About pipmcdonald

Learning Technologist

Digital Winter is Coming. Exploring the Brave New Digital Worlds at the EdtEch Winter Conference 2021. A Reflective Audio Comic

The Irish Learning Technology Association (ILTA) organised the EdTech Winter Online Conference 2021 Paradigm Shift: Reflection, Resilience and Renewal in Digital Education that took place on 14th-15th January 2021 on Zoom.

Having experimented with using both comics and graphic novels in education boefore which was presented at the Association of Learning Technologists (ALT) Winter Conference entitled ‘It’s Beginning to look a lot like learning. Using Sanako technology to support the language learning process’, in 2016, I was familiar with the potential of the pedagogic value of comics. Having worked in a University Language Centre, I discovered we had Frankenstein The Graphic Novel: Original Text (British English) in the collection. The teacher resource pack had a CD ROM with supplementary audio material. A free sample of the comic is available to download here. What if students continued the story by creating blank comic frames for them to fill in? I used comic templates from Presenter Media and Slides Carnival. Perhaps comics and graphic novels are an important part of visual literacy which can be defined as “…decribing the complex act of meaning making using still or moving images” (Fisher & Frey, 2008: p1). It has been argued that comics “…are on the cutting edge of pop culture” (Fisher & Frey, 2008: p29) Using a popular cultural artifact as a frame can help to engage students. The idea to comibine audio and the comic came from the Star Wars Audio Comics on YouTube available here. Combining two modalities could be argued to have a positive pedagogic impact as a committment to multimodal learning using “semiotic resources” (Bezemer & Kress, 2016: p3).

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The’ brave new digital world’ idea in the title of the blog draws on the novel Brave New World by Aldous Huxley in 1932. Perhaps Learning Technologists will support the creation of digital environments by being a “World Controller” (Huxkey, 1932: p38). In the same way that I finished writing this blog post, let us embrace “Brave New Digital Classroom” (Blake, 2013). It’s not all Zoom, Doom & Gloom, but rather Zoom, Boom & Bloom!

Bibliography

Catalina, J (2021) Colorful Comic. Free PowerPoint Template & Google Slides in Slides Carnival (Online) Available at: Themehttps://www.slidescarnival.com/jachimo-free-presentation-template/1393 [Accessed: 14th January 2021]

Bezemer, J & Kress, G (2016) Multimodality, Learning and Communication: A social semiotic frame (Oxon: Routledge)

Blake, R, J, Guillén, G & Thorne, S, L (2020) Brave New Digital Classroom: Technology and Foreign Language Learning (Washington DC: Georgetown University Press)

Classical Comics Ltd (2021) Frankenstein Teacher Resources Pack (Online) Available at: http://www.classicalcomics.com/product/frankenstein-teaching-resource-pack/ [Accessed: 14th January 2021]

Classical Comics Ltd (n.d.) Frankenstein The Graphic Novel: Original Text (British English) [pdf] Sample pdf Available at: FrankensteinOriginalTextSamplerOpt.pdf (classicalcomics.com) [Accessed: 14th January 2021]

Fisher, D & Frew, N (eds) (2008) Teaching Visual Literacy: Using Comic Books, Graphic Novels, Anime, Cartoons, and More to Develop Comprehension and Thinking Skills (California, New Delhi, London & Singapore: Corwin Press)

Huxley, A (1932) Brave New World (Great Britain: Penguin Randon House)

Leschallas, W & McDonald, P (2020) Techno-autobiography & the Transnational Online Pivot: Exploring a Lecturer’s Experience of Teaching Online. Digitalrau.wordpress.com Digital Transformation Blog [blog] 12th Dec. Available at: https://digitalrau.wordpress.com/2021/01/12/techno-autobiography-the-transnational-online-pivot-exploring-a-lecturers-experience-of-teaching-online/ [Accessed: 14th January 2021]

Presenter Media (2020) Presenter Media (Online) Available at: https://www.presentermedia.com/ [Accessed: 14th January 2021]

McDonald, P (2016), ‘It’s Beginning to look a lot like learning. Using Sanako technology to support the language learning process’ In: Association of Learning Technologists (ALT) Winter Conference, 6th-8th December 2016. Online.

