E-Learning Forum - December 2010

On Monday morning I attended our E-learning forum here at LJMU, the theme of which was "the BIG share" Open Learning Resources. The first speaker was David Kernohan talking about OER (Open educational resources) in a time of change. He was with us using the power of technology, which for the most part seems to work but I did find him quite hard to hear and I kind of wished there was a web cam so we could see who was speaking. It's funny because up until then I didn't think it was important to see the person, having sat in online sessions before where the speakers did have webcams but it seemed something was missing on Monday.

His talk was a bit depressing for a Monday morning when we looked at the implications for any new funding model we might be faced with. Funding is more likely to become variable and it's very hard to plan an institutional budget a year in advance with variable funding. By the same token it impossible to guarantee staffing and he raised the possibility of whether we would see more of a move to atypical staff contracts. He also pointed out that if we chose to move around from place to place we aren't free to take our materials with us as the employer owns the copyright. Open licenses can help with this, it allows you to take your materials with you if you move. So what do we need to do within our institution:

• Convince the institution to get involved in OER and that means talking to your marketing people - you need show the benefits in student recruitment and retention - using OER you can show the students what to expect before they arrive. We need to use it as a marketing tool to recruit.
• We need to get our stuff out there, but only things we own - use references rather than long quotes, select images from sites were you can use materials under a creative commons licence (like Flickr, Xpert - which has automatic attributer)
• Use others OER to build on
• Host it somewhere safe

He directed us to have a look at Leeds Met and University of Nottingham to see what they are doing with OER. There is also an OER infoKit which is a good starting point to explore what OER can do.

This was an interesting presentation and given the email sent out to staff by the VC later that same day talking about the competitive market we are finding ourselves in and how we need to make dramatic changes. Maybe this is one way forward for us as an institution to compete - we can give students a better taster of what to expect at LJMU by using resource they can access before they even choose to study here.

Next up was Ruth Nagus talking about how she uses OER resources within her own modules to provide richer content for students. She uses images in Blackboard to help students identify the folders they need to access for particular subject areas - really simple but really effective. She uses teachers.tv which can be used in an educational environment, you can download and edit to fit your purposes. These are just a couple of examples of things she does. Ruth uses resources and activities to make the students think and she does this in a multimedia environment.

We then heard from Neil Grant from our corporate communications department talking about LJMU TV. Corporate communications are looking at marketing through different channels. They want to gather original audio and video content and distribute this through different channels. The two things he talked about were YouTube and iTunesU. He said this was about recruitment but also about teaching and learning. We need to raise the profile of the university.

YouTube EDU is an area specifically for education - you upload upto 30 mins of video and this area gets a lot of traffic as it's seen a "quality" content. It's possible to brand your own channel and you can embed videos into your own pages. LJMU has it's own YouTube channel LJMU TV

iTunesU is similar to YouTube EDU page but is better for delivering audio content and users can can download that content to their devices. You can also link back to the university content from the iTunesU page. So Neil is looking for content to go into YouTube and iTunesU - a lot of the content so far is promotional, he needs more educational content - lectures, practicals, content that would be of interest to those within or without LJMU to help raise the profile.

Finally we heard from Katherine Harbord talking about the benefits of using OER both for your students and for yourself as staff. Katherine was very positive about the use of OER. She is new to LJMU but has used OER in previous posts and found it to be very advantageous. As well as providing richer more varied resources for students, as staff it actually saves you time as you are not reinventing the wheel. You can adapt work others have done to apply to your own courses.

All in all an interesting morning, which did stimulate quite a bit of discussion. There was questions about whether putting all our stuff out there is a positive step or whether it leads us to being replaced more easily. It was acknowledged that whilst making resources available more widely was useful it still needs the expertise of staff behind it to put it into context and that contact with academic staff, whether actual or virtual is still incredibly valuable.

Shaping our learning futures? - final keynote JISC online conference 2010

The final keynote was from Elliott Masie. He used one slide, which I was very impressed with, no death by PowerPoint here. He talked about flip happening - flip in learning. Sometimes you need to flip and idea to get it work. He told a story of an academic who used to give a lecture then send students home with homework - he flipped it, he recorded his lectures sent the students home to watch it then they did the homework in class. He found this worked really well and by watching the lecture before attending in person a lot of discussion was stimulated both before and during the class.


He talked about affordances - when a new technology comes to us we need to look at what it affords us the ability to do. What can we now do with the technology that we couldn't do before. We have a habit of falling in love with new technology without necessarily looking at their affordances realistically. It's about benefits, what are the benefits to our users?


He argued that our learners want greater autonomy of their learning but at the same time they also want more mastery and purpose.


He said the challenge facing e-learning is that it's been hijacked by regulation. I guess this takes some of the creativity and innovation out of it. There are a variety of changes coming, not to replace the instructor but people around the world sharing their knowledge.


We do however need to be careful in our language so we don't create the digital "in-group" excluding the "digital-out" group - we would run the risk of becoming an exclusive club which isn't helpful. We can learn from each other.


He sees the role of the university is to aggregate the students experience, assessment and feedback as we do gain value from learning together and from sharing space. It's not all about virtual learning. E-learning isn't a solitary activity and it isn't there to create the death of the classroom.


He also argued that failing is part of the learning process. We need to build more failure into our technological assisted learning. You need a pilot to crash in the simulator so they learn from that and don't do it in the real thing. The live chat talked about supporting learners to fail in a safe environment but Elliott argued we need to toughen up our assessment so failure happens. The question was raised though whether this is motivating or demotivating? I also think that in a time when universities are in competition which each other and in a world where league tables and results are valued, it's very hard for us to allow people to fail - it doesn't tend to be seen as a positive. So a wider change in the way we think would be needed for this to work.


Other possibilities for flip are to play with the sequence of laddering - do we ever analyse the order in which we do things in a course and play around with the sequence?


Video and time flips have an impact on industry in the creation of video stories and the fact that you can be one click away from expertise.


He talked about time compression and time expansion. With time compression 5 day courses are 3 day courses, 3 day courses are 1 etc. With time expansion you get the opposite - if you could do a 7 year MBA that had little impact on your day to day working, would this be attractive?


The question was asked whether reputation (especially digitally) would replace qualification as an indicator of who we can trust? Elliott sees it as more of a mosaic, user ratings along are not enough, qualifications plus the ability to continue to learn could be the way. He said we shouldn't be graduating people but that you should become a member once you've graduated and your membership is dependant on whether you continue to learn - very interesting I thought.


This session and in fact the rest of the conference was really good and I've taken lots away to ponder. For the first time I used Evernote to take my notes (not on the first day though) which I found to be really really good (thanks go to @theREALwikiman for tweeting about this some time ago, which got me started). Wish I'd used it for the entire conference and I will certainly be using it again. I find when I type notes rather than scribble them I make better notes, because if something looks wrong in type I delete it whereas I would just leave the scribble on the page and then not know what I meant when I came back to it. Evernote also gave me the option to capture bits of the screen so as this was an online conference if any of the presenters had nice slides which diagrams I'd never be able to redraw (especially at speed) I just captured it. Still getting to grips with what it can do but liking it so far.

Is the future mobile? - JISC Online 2010

This session by Graham Martin-Brown certainly seem to spark a lot of debate. I wasn't able to attend live but tuned in the following day.

By his own admission Graham isn't a practitioner or an academic - he was giving his take on the world of mobile.

He thinks PCs are dead, laptops are on their way and the phone call is dead. Not sure I agree with the last one myself as I do like a good chat on the phone with my mum and my best mate. However....

He showed that Internet trends are all about mobile web and not about desktop web. The Smartphone market is growing rapidly. The mobile app economy as disrupted the software industry forever - there is so much stuff out there that is available for download very cheaply or even free. Also now anyone can produce software apps. Looking at the iPhone market he showed that only 7% of apps are categorised as education. Apps for learning check out http://www.apple.com/education/apps or http://www.androidapps.com/search/site?term=education

He argued that there has been little evidence of improved learning outcomes just from using technology. He said that the following technology is to support teaching not learning:

• Interactive whiteboards - you can still do death by PowerPoint
• VLE
• Learning platforms - they become teaching platforms
• edu software - described as boring

These, he argued, maintain the practice of the 19C rather than moving us forward into the 21C

He had lots to say about Elluminate, the very software we were using to listen to his talk. He said there is a step learning curve, it's ugly and there is no support for modern apps

He talked about disruptive technology, technology that changes our normal way of doing things - used the iPad as an example.

It is more useful to teach kids how to create a blog post in Wordpress than how to use Microsoft Word

He had good things to say about MoLeNET as examples of positive ways mobile technology is being used.

So the question "is the future mobile"?

• it's already here
• the m in m-learning stands for mainstream
• everything is shifting to mobile
• it's not about supporting existing practice
• resistance is futile

Finally e-learning doesn't mean we need less teachers but we need a different range of teachers with different skills. Having technology is not enough, we need to think about how we use it

JISC Online Conference - Realising the value (theme 2)

Thursday began theme 2 - realising the value and the keynote for this theme was "how to get your innovations adopted (and change the world)" by Anne Miller. This was a really interesting presentation and Anne was really easy to listen to.


Anne said that the most important innovations are the most resisted and that resistance to innovation is normal so we shouldn't get downhearted. She said some of the problems in academia are that there is a tendency for academics to think the job is done once the paper is written. Management used to think in terms of funding and now the emphasis is more on looking for a return on investment. There is also now more of a focus on cuts rather than growth.


Anne went on to describe the 4 stages of resistance:


Stage 1 - blindness

Anne showed us a clip for YouTube Who dunnit? that had 21 differences in it that it's fair to say the majority of the audience missed - watch it and see how observant you are!


The point she was making with this was that your brain filters out the things that don't seem relevant. So we are all prone to a bit of blindness when it comes to innovation.


We then had the delight of listening to "Stairway to Heaven", forwards and then backwards to see if we could hear any satanic voices - I kid you not.


After listening to it backwards the first time and hardly any of us heard anything untoward we were presented with some proposed lyrics for the backward version - this time you hear the words that are proposed - it's force-fitted to your expectations, which can also happen with your ideas.


So with blindness a few things can happen

• filtering - filter out what doesn't fit


• force-fitting - "ah yes that's just like my idea" - force-fitting into pre-existing pigeon-holes - you need to listen to the detail rather than force fit


• "we tried that weeks ago and it didn't work" - to counter this ask for the details, the report, get them onside because you show an interest in what's already been done.


• "great this shows I'm right" - be careful you don't delude yourself that you are right when you are not


• mismatched mental models - ideas that don't fit our mental models are ignored
  

So how do we open their eyes? - the hardest thing to do is stimulate. The easiest thing to do is to try and fit in with their interests, beliefs and concerns.

Stage 2 - Frozen

People are aware of your ideas but not motivated, What do you do about this? She talked about Schein's unfreezing technique. It's about making it feel OK to act. The technique reduces the resistance to change

Stage 3 - Interested

So they say "tell me about it" - this is the key to selling your idea. You need to make it concise and clear, aim for no more than 10 words. Also make sure your evidence clearly supports your message - it's not easy to do this so beware

Stage 4 - Embedded

Will they say "sorry we forgot about it" or "we've always done it this way". At this point you need to make sure you don't fall into the trap of thinking it's all done once you've written the paper. Make sure it's not forgotten that you started all this.

These 4 stages can happen quickly. They are human psychology so we need to be aware that we are not immune to this ourselves.

Great presentation and not just because of the Led Zeppelin, food for thought

Transforming assessment for learning in the digital age - JISC online conference 2010

This was session 1 by David Bould. Even though I'm not directly involved in assessment I thought this session was really interesting. David argued that assessment has such an influence on learning, whether that is good or bad pratice. The digital environement has frequently been misused producing poor forms of assessment. He said we need to think about how assessment affects learning and ask the fundamental questions:

• what is assessment for?


• why are we doing it?

David argued that we need to transform assessment and stop pretending it's ok. That's not digitial assessment but any assessment. Assessment for learning and assessment for certification are in conflict -we end up with a messy compromise. Assessment should be about building learners capacity to make judgments about their work beyond the current task.


We need to see assessment in the digital environment as just part of the whole business of assessement otherwise digital assessment just locks into the primitive view of assessment. This is something I hadn't really thought about. Are we using digital assessment in a closed/negative way rather than making the most of it's potential?


We need to reclaim learning as the purpose of assessment - shift it to the longer term. Assessment for the longer term needs to be sustainable and beyond the immediate context. Something to consider - a students early experience with assessment will formulate what they believe is valuable. So if you start with memorisation then they will take that as being the most important - we need to set down at the start markers for assessment.


Employers look at what students have the potential to do more than what they have done - this is why longer term thinking is needed. We need to encourage students to develop informed judgment about their own learning.


Assessement needs to develop reflective learners. It should help them to become pratitioners, build confidence and develop the capacity to work well with others.


David provided a link to examples of assessment practice to foster learning - http://www.assessmentfutures.com/ which I haven't had chance to look at yet.


