The first Technology Enhanced Learning Series session had to be moved to D438. The room is laid out with PCs, but the room is not designed for teaching as it is normally used as open access for students. The session had six staff members attending which is one more than I will be able to accommodate in the normal training room.
The session plan had to be changed as it was not possible to have a digital projector and screen. I enrolled all the staff onto the new Community of Practice site on Moodle to allow the staff to view the presentation I was going to project onto the wall.
Not so good...
The session was a lot slower than I had hoped as Twitter did not make the new users available for others to follow during the session (took too long). This meant that I had to re-assess how I was going to teach it. I decided to use my own Twitter account to show the type of professional people I followed and how to find others. One staff member quickly found my link to sceenr and downloaded it... worked well.
Good...
The Technology Enhanced Learning Series is now launched.
Twitter is understood by more staff especially how easy it is to protect yourself and if necessary delete the account.
The Community of Practice Moodle site is also launched with staff members registered.
Reflection...
The main positive outcomes of the session were to allow the staff to see the how easy it was to setup a Twitter account (and also to delete it if necessary). I was able to highlight how I use it with my professional peers. The Community of Practice site is now live and more staff are aware of both the Child Protection Policy and the Safe Guarding Children policy. I will now encourage the attendees to share their Twitter names and get them linked to each other.
The most IMPORTANT lesson I personally learnt was to set-up a set of accounts for Twitter and Facebook etc for staff to use in these sessions. They may then setup their own personal accounts at the end or after the session.
Monday, 14 December 2009
Hic-up
Well just as I was catching up I got caught with a virus. Back to stage one and re-implementing my system of jobs first thing in the morning. Need to check on LTU workshop for Wednesday to ensure I have computers.
Monday, 23 November 2009
Catching up.
I managed to produce the overarching framework for the Advance PDA role at the weekend. I'll wait for reply and the (I guess) necessary changes. Next on my list is my Module A plan for PG CHEP. Try and start that tonight.
Friday, 20 November 2009
So far so good
Yesterday was very enjoyable. I am just hoping it is not my own reaction to change that is producing this improvement to the day. I do feel better when I go home and I did not feel so pressured about work during the evening as I have everything slotted into its own date and time to be completed.
This change of focus has helped me realise that I will not be able to meet two deadlines... CHEP assignment a and Adv PDA framework. However, I have the workload sloted into my calender (includes weekends) and therefore I have a good idea when they will be done. I have been able to advise LSIS and Uni of Essex of the situation and that this is temporary while I cope with my recent increase in workload (temporary) to help another department.
I have just removed everything that is not current from my noticeboards and my desk and area looks a lot more professional.
This change of focus has helped me realise that I will not be able to meet two deadlines... CHEP assignment a and Adv PDA framework. However, I have the workload sloted into my calender (includes weekends) and therefore I have a good idea when they will be done. I have been able to advise LSIS and Uni of Essex of the situation and that this is temporary while I cope with my recent increase in workload (temporary) to help another department.
I have just removed everything that is not current from my noticeboards and my desk and area looks a lot more professional.
Thursday, 19 November 2009
Seeing the improvements
Walking in and seeing no piles of paper on my desk was a great relief. Especially as I know I have every item on my list in my calender. Now to work!
Wednesday, 18 November 2009
First steps in moving to-do list t a do list.
I am moving all the little to-to jobs to a slots every morning BEFORE checking the emails. Next I am identifying slots of time to carry out the larger tasks... these may be a few hours over a few days or weeks as necessary. All this will take a few days to organise.
Lets see how I get on :-)
Lets see how I get on :-)
Tuesday, 17 November 2009
Unpicking my to-do list
I am amazed how my to do list never gets smaller and that it is at the back of my mind niggling away. So I am now going to allocate time in my diary for each item on my list. Therefore I hope that I now know that it will be done and when another request comes in I don't add it to my list I find time in my diary which may be a number of days away. Emergencies will always happen so I will have to deal with them as normal which may mean I might have to shuffle a few tasks around, but again they are allocated a time for me to complete.
