Inspiring keynote of the past?

Day 16 of the #JuneEdTechChallenge and we’ve been asked about an inspiring keynote of the past.

For me there have been two, both from previous ALTC events – Audrey Watter and Ian Livingstone

Firstly, Audrey Watters at the 2014 ALTC in Warwick. I believe this was my first ALTC in person, and when I learned the real background to what is a luddite.

ALTC 2014: Audrey Watters – Ed-Tech, Frankenstein’s Monster, and Teacher Machines

Secondly, from ALTC again, back In Warwick again, but this time in 2016. The amazing Ian Livingstone, the author of the fighting fantasy books I loved in my youth, spoke about coding and collaboration.

ALTC 2016: Ian Livingstone – Code Create Collaborate

Don’t get me wrong, there have been many great keynotes and event presentations, including:

  • This is Day 16 of the 30-day JuneEdTechChallenge. Follow the challenge on my JuneEdTechChallenge blog tag and on Twitter using the #JuneEdTechChallenge hashtag. And write your own entries too. The list of challenges is as follows:

Photo credit: Costantino Beretta

My favourite talk or event

Day 7 of the #JuneEdTechChallenge, and the question of what is or has been my favourite talk or event?

Easy … FOTE – Future of Technology in Education. Hosted by UCL at Senate House every October, tickets were issued on a first-come, first-served basis; a total of 300 available. I was lucky to get tickets for my first FOTE in 2010, and attended every year until the last in 2014 (except 2013, other things were afoot that year!).

(I so wanted ALTC to be my favourite ‘talk or event’, and it is definitely a firm favourite, but it is FOTE I used to look forward to most … and miss most now I can’t go).

A full day of talks and networking is something I can’t really comprehend at the moment (lockdown and pandemic restrictions, you know), but this was THE event I used to look forward to. I met so many people in my network here for the first time … James Clay, Mark Power, Sue Beckingham, Steve Wheeler, Rachel Challen, Robin Gissing, Matt Lingard, etc. FOTE guaranteed a full house of like-minded, techno-savvy ‘educationalists’, from senior academics to IT or LT ‘grunts’, those with the power to approve purchase orders and those with the dream to be able to submit one. FOTE was a coming together of everyone and anyone in the world of HE and FE (not so much corporate learning I don’t think?) and to share in the collective view of “what is the future of technology in education?”

For those who remember it, I salute you. For those who wish they remember it, I can only hope we can get something like this off the ground again, and ask the question “what is the future of technology in education?” Perhaps, in this post-pandemic world where technology has enabled all events to continue online, it is something that can be resurrected and for everyone. Anyone?

Who knows, perhaps a FOTE21 or FOTE22 event is on the horizon?

  • In 2012 I was honoured to be asked to join the organising team and help run the day, running the Twitter account. It was here I really fine-tuned my approach to running a Twitter-stream, not only introducing and sharing tweets by the side-along tweeting of important facts, images, links from the talks. THAT was quite a day I can tell you! And I had pretty much no time for networking or socialising either; the only downside to being at FOTE!! I produced a number of twitter-archive videos for the FOTE12 YouTube too – you can still watch them here.

Below are a few of the more memorable talks from FOTE 2010-14:

FOTE10: Matt Lingard – We have the technology. We have the capability, all we need is love –
FOTE11: James Clay – The student as the agent of change –
FOTE12: Nicola Whitton ‘What is the Future of Digital Games and Learning’ –
FOTE13: Diana Laurillard ‘The Pedagogies for Large-Scale Student Guidance’ –
FOTE14: Steve Wheeler ‘Digital Learning Futures: Mind the Gap!’ –
  • This is Day 7 the 30-day JuneEdTechChallenge. Follow the challenge on my JuneEdTechChallenge blog tag and on Twitter using the #JuneEdTechChallenge hashtag. And write your own entries too. The list of challenges is as follows:

Photo credit: Frank Steiner

How producing videos on TikTok is impacting teaching

Noch einmal TikTok: Natürlich kann es mit Blick auf kurze Videos, die maximal 60 Sekunden dauern, nicht darum gehen, ein Thema umfassend auf diesem Kanal zu präsentieren. Aber wenn man so junge Zielgruppen erreichen kann? Wenn man kurze Botschaften auf den Punkt bringen oder auf ein Thema aufmerksam machen will?

In diesem Beitrag geben zwei Hochschullehrerinnen darüber Auskunft, warum und wie sie sich auf das Experiment TikTok eingelassen haben. Sie sagen auch, dass die Beschäftigung mit TikTok sie einiges über Kreativität und Prägnanz im Unterricht gelehrt hat. Und dass sie jetzt einige ihrer „bewährten“ Methoden auf den Prüfstand stellen. „In that way, TikTok is just one more tool for faculty to reach students and create an educational space …“
Emily Baron Cadloff, University Affairs, 22. April 2021

Bildquelle: Hello I’m Nik (Unsplash)

Netzkultur-Kommunikation am Beispiel von TikTok

„TikTok ist eine Social Media Plattform mit miserablen Datenschutz-Bedingungen und immer wieder aufgedeckten Zensur-Fällen. Zugleich ist TikTok die aktuell wahrscheinlich kreativste und vielfältigste Social Media Plattform, was die Möglichkeiten und die Praxis der Kommunikation betrifft“, schreibt Nele Hirsch. Also hat sie sich TikTok näher angeschaut und gefragt, ob und wie sich eine zeitgemäße Pädagogik auf solche Phänomene einstellen muss.

Ihr Beitrag ist nichts Abgeschlossenes, mehr ein Herantasten. Zuerst beschreibt sie, was TikTok ausmacht, um anschließend die Phänomene aus Sicht einer sich verändernden Netzkultur zu beschreiben. Dazu gehören: eine neue Form der Kommunikation; kreatives Ausprobieren und Experimentieren; das Spiel mit Identitäten; Algorithmen, die Netzwerke steuern. 

Ihr vorläufiges Fazit: „Wichtig scheint mir in jedem Fall, dass eigenes Erkunden und Ausprobieren grundlegend ist, um überhaupt erst einmal zu verstehen und reflektieren zu können, vor welchen Herausforderungen zeitgemäße Pädagogik steht.“ Dem kann ich als TikTok-Fan nur zustimmen.
Nele Hirsch, eBildungslabor, 16. April 2021

Bildquelle: Andrew Kondrakov (Unsplash) 

7 Things You Should Know About Teaching and Learning with Video

Wieder einmal ein kurzer Leitfaden aus der EDUCAUSE-Reihe „7 Things You Should Know About …“. Natürlich bildete die COVID-19-Pandemie hier den Anlass, das Stichwort „Video“ noch einmal aufzunehmen. Und es geht vor allem um die Hochschullehre, die ja mit der Pandemie aus den Hörsälen und Klassenzimmern vertrieben wurde. Was mich jedoch etwas irritiert, ist die Tatsache, dass hier alles – von der aufgezeichneten Vorlesung, über den Erklärfilm bis zur Live-Online-Session via Zoom – unter einen Titel gebracht wurde.

„Many lessons were learned about the tradeoffs of synchronous versus asynchronous video, and even as the pandemic fades and in-person classes resume, video will remain an element of learning for many faculty.“
Cyprien Lomas, Amod Lele und Kyle Dickson, EDUCAUSE Learning Initiative (ELI), 23. März 2021

Bildquelle: Dylan Ferreira (Unsplash)

Micro-videos: What are they? How to make them sticky? How to deliver? Good interface? How to make them?

Es sind keine neuen Erkenntnisse, eher pragmatische Hinweise, die uns Donald Clark hier präsentiert: Kurze Videos liegen im Trend (siehe TikTok). Ihre Stärke ist das Motivieren und Sensibilisieren. Nach dem Video sollte es weitergehen. Das LMS ist kein guter Hafen. Netflix setzt Trends. Mit dem Smartphone kann es losgehen.   

Hier seine Empfehlungen, „to make ‘em stick“:
„- Surprise with a question, counterintuitive point or dramatic statement. …
– Take it slow. Learning needs attention and the mind needs time to digest ideas. …
– Summarise at the end. …
– Calls to action. Make them go off and DO something, then report back on what they did and what they found easy and difficult.
– Leave them hanging… that’s what a good video TV series will do…
– Follow up with some active learning using the narration from the video.“
Donald Clark, Donald Clark Plan B, 14. April 2021

Bildquelle: Hermes Rivera (Unsplash)

Things to Consider When Adding Multimedia to E-Learning Projects


E-learning courses are mostly screens of content made up of media: text, shapes, illustrations, pictures, and video.

Adding those things to your course is simple, usually just a matter of inserting said media onto the screen. However, building a cohesive course is more than just inserting stuff on a screen. There are other considerations.

Design the Look of the E-Learning Course

What’s on a screen?

  • Fonts. They are more than the text you read; they’re also a graphic. Which fonts are you using in your course? Are they contextually aligned with your content?
  • Shapes. Shapes can have straight edges or rounded; they can have outlines or not. The shape can represent something elegant or informal.
  • Illustrations. There are all sorts of illustrative styles. One popular style today is the corporate Memphis look. Of course, there are many designers who find it to be barren.

And this brings us to a key consideration when working with multimedia: the bullet points above speak to some visual design requirements. Who will design what you need? What is the correct imagery and use of fonts and desired color schemes?

A challenge for many e-learning developers: having ideas about what you want and executing on those ideas is not the same. I see lots of good courses that are not designed well. The cause is usually that the e-learning developer lacks the technical skill to construct the right media.

Create Audio and Video Resources

There are similar considerations for other multimedia such audio and video.

Recording audio is easy and straightforward in most of the authoring tools. However, they don’t tend to have a lot of sophistication when it comes to editing or managing the audio.

For simple audio, recording from the authoring tool is fine. But for longer audio, there are considerations about how to record, who will record it, and how it’s all managed.

You can do it all in-house or DIY, but you do get what you pay for. I figure non-professional talent gives you presentation quality audio. It’s inexpensive, gets the job done, yet isn’t going to be perfect. But it’s not the same as pro-quality narration.

The good thing today is that there are many voice over artists and talent services where getting professional audio at a reasonable cost is viable.

Video is another one of those tricky issues. Today’s smart phones have better capabilities than I had doing professional video work 25 years ago. It’s easy to shoot video and edit it. But there is a significant difference between a DIY video and getting something done professionally. Or at a minimum, spending time on edits to get things to look right and not drag on.

The big question for any of the course’s multimedia is who is going to determine and design what you need? And then who is going to produce the media?

I throw this out because the course will look like something. And you’ll put something on the screen. And there’s a cost associated with it. Doing it yourself may cost less money but may impact the quality of what you produce.

Thus, at the beginning of the project time needs to be spent on the media requirements and production considerations. And then determine if there needs to be a budget to accommodate those requirements.

How do you determine those things when you start an e-learning project?

Download the fully revised, free 63-page ebook: The Insider’s Guide to Becoming a Rapid E-Learning Pro 

Free E-Learning Resources

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Hosted SCORM module showing wrong title?

When your SCORM package is hosted in your LMS, the Title shown to users is extracted from the SCORM manifest. This info needs to be configured before export from Captivate. In Publish Settings>More>SCORM>Configure>Title.

This video tutorial explains the issue, and shows you how, step-by-step.

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