Digital technology provides the opportunity to create assessement for learning. It allows for user-control, responsiveness, collaboration, multi-media (multi-model). But we must make sure we don't fall into certain traps:

• teachers dominating because everything can be pre-coded - ends up being oppressive


• students not involved in key steps in the assessment process - for example when developing what are the appropriate standards and criteria to apply to the assessement don't leave them out of this stage
  

He saw the key areas for development as:

• feedback - for feedback to be affective you must be able to see the effect on students work


• self-judgment - self assessement like e-portfolios or ReView


• collaboration in assessment - group tasks, peer feedback, consideration of standards and criteria, moderation of marks
  

To sum up it's not all about the technology, we'll use whatever is available and user-friendly. It's not about the method, there are plenty about. It's about the disposition towards learning and seeing assessment as an essential tool in promoting learning.

JISC online conference 2010 - Opening keynote

Well yesterday was Day 1 of the JISC online conference (Innovating e-learning). I attended for the first time last year and really enjoyed the experience of an online conference but I had forgotten how tiring it is (more so then a physical conference). However yesterday was good. I was only able to attend a couple of the live presentations but both were really interesting. I need to catch up today with the session "what do students really want?" as I was sorry to miss that live yesterday.

OK so opening keynote from Keri Facer was really interesting and has stimulated a lot of discussion. Keri asked a couple of questions prior to the session which were then discussed further in the live session:

A. what do you think the world will be like in 2025?
B. Is there a future for the physical education institution in 20 years time? Why? What might we gain/lose by going virtual?

Food for thought. It's hard to think so far ahead when many of us are worried about what might happen in the next few months rather than the next 20 years.

Keri said that we are having to get used to living in interesting times. There is a worrying trend that we are seeing education as an individual investment rather than a social investment, so then the questions are asked about why fund it? So we need to think about what sorts of education establishments would rebuild the confidence that they are a sound investment for students and society's futures. When thinking about that we need to ask the question - what sort of futures do we think we are preparing for? This is no easy task and we have to overcome barriers to do this in a meaningful way.

Keri then asked the audience what was our most important source of our belief about the future and then what we thought our institutions most important source is. It was interesting that the two did not match. The majority of those present said they used research evidence/reports from practice and industry but overwhelming felt our institutions used Government as a source - could this be a problem?

She talked about BCH programme the aim of which was to build a set of long term future scenarios for education in the context of social and technological change 2025 and beyond.

• We will have the capacity to know more stuff about more stuff - there will be a massive growth in the amount of digital information we'll have access to
• Personal cloud - constant connection to other people, more filtering and shaping the information we get
• Working and living amongst machines will become increasing normal - delegation of responsibility to machines, especially for management of complex systems
• Changing organisational space - distance will be less of an issue (don't need to travel to the institution) but geography will still matter (place plays a role as an identity marker)
• Weakening of institutional barriers

So what does this mean? The growth of the "knowledge worker" - who will crowdsource, collaborate, manage multiple roles, work with, work on and rework data.

Thinking about the physical institution - did we think this would still be necessary in 20 years time - overwhelmingly the answer was Yes but..

Keri went on to talk about complicating factors:

• Ageing population - will there be inter-generational conflict?
• Decline of confidence in the knowledge economy future

We were then asked which way we thought the future was going to go; business as usual, collapse/breakdown or transition/transformation? Being a positive group transition/transformation came out on top so the follow up questions of how did we want things to go came up with around the same result. Keri was surprised by this, but as Helen Beetham said in the discussion afterwards, is that people mean difference things by transformation. I also think that it's the group of people that she was talking to. By our very attendance at an event like this suggest that we lean towards transformation and changing attitudes - or am I reading people wrongly?

The final thing I took from this (headphone fatigue was setting in) was the idea that rather than trying to "future proof" we should be "future building". That means rather than trying to protect against change or build in flexibility we should be looking clearly at the potential future. We need a strong future vision of the educational future we want. We need to ask " how can we work together to tip the balance in favour of futures that offer real well being for our students?". We need to shape students ability to shape their own futures.

I found it hard to concentrate on the discussion that what going on in chat and listen to the presentation. With this in mind for the second live session I focused on the presentation and not the chat, as it's always possible to review the chat after the session. More on session 2 in a little while....

It's all about the Twitterverse..really? How is Social Media working for you?

Went to an excellent exchange of experience event yesterday at Mimas in Manchester organised by Nowal (title above). This was a great opportunity to share stories with other library people about how they used social media in the professional lives, whether personally or for their service... and I crazily volunteered to speak about our experience at LJMU.

Lisa Jeskins from Mimas kicked us off introducing the day and explaining about what Mimas is and does. We all introduced ourselves and gave a reason why were were there. The was a mixture of experiences of using social media and a range of reasons for attending.

I was up next talking about what we've been doing at LJMU - we are at the very early stages having just set up a Facebook page and Twitter feed, with two blogs currently feeding both of these - the Electronic Library blog and the Customer Services blog which was set up by a colleague Simon Turner. I offered my 5 tops tips:

1. Get the boss on side - they can advocate upwards for you and on the whole makes it much easier to get things done
2. Preparation is everything - I showed the group our Facebook page drawn out on flip chart paper - we did this before we even went online
3. Listen up - we got good advice from others so I would recommend talking to others that have already done this
4. Adapt and overcome - be aware that things change in the world of social media so you need to be prepared for this
5. Strategy - make your social media presence part of your organisational strategy. If you have a strategy you can more easily move onto the next big thing when it happens. By making it part of the strategy you're not just relying on keen individuals - if you do this you run the risk that when they leave it all falls apart.

I was really pleased that this stimulated a lot of questions and discussions and it's really weird reading tweets after the event where you are quoted. No longer does what you say remain in the room but it is broadcast to a much wider audience without you knowing what is being said. Very scary and exciting.

Next up was Beth Ruddock who talked about her use of social media for professional development. Beth finds Twitter a valuable tool for making key contacts in the profession as well as for following events (like this one) that you have been unable to attend physically. Beth reads lots of professional blogs and blogs herself as it's a great way to progress within your profession. She received an award and being a modest person said she didn't know that she was necessarily doing more than others but that she was doing it publicly. This led to other things including an article in Update about her. Having a good Twitter presence can help your career. She also talked about the success of projects @theREALwikiman and @Woodsiegirl have been involved in that has come about because of engagement with social media.

Social media is a great tool to "grow" ideas and in her experience Twitter displays professional generosity - people are willing to help out. Through Twitter people have been asked to speak at conferences, be part of projects etc.

I thought what Beth had to say was really interesting and has made me want to be more active in my use of Twitter and other social media. I do post but not very often and am maybe not getting as much out of it as I could. I certainly use Twitter more for work than Facebook and get useful contacts and interesting links from others but maybe there is more... hmm something to ponder.

Next up was Sue Lawson from Manchester libraries. Her presentation was really inspiring, they seem to be doing so much. It seems that one area of developments leads into other things, sometimes by accident. The more engaged you are with social media the more opportunities seem to develop. I thought their Facebook page looked really good. Sue said she did used to spend ages get the boxes just right on the page but realised that many people only look at the news feed and never actually get to the page so she now spends more time writing interesting items for the feed - this is definitely something I will take away from the session. I was getting a bit hung up about what else we needed to put on our page but maybe we just need to focus on writing some more positive and interesting posts - it follows that I'll try to do this for the E-Library page too (this was my action point from the day).

I liked their use of flickr, which includes photos of central library before the refurb, much of this content is user generated.

Sue also showed us her "listening Wall" - this is a Netvibes space which collects what people are saying about the libraries and all the transformation team have logins to this - I thought this was a really good idea, bringing it all together in one space. Other things to investigate later would be Hootsuite and Issuu

After all that we needed some lunch and further sharing went on whilst we were eating. After lunch Lisa Jeskins talked about her experiences of using Twitter for work and how she's started a blog. Lisa talked about how tweeting at an event is a great marketing tool - the Mimas cupcakes - a few tweets to friends, spread and news of the Mimas cupcakes spread far and wide (Internet Librarian International 09)

Lisa also talked about the value and challenges of using twitter as a supplementary tool for training courses. You need to be careful not to alienate potentially half of your training course by providing information prior to the course via Twitter that those who are on Twitter don't get. She has set up a training blog herself and said that by using Twitter first this gave her the confidence to set up the blog.

After this we split into two groups for a very stimulating and interesting discussion. Rather than reinvent the wheel Beth summarised the discussion really well in her tweets on the day so check out them out for the main points - available here: http://twapperkeeper.com/hashtag/nmee

I have to say whilst writing this I've been re-reading the tweets to supplement the notes I made and that has been really helpful. So thanks to all those who tweeted and thanks for a great, stimulating and inspiring day.