Shelley, M, Bryant, C, Shalvey, D, Wiley, T, Cobley, J, Wenborn, K, Haward, J, Cardy, J, Nicholson, K, Placentino, J & Wheeler, J (2008) Frankenstein The Graphic Novel: Original Text (British English) (United Kingdom: Classical Comics Ltd)

Star Wars Audio Comics (n.d.) Home [YouTube Channel] (Online) Available at: https://www.youtube.com/channel/UCtt_HbmqOrM6fQMQBr4oVDA?reload=9 [Accessed: 14th January 2021]

Techno-autobiography & the Transnational Online Pivot: Exploring a Lecturer’s Experience of Teaching Online

In previous blog posts in the China series, content was created by the Learning Technology team and Bonnie and Lola from SDAU. Therefore, we actively welcome a contribution from a Lecturer who taught on the SDAU project. It is with great pleasure to both work with and interview William Leschallas, Head of School of Real Estate and Land Management. William was able to provide a unique pedagogical insight into the experience of teaching in China in both a face-to-face and online capacity. When I first met with William, he showed me pictures of his China trip and the work students had produced in a group in the form of a poster. We then worked together to adapt a face-to-face assessment task to an online activity.

William was asked a series of questions exploring the theme of the transnational online pivot.

PM: Describe your ‘techautobiography’ in a couple of sentences. A techno-autobiography is the history of your relationship with learning technology in the past.

WL: 2.5 years ago I had no idea about learning technology and I amnow  teaching 140 Chinese in Tai’An from my home. It has been so rewarding and great to see the student engagement.

PM: How do you compare the being in China in a F2F capacity to teaching online?

WL: ? I did miss not being in front of the students. Whilst student engagement on my module was good, I think both the students and myself missed out on that face to face interaction. However the quality of the work they produced was still very good.

PM: How did you find adapting your lectures for online learning? 

WL: Adapting the lectures was not that difficult as I had to be well organised before going to China.

PM: How did you adapt delivery and content for the interactive sessions? 

WL: Building on the answers above this was the most challenging part of the teaching. My subject benefits from seeing how the students react to what is being said and requires team work. The latter is much better placed when done face to face. Therefore I had to deliver in a way that I thought would be interesting and spur them on in the practical activities that were given to them.

PM: How can we improve support for Lecturers for the move to online learning? 

WL: I thought the support I was given was excellent. More training on using the technology would be brilliant so that we can be more creative. This applies whether delivering remotely and in the room.

PM: If you could tell the story of the move to online learning in three words, what would your (micro) story be? 

WL: Challenging, time consuming, rewarding (apologies 4 words!!)

PM: How did you adapt the poster assessment for online learning? 

WL: The poster assessment that I set just needed a clear explanation in the record lectures. Judging by the results this seemed to work. However the students have to take a lot of credit for engaging so well and enthusiastically. Poorang (Poorang Piroozfar also taught on the SDAU project with William for the Y3 Business Practice & Project Management module) managed to achieve the same result with his recorded presentations. Poorang’s presentations also were assessed for 10% of the module so there was an added incentive in our absence.

PM: What was the hardest part of online teaching? 

WL: Not knowing how the students were reacting to each lecture. Not knowing how engaged the students were in the online seminar sessions. Not seeing the students in person. See comments below about language

PM: What was the most enjoyable part of online teaching? 

WL: Seeing the work the students churned out and the fact that on request, they sent through photographs of themselves working in teams on their projects. We could therefore see them at work, which made such a difference.

PM: What advice would you give to a Lecturer who has not taught on the SDAU project before? 

WL: Do not under-estimate the time and care that is needed to prepare and record the lectures and assessments.

