Reading: Hashtags and retweets

I’m getting back into reading around things I enjoy and things that matter to me. What better place to start than with the archives of the RILT, the ALT Reasearch in Learning Technology open access journal.

Hashtags and retweets: using Twitter to aid Community, Communication and Casual (informal) learning, by Peter Reed.

Since the evolution of Web 2.0, or the Social Web, the way in which users interact with/on the Internet has seen a massive paradigm shift. Web 2.0 tools and technologies have completely changed the dynamics of the Internet, enabling users to create content; be it text, photographs or video; and furthermore share and collaborate across massive geographic boundaries. As part of this revolution, arguably the most significant tools have been those employing social media. This research project set out to investigate student’s attitudes, perceptions and activity toward the use of Twitter in supporting learning and teaching. In so doing, this paper touches on a number of current debates in higher education, such as the role (and perceived rise) of informal learning; and debates around Digital Natives/Immigrants vs. Digital Residents/Visitors. In presenting early research findings, the author considers the 3Cs of Twitter (T3c): Community, Communication and Casual (informal) learning. Data suggests that students cannot be classed as Digital Natives purely on age and suggests a rethinking of categorisations is necessary. Furthermore, the data suggests students are developing their own personal learning environments (PLEs) based on user choice. Those students who voluntarily engaged with Twitter during this study positively evaluated the tool for use within learning and teaching.

Reed, P. (2013). Hashtags and retweets: using Twitter to aid Community, Communication and Casual (informal) learning. Research in Learning Technology, 21.

Image source: Petit Louis (CC BY 2.0)

‘Wise Guy’ with @GuyKawasaki

I’ve spoken before about the way in which Learning Technologists need to think and act as go-betweens in the institution between the academics, the administrators, the IT helpdesk and IT systems integrators. Oh, and definitely between the institution AND the students. Never forget the students.

We need to be both leaders, managers, workers, liaison, testers, helpdesk, mentors, specialists, visionists (is that a word?), innovators, critical thinkers, creative, entrepreneurs, etc. This is why I believe we should pay attention to how people think, work, collaborate, communicate, etc. outside of our educational roles. Hence I’m recommending you listen to and engage with people like Guy Kawasaki, speaker, entrepreneur, and evangelist.

Learning technologists need to be leaders, managers, workers, mentors, specialists, innovators, creatives, etc. #altc
Click To Tweet

I have read quite a bit of Guy Kawasaki’s work that I believe more Learning Technologist can benefit from it. Whether you listen or watch or read about creativity, entrepreneurial activity, disruptive leaders, etc. or just enjoy hearing someone speak passionately about their work, there is something from Guy here for you.

Guy has recently started a new Facebook page in an effort to share his insight and experiences to “help you succeed”. Whilst aspect of this won’t interest or be relevant to Learning Technologist, to understand the wider concept of being creative (disruptive?) will help me/you see where and how we fit our roles and interests into the constraints of our institution and its culture.

Find out more about Wise Guy and Guy Kawasaki, as well as the weekly video episodes, on the ‘Wise Guy’ Facebook page.

“Wise Guy distills Guy Kawasaki’s decades of experience and thirteen books Into short lessons to help you succeed. Guy covers innovation, recruiting, fund raising, branding, and social media. Whether you’re an entrepreneur, small-business owner, intrapreneur, or not-for-profit leader, you’ll get a ton out of this video series.”

I would go further to say that you will learn about how other people view creativity and entrepreneurial activity or thinking, about how you can also use these approaches to foster your own skills (either as an entrepreneur or creative, or working with them) and how you can learn more about yourself. Go on, what have you got to lose?

Image source: Adam Tinworth (CC BY-ND 2.0)

Mapping Digital Skills in HE

A few weeks ago this image/infographic was doing the rounds and being tweeted in my network (thank you Catherine Cronin!) – mapping digital skills in Irish Higher Education.

Bringing together themes of ‘tools and technology, ‘create and innovate’, ‘communicate and collaborate, this is a wonderful resource that can help map and highlight how skills cross sectors and areas of knowledge and capabilities. Examples include the humble (?) VLE … crossing ‘tools and technology’, ‘teach and learn’, and ‘communicate and collaborate’. 

Technology is now part of everyday life for all of us, whether as a student, teacher, administrator, technical specialist, or even just as an ordinary citizen.  The pace in which new technologies emerge from initial concept to widespread adoption is also much faster than ever before, new words being added to the dictionary each year and new websites and apps to get our heads around for anything from paying tax to ordering pizza; from watching the latest movies to speaking with distant relatives; or for learning a new skill and collaborating with others.

As part of the National Digital Skills Framework AllAboard are building, this is intended to be a flexible ‘organic’ (I don’t like phrase) document able to adapt as the learning technology environment changes.

What do you think – do they have everything here? Are the right kind of links and relationships represented?

Mapping Digital Skills in HE[click to enlarge]

Banner image: clement127 (CC BY-NC-ND 2.0)

The Future of Higher Education in a Digital Age

If the student voice has so much power, as I keep reading that it does (when it comes to module feedback, learning resource development, pricing, etc.) then it stands to reason that the voice of students yet to reach Higher Education also have a voice that should be heard?

This is a great video, students and staff alike, saying what their ‘digital age’ education should be … note the accessible, flexible, personal, social, and collaborative  attitudes these students ‘want’ from their learning. Yes, they’re talking about what HE should be in the future, but it’s grounded in their understanding in what is currently available, and possibly what they wish they had already?

“I see technology as the accelerator, the expander, the multiplier.”

YouTube: The Future of Higher Education in a Digital Age

Thanks to Anne Hole for sharing this on G+ earlier today.

Day 2: Blackboard T&L Conference #BbTLC2014

Day 2 of the 2014 Blackboard T&L Conference started with the usual Bb roadmap, which I’ll leave for others to cover.

As with the sessions I followed yesterday I’ve continued to sketchnote my way through them, making notes of the ideas and concepts rather than the specifics of the detail and data. Here are my day two sketches:

Dan Hewes: Flip your class with Blackboard Learn

Dan Hewes #BbTLC2014

Jan Snijders: The Matrix, connecting worlds

Jan Snijders #BbTLC2014

Ted Hopper: Bridging the gap to the future of learning content

Ted Hopper #BbTLC2014

Sara Preston: Embedding Blackboard Collaborate in academic practice

Sara Preston #BbTLC2014

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).

Day 1: Blackboard T&L Conference #BbTLC2014

At the first day of the 2014 Blackboard T&L Conference I made a decision – tweet less, listen more, take/make meaningful notes, and enjoy the sessions for what they are, not what I wanted them to be.

To this end I am Sketchnoting my way through the sessions, and here are my sketchnotes for Day 1.

Keynote: Prof Stephen Heppell 

Prof Stephen Heppell #BbTLC2014

Brian Hipkin: The culture of ‘always on’ – how not to disengage in the age of engagement

Brian Hipkin #BbTLC2014

Gillian Fielding: ‘A room with a view’ for virtually anyone

Gillian Fielding #BbTLC2014

Kate Wright: Making more mobile – Aberystwyth University’s experience of implementing Mobile Learn

Kate Wright #BbTLC2014

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).