not a seminar, a class of students, but a small group, relaxed with tea, coffee (or sherry), reading over each other’s essays for the week, being able to falter, make mistakes, received praise and correction.
This works. I believe it works online too. I have had plenty of experiences of it on OU modules where from my tutor group a small ‘break-out’ group forms. These are never exclusive, but rathe a handful of people usually three or four, who form an affinity and begin to confer, converse and meet regularly online to discuss the course and its progres.
I recommend it. Blog, Use Facebook or LinkedIn or Google HangOuts. Make use of platforms offered by The OU. Be part of a group. Form a group, or what I will now call a ‘Set’ or perhaps, in Polish ‘Zestaw’.
Here’s his biography.
Fig.1 The intimate qualities of the Oxbridge tutorial are now experience in massive open online courses
I have been studying full-time for a year – an MA in a traditional university with lectures, book lists and online completing eight MOOCs and even trying to start a module with the OU.
My goal hasn’t been simply to gain yet further qualifications in subjects I love, but to experience first hand the variety of approaches to learning that exist.
Back to the classroom while learning online.
The MOOCs I’ve done on FutureLearn are highly ‘connected’ – I believe the way huge threaded discussions are managed and can be managed successfully recreates what some consider to be the Holy Grail of learning in HE, the ‘Oxbridge tutorial’ where a subject expert sits one to one or at most one to three to discuss a topic, set each other straight, and then return every week, or twice a week to do the same.
MOOCS completed or underway include:
Experience and research shows that even in a MOOC with 25,000 starters, in a threaded discussion that has 3000 posts, that groups of learners form – typically a mix of experts, keen learners with some knowledge and complete beginners. These groups can last the duration of a two month course and spill out into other platforms and meeting up face to face. John Seely Brown called this a couple of decades ago ‘learning from the periphery’, where new, keen learners gravitate from the edges to the centre. It is learning vicariously, as we do in our day to day lives. But it is more intimate than a community of practice: two or three people learning together in real-time or in a quasi-synchronous platform is like an Oxbridge tutorial. I had the privilege of attending these as an undergraduate and my father in law is one of these career Oxford fellows who taught in this way for several decades and has gone to great lengths to explain the unique qualities of the method, how and why it works. It now works online. You don’t have to be communicating directly with the lead academics – though you may do in a MOOC, but you can gravitate, with ease, if you like to the many experts who are in and contributing to these forums. I can cite examples of both types: the extraordinary care and fluency of the PhD contributors to WW1: Aviation for example, or in the massive (25,000 participants) threads of Start Writing Fiction.
This is ‘transitional education.’ Not a revolution, just building on the best of what has gone before and gradually taking others along with it.
I like that after 700 years of keeping the approach to themselves that the ‘Oxbridge Tutorial’ as a way to learn is, online at least, open to anyone.
My thoughts on a FutureLearn MOOC on the Treaty of Versailles that tried to conclude the First World War
|From E-Learning V|
The content here, how produced, presented and managed by FutureLearn is the perfect catalyst for a diversity of contributors. As interested in the strengths and weaknesses of the MOOC (Massive Open Online Course) as a platform, this from FutureLearn is showing the value of many connected minds coming together and feeding of each other. It strikes me that as people group around a line of thought, with the educators and contributors, the kernel of a tutorial forms: ideas are offered, shared, adjusted, politely corrected, fed, developed and consolidated.
|From E-Learning V|
Fig.2. The clean design style of Dorling-Kindersley
It intrigues me to understand what the formula for success is here: the simplicity and intuitive nature of the FutureLearn platform; a clarity that in multi-media terms reminds me of those Dorling-Kindersley books; the quality of the ideas professionally, creatively and unpretentiously presented … and a topic that has caught the Zeitgeist of the centenary commemorations of the First World War and its consequences rather than the chronology of the battles and the minutiae of military tactics.
For someone who has studied seven of the eight or nine Master of Arts: Open and Distance Education (MA ODE) modules my continued interest in e-learning is diverse; it includes however not the Massive Open Online Course (MOOC) per se, but rather ways to escape the technology in order to recreate or enable the qualities that come from the ‘Oxbridge Tutorial’.
Fig.3. An Oxbridge Tutorial (1960s)
I am specific here because these tutorials are not seminars, webinars or lectures, an ‘Oxbridge Tutorial’ is typically either one-to-one, the ‘great mind’, the ‘subject matter expert’ and his or her student or ‘acolyte’ or one to two or three. The standard pattern of these is for the students deliver a short essay, around 2000 words, on a single topic from a reading list. In theory all the participants write an essay but only one reads his or her essay out that everyone then discusses. The tutorial lasts an hour. You have one a week … per topic. Some tutors, the natural and committed educators extend these tutorials into informal settings, picking up the conversation at meals and in other settings.
|From E-Learning V|
Fig.4. Learning from others: an exchange of ideas
You cannot simply transpose this kind of ‘tutorial’ to the Internet in the commercial sense as the educator hasn’t the time to give, repeatedly, an hour of time to just one, or two or three students. This is not the model that can support the educational desires of the 5 million in the world who crave a university place. Certainly, these students need peace, a roof over their heads, food and political stability and of course the infrastructure and means to own and operate a device that can get them online … a tall enough order, but smart phones could be as cheap as £10 within ten years … but then, it will be through the kind of connectedness between students, moderated and catalysed by the experts that this ‘tutor-like’ learning experience can be created.
I see it in this MOOC. I have seen it with a variety of activities in OU modules.
|From E-Learning V|
Fig.5. My takes on ‘Connectivism’ as a burgeoning theory of learning
Fig.1. My whirlwind of postgraduate learning. (c) J F Vernon (2013)
For a brief period I have been a registered student at three universities: Oxford Brookes (FSLT14), the Open University (MAODE H818) and the University of Birmingham (MA First World War). This is what my mind needs to feel I am ‘in the flow’. Live TV does it too – behind the camera, anything can go wrong, or go right.
The first two online and the latter campus based. My motives for joining FLST14 were to push my learning towards education in Higher Education and applied learning in business – as a practitioner I’ve been making the transition from production and learning services to the education side for a good decade – seeking to be part of the learning process rather than creating resources at a distance. First Steps into Learning and Teaching 2014 (FSLT14) came along where I have had a brief window and for an opportunity to revisit, understand and apply this process of reflection it worked where previous efforts to crack this have failed. I’m also, in some respects, testing from a professional perspective different learning platforms and approaches.
I’ve done three MOOCs in as many years – some huge, one so closely managed it was like a formal MBA module. I’ve done and nearly completed a FutureLearn MOOC too (WebSciences) and enjoyed taking part in another FutureLearn MOOC on Hamlet (University of Birmingham) as an observer. I can see myself doing a couple of these a year: they replace an inclination of buying hefty, coffee-table non-fiction books on a thing in the belief that ownership alone will result in the transmission of knowledge from the page to my head. For the last decade I’ve applied the same principle to eBooks which hasn’t worked either. I need to be reading the things for a reason – increasingly this is because, voluntairly, I need to respond with a book review, intelligent intercourse in a seminar or in an essay that will be assessed and graded.
It is interesting to be back in class: lectures and reading lists with essays to write, but the comparison I make for FSLT14 is with other online modules.
Where, for me FSLT14 worked so well as that it clearly knows what it can and cannot deliver. It is a Bonsai tree, not the entire forest. It might even be a cherry-tree haphazardly trained along the back wall of the garage if I am to continue the metaphor. This is a blessing. More is definitely less.
I’ve been on modules that say it is 14 hours a week but it quickly becomes apparent that it is more like 22 hours – sometimes they excuse this by having ‘Optional’ activities, but these are ambitiously long, even indulgent reading lists set up us students to feel we may be failing or inadequate if we can’t or don’t take an interest in these. I am not a strategic learner; I expect those responsible for the learning design to do this. If you go to the trouble of putting a book or paper it is because you expect students to read it – rather than, what I feel the academic is doing – showing off how much they have read. Research shows that activities that are marked ‘optional’ are not done. I find, where I do these any effort lands on deaf ears – no one else could give a monkey’s … That said, I’ve also just completed an OU heavy-weight H818: The Networked Practitioner.
Here the commitment and presence of the Chair was palpable and of enormous value. As students it is encouraging to us to have those who designed a course to show maintain their presence.
On the one hand you have the course content, designed and posted online, on a railway track learning journey that is suitably detailed, but never overwhelming. You can battle on alone, or join in. With fellow students this is straight forward, it is simply a matter of sticking your head over the garden fence on a regular basis and returning the compliment of someone commenting or providing feedback to do the same to them … while being mindful as you become one of the experts to look after those who may feel on the edge of things. How, when and if the tutor is a presence depends on if they go by their contracted hours, or are indulgent enough as a vocational educator to be around. I feel a tutor should host their group. Over four years, and seven modules I’ve had seven tutors, of course, though seen and probably remarked on the actions, behaviours, strengths and weaknesses of at least another 14 tutors. Some what the French call ‘animateurs’ – they galvanise their group; others are withdrawn, very academic and correct – but brilliant in their own way. Others become, for want of a phrase ‘one of the lads’. I’m less certain that this works or is appropriate – not in primary, secondary or tertiary education. And so on. The worse are the ones who simply are not there. Who seem to have less idea what is going on than their students and as you’d expect a student who is struggling to do start to winge and make excuses. I’ve never had to do it so I ought to be more circumspect; I am sure that it can only be reasonable to expect tutors to work their contracted hours. My view of education and being an educator is more Socratic. I expect their presence.
With seven significant online postgraduate modules under my belt this is of course not the typical picture: some are heavily based on reading, others on activities with assessments patterns to suit. Mentioning the ‘traditional’ course I am doing, actually 1000 pages to read per week is clearly excessive isn’t it? You give up lie-ins and TV, and other hobbies … (By the way, I share regularly in the OU Student Blog platform thoughts and hopes with someone who has now completed 21 postgraduate modules with the Open University. I think this equates to four degrees!!)
Fig. 1. Muir Woods. One visit wasn’t enough. I spent three days in here.
I describe my inability to see the wood for the trees as I was too busy enjoying being a woodsman.
I could not stand back and reflect on what had taken place – not during the course, though perhaps a few months later. I return to this horticultural metaphor as I found with FSLT14 that I could fit it in, no more, no less. I could see it for what it was and admired its focus. During FSLT14 I feel I have become fluent in the language of education. It has been the tipping point, the moment, where like learning a new language you feel the fog has cleared.
This has been possible because of its modesty and humanity – there is an intimacy in the connectedness that I haven’t found elsewhere – perhaps in specialist interest groups in LinkedIn and Google+
Fig.2. Dr. Zbigiew Pelczynski taking his grandson for a walk
Our feedback session felt like an Oxbridge Tutorial; I’ve had the privilege of learning through that system as an undergraduate but took it for granted thinking that it was how all university’s could do things. There is significant value in a few people being able to talk around a topic and have enough time to take in what people were saying. And of course, the global reach of this is such a revealing way to consider your own position and practice. My insight on the Oxbridge tutorial system – I was an undergraduate thirty years ago, has been embellished by marriage to the daughter of a prominent Oxford tutor and personality, Dr Zbigniew Pelczynski. I interviewed him about the tutorial system and shared this online. Ever since I’ve pondered how Web 2.0 could be used to give tens of millions the Oxbridge tutorial experience – some institutions are doing this already. The Webscience MOOC I did, though hosted by two University of Southampton professors, was populated, on rotation I think, by four PhD students each week. This meant, as we have come to expect using communications platforms, that more often or not, a reply came to whatever you posted in a few hours, or sooner – rather than days later or not at all. As an online student you start to recognise the pattern a tutor has – never on a weekday, never at the weekend, only on a Tuesday. That’s their plan, but it feels like a gross misappropriation of powers they ought not to have … to effectively ignore you until they can be bothered. All should and could be receiving updated posts on an RSS feed.
Fig.3. Something I drew.
Setting out to become a ‘Master’ of anything at all – ‘Open and Distance Education’ has received my attention, though four years ago I was interviewed to take an MA in Fine Art.
True! It has taken this extra year, a couple of modules beyond graduating with the MA, to feel that I can describe myself as a ‘Master’. It’ll be another six years before I can, some theorists think, a ‘Scholar’. But I, like John Seely Brown, do not believe in this ‘10,000 hours’ thing – I’ve read the original research paper on musicians learning violin at the Berlin Conservatoire. Playing a musical instrument does not readily translate to anything else or everything else, especially where most violinists start at the age of 4. Which is when Picasso picked up a paint brush under the tutelage of his father, an art teacher from the local university. What were your learning at age 4 that you have developed into an expertise ten or twenty years later? Picasso, in his words, could paint like Rubens by the time he was 14. And we know about Mozart. There’s value in starting young and sticking with it: swimming anyone? Singing too.
Web 2.0 allows ‘learning at the speed of need’, to prefer learning over TV or the gym, over friends and relationships, walking the dog and the garden.
I have for the last five months been working on two MA degrees in parallel – not something I would have considered even three years ago. Not only do I think it is doable, I think, with the right course, you can contain it to the 14 hours a week each requires. The magic, the synergy, the insights that come from this greater intensity is, going back to it, what Oxford and Cambridge expect when they ‘hot house’ students through their short, eight week terms. And how many hours are they expected to put in? At the Oxford Internet institute I was advised that the MA students would be doing 44+ hours a week. Intensity works once you are up to speed. For this means getting myself into ‘the flow’ as Mihaly Csikzentmihayli puts it.
What are the benefits or drawbacks of each of self-assessed, one-to-one and group modes of learning?
Self-assessed engagement with content: books, online multimedia, etc?
Feeds off innate motivation and curiosity to learn at your own pace chasing your own lines of enquiry.
Undirected or ‘governed’ it can do two things: grind to a halt, or spin obsessively out of control, and in either case not lead to meeting any learning objectives – if there were any in the first place.
One-to-one feedback with a tutor: face to face or in correspondence/online
The traditional ‘Oxbridge’ tutorial where a ‘great mind’ and educator supervises and supports and hopefully motivates and directed the student ‘intimately’. Online a similar experience can be recreated, even bettered, complementing face-to-face and/or offering something different.
The two don’t get on so knowledge transfer is challenged, the student is demotivated and both give up on the relationship or resort to formal guidelines and behaviours that might be described bluntly as the ‘carrot and stick’. Online, as dependent as ever on human foibles, there is the added potential difficulty in relation to digital literacy, acceptance, familiarity or stonewalling.
Group-work and peer mentoring: face to face or online?
Likeminds and mutual empathy better able to respond to life’s rollercoaster. Exposure to diverse ideas and behaviours. Exploitation of the ‘connectedness’, search power and serendipty of Web 2.0
Overwhelming, learning to handle ‘exposure’ and privacy issues – some people feel as uncomfortable ‘being’ online as an agrophobic in a shopping mall. Distractions. False trails and digital ‘rabbit holes’. False belief that there is a short cut to learning if the answers are given to you.
Fig.2. Learning and the role of context.
Sharples, M., Meek, S. & Priestnall, G. (2012) Zapp: Learning about the Distant Landscape. In M. Specht, J. Multisilta & M. Sharples (eds.), Proceedings of 11th World Conference on Mobile and Contextual Learning (mLearn 2012), Helsinki, October 2012, pp. 126-133. Preprint available as 320Kb pdf
Read cover to cover yesterday, into the evening and small hours. I’m now onto the second read, with various notes to add, references to pursue and further research to undertake.
Yet to be published, I’ll give detials in due course of how to get your hands on a copy.
Why read ‘A Life Remembered’ ?
It’s a fascinating life story from surving the Warsaw Uprising as a teenager to achieving as an Academic and educator in England, Scotland then at various leading universities around the world while pursing various interests and causes with passion and dogged determination. A life lesson? I think so.