PM: How do you think the SDAU project will be in future given the impact of the global impact of the pandemic?

WL: Provided the students like our style and the results are good and we at the RAU learn from our experiences and improve our delivery then no problem. However being face to face makes all the difference especially with the language barrier. This latter point applies to some of my answers above as well. 

Reflection: A Pivot with a Pivot. A Digital Wheel within a Digital Wheel. Exploring Hope, Tropes & Pivot Folklore.

From the perspective of a Learning Technologist, I was able to ‘drop into’ the interactive sessions taking place on Zoom. The online classroom can be a challenging online environment to get used to, particularly in light of the “Zoom Gaze” (Caines, 2020) ontology, transparency and “(in)visibility” (Gallagher, Breines & Blaney, 2020). It was fascinating to see how different Lecturers approached planning and delivery of their interactive sessions. The variety of pedagogical approaches really added value to the digital student experience. Whilst training was provided to prepare Lecturers for teaching on Zoom that covered the ways that it is possible to engage students such as sharing scree, using chat, whiteboard and polling, teacher autonomy and Lecturer’s bringing putting their own ‘pedagogical stamp’ on the sessions can be acknowledged. Meeting the Lecturers before the sessions went ‘live’ was a unique opportunity to find out about them, their subject specialism and ideas about online teaching. Drumm (2019) identified the idea of “folk pedagogies” as a way to describe how Lecturers explore their ideas about online pedagogy. It is also the case that Learning Technologists have ideas about how they perceive pedagogical reflections and how to support Lecturers with the online pivot. The critical question is always how can we work together effectively and explore our ideas together? Whatever “folk pedagogies” we have or have not, I would like to thank the Lecturers involved with the SDAU project for their willingness to embrace the challenges that teaching online can bring to make a success of the opportunity (Drumm, 2019). In future, given that it can be argued that teaching online is different from teaching in a tradition face-to-face setting, it may be possible to explore peer review of online teaching in a supportive capacity. The positive student feedback was acknowledged at the RAU & SDAU annual general meeting. I reflected on the AGM in a blog post here.

The term techno-autobiography was discovered in a presentation here (Zheng, 2015). When educators ask themselves what about what their relationship with learning technology has been in the past, it is  a powerful process which opens how we can overcome challenges in speculative futures. For me, my techno-autobiography was realised with the awareness that it is possible to be enthusiastic about learning technology, yet critical at the same time. The critical lens through which it is possible to view learning technology is a helpful way to embrace complexity and navigate uncertain pedagogic worlds.

What is your techno-autobiography? How does it impact your approach to online pedagogy? Can we re-frame our narrative?

Group 1 of William Leschallas’ student group in the interactive sessions created a poster using the visual structure of an octopus.

Group 1’s poster with the visual structure of an octopus

In this blog post, tropes were identified as a way to make sense of the transnational online pivot. It has been argued that “…pervasive in everyday life, not just in language but in thought action. Our conceptual system…is fundamentally metaphorical in nature” (Lakoff & Johnson, 2003: p3). After having been award a Global OER Graduate Network (GOGN) fellowship, a picture book about open education was co-created where a question in the survey was asked about animal came to mind when reflecting on open education (Nerantzi, 2020). If it was possible to choose an animal that the project could ‘be’ in a metaphorical sense, perhaps it could be an octopus in terms of seamlessly gliding through the ocean of challenges both technological and pedagogical, perhaps this what Learning Technologists strive to do. The #creativeHE group is a helpful community of practice to support what they call “pedagogical rebels and free-thinking innovators in experimenting with, developing, sharing and getting support for novel learning and teaching ideas” (#creativeHE, n.d.). Perhaps a case can be made for creative approaches to learning technology and further research can be carried into the extent to which creative approaches can cross disciplinary and transnational boundaries to improve the digital student experience. Here’s to the “Brave New Digital Classroom” (Blake, 2013). Here;s to the “Brave New Digital Classroom” (Blake, 2013).

