Familiarity

Over the years and role changes I’ve used a variety of different VLEs. From Blackboard to FutureLearn, and from custom in-house developed VLE to customised large-scale MOOC platform. So, how important is familiarity when working, designing and developing on these platforms?

Firstly, are we talking about the familiarity I need to navigate the multitude of features and processes to get the course built and delivered? Or do we mean the familiarity the learner needs in order to have a smooth and tangible learning experience, whether they sit down and structure their learning or dip in as and when they can? Let’s try and deal with both.

Explain everything

  • For me: If you’re new to the platform it’s good to write notes to yourself as you do something new, work out how a feature works, etc. This is also a great resource for you or the rest of the team to open discussion around the how and why of particular approach to presenting a learning resource. Keep ideas, plans, design/colour schemes, times, asset library, etc. all in one place for easy reference. 
  • For the learner: Accept that the learner may not have read your carefully scripted course page or expensive course promo video and repeat it at the beginning of the course. The odds are that you put a lot of effort into that content so make sure it’s of use at the start of the course. It will need to be modified, you don’t need the marketing/promotional terminology here, so make sure it reads like the rest of the course (the ‘voice’ of the learning). Carry this approach to the whole course, not just the start: explain why you’ve included a video to watch and what the learner should think about while they watch it. Explain the structure of the course and what it means for their journey, and how the journey ends. And what happens after that. 

Structure and navigation

  • For me: A new platform will mean a lot of different, well, everything! Who hosts, manages or supports the platform? Who are they, where are they, when are they available? Make them your new BFF and ask for help as well as providing a fresh pair of eyes and offer feedback from your own experience on other platforms to see if you can provide efficiencies or development to improve. Always ask questions and always explain why, as well as showing them your results. 
  • For the learner: A consistent structure and navigation to the course will help the learner feel more comfortable and relaxed, therefore are more likely to retain the knowledge you’re presenting them with. As with the previous item, explain how the structure works, explain how to use the navigation, and above all keep the consistency of design that you’ve worked hard to develop. If you use colour of font size as a code of activity or resource identification, use it every time (you’ d be surprised how often I’ve seen inconsistencies, usually across courses rather than within the same course).

Example: FutureLearn navigation, Warwick’s ‘Leadership for healthcare improvement and innovation’.

Template

  • For me: Personally I hate templates or a forced way of working, but the method and structure they offer are hard to ignore. There’s a reason why templates work and that, as I mentioned previously, provides a consistency across courses, programmes, and team members. if you’re working in isolation, then the template probably doesn’t make sense to you as you already know what you’re doing. If you working a part of a larger team then the template provides the working structure you all need to adhere to to get that consistency I talked about.
  • For the learner: The template should not be something the learner ever really notices. The template is there to provide a consistent learning experience for the learner. If it works they wont notice it. If it fails they’ll complain of not understanding what they should be doing, or when, or how, or why. The template will provide familiarity and structure.

Text and images

  • For me: Nothing bores me more than a course full of pages and pages of text, no visual cue at all as to what’s happening. If nothing else a well placed image showing the general theme or topic helps bring the page to life. While some subjects are clearly more visual than others, there’s no excuse for not using some Creative Commons or licensed images, a YouTube video also explaining the subject, concept, interview with an expert, educator, practitioner, etc. While we try and accommodate as many styles of presenting learning materials, and those materials often reach us from the educator in text form, we would not be doing our job if we didn’t try and find a visual solution to break the text blocks up, even if it’s only a different way of presenting the text.
  • For the learner: if the learner wanted to read a textbook to gain the knowledge and qualification from the course, they’d that. Often what one learner likes is not what another likes. While one person can read book after book and retain the knowledge easily many cant, me being one of them. The inclusion of different sorts of activities helps, but so do different approaches to presenting the learning materials: image, charts, photos, infographics, video interviews, to-camera teaching presentations, video case studies, high-profile documentaries (check the ownership and originality if you’re using these from YouTube), etc. There’s always a way to bring something visual to the course.

Example: Documentary – DHL International Supply Chain, loaded to YouTube by DHL.

… now make an activity out of it, introduce some questions that the video can help with but requires the learner to go further afield to find answers and more resources for. Make the image or video part of the learning, not the learning itself.

Langauge

  • For me: If the whole team uses the term ‘page’ or ‘step’ to indicate a different element of a learning package, then be sure you all use that term. By using a variety of different terms to mean the same thing you will forever be translating instructions from one source to another for different things. Something will always get lost in the translation, mistakes will be made no matter how hard you try, and there will be more work down the line when you have to unravel the mess. Be sure the terms you use within the team are consistent (that word again) and appropriate. If you work with a new educator who’s used to different terms and ways of working then open the dialogue and work out what’s best – do they change to accommodate you and your team, or do you change your processes to accommodate them? Decide early on and stick to it! 
  • For the learner: No one wants to read a course that is heavy in jargon, acronyms, complicated academic terminology or badly presented materials. No one. Even if you’re writing for advanced Masters level students you should still use appropriate language, explain an acronym, and avoid jargon. You obviously don’t want to dumb the language down so it sounds like you’re being condescending to them, but there is a level that is acceptable. Find it, stick to it, and test it!

Familiarity in learning has always been about consistency – consistency in the approach to design and present the materials, consistency in language appropriate to the level of the course and the intended audience, consistency in quality of photos or images or videos, consistency in length of pages or steps. By being consistent in what you do and how you do it your course will also offer a consistency the learner will become accustomed to, which will bread familiarity and comfort with. From here it will be easier to follow the learning and complete the course.

Image source: Pete Birkinshaw (CC BY 2.0)

All change

In April, 2007, I joined Bournemouth University as Learning Technologist. This was the start of my journey in learning technology and working in an academic environment. Not really knowing or understanding what the role was I jumped in at the deep end and started learning all about pedagogy, learning technology, VLEs, assessments, assessment and marking criteria, copyright, academic personalities, missed meetings, impossible deadlines, broken links, unnecessary emails, internal politics, etc. and how to work with both highly passionate and distracted academics. Every day was different, no two projects or modules or meetings were the same. This is the kind of creative environment I found, and still find, comforting, challenging and worth getting out of bed for!

A little over five years later, May 2012, I moved the family to the Midlands and joined the University of Leicester. Working closely with academics from different departments the challenges were the same, the technology (for the most part) the same, and the support and camaraderie equally as inspiring and engaging.  

After two years with friends and colleagues at Leicester, May 2014, I made another move, this time to Warwick Business School. Joining a larger team as a Teaching and Learning Consultant (equivalent role and responsibilities to a senior Learning Technologist at Bournemouth and Leicester) I found my place within an established team dynamic, learning the processes and environments, using my experience and knowledge to enhance and further the ongoing projects. At Warwick I have been heavily involved in the FutureLearn MOOCs, as I wrote about in my 3-year CMALT review, as well as working with colleagues on the leading distance learning MBA program. With less hands-on involvement in the actual setting up and managing modules, and more instructional design, managerial and strategic responsibilities (for both the MOOCs and academic liaison) the role moved me and my interpretation of learning technology to a new level.

So, now we’re up to date (including a renewed and reworked CMALT portfolio). Now its the start of a new chapter for me and my family, moving onwards and upwards. Again.

Not that it was necessarily a conscious decision to go looking for a change but, from the beginning of November, 2017, I will no longer be working at Warwick, nor HE. I join a new startup venture as their manager for ‘product and proposition’ which, for me, means I’ll be managing and running their online platform and portfolio of accredited courses. Called the EasyCare Academy, it’s focus is to “improve older people’s lives with a person-centred approach that supports healthy ageing” through a person centred approach. The individual, their needs, their environment, their health, their wellbeing. Aimed, at the moment, at nurses, care workers, clinicians, etc. the courses will cover aspects of a whole of life approach for an ageing population, not just their medical needs. All delivered online.

Distance learning never looked so promising, interesting, engaging and worthwhile!


Learning technologists need to expand and explore, and @hopkinsdavid is not one to stay still (for too long) #CMALT
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The challenge, for me, is bringing my experience from +10 years in UK HEIs and +25 years with the internet and online communities, into the commercial world but not losing the core experiences of learning, online resources, design, pedagogy, management, leadership, network, etc. And enthusiasm. With a timetable for the first courses already set, and discussions around accreditation partners taking place, the schedule will only get busier as we work with more associations and partners, add more courses to the development cycle and explore a new platform and it’s capabilities. A platform has been chosen for it’s resilience, accessibility, scalability, and proven success at delivering online learning to a (large) global audience (more on this another time), which will be a great move for me on the back of my work on MOOCs (reflections like this and this and this).

So. This is an exciting and very scary move for me and my family, but one we’re confident is a good move. The EasyCare family are very welcoming, generous, passionate, dedicated and focused on the goals: to ‘change the future of healthy ageing’.

Image source: Forsaken Fotos (CC BY 2.0)

Patterns in Course Design: How instructors ACTUALLY use the LMS

Es sind sicher keine überraschenden Nachrichten, aber sie kommen von Blackboard selbst, dem größten kommerziellen Lernplattformanbieter im Hochschulbereich. Dort hat man sich einmal die Nutzung der eigenen Plattform - “Blackboard Learn” in Nordamerika - näher angeschaut und dabei fünf Verhaltensmuster festgestellt. Das Resultat: “The first two course archetypes account for over three-quarters of the courses analyzed, and primarily use the LMS to provide students with access to course materials.” Das wird bei Moodle, so darf man vermuten, nicht anders aussehen.
John Whitmer, Blackboard Blog, 27. Oktober 2016

blackboard_201611b.jpg

Reading list: November 27th, 2015

Two weeks ago I posted a short list of a few of the more interesting articles or blog posts I’d been reading. I intend to keep this up, hopefully every fortnight (so it’s not too onerous for me to write or for you to read).

Here’s my second list:

I’ve also started reading the following books – both are well worth your attention!

  • Donald H Taylor: Webinar Master
    “A step-by-step guide to delivering compelling online presentations from a webinar expert and coach.”
  • Ed Catmull: Creativity Inc
    “Overcoming the Unseen Forces That Stand in the Way of True Inspiration”

Image source: Bernal Saborio (CC BY-SA 2.0)

Don’t give it to me unless I can customise it

My first car was a 1993 Rover Mini Cooper 1.3i, in British Racing Green (obviously). I bought it second hand in ’97 from John Cooper Garages (JCG) in West Sussex, and the legendary John Cooper himself handed my the keys (and made my mum a cup of tea while I did the paperwork).

Like so many people who own a Mini it didn’t stay ‘standard’ for very long, as I read through the Mini magazines on the kinds of things I could do to personalise the car. I went to Mini events, like the London-to-Brighton Mini Run and the 40th anniversary party at Silverstone, and looked over the show cars and private cars that were parked up, as well as the stands and auto-jumble traders. I bought the whole set of JCG brushed aluminium door furniture (window winders, door pulls, etc.) and chrome accessories (bling!), as well as doing more mechanical upgrades like vented discs and four-pot calliper for both front and read brakes, and a full-length straight-through (manifold to rear ‘box) DTM-style exhaust system (ooh, that was awesome!).

This was the start of my love affair with tinkering and messing with anything that’s standard to make it personal for what and how I like it. 

At the same time as mod’ing my Mini I also started to work in web design. Here I worked with HTML code and WYSIWYG editors. I constantly tried new designs and different approaches to layout, colours, structure, brand implementation, etc. I was customising what I could, using tools and ideas around me. If I saw a website I liked I’d look at the code, see how it was done, and try it for myself. Then I’d improve it to work how I wanted it to, where I wanted it, and why I wanted it.

Fast forward to 2007 when I joined Bournemouth University (BU) as a Learning Technologist and started working with the likes of Blackboard, TurningPoint, Echo360, etc. Note how I use names of the companies rather than more generic tool names like VLE, audience response, lecture capture? These were systems I had to use out-of-the-box (i.e. no personalisation or customisation), as were other systems within BU. I had opportunities to be more creative and enterprising in other fields and other aspects of my work, but these were highly controlled and locked-down systems that offered little ability to personalise or customise.

For something like Blackboard I had to work in the defined structure and implementation of the installation, but I settled in to it because I had the ability to use it creativity when it came to different approaches to presenting learning materials, online activities, offline resources. I worked with some amazing people in the Business School to develop innovative (for us, at least) assessment techniques (group working, case studies, multimedia, time constrained papers, Box of Broadcasts, etc.) and different ways to utilise and customise Blackboard within the structure of a defined and prescribed ‘default template’.

Today I still have to work within constraints of learning management systems, both internally at Warwick and externally with, for example, FutureLearn. Sometimes the rigidity frustrates me (whilst I fully appreciate the reason for it) and sometimes it’s a welcome boundary with which I can fall back on as a base-line to build on/from. I use WordPress on a number of hosted and self-hosted websites (like this one and my 100 books project), which gives me some freedom to customise how and what I present, although I admit to leaving the innards well alone in case it gets messed up with the next WordPress update.

Customisation, for me, has been key to my own development and understanding of what kind of learning technologist I want to be. Yes, a defined and rigid system is needed in order for it work for everyone, all the time. Yes, the boundaries are required in order that, for example, students. Yes, it annoys me when systems change without warning or without input from the users (e.g. Twitter ‘like’ option), whether they’re free social systems or expensive VLEs (has anyone ever had timely updates to problems identified in Blackboard? How long did you have to wait for the next ‘patch’ which would fix it? Months? Years?).

This customisation has spilled over into other aspects of my life too. I’ve customised by smartphone with a custom cover, I’ve got stickers over the back of my tablet, but this isnt’ really customising the device, just changing the look of it. Yes, I can move apps around and group them together how I think I want to use the, but this isn’t customising it, is it. I think the last time I customised a computing device was when I opened my old ZX Spectrum and did something inside (add extra RAM, I can’t remember).

I’ve loved reading about projects recently where people have ‘hacked’ furniture and repurposed them. Over the festive break this year we’ll be doing this too as a present to our boys (aged 5 and 6), using Ikea Kallax shelving units as base and storage area under a bed, also providing a play space underneath for the kids. For my other boy we’re going to hack his bunk bed and make a fort (like this, but not as full-on – I know my limits). We’re also looking at different ways to create outdoor living space in the garden from different structures – how about a railway carriage (within reason, not sure my neighbours want a full-size one in the garden, even if it did fit!)?

Something else I’ve customised is the humble photo frame. Taking a standard 3-photo frame I removed the glass and stuck a couple of flat Lego base-units in each frame. Each month, sometimes more often, we take it down and the boys make something new to put in each aperture. Again, it wasn’t something I thought could be customised, but now I know I can I love it and see other standard objects in a way that makes me think about how I can customise it, make it work better, for me.

I have also customised my own learning. I use my network (PLN) on social sharing platforms like Facebook, Twitter, LinkedIn, etc. to not only source topics or articles or research or courses that interest me, but also to engage with them (you!) as I read, learn, interact, engage, and progress through the resource(s). I’ve taken part in a number of MOOCs now (#OpenBadgesMOOC and #ocTEL and #EDCMOOC) and have enjoyed the experiences, both positive and negative. I can pick up these courses up pretty much when I please, and drop them if something else takes my attention. Being flexible allows me to fit more into my life. You might say it diverts my attention too much (you could be right) but if it works, and I’m learning new things about new subjects that benefit me personally and professionally, then why not? Shouldn’t more of us be doing it? I haven’t taken a formal course since my PG Cert in 2010, and that was the first real formal training since I graduated in ’96. I was planning on taking the MSc in Learning Innovation from Leicester, but was actually glad it didn’t run in the end; I’m just not ready ,or interested enough, to dedicate that much time to a formal course. Plus the fact I don’t think I want the formality a course like that dictates anymore.

I want / like the informality of connecting with people through online networks – it’s become a standard to how I think, being able to take something and mould to my needs. Finding new people or resources that go someway to fulfilling my needs is almost expected these days, and the ability to take it and adapt it (with proper attribution, of course!) is the norm.

That’s me: customising what I can to make it ‘work’ for me.

Image source: Daniel Go (CC BY-NC 2.0)

What makes a good online learning experience?

Is it possible to define the qualities of what makes a good online learning experience, or a good MOOC? Is there a check list we could have pinned to the wall which we could use as we design and build our courses?

Here’s a few items I think the list needs, feel free to add your own ideas in the comments field below:

Presentation: Is the student able to relate to the subject and the presenter / educator? This is not always easy as the platform (Blackboard, Moodle, FutureLearn, Udacity, etc.) often controls how the materials are ‘presented’. Even with these constraints you do have options on designing your materials and laying them out in ways which make them easy to navigate or interact with. 

Accessible: Yes, there is web accessibility, but there is also ‘how easy is it to find your way around the materials’. Are there signposts in place at different points of the course to extra reading, areas for interaction and engagement, contact details, schedules, assessment points, etc.?

Interaction: You will probably have specific pinch-points in the course where you have designed and expect interactivity, but remember that students may want to interact or comment on other resources as they work their way through your materials. Consider adding functionality to enable students to do this (a dedicated forum for questions,or comments on each step?) and that someone from the course team will monitor these areas and is ready (and able?) to reply where necessary.

Connection: Remember that your students are not only geographically dispersed, but will have a range of learning styles, backgrounds, and availability. Not everyone can join your online chat or webinar at a certain time every week (it’s likely they work and have family commitments that take priority), just like they may not be able to access materials due to firewall issues. Distance learning students often say they don’t feel connected or part of the University or course because of these distances, so think about including some getting-to-know-you or group activities, give them opportunities to meet each other (virtually) and grow their own learning network (PLN).

Build for online: Re-using the same materials and design for an online course that you teach face-to-face will probably not work. Your existing materials and activities are designed with you as a focal point, where you can introduce, explain, highlight, and support students in a real-time environment. Online, things are different. Students will access and interact with the materials and each other asynchronously, therefore there will be delays between posts, requests, etc. of days or even weeks. Providing a link to a resource (PDF, PPT, etc.) should not be done even with face-to-face students (contextualise it, explain what it is and why they need it) and it’s even worse for learners at a distance: introduce each step and resources, explain what it is and why the student needs it, and provide an action to it (read, discuss, critique, analyse, share, etc.) to give it meaning.

Platform: Know what functionality your platform has (Blackboard, Moodle, FutureLearn, Udacity, etc.) and what you can use, where, and why. Consider each tool you’ll use to present materials as well as ask for engagement, and be sure the students have adequate instruction to use them if they’re new. Don’t use every tool in the box for the sake of making the course seem ‘modern’ or ‘interactive’ if there is no reason to do so. At the same time don’t ignore the tools available to you, just because you don’t know what they do – go find your Learning Technologist (or equivalent) and work with them during the process of designing your course – they’ll help you think about different tools or techniques available, explain what benefits they can offer you and your students, and help you implement and support them.

Value: For some this will be value of resources, for others it’ll be quality of videos produced and used. Consider each stage of the course, each resources you’ve included (core or recommended) and think about whether it is adding value to the learning experience, or not. If it’s going to cause a distraction, drop it. if it’s interesting but tangental to the learning journey, then consider moving to an area that students can go if they want more information.

Visual elements: Don’t forget that images or diagrams  (infographics?) can help showcase an idea, concept, or theory just as much as words can. Not everything need an image, but something that could link or help structure the course materials may well aid students and their understanding of the subject.

Journey: The learning journey should not just be about getting from the start to the assessment (and passing). There should be goals set at different pinch points where students can show understanding or critical evaluation of themselves and the materials. I prefer courses that don’t have exams (that’s because I always did badly under exam conditions) and alternative ways of assessment should be explored. Admittedly there are restrictions on what you can and can’t do with assessments that are possibly based on the platform, programme, or QAA (Quality Assurance Agency), but we shouldn’t stop thinking about improving and enhancing the learning journey and learning experience with different assessment methods.

Time: Do you make resources and materials available all at once or release them over a published time frame? Do you allow students to work ahead of the rest or keep them back so they engage at the same time as everyone else? Do you have objectives or webinars that require synchronous learning; what do you do if these don’t meet with individual and personal schedules? Do you provide alternatives?

Testing: Never underestimate how much time testing your course should take, and always get someone who has not worked on it to try it out. Test links, embedded media, tools, logins, interactions, assessments, etc. from both the view of how the students will view and interact with them, and how the course team (academic and administrative) will support your students.

What makes a good online course?

Image source: Kristina Alexanderson (CC BY-NC-ND 2.0)

 

Reading: Learner engagement in MOOCs

After attending a FutureLearn partners webinar about designing online courses, the age-old issue of encouraging and engaging learners in online communication came up. It made me reflect on my past posts about online learning, specifically this one: MOOCs – 9 points on what I like, and what I don’t. If you want to go and read it before carrying on, be my guest.

Hurry back!

Glad you came back. What annoys me about MOOCs, and some people who design online courses in general, is the assumption that everything you build will be used, and be used the way you want it to be used. VLEs are somewhat to blame for the apathy or lack of engagement in online activities, especially discursive or forums or comment sections – you’re locked into one specific tool for engagement. But this is not the whole reason the activity will fail. Sometimes the forum or comment or discussion board is the wrong tool for the intended learning / communication. Sometimes  it is the right tool that’s just been abused and not supported.

From my above post Carolyn from MoocLab commented about one of her articles, and I admit to being remiss and not reading it until now – Why MOOC forums fail to deliver. So much of this rings true for me today, notably the following sections:

“Forum management and content are key. Successful forums have active forum administrators and moderators whose job it is to encourage discussion, moderate and organise the content, carefully plan and add meaningful content themselves.”

How do you monitor or manage upwards of 10,000 comments? This is not a conversation that has 10,000 contributions, it’s an area online where people can leave comments (like FaceBook), some meaningful, some banal. Do I, as a learner or course manager, have to trawl through 1,000s of versions of “I agree” or “Yes” to find one or two entries where actual learning has taken place? Even a dedicated course owner or manager or mentor is not going to do that, so don’t expect a time-strapped learner to do so.

My experience of a forum is that there are threads and discussions on each thread (normally). I do not know of any MOOC platforms that have a forum like this, do they? There are threaded discussions, which are often very large. Or there are comments as you’d find on FaceBook. But, like on FaceBook, once the comment section gets’ beyond about 20 comments it’s impossible to follow, and even worse if there is some kind of conversation going on as it will often be interrupted by other unrelated comments.

“Currently, most MOOC platforms offer designated forums once a student has enrolled on a course. These forums have little meaningful content and lack “leaders” to encourage participation. In short, they have no community spirit.”

As I said, I don’t see any platforms with forums. I see different types of areas where learners can engage and converse, but not in a meaningful manner. I know I used to complain about the old BlackBoard forum design and implementation, but at least it could be used for conversations?

MOOC platforms that pertain to be cMOOC (i.e. “learners are expected to make an active contribution via different digital platforms” seem to do this “active contribution” element so badly. How come? Is it volume of learners & associated engagements that is the limiting factor or the platform?

MOOCs – what do I want?
Why limit the learner to the one platform? Why can they only make their contribution on the one step where comments or discussions are permitted or recommended? Why not open this up to bring content in from outside the platform, from G+, Twitter, etc … actually use the online areas where the learner wants to engage? if you want to engage learners in social activities, make sure they can use their own preferred  social platforms?

Perhaps the limiting factor on engagement is not actually technology related, perhaps it’s just the volume of comments or replies that exist? Instead of having a MOOC that runs twice a year with 10,000 learners each cohort, would it be better suited to run every week with 2-300 learners each week? The learners would progress with those other learners who started in the same time frame as them, therefore building more meaningful relationships with their fellow learners. Obviously the courses will need to be designed so there is minimal academic engagement or monitoring, but is this a stumbling block or just a different type of course emerging?

 Image source: anroir (CC BY-NC 2.0)

Progress …

It’s useful to reflect on progress, or projects, or my work in general. Seeing as this is my 6th (or 7th – see I’ve lost count already) week in my new role at Warwick Business School (WBS) I thought I’d reflect on my ‘general’ duties as a(nother) newbie … how do my new days at WBS compare with my old days at Leicester and Bournemouth?

  • Blackboard.

No more Blackboard! Well, that’s not entirely true as I’m now using Bb Collaborate to support core WBS activity and DL programmes. I’ve been learning the subtleties of how WBS work with and run Bb Collaborate sessions and how it integrates with the VLE (myWBS).

I’ve said it before and I’ll say it again … I like(d) Blackboard and will kind of miss it. Once you understand the subtleties of what it is and how it works you can do what you want, most of the time. In my experience people who moan about it the most have spent less time trying to work with it, almost fighting against it.

  • New VLE

I’ve been using Bb for seven years, so to use a different VLE (myWBS), and see it working well, is an eye-opener. I hadn’t realised how dependent on my prior knowledge of Bb I was, and the comfort this can give when attending training, meeting, etc., so this is an amazing opportunity to (re)open my eyes and to apply seven years experience and knowledge to a different environment. Can I actually do it? Learning resources, materials, links, structures, etc. are easy to replicate across different systems, but making them look or work or act like they ‘belong’ isn’t. Having the ability to impact on development of the system is a new experience for me in HE, and not having to wait for release and updates to filter through the upgrade cycle is frustrating at the best of times. No more.

  • Lists

Lists scare me – I make them, nothing gets crossed off, more gets added. It’s even worse when you’re new and learning the environment, the people, the culture, the systems, etc. but they are so very useful. The trick is making them work. I haven’t got there yet. Any suggestions are more than welcome.

  • Preconceptions

It wouldn’t be fair to either Warwick or Leicester to compare them to each other - I started at Leicester with no pre-conceived ideas of what it would be like, what people I would meet, what issues I might encounter, and I intend to do the same here at Warwick. Approaching it this way means I am more flexible to react to, and engage with, people and circumstances that come my way. It worked at Bournemouth, it worked at Leicester, and it’s working here at Warwick too.

  • Organisation

Sometimes it’s easy to forget how much you know. Building names, room numbers, nicknames, references to offices and officers who have come and gone. It can be hard walking around with a map (remember your first day of term?). But it can also be exciting finding your own shortcut or route through the maze of new buildings and a new campus. The same is also true for new systems, new techniques, new culture, new colleagues, etc. Change is good for all sorts of reasons, but for me it’s been about seeing how my ideas, interests, passions, and approaches are mirrored in the people I work with, at Bournemouth, Leicester, and now at Warwick.

Key to being new is to listen – listen to how things work, listen to how people work, listen to ideas from experienced colleagues, listen to the team and the team dynamics. From this will come a deeper understanding of how the different elements fit together and what kind of efficiencies can be made. And where. Then you have a better understanding of what you should be asking, of whom, and when, and why. That is how you develop personally and within the role.

  • iMac

Yes, my desk has a truly awesome piece of kit in the form of an iMac which I’m using properly for the first tim. While I’m not using it ‘in anger’ yet I am loving it (keyboard, screen, quality, speed, etc.). Learning the differences of keyboard shortcuts and open/close programmes, installation, etc. is not always easy, but isn’t that what Google and YouTube are for? ;-) The only downside is that it makes anything other than a perfectly clear desk look down right messy.

  • Box of Broadcasts

Always good to see this available at any institution. Even better to see it being used, and used well. I wasn’t able to use and instruct or train anyone at Leicester on the benefits of it’s use, as it was still being evaluated when I left (I’m pleased to hear it’s available now). Nearly everyone knows it at WBS, even if they’re not using it yet (the key word here is ‘yet’). The interface has changed since I last used it in teaching and training at Bournemouth, so I’ve been familiarising myself with the new features (and re-creating playlists again for demonstration). Everyone I’ve spoken to here is keen to implement BoB, if they haven’t already done so, and if they have then they want to do more with it – teaching, training, careers, demonstrations, etc.

Progress

  • MOOCs

Warwick have produced two very successful MOOCs so far – The Mind is Flat and Shakespeare and his World. Both are set to re-run in the next few months, and I’ll be overseeing both of these (rolling over materials, checking processes and and alterations, managing progress, etc.). Further MOOCs are being investigated and planned so there is scope for further involvement and management.

  • AppSwap, Twitter, Open Badges, etc.

Conversations I had at Leicester around Twitter (and social media), the AppSwap Breakfast idea, and Open Badges have also been happening here, and I’m pleased I can offer a new or different perspective to the mix. Implementation will always be the stumbling block, but finding academics interested in trying these things out is not. There is scope and interest to develop new tools and techniques at WBS, and I am lucky to be here at a time when many are crying out for this kind of support.

  • Refreshments

It is not handy having a Costa Coffee directly opposite my office. It’s expensive and just too easy to slip across the corridor for a cuppa or cake. It is, however, really handy to have so close for meetings and the like, but we tend to use the staffroom upstairs (unless it’s used for events or other bigger meetings).

  • Burning bus

Yes, we even had a burning bus a few weeks ago to provide a talking point –  as reported in the Coventry Telegraph - that’s me in the picture, taking a picture of the fire. There wasn’t much left of it about 10 minutes later bar the basic shell (and no upper deck – and I wasn’t that close in reality, it just looks like it from the angle in the photo)!

Image source: Chairs (CC BY-NC-SA 2.0)

Big Data, Learning Analytics, and the Learners

Big Data is the new buzzword. It’s not ‘big’ enough to topple MOOC from the lips of educatros, but it is becoming a topic that is being talked about more and more.

Firstly, what’s the difference between Big Data and Learning Analytics (if there is one)?

Learning Analytics, as defined by the 2013 Horizon Report is “big data applied to education”. There, that helped yes? No?

Then what is Big data? According to Lisa Arthur it is confusing in that it isn’t just one thing or the other, it is “a collection of data from traditional and digital sources inside and outside your company that represents a source for ongoing discovery and analysis”. Ed Dumbill says that Big Data is “data that exceeds the processing capacity of conventional database systems. The data is too big, moves too fast, or doesn’t fit the strictures of your database architectures. To gain value from this data, you must choose an alternative way to process it.

Data, big or not, is something that is captured and stored from our exposure and interaction with external sources. Offline data could include things like purchases, (credit cards, etc.) and travel (petrol pumps, airlines, trains, etc.) where as online data that is captured include searches, browsing history, accesses, and habits,

How is this pertinent to education and educators? Think about your phone or tablet. If you use it on campus, and have at any time logged into the (free?) wifi then the odds are that it will still connect to the network next time you are in range. The system can track where on campus you are from the node you access or connect to. Also tracked (actively or not) is your activity through the network – websites, systems, movement/locations, etc. All before you actively use the device.

The other (positive?) aspect of Big Data and Learning Analytics are those associated with online behaviour in a specific system … the VLE maybe? Once the student logs in it is possible to track each click, every keystroke, every interaction, and more besides. The idea is to ‘learn’ the profile of the student through their behaviour in order to track unusual activity and, possibly, be alerted to anything out of the ordinary - students lagging behind or finding particular subjects or topics difficult.

Learning Analytics, then, is all about finding patterns and clues in the volume of ‘big data’ sets and numbers, and using them to help students.

Big Data Learning Analytics

In 2011 Cailean Hargrave presented at the FOTE conference the ‘Student Analytics for Success’. It was not received well at the time, not least as it was based on predictive crime (remember Minority Report anyone?) purporting to predict behaviour based on assumptions made about the student and his/her background. I felt worried that a student who was busy and might have let a milestone slip might be flagged as ‘in-need’ unnecessarily, and that a student who was struggling personally (not academically) would be by-passed in the system as they were getting everything handed in on time and attending all lectures.

Data can be manipulated according to the need of the analysis, and I would not want the ‘individual’ taken out of the data – the system can be programmed to look for certain traits or behaviours, but that needs some far reaching assumptions to be made, assumptions that need carefully defining.

Diana Laurillard writes in The Guardian that “Big data could improve teaching, but not without educators taking control of this extraordinary methodological gift. At present the field is being driven almost entirely by technology professionals who are not educators and have never taught online. Instead, we could be recruiting all lecturers everywhere to collaborate and generate their own large-scale data collection and analysis. Then big data could really make a difference.”

Blackboard, of course, has the Learning Analytics dashboard that takes a students’ progress through a set of defined goals as a mark of learning and achievement, but the one thing it doesn’t do is measure ‘learning’. But how do you measure learning … by looking at participation in a self-assessed multiple choice test? By taking a percentage pass rate in the test or in progress through the course materials? That doesn’t show anything other than a click rate.

I was present during a presentation at the 2014 Blackboard T&L Conference in Dublin  where Blackboard introduced the Blackboard Store where I was told (in relation to students buying the core text through the system, therefore tracking could be applied to the purchase) that I would be able to easily see the students who weren’t engaged with my course as they hadn’t bought the book! I do hope that isn’t what Blackboard really think … ??

In 2012 an Austrian student, Max Schrems, launched a legal case against Facebook over the use of his personal data. The premise, by Facebook, is that is collects only the data it needs in order to keep the network running (The Independent, 20 Oct, 2012).

Schrems knew Facebook kept large amounts of information on its users, but the sheer volume of his file still amazed him, he said. Pictures uploaded from smartphones included precise global positioning system coordinates, the identities of anyone tagged in the photos and the moment — down to the second — when the shutter clicked. Information that users thought they had deleted survived in Facebook files.

So, we have data, we have ‘big’ data, and we have (limited) knowledge or control over how that information is stored, used, massaged, accessed, or even sold.

Doesn’t that scare you? It does me. And yet I continue to take photos on my iPhone (geo-tagged), share photos (Facebook, Twitter, Dropbox, Flickr), and much more, and each interaction with my phone and an internet connection (wifi or cellular) results in a wealth of information about me, my habits, my actions, etc. is shared with … well, ultimately I don’t know who with. One thing I do know is that there may not be much value in this data now, but in a few years it could be worth so much to governments, advertisers, brands, corporations …

Reflection: Does anyone else remember the album from Billy Idol: Cyberpunk in 1993? No? It must be me then. If you do you’ll remember the reading on the first track, adapted from Gareth Branwyn’s “Is There a Cyberpunk Movement?”. Here’s the bit that matters (remember, this is 1993 – before Google!!):

“Mega-corporations are the new governments;
Computer-generated info domains are the new frontiers.
And though there is better living through science and chemistry,
We are all becoming cyborgs.
The computer is the new cool tool.
And though they say all information should be free,
It is not.
Information is power and currency in the virtual world we inhabit,”

The cyberpunk movement gave us a fore-warning of Facebook, Google, Apple, etc. … “Mega-corporations are the new governments … though they say all information [data] should be free, It is not. Information [data] is power and currency in the virtual world we inhabit”.

Image source: JD Hancock (CC BY 2.0)

Day 3: Blackboard T&L Conference #BbTLC2014

Day 3 and the final day of the 2014 Blackboard Teaching & Learning Conference in Dublin. A few more sessions to keep us amused and awake, a few more strong cups of tea, and a fond farewell to Dublin & Blackboard.

Only a few sessions this morning, but a great opportunity for a few more sketchnotes.

Dan Hewes: Developing an exemplary course for Bb Mobile Learn

Dan Hewes #BbTLC2014

Sharon Flynn: Student as producer, developing a campus mobile App for students by students using Mosaic

Sharon Flynn #BbTLC2014

Sharon Flynn #BbTLC2014

Congratulations Sharon, your session was the first where I needed to use more than 2 pages!

If you’ve any comments, additions, or amendments then please leave a comment below.

If you want to use the sketchnotes then please remember to use the Creative Commons attribution to this blog entry and David Hopkins (CC BY-NC 3.0).

I’d also like to thank Blackboard and University College Dublin for organising such an excellent event, in a wonderful location and city. I also have to thank Blackboard for choosing me as the ‘creative selfie’ iPad winner! It’s all just a little laugh but still, thank you.

David Hopkins #BbTLC2014

David Hopkins #BbTLC2014