Let see how I get on :-).
Let see how I get on :-).
Monday, 16 November 2009
Time to take control of 'time'.
It has become clear to me over the last few months that I need to take action to control how I use my time even more effectively. So the first change is to ensure that I reflect (blog) most mornings just for a few minutes to unpick my thoughts and allow me the opportunity to reflect on my professional activity and identify improvements.
Monday, 21 September 2009
Coming back to life?
I have taken a little time out to consolidate my thinking. I have worked very hard on getting volunteers to be TLCs (Technology Learning Coach) and looked into the issues of communication across silos (aka curriculum areas).
LSIS is funding a new round of PDAs (Professional Development Advisor) and E-Guides (does what it says on the bottle) for 09/10. This is an opportunity to give TLCs a nationally identified role. I have a new drive on to encourage academic staff (especially TLCs) to enrol onto either course.
I need at least five PDAs then I can train as an Advanced PDA. The network of change agents (PDAs, E-Guides and TLCs) will then help move the college forward at a faster rate and will ensure we will receive a good to excellent Ofsted report when the time comes.
LSIS is funding a new round of PDAs (Professional Development Advisor) and E-Guides (does what it says on the bottle) for 09/10. This is an opportunity to give TLCs a nationally identified role. I have a new drive on to encourage academic staff (especially TLCs) to enrol onto either course.
I need at least five PDAs then I can train as an Advanced PDA. The network of change agents (PDAs, E-Guides and TLCs) will then help move the college forward at a faster rate and will ensure we will receive a good to excellent Ofsted report when the time comes.
Monday, 13 July 2009
Bypassing webfiltering made easy by FaceBook group.
Every since I started teaching back in March 1989, I quickly realised that teachers and learners will not waste time discussing/arguing against situations that they are unlikely to alter. Teachers and learners will generally find a way around it, if a satisfactory reason is not given (even if it in a policy).
In the case of Technology Enhanced Learning (TEL), teachers and learners will either just accept the situation and not use the technology that they are aware of OR wait until they get home to use the Internet and other learning and teaching solutions they are unable to use at their learning institution.
One important aspect of corporate/education networks is the use of website filtering systems. The function is to block unsuitable websites. This situation is acceptable if the reasons for the blockage to a website is explained and a system is put in place to easily unblock the site if a teacher considers it to be acceptable viewing for their course. In most cases this system works fine, although many teachers are not fully aware that they are able to have a site released.
It is unlikely that many educations give the same provision to learners which started me thinking... I wondered how the learners might get around this lack of ‘learner voice’. As an experiment I decided to find out if I can get pass a website filtering system. After 5 minutes on Google I was pointed to a FaceBook group that actively pass information to learners on how to get pass the network restrictions. I have joined and subscribed and I now get regular updates on how to get passed the website filtering system.
Clearly, I will not post the information here but if any teacher (I will need to prove your identify) wishes to have the links and email subscription details then contact me on this blog or twitter http://twitter.com/paulfloss . Of course, you could just spend a few minutes on Google and find the information yourself... just like I expect many learners do.
In the case of Technology Enhanced Learning (TEL), teachers and learners will either just accept the situation and not use the technology that they are aware of OR wait until they get home to use the Internet and other learning and teaching solutions they are unable to use at their learning institution.
One important aspect of corporate/education networks is the use of website filtering systems. The function is to block unsuitable websites. This situation is acceptable if the reasons for the blockage to a website is explained and a system is put in place to easily unblock the site if a teacher considers it to be acceptable viewing for their course. In most cases this system works fine, although many teachers are not fully aware that they are able to have a site released.
It is unlikely that many educations give the same provision to learners which started me thinking... I wondered how the learners might get around this lack of ‘learner voice’. As an experiment I decided to find out if I can get pass a website filtering system. After 5 minutes on Google I was pointed to a FaceBook group that actively pass information to learners on how to get pass the network restrictions. I have joined and subscribed and I now get regular updates on how to get passed the website filtering system.
Clearly, I will not post the information here but if any teacher (I will need to prove your identify) wishes to have the links and email subscription details then contact me on this blog or twitter http://twitter.com/paulfloss . Of course, you could just spend a few minutes on Google and find the information yourself... just like I expect many learners do.
Friday, 10 July 2009
The end of the desktop?
Keep an eye on Google over the next few years as I feel the web will be where all the action will be. Even Linux (Ubuntu etc) may not be needed as a free alternative desktop operating system as Google Chrome could be the first large scale free desktop focused operating system that works directly with the Internet as a fully functioning desktop. I have moved from Microsoft Office to Open Office and now use Google Docs, spreadsheets and presentation etc as these are as powerful as I need (plus excellent for collaborative working). An additional advantage to me is that they are available from any computer. The Google docs will update the online version when the computer has an internet connection.
If the Digital Britain report is realised, then everyone will have access (if they want it) to the Internet and free software. However I feel that skilled and talented artists will still need GIMP/Photoshop as the complexity of the software could not run from the Internet just yet (just wait a few years though). I am seriously looking at Second Life as this appears to be powerful enough to create simulations such as a classroom, lecture theatre and to simulate businesses such as a hairdressing shop, motor vehicle workshops etc. I am starting to explore how real I can make it as far as performing the actual job role of a mechanic etc.
The way forward is FLOSS (Free, Libre, Open Source Software) and peer collaboration... Moodle is proof of that. We just need to keep an eye on the copyright and privacy policies etc of Google.
If the Digital Britain report is realised, then everyone will have access (if they want it) to the Internet and free software. However I feel that skilled and talented artists will still need GIMP/Photoshop as the complexity of the software could not run from the Internet just yet (just wait a few years though). I am seriously looking at Second Life as this appears to be powerful enough to create simulations such as a classroom, lecture theatre and to simulate businesses such as a hairdressing shop, motor vehicle workshops etc. I am starting to explore how real I can make it as far as performing the actual job role of a mechanic etc.
The way forward is FLOSS (Free, Libre, Open Source Software) and peer collaboration... Moodle is proof of that. We just need to keep an eye on the copyright and privacy policies etc of Google.
Monday, 8 June 2009
Using equipment learners already have - mobile phones
Here is a free poll I produced using SMSPOLL http://www.smspoll.net/. Please let me know what you consider to be the possible implications of asking learners to use their text quota up for learning?
If the poll does not display fully then please click here... http://www.smspoll.net/poll.website.blog.php?pollid=274
If the poll does not display fully then please click here... http://www.smspoll.net/poll.website.blog.php?pollid=274
You need to upgrade your Flash Player to view this page.
Monday, 1 June 2009
Will 3G set learning free?
As mobile technology becomes more affordable and 3G technology in particular is becoming commonplace, will school/college networks become obsolete overtime?
Learners already mention that they have to power-down when they come to a place of learning (switch off mobile phones etc) and that they have difficulties getting to sites due to filtering restrictions on the provided network systems. Anecdotal evidence indicate that learners don't use their school or college email as much as required. Could it be because they find it easier to use their personal email and other social network accounts to communicate between their peers.
Where is this heading?
If schools and colleges do not deliver the technology that learners and teachers require, it is possible that as technology improves and costs go down, barriers (real and perceived) will be worked around. The resources provided schools and colleges may then become less important as teachers and learners use their own laptops and mobile phones to interact with the Internet and each other.
Two questions to answer if this scenario is played out:
One possible way to ensure that the high quality network provided by most schools and colleges are fully utilised is by ensuring that the services offered fulfill the needs of the learners, teachers and business support. As identified in my dissertation, it is necessary to ensure that there is a communication system across the whole school/college that is responsive and robust to ensure that the digital divide is minimised and that appropriate high quality academic services and support are provided.
Learners already mention that they have to power-down when they come to a place of learning (switch off mobile phones etc) and that they have difficulties getting to sites due to filtering restrictions on the provided network systems. Anecdotal evidence indicate that learners don't use their school or college email as much as required. Could it be because they find it easier to use their personal email and other social network accounts to communicate between their peers.
Where is this heading?
If schools and colleges do not deliver the technology that learners and teachers require, it is possible that as technology improves and costs go down, barriers (real and perceived) will be worked around. The resources provided schools and colleges may then become less important as teachers and learners use their own laptops and mobile phones to interact with the Internet and each other.
Two questions to answer if this scenario is played out:
- How can the current policies used for ILT/E-learning be enforced if learners and teachers do not use the provided (filtered and locked-down) network:?
- If the provided networks are not used then there may be possible financial saving to be made.
One possible way to ensure that the high quality network provided by most schools and colleges are fully utilised is by ensuring that the services offered fulfill the needs of the learners, teachers and business support. As identified in my dissertation, it is necessary to ensure that there is a communication system across the whole school/college that is responsive and robust to ensure that the digital divide is minimised and that appropriate high quality academic services and support are provided.
Friday, 29 May 2009
Can a balanced determinism be obtained?
I have recently been reflecting on my dissertation which focused on 'barriers to using open source software in colleges'. It clearly highlighted the different perspectives the IT cohort and academic cohort held on the suitability of the supplied computing resources.
The main recommendations of the dissertation was to suggest that the current communication conduits used are analysed and revise as necessary to assist a greater cross college understanding of the learners needs so that the forces behind technological determinism and social determinism can obtain a reasonable balance. It is hoped that with a better cross college understanding of appropriate and achievable Technology Enhanced Learning (TEL) the college's mission statement and strategies can continue to be met with an educational organisation that is showing to be improving efficency and effectiveness.
The main recommendations of the dissertation was to suggest that the current communication conduits used are analysed and revise as necessary to assist a greater cross college understanding of the learners needs so that the forces behind technological determinism and social determinism can obtain a reasonable balance. It is hoped that with a better cross college understanding of appropriate and achievable Technology Enhanced Learning (TEL) the college's mission statement and strategies can continue to be met with an educational organisation that is showing to be improving efficency and effectiveness.
Tuesday, 26 May 2009
Slight Oiling
The first part of greasing the wheels was to list down all the known barriers and try to uncover others. Contacting the software developers uncovered possible solutions to scalability. I have organised a meeting with the Information Systems Manager to talk through these possible enhancements.
Thursday, 21 May 2009
Greasing the wheels :-|
It is interesting to me that: to bring a new software application into a organisation quite often requires the agreement between many departments. When the different departments do not fully understand the other's needs, blockages occur. This is especially true if the person driving the initative is at a lower level then the managers in the other departments.
There is a need to have someone who has a good understanding of the needs of the different departments to "grease the wheels" to ensure that dialog and supportive critical questions are asked and answered. This role appears to be falling on me as the organisation is education and I have experience of teaching, business support and IT at management level. However, it is not a role identified that I should do, but others are hoping I do? Also I am not at the management level of others that have to agree. I love challenges :-)! I will report in this blog how I get on.
There is a need to have someone who has a good understanding of the needs of the different departments to "grease the wheels" to ensure that dialog and supportive critical questions are asked and answered. This role appears to be falling on me as the organisation is education and I have experience of teaching, business support and IT at management level. However, it is not a role identified that I should do, but others are hoping I do? Also I am not at the management level of others that have to agree. I love challenges :-)! I will report in this blog how I get on.
Tuesday, 19 May 2009
Continuing Professional Development booklet
Just read the booklet from Lsn "Rethinking continuing professional development in further education: Eight things you already know about CPD by Frank Villeneuve et al. Interesting bite-size booklet that strongly suggests the use of Reflect. This booklet is available online from https://www.lsneducation.org.uk/user/order.aspx?code=090071 I believe that the need for CPD to be updated and maintained for the Institute of Learning is one of the major hooks that I can use to promote the use of sharing technology Enhanced Learning.
Just updating my CPD list now :-)
Just updating my CPD list now :-)
Monday, 18 May 2009
CPD and academic reflection
Sketching out the 'Digital Wisdom' programme. I would like the hook to be instant CPD recording. If I can combine a reflection period at the end of the short training session I hope to have CPD automatically recorded. Further investigation required... onto IfL website :-).
Thursday, 14 May 2009
My first audio feedback
I have just had my first audio feedback!
It was on the action plan I submitted to Dave Foord for my eCPD. What a fantastic way of replying. I am sure Dave was commenting on the action plan as he scrolled down the page on his PC.
Not only was the feedback reflective and clearly put, but I had extra information via the tone of his voice. I am sure this feedback method must save time as the feedback just took a little longer than reading it. This is a great way for a student to know that the work was considered seriously as it is clear that the text was read.
My initial feeling is that this method is very good for formative work, but I will have to reflect further on how audio recording may be used for summative assessments.
It was on the action plan I submitted to Dave Foord for my eCPD. What a fantastic way of replying. I am sure Dave was commenting on the action plan as he scrolled down the page on his PC.
Not only was the feedback reflective and clearly put, but I had extra information via the tone of his voice. I am sure this feedback method must save time as the feedback just took a little longer than reading it. This is a great way for a student to know that the work was considered seriously as it is clear that the text was read.
My initial feeling is that this method is very good for formative work, but I will have to reflect further on how audio recording may be used for summative assessments.
Communication Conduit Model
It is extremely important that the communication model shown has full representation.
Reflecting on my earlier blog it It looks like I will have to find the reason behind why TLCs' are slow in coming forward. It could be that I am suffering from earlier roles not being sufficiently supported through time allowance. Hopefully more support will be found to help encourage recruitment for this very necessary role.
Thursday, 7 May 2009
TLCs
Part two of my strategy to support Technology Enhanced Learning requires a Technology Learning Coach (TLC) to be identified from each curriculum area. The initial role of the TLC is to be the communication conduit between Colchester Institute per sa (through me) and the (for want of a better term) chalk face.
At this stage I can't offer any incentives for a staff member to take on this role. This should be seen as a positive as if an area can't identify a TLC then the reason behind it could help identify a particular barriers to TEL.
At this stage I can't offer any incentives for a staff member to take on this role. This should be seen as a positive as if an area can't identify a TLC then the reason behind it could help identify a particular barriers to TEL.
Tuesday, 5 May 2009
Issues not being reported!?
Interesting meeting on Friday. It has become clear that issues with technology are not always reported as often as they should be as staff feel they are not looked at in a timely manner. Staff are finding strategies to work around the issues.
I have decided to focus on a few particular issues and take them forward on their behalf to try and see the whole picture.
I have decided to focus on a few particular issues and take them forward on their behalf to try and see the whole picture.
Wednesday, 29 April 2009
Benchmarking TEL - is it possible?
I am travelling to RSC Eastern to discuss with Catherine and Malcolm the resources available to survey CI in respect of awareness of TEL and the skill set of academic staff. Catherine has provided a lot of support already in terms of Survey Monkey questions previously used by colleges. This may give me the opportunity to benchmark as long as I only add to the questions (qualitative) rather than alter the meaning of the survey questions.
It is hard to stay focused on one thing at a time (so many opportunities available to move TEL forwards) - hopefully if I get a small team in the fullness of time I will be able to move TEL and help CI achieve Outstanding at the next Ofsted inspection.
It is hard to stay focused on one thing at a time (so many opportunities available to move TEL forwards) - hopefully if I get a small team in the fullness of time I will be able to move TEL and help CI achieve Outstanding at the next Ofsted inspection.
Monday, 27 April 2009
Are Reflection Diaries/Journals the is key to moving forwards?
As this role becomes more focused I believe it has been helped by taking a couple of minutes a day to write up my current progress. Moving my thoughts (and feelings) to text ensure that I think reasonably deeply before pressing 'PUBLISH POST".
I wonder whether other CI staff would also find a reflective diary/journal good use of a couple of minutes aday. In addition, if an extra couple of minutes could be found to check out other colleagues reflective work based blogs and comment as necessary... what a network of reflective practice it would be.
Heres a question: Would video or audio be easier to record a persons thought (Big Brother style?) rather than just text?
I wonder whether other CI staff would also find a reflective diary/journal good use of a couple of minutes aday. In addition, if an extra couple of minutes could be found to check out other colleagues reflective work based blogs and comment as necessary... what a network of reflective practice it would be.
Heres a question: Would video or audio be easier to record a persons thought (Big Brother style?) rather than just text?
Friday, 24 April 2009
I am starting to recognise just how big...
This is going to be a quick blog as while I have been settling down in my new role I have come to realise just how big my role is. Step one... I need to get my TLCs identified and obtain agreement for them to have some time support. Step two... need to produce my eCPD framework to identify how to take TEL forwards. Step three... Benchmarking where we are needs to be completed soon to identify where to focus the effort and identify any progress made.
I need to put all my other work at arms length (but not forgotten).
I need to put all my other work at arms length (but not forgotten).
Thursday, 23 April 2009
Reflection on the TEL and TLC email
After further reflection and discussion of the proposed email, I have decided that the email was useful in setting the scene. I will use the tenet of the email as the basis of my discussion with the HoCs. So I will now contact them individually to arrange a meeting to discuss TEL and TLCs face-to-face.
I just need to identify whether there will be any time resource available for the TLCs' from each centre.
I just need to identify whether there will be any time resource available for the TLCs' from each centre.
Wednesday, 22 April 2009
HE in FE and email signature
It is amazing when thoughts go to cultural change... I have left off HE Operations (the department I work for) on my email signature as I fear that FE areas of college may present barriers to any requests or views on Technology Enhanced Technology I may make. Is it just me or do I need to be careful about my identity (whether more HE than FE?) when trying to encourage change in a mixed HE and FE 'community' college?
QR Codes
After researching QR Codes I have generated my own using the website... http://qrcode.kaywa.com/ I have included a smaller version at the bottom of my email with the hope that colleagues will start to ask me what it is.
My email signature now reads...
Paul Jennings
Curriculum Manager - TEL
01206 712118
07948255841
www.colchester.ac.uk
paul.jennings@colchester.ac.uk
www.twitter.com/paulfloss
http://tel-paulfloss.blogspot.com/
P Before printing, please think about the environment
My email signature now reads...
Paul Jennings
Curriculum Manager - TEL
01206 712118
07948255841
www.colchester.ac.uk
paul.jennings@colchester.ac.uk
www.twitter.com/paulfloss
http://tel-paulfloss.blogspot.com/
P Before printing, please think about the environment
Tuesday, 21 April 2009
Email to explain TEL and TLC
I have just finished my draft of the email I intend to send to each Head of Centre outlining what Technology Enhanced Learning (TEL) is and also the need for Technology Learning Coaches (TLC). I hope I hope it is not too academic (for an email) but I want to ensure that the right acadmic environment is maintained (to encourage participation).
I will look at it again this afternoon after refleting for a while.
I will look at it again this afternoon after refleting for a while.
Monday, 20 April 2009
Digital Wisdom
My new role is already becoming busy... excellent. I am working on my first technology enhance learning session (using video in assessment). I think I will call the TEL sessions DIGITAL WISDOM after Mark Prensky's view that digital technology can make us not just smarter but truly wiser.
Wednesday, 8 April 2009
Moodle Moot
Reflecting on yesterday's sessions at the Moodle Moot I have come to realise that Moodle is becoming mature. Not just because the high number of users, but mainly the advances in the framework. The intention to use themes similar to how Drupal use them is a major plus. Eventually there should be no need to touch the core coding and therefore upgrading should be easier. There is still a debate of how closely it should be connected to a MIS - but this still revolves around the integrity of the data and the reliability of internal systems (weak points in reliability?).
It is interesting to note that the same challenges are present for all organisations in embedding a VLE into education. There needs to be strong communication conduits to ensure everyone understands the boundarie and more importantly the advantages of a VLE. The old issue of tutors sharing resources raised it's head again.
It is interesting to note that the same challenges are present for all organisations in embedding a VLE into education. There needs to be strong communication conduits to ensure everyone understands the boundarie and more importantly the advantages of a VLE. The old issue of tutors sharing resources raised it's head again.
Monday, 6 April 2009
Getting to grips with new role
My new role is already busy. I am contacting colleagues to offer support for their blended/distance learning needs. I am off to Moodle Moot tomorrow and Wednesday so I'll report back then. In the meantime I will continue to read the handbook of emerging technologies.
Thursday, 26 March 2009
Background reading
I am reading a book by George Siemans and Peter Tittenberger entitled "Handbook of Emerging Technologies for Learning". You can obtain a copy by clicking on this link http://umanitoba.ca/learning_technologies/cetl/HETL.pdf
I'll try to give a review over the new few days.
I'll try to give a review over the new few days.
Background reading
I am reading a book by George Siemans and Peter Tittenberger entitled "Handbook of Emerging Technologies for Learning". You can obtain a copy by clicking on this link http://umanitoba.ca/learning_technologies/cetl/HETL.pdf
I'll try to give a review over the new few days.
I'll try to give a review over the new few days.
Changes are welcome
Since my last post I have changed job role. I am now Curriculum Manager - Technology Enhanced Learning at Colchester Institute (CI). This is going to be a tough role as I recognise and understand a lot of the barriers present at CI. I will use my experience from my dissertation and the last three years experience of working in eLearning to start to move the determinisum from technology toward social in an attempt to find a balanced determinisum.
It is important to start the communication conduits between all staff, students and stakeholders.
It is important to start the communication conduits between all staff, students and stakeholders.
Changes are welcome
Since my last post I have changed job role. I am now Curriculum Manager - Technology Enhanced Learning at Colchester Institute (CI). This is going to be a tough role as I recognise and understand a lot of the barriers present at CI. I will use my experience from my dissertation and the last three years experience of working in eLearning to start to move the determinisum from technology toward social in an attempt to find a balanced determinisum.
It is important to start the communication conduits between all staff, students and stakeholders.
It is important to start the communication conduits between all staff, students and stakeholders.
Monday, 9 February 2009
Great News (for me :-))
Well I have managed it. I have just had confirmation I have passed my dissertation module (last one)of my MA (Ed). I am just waiting to hear the classification.
Now I don't have any excuses anymore such as 'no time', so I will start my blog again and try to identify how to get others to view it and make comments. I have started a twitter which I have found to be a fantastic use of time. It restricts you to 140 characters so you have to be concise. The downside is that it does mean people can just say I am eating a packet of crisps. However it is the use within education i wish to explore. Imagine a 'hot seat' experience.
More later
Now I don't have any excuses anymore such as 'no time', so I will start my blog again and try to identify how to get others to view it and make comments. I have started a twitter which I have found to be a fantastic use of time. It restricts you to 140 characters so you have to be concise. The downside is that it does mean people can just say I am eating a packet of crisps. However it is the use within education i wish to explore. Imagine a 'hot seat' experience.
More later
Great News (for me :-))
Well I have managed it. I have just had confirmation I have passed my dissertation module (last one)of my MA (Ed). I am just waiting to hear the classification.
Now I don't have any excuses anymore such as 'no time', so I will start my blog again and try to identify how to get others to view it and make comments. I have started a twitter which I have found to be a fantastic use of time. It restricts you to 140 characters so you have to be concise. The downside is that it does mean people can just say I am eating a packet of crisps. However it is the use within education i wish to explore. Imagine a 'hot seat' experience.
More later
Now I don't have any excuses anymore such as 'no time', so I will start my blog again and try to identify how to get others to view it and make comments. I have started a twitter which I have found to be a fantastic use of time. It restricts you to 140 characters so you have to be concise. The downside is that it does mean people can just say I am eating a packet of crisps. However it is the use within education i wish to explore. Imagine a 'hot seat' experience.
More later
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