Bibliography

Blake, R, J, Guillén, G & Thorne, S, L (2020) Brave New Digital Classroom: Technology and Foreign Language Learning (Washington DC: Georgetown University Press)

Caines, A (2020) The Zoom Gaze in Real Life (Online) Available at: https://reallifemag.com/the-zoom-gaze/ [Accessed: 8th January 2021]

Drumm, L. (2019). Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching. Research in Learning Technology, 27 (Online) Available at: https://journal.alt.ac.uk/index.php/rlt/article/view/2094 [Accessed: 12th January 2021]

Gallagher, M, Breines, M &  Blaney, M (2020) Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech in Postdigital Science and Education (2020) [e-journal] (Online) Available at: https://link.springer.com/article/10.1007/s42438-020-00198-1 [Accessed: 10th January 2021]

Lakoff, G & Johnson, M (2003) Metaphors We Live By with a new afterward (Chicago & London: University of Chicago Press)

McDonald, P (2020) Lost (and found) in Translation: Transfiction, Tropes & Transnational Imaginaries  Digitalrau.wordpress.com Digital Transformation Blog [blog] 7th Dec. (Online) Available at: https://digitalrau.wordpress.com/2021/01/11/lost-and-found-in-translation-transfiction-tropes-transnational-imaginaries/ [Accessed: 21st January 2021]

Nerantz, C (2020) GOGN Fellowship Project: Co-creating an open picture about open education. http//go-gn.net/research Global OER Graduate Network Blog [blog] 22 October (Online) Available at: http://go-gn.net/research/fellowship-open-picture-book/ [Accessed: 12th January 2021]

Nerantz, C (2020) Open invitation to seed ideas for a collaborative open picture book story about open education, a GOGN Fellowship (Online) Available at: projecthttps://docs.google.com/forms/d/e/1FAIpQLSemyGWWm4orA72VlEnZ1Gzk8lAkvG_GFWWn8rKOV-_ezapH2g/viewform [Accessed: 12th January 2021]

Global OER Graduate Network (n.d.)  http://go-gn.net/ (Online) Available at: http://go-gn.net/ [Accessed: 12th January 2021]

#creativeHE (n.d.) CreativeHE Community (Online) Available at: https://creativehecommunity.wordpress.com/ [Accessed: 12th January 2021]

Zheng, I (2015) Techno Autobiography [Prezi Presentation]. (Online) Available at: https://prezi.com/8seyqaa4rk82/techno-autobiography/ [Accessed: 12th January 2021]

Royal Agricultural University (RAU) Biography William Leschallas (Online) Available at: https://www.rau.ac.uk/about/organisation/staff/william-leschallas [Accessed: 12th January 2021]

Lost (and found) in Translation: Transfiction, Tropes & Transnational Imaginaries.

The RAU & SDAU annual general meeting took place on Thursday 7th January 2021. It was a privilege to be invited to contribute to the meeting and share a summary of the research Marieke Guy, RAU’s former Digital Learning Manager (@digitalrau) and I carried out on the transnational online pivot in 2020. The presentation can be accessed here. The China blog series can be accessed here.

The RAU & SDAU annual general meeting was an opportunity to hear from a range of individuals from both institutions deliver their annual reports and reflections. SDAU staff attended the meeting in a face-to-face capacity on campus, RAU staff attended the meeting in a virtual capacity using Zoom, the popular videoconferencing tool.

A Road Less Translated

We heard from Prof. Ran Zhang Vice President of SDAU in the opening speech with translated version in English.

A slide from the presentation delivered by Professor Ran Zhang, Vice President of the SDAU

It was possible to relate to a great deal of what Prof. Ran Zhang was saying particularly the trope, concerning how the “…road ahead is long and striving is the only way forward” and how both staff and students have been “…striving hand in hand, together at heart to overcome challenges posed by the Covid-19 pandemic” (Zhang, 2020). This felt like an incredibly positive narrative, almost poetic, to both in order set the tone of the AGM itself and to share the transnational partnership narrative with SDAU. The translation intrigued me and led me down a path of exploring how we can make sense of translated text in a meaningful way.

Translation has been argued to be a “…a travelling concept” (Kaindl, 2014: p2). a “master metaphor epitomizing our present condition humaine in a globalised and centreless context, evoking the human search for a sense of self and belonging in a puzzling world full of change and difference” (Delabastita, 2009: p111 in Kaindl, 2014: p2). Having worked in a University Language Centre in a technical capacity working with translation and interpreting software called Sanako and having taught English for Academic Purposes (EAP), I was keen to explore translated texts of presentations and the verbal contributions of both institutions. A trope “…can refer to any type of figure of speech, theme, image, character, or plot element that is used many times. Any kind of literary device or any specific example can be a trope” (Literary Terms, n.d.). What tropes have we used and can we use to make sense of transnational learning realities? Transfiction can be defined as “…the introduction and (increased) use of translation-related phenomena in fiction” (Kaindl, 2014: p4). It felt like the stories were telling and the way that language was used in the meeting in a translated capacity and other contexts was compelling and opened up new ways of framing transnational projects. Drawing on fiction as a tool helps us to frame the transnational narrative as an opportunity to tell stories in a collaborative capacity. How can we use the translated realities to create new transnational imaginaries? Whilst it may seem odd to draw on translation as a lens through which to reflect on the AGM itself, it has been argued that translation can be applied in an interdisciplinary capacity in virtue of its “chameleonlike changeability” (D’hulst. 2010: p54 in Kaindl, 2014: p1).

A really positive message from Prof. Ran Zhang was that the “…epidemic did not stop the pace of cooperation. Our cooperation was more profound, more extensive and more fruitful” (Zhang, 2020). The use of the word “pace” invoked the idea of acceleration and speed.

A slide from the presentation delivered by Professor Ran Zhang, Vice President of the SDAU

The part of the speech exploring the idea of building “…a community with a shared future for mankind in higher education” reminded me of the question of the purpose of education. This question has a long genealogy. For example, in the Robbins Report in 1963, it is acknowledged that “The question is not a new one” and the  goes on to ask “…what purposes, what general social ends should be served by higher education?”  (London. The Robbins Report. 1963, p6).

@pipmcdonald delivering a presentation at the RAU & SDAU annual general meeting

I was required to submit my presentation a few days before the meeting itself for the purposes of translation. It would have been interesting to see the translated version.Whilst it is important to “…to acknowledge a plurality of aims”, it is identified that “There are controversial issues here concerning the balance between teaching and research in the various institutions of higher education…” (London. The Robbins Report. 1963, pp6-7). The tension between teaching and research is an issue I discussed in the presentation I delivered. It was argued that research-informed practice was an important professional value.

A slide from the presentation delivered by Professor Ran Zhang, Vice President of the SDAU

The final message about friendship and fruitful cooperation was also positive. Ultimately, learning  is about relationships and I hope this transnational partnership will also continue to be “fruitful” in a cooperative capacity (Zhang, 2020).

Positive messages for the future from the SDAU

Prof. Neil Ravenscroft, Pro Vice Chancellor at RAU then delivered a speech. I am very grateful to both Prof. Neil Ravenscroft and Dr Xianmin Chang, Associate Pro Vice Chancellor for the opportunity to be involved with the AGM. Steve Finch, Director of China Programmes, who taught on the cohorts during both summer and winter in 2020, Tiger Wang, Director of RAU China Office & Daniel Wang, Deputy Director of RAU China Office were also present.

Professor Neil Ravenscroft delivering his speech at the RAU & SDAU annual general meeting

Lola Huo, who supported the SDAU project, contributed to a blog post about the SDAU project previously with Bonnie Wang here, delivered a presentation. We are very grateful for the contribution of both Lula Huo and Bonnie Wang to the SDAU project.

It was helpful to see how staff and students from SDAU experienced what I had been curating from RAU in both synchronous (interactive sessions) and asynchronous (pre-recorded lecturers in Panopto) capacities.

How the work we did at the RAU was turned into a pedagogical reality at SDAU

Lola’s thoroughly presentation included key points from the digital learning evaluation which was positive.

Positive Digital Learning Evaluation

Imaginaries have a rich genealogy and application and can be argued to be “…a jargon term that has been gaining currency in a number of social sciences” (Nerlich & Morris, 2015). A history of the term imaginaries and the different types including sociotechnical imaginaries can be found here (Nerlich & Morris, 2015). Castoriadis explored the imaginary and the “institution” in the book The Imaginary Institution of Society (Castoriadis, 1987: p115). Having studied Philosophy at Durham University, I discovered discussions about imagination in The Imaginary: A Phenomenological Psychology of the Imagination by Sartre. The critical question is how can we collectively re-imagine the transnational partnership?

It could be argued that the AGM itself was a multimodal experience in that visual, audio, and video modalities were present simultaneously. Multimodality can be defined as “…representations in many modes…” (Kress, 2010: p22). One of the core findings from the poster presentation delivered at the University of East London Learning & Teaching Symposium and the and the presentation delivered at the University of Manchester #ChinaHE2020 China and Higher Education: Navigating Uncertain Futures conference was that multimodal learning was identified as a significant type of learning that was taking place. I have explored multimodality in the context of technology enhanced language learning (TELL) in a blog post for the Association of Learning Technologists (ALT), in the Twitter conference, PressEd Conference in 2019 and at the MFL Twitterati conference in 2019 oragnised by the Association for Language Learning (ALL). Perhaps the presentations containing both text and image were more powerful than those containing text alone. Potentially, the case for the multimodal imaginary is compelling.

Both text and image: a powerful multimodal message for future intentionality?

There is a sense that the transnational online pivot has enabled us to travel “…through sociocultural space” (Kaindl & Spitzl, 2014). I concluded the presentation I delivered with a tweet from Virna Rossi, an Education Developer (@VirnaRossi) which I also discussed in the presentation co-delivered with @MariekeGuy at the University of Manchester #ChinaHE2020 conference in December 2020. The slides are available here, blog post here, and recording is here. The idea of of the university operating in a “…translocal…[and] transtemporal form…” is compelling (Ross, 2020). This echoes the idea of translation as acting as a ‘deterritorialisator’, perhaps “virtual space” creates “non-places” (Rapport & Dawson, 1998: p6 in Kaindl, 2014: p3).

(Rossi, 2020) @VirnaRossi

It felt like what was discussed in the SDAU AGM helped us reflect on what the university is and what it could be in the context of adaptive, resilient, and hopeful transnational partnership. Lost in Translation was a film in released 2003 exploring how strangers meet in Tokyo (IMDB, n.d.). The title of this blog draws on the notion of being ‘lost’ but then also stresses being ‘found’, a critical transformational process. This blog is entitled the ‘RAU Digital Trasformation’ blog. Supporting the SDAU project through the lens of learning technology has truly been a transformational opportunity.

Bibliography

Association for Language Learning (ALL) (n.d.) (Online) Available at: https://www.all-languages.org.uk/ [Accessed: 10th January 2021]

Castoriadis, C (1987) The Imaginary Institution of Society. [e-book] (Massachusetts: MIT Press) (Online) Available at:  https://books.google.co.uk/books?id=6UiOqYO0fx0C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false [Accessed: 10th January 2021]

IMDB (n.d.) Lost in Translation (Online) Available at: https://www.imdb.com/title/tt0335266/ [Accessed: 10th January 2021]

Guy, M & McDonald, P (2020) Presentation slides: The certainty of uncertainty: Transnational Online Pivot in China (Online) Available at: https://www2.slideshare.net/MariekeGuy/the-certainty-of-uncertainty-transnational-online-pivot-in-china-239927325 [Accessed: 10th January 2021]

Guy, M & McDonald, P (2020) Research poster: The Transnational Online Pivot: A Case Study Exploring Online Delivery in China (Online) Available at: https://www.slideshare.net/MariekeGuy/the-transnational-online-pivot-a-case-study-exploring-online-delivery-in-china-238494582 [Accessed: 10th January 2021]

Guy, M (2020) Quán lì yǐ fù: Delivering online teaching in China. Digitalrau.wordpress.com, Digital Transformation Blog [blog] 16 June (Online) Available at: https://digitalrau.wordpress.com/2020/06/16/quan-li-yi-fu-delivering-online-teaching-in-china/ [Accessed: 10th January 2021]

Guy, M (2020 Checking the Tech in China. Digitalrau.wordpress.com, Digital Transformation Blog [blog] 26 June (Online) Available at: https://digitalrau.wordpress.com/2019/06/26/checking-the-tech-in-china/ [Accessed: 10th January 2021]

Guy, M (2020) Yībù yīgè jiǎoyìn: Delivering online teaching in China. Digitalrau.wordpress.com, Digital Transformation Blog [blog] 29 June (Online) Available at: https://digitalrau.wordpress.com/2020/06/29/yibu-yige-jiaoyin-delivering-online-teaching-in-china/ [Accessed: 10th January 2021]

Guy, M (2020) Dēng gāo bì zì: Delivering online teaching in China. Digitalrau.wordpress.com, Digital Transformation Blog [blog] 31 August. Available at: https://digitalrau.wordpress.com/2020/07/31/deng-gao-bi-zi-delivering-online-teaching-in-china/ [Accessed: 10th January 2021]

Guy, M (2020) Dēng gāo bì zì: Delivering online teaching in China. Digitalrau.wordpress.com, Digital Transformation Blog [blog] 18 Sep. Available at: https://digitalrau.wordpress.com/2020/07/31/deng-gao-bi-zi-delivering-online-teaching-in-china/ [Accessed: 10th January 2021]

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McDonald, P (2020) Hold Your Digital Horses. Time for an Online Symposium. Digitalrau.wordpress.com Digital Transformation Blog [blog] 18 Sep. (Online) Available at: https://digitalrau.wordpress.com/2020/09/18/hold-your-digital-horses-time-for-an-online-symposium/ [Accessed: 10th January 2021]

McDonald, P (2020) Qiānlǐ zhī xíng, shǐyú zú xià. Laozi: Delivering online teaching in China.Digitalrau.wordpress.com Digital Transformation Blog [blog] 29 June (Online) Available at: https://digitalrau.wordpress.com/2020/06/29/and-remember-each-10000-mile-journey-begins-with-just-1-step-%e5%8d%83%e9%87%8c%e4%b9%8b%e8%a1%8c%ef%bc%8c%e5%a7%8b%e6%96%bc%e8%b6%b3%e4%b8%8b-qianli-zhi-xing-shiyu-zu-xia-laozi/ [Accessed: 10th January 2021]

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Sartre, J, P (2010) The Imaginary: A Phenomenological Psychology of the Imagination (Oxon: Routledge)

‘Oh Come All Ye Techful’

Exploring the Association of Learning Technologists (ALT) Online Winter Conference.

2020 has undoubtedly a dynamic year for the learning technology community. The Association of Learning Technologists (ALT) Online Winter Conference is the “…longest established online conference” (Association of Learning Technologists, 2020). The event took place on Monday 16th-Wednesday 16th December 2020 on the Blackboard Collaborate platform. The conference sessions were divided into four main types: plenary, parallel, webinar and social and reflected both the opportunities and challenges facing Learning Technologists.  

Speakers at the ALT Online Winter Conference (ALT, 2020)

I am grateful to Martin Hawksey (@mhawksey), the Chief Innovation, Community and Technology Officer for the Association of Learning Technologists (ALT) who provided pre-conference support sessions in Blackboard Collaborate to ensure presