Blogging helps me solve problems.

At the end of a busy day at college I find it important to reflect on the main issues (positive and negative) that had happened during the day. This always happens to me whether I like it or not.
I suspect the majority of teachers and other professionals do the same.

For me the act of blogging even if no one reads it, is like making a line in the sand which basically says... I have thought about it and my conclusions are... and I think I will change this or that upon my experiences.

Since I have resumed blogging I realize it is really satisfying and allows me to "put the day to rest". I now think I have a little more understanding of why people spend time entering their thoughts for the day in a diary. Yet again, technology has helped me on a humanistic level as I would have never thought of using a paper diary, but quite happy (increasingly so) writing this blog.


A large part of the day was spent experiencing the on-line conference

Innovating e-Learning 2010 Online Conference

Bringing innovation to life: From adversity comes opportunity

http://www.jisc.ac.uk/elpconference10

This was a new experience for me and right from the first presentation I was really enjoying the high quality of the presentations and the massive amount of interaction between all the attendees. I started to consider how I could use our college interactive video conferencing system to produce a similar experience for our tutors. However the more I thought about it during the day the more barriers I saw. In fact I may have become a little depressed because I am so aware of the challenge this would present. However, I have been a Change Agent for many years and finding ways around problems is second nature to me. The way around this problem has come to me while I was writing this blog. Read on...

I just remembered that a part-time engineering lecturer came up to me tonight and said, please will you video my session on Thursday as you are right... the video you took of me last week is very useful for my students. As I went straight into teaching after that conversation I had not thought about it until I started reflecting while writing this blog. A little positive comment like that managed to immediately re-ignite my enthusiasm and I now know that I must organize an on-line conference in the New Year. The way to reduce the barriers is to involve as many PDAs and tutors as possible in the presentations. It would be fantastic if I can encourage the part-time engineering lecturer to present a short session on the use of recording sessions for students to view via Moodle.

It is all about enhancing the fledgling Community of Practice - TEL. I would consider the on-line conference a success even if only one tutor uses the system after participating. That one tutor could be a case study which can be used to share good practice. I now believe that blogging is another tool for me to use to identify possible ways around barriers.

Last thought: small steps are much better than none at all.

Reminder to self... show the part-time engineering lecturer how to video his own sessions to release him from needing me.

Shhhh: don't mention Technology Enhanced Learning!

I have just seen the updated policies and planned learner inductions for our college and noticed that there is very little mention of technology in a positive sense.

Thankfully the policies and planned activities are shared using technology to communicate them(Social Networking?) and I have used the available comment feature to highlight this omission.

Question... do we need (more) teacher and learner involvement in the development of policies and planned activities such as Induction? Could a Facebook page and surveys be part of the answer :-) to improve learner and tutor voice as well as another opportunity to become more comfortable with the use of Social Networking?

Random thought: colleges are big ships, but if you lean on the tiller hard enough it will eventually turn.

Engineers Exploring Technology Enhance Learning

I have been pleasantly surprised with the amount of support I have received from other tutors on the new HNC Engineering course. I am focusing on moving the programme of study to a more blended/distance learning approach. The first stage of embedding the use of Moodle in their delivery was actively embraced. Now we have moved on from just myself recording sections of their sessions for upload to Moodle/YouTube to one of the tutors' using a FLIP camera to record the session without my assistance.

This is incredible progress in such a short period of time. The next challenge is to show them how to "top and tail" their recordings and upload to Moodle and/or YouTube without the need for my support at all.

Time to start sharing this good practice with other curriculum areas!

Slow accident?

One of my students made a very interesting comment while we were discussing quality management... "I don't think many people recognise the importance of the slow accident". He went on to describe that he perceives that many companies appear to be focused on health and safety for physical accidents (quick accidents) but not for the excessive stress that can be experienced at work". The comparison he made was... "there is little difference to the company if the employee has six months off for two broken legs or depression caused by excessive stress at work.

Food for thought?

Enhancing Feedback to Learners by Providing Video Produced by the Tutor

The reason for uploading each part of this assignment as it is written (draft) is to try and address a fear I have of sharing my work with others. As this is in contradiction to my belief that social networking is an excellent framework for professionals to work together, here it is.

Introduction

The rationale behind the title of this assignment has come from my personal conviction that the computer screen can be a barrier to learning. Not because of the physical transparent screen, but because there is often very little connection between the student and tutor. Anecdotal evidence suggests that learners refer to “getting the answer from the computer or the Internet” rather than from the person who has developed the on-line resource. In contrast, consider for a minute the advantage of being in the presence of your tutor (significant other?) discussing and any subject specific misunderstanding directly and your tutor explaining in person.

I have 20 years of teaching mainly Further Education (FE) and been actively exploring how technology can enhance learning and teaching for 16 years. My new role role as Curriculum Manager - Technology Enhanced Learning(TEL) has a cross college focus which includes a strong emphasis on Higher Education (HE) in FE. My teaching commitments during 2009/10 have been post 18 year old students in HNC Engineering and Cert.Ed/ PGCE courses as well a carrying out teaching observations for the Education department. I have the opportunity to help and advise all academic staff from all subject levels and levels (school link to Masters level) in TEL.

The term ‘Technology Enhanced Learning’ (TEL) focuses on pedagogical approach to utilizing technology in learning activities. TEL has two main aspirations. The first is incorporating social-technical solutions into learning and teaching outside the needs of location, date, duration and pace of learning. The second aspiration is to identify cost efficient methods of supporting learning and teaching. Stone, J. (2010 online) identifies that 'Technology revolution' is the way for education to withstand cuts

“Without a re-evaluation of the predominance of expensive, traditional face-to-face teaching, it is difficult to see how frontline institutions will come close to offering comparable outcomes for so much less. Technology needs to lie at the heart of this.”

I have recently forged a team of 12 Professional Development Advisors (PDA), one in each curriculum area. Each PDA is a member of the academic teaching staff. The outcomes from this essay will be shared via the PDAs and cascaded on to peers and presenting at the Research and Scholarly activity event in July 2011 as part of further research I am conducting.

This essay will explore the importance of the significant other (the subject specialist tutor?) to a student and how this may be replicated over distance by the use of video recordings. The scenario used is a tutorial focused on correcting errors/misunderstandings in referencing within assignments. This particular quiz could be offered by many tutors and therefore the second aspect will explore how to reduce the time taken to recreate for the video feedback for each particular tutor.

My own professional development will be enhanced by understanding the practical aspects of recording video as well as the technical aspects of video recording and editing. In addition I hope this progress will provide me with an insight into how to reduce the barriers (real and perceived) for tutors to consider utilising video recording.

I am hoping that the outcomes from this essay will help enthuse tutors to reflect and consider whether it is time to move on from solely using text and static images based learning content to exploring and producing video of themselves correcting a students misunderstanding as if in a one-to-one tutorial.

I do hope that over a period of time, tutors will produce their own video recording similar to how they now produce word documents that was once the domain of academic secretaries

paulfloss's webcam video July 14, 2010, 01:50 PM

Critical Evaluation of the Barriers to Using FOSS (Free & Open Source Software) in One College


This is the beginning of series of blogs where I reflect on how the LSIS Professional Development Advisor (PDA) model has started to reduce barriers to utilising Technology Enhanced Learning (TEL).

I start the series by revisiting the Abstract from my dissertation (18 months old)

Abstract

Free and Open Source Software (FOSS) has been highlighted by papers produced by several British and international government agencies which suggest that FOSS can provide an alternative to propriety software such as provided by Microsoft and Apple while still providing comparable or improved technology enhanced teaching and learning at a reduced financial cost.

The key question that this research explores is: “Can FOSS successfully replace any current software application used by teachers”? This paper agrees that FOSS is an alternative to some aspects of propriety software. However, it is 'fitness for purpose' that must prevail as pure FOSS can produce its own restrictions by insisting on using relatively unknown file formats such as Ogg Vorbis instead of the commonly available MP3.

The research includes two learning journals and the analysis of formal interviews of two cohorts; ‘technical’ which consists of personnel that support the computer infrastructure and the ‘education’ cohort which consists of teachers that use the computer infrastructure for teaching and learning.

Both journals support the finding from the literature review that FOSS can adequately replace Microsoft Windows operating system, Microsoft Office Suite and many other Microsoft Windows based applications. However, it is the discovery that the technical and education cohorts of the institution where the research was carried out have a vastly different experience in the use of the ‘computer’ at their place of work which has highlighted a major barrier to the adoption of appropriate FOSS. Although the technical cohort express enjoyment in using their networked computers, the education cohorts expressed frustration and consider that the networked computers are too
restrictive to be effective teaching and learning tools.

The recommendation presents a communication model that can be used as a basis for discussion by schools and colleges to assess the current communication routes used.

This research suggests that by actively examining the current communication
frameworks between teachers, learners and support staff will encourage the whole school or college to think collegiately and enable progress along the E-Maturity model to the category ‘e-enabled’. (BECTA, 2008)

The following blog entries will start to reflect on the communication model I produced and identify where the LSIS PDA model has been incorporated to produce the beginnings of what appears to be a sustainable change.


Reference:
BECTA, (2008). MEASURING E-MATURITY IN THE FE SECTOR – FINAL REPORT. [Online]. Available from http://partners.BECTA.org.uk [accessed 11th August 2009]

Putting pedagogy into Technology Enhanced Learning (TEL)

I am expanding my focus from removing the infrastructure barrier(s) (real and perceived) to TEL onto exploring how pedagogy can be used in this digital age. The title of the essay I am writing is: Beyond the computer screen:Enhancing differentiation through the merging of electronic and human interfaces

The essay focus on how a tutor working face-to-face with a learner in an individual tutorial in the 'real' world can be replicated at a distance through the use of Technology Enhanced Learning (TEL). The 'quiz' is the vehicle used to identify the learners' understanding of a particular topic and the one-to-one tutorial is the methodology used to ensure all feedback from the quiz is understood and that misunderstanding are rectified to enable the learner to succeed.

Our Community of Practice - TEL Is Already Working Well!

The Community of Practice has only been launched today and our college has already seen the benefits. One PGCE student requested staff (via our CoP located on our Moodle) to view a short video and answer a questionnaire. The topic of the research was Makaton and through this simple communication conduit we were able to bring together a fully qualified Makaton staff member and the PGCE student together. This would not had happened without the CoP. Makaton will now be highlighted at our college which will help support Equality and Diversity. AND THIS IS ONLY THE FIRST DAY OF THE LAUNCH OF THE COMMUNITY OF PRACTICE! :-)

Our Cascade Model using PDAs and TLCs.

National and in-house research has identified barriers to using technology in learning and teaching include a lack of information and a lack of clarity about what teachers can and cannot use. From September 2010 we will be using a cascade model to improve communication both up, down and across the organisational structure to develop a Community of Practice.

The Professional Development Advisor (PDA) and Technology Learning Coach (TLC) roles are the building blocks of a framework to monitor and have influence on the decision process to utilise Technology Enhanced Learning (aka e-Learning, ICT and ILT). The decision process will be lead by pedagogy.There will be two main roles in each Centre:-

1. PDA
a) One for each curriculum centre (more if curriculum is offered in other campuses).
b) Trained by Advanced PDA with continuous updating (weekly)
c) Key driver is the use of e-learning/technology in Curriculum Centre
d) Ensures communication within Centre, with TLCs (see below) and with Advanced PDA, PDAs and national Communities of Practice
e) Evaluate perception of technology/e-learning in Curriculum Centre (using government supplied on-line survey (Generator) which will enable comparison of trend across curriculum areas and across colleges)
f) Audit what resources are available in the Curriculum Centre and where they are
g) Identify areas of need from all Curriculum Centres
h) Ensure resources are where they are needed
i) Identify good practice to share
j) Meet with Advanced PDA once a week – cascade of information (including demonstrations of TEL) to and from Advanced PDA including the sharing of good practice by PDAs (beginning of a Community of Practice)
k) Makes sure TLCs have training and resources they need
l) Each PDA have three TLCs at a time
m) Take realistic steps – the most important tasks will be identified and clear SMART goals set for completing them
n) Hopefully, the role will attract time (remission) next year, but this is nowhere near definite.

2. TLC
a) Someone who wants to use technology in teaching
b) Someone other teachers come to for help (peer support)
c) 2-way communication with PDA
d) Identify a project that they wish to develop and complete (could be as simple as a set of interactive PowerPoints)
e) Receive training in technology they want to start using
f) Advanced PDA has small funds to help buy some of their time to release them to complete agreed projects. Other possible sources of funding could be the Research and Scholarly activity fund.


The PDA training has been contextualised to the needs of our college and will be delivered by the Advanced PDA, with support from members of the TEL- Community of Practice

We currently have seven PDAs and twenty one TLCs I am hoping to have at least five more PDAs for the second wave of PDA training (July) with all Curriculum Centres and Campuses represented with PDAs and TLCs in the third and final PDA training sessions in the new term.

Is TEL an expert witness for Tuckman's model?

Since 1993 I have been involved with Computer Based Learning (CBT), E-Learning, ICT, ILT, IT (for a little while) and currently... Technology Enhanced learning (TEL). A thought came to mind as I 'people watched' while travelling in a crowded train to work.

If TEL et al was a person, not only would she/he be happy to be called just about anything (CBT, TEL etc.), but would be an expert witness for Bruce Tuckman's (1996) model of 'forming, storming, norming and performing in groups' due to the many meetings, learning and teaching events, conferences discussions, projects dissemination's... she/he has attended.

TEL et al has seen it all!




Reference:
Tuckman, Bruce W. (1996) Theories and Applications of Educational Psychology, New York: McGraw Hill. Third edition with D. Moneth published 2001.

Reflection on the first session of the PDA Course

This is going to be brief. The team is made up of 7 (one joins next week). We all worked very hard and all wish to start to make a difference to learning and teaching. Our first focus is to find some low hanging fruit to prove our direction is effective.

Now the scene has been set we have all started putting the communication conduits in place. This is now done at a basic level.
We are utilising new email addresses to ensure separation from personal and work identities. Exciting times... will reflect again later in the week after I have taken it in a little more.

Communication and walking on egg shells

I am entering the phase where my work on improving communication is starting to produce what were previously hidden thoughts and views from those that may have felt excluded from the decision making process in the pass. The perception (may be real) of being excluded has encouraged many to put forward ideas and therefore is now actively challenging the 'status quo'.

This of course is exactly what I would like to see... the beginnings of a professionally based improved communication conduits which produce high quality reflective debate on important issues that embodies the soul of learning and teaching.

However, I recognise that I will be experiencing a period of time that may resemble a feeling of 'walking on egg shells' until common ground is identified from discussion, debate and reflective action plans.

Why have a PC?

A long time ago when I was studying for my first degree I suggested (with many others) that mobile phones and televisions will be the norm to receive information learning technology (ILT). I would like to update this statement by suggesting that qualification based learning via mobile phones and televisions will also become the norm over the next twenty years.

The reason for my (brave?) statement is based on a comment my school aged son made during a session on his PS3. The comment he made was... I can play games, watch iPlayer and browse the Internet all from the PS3... so bring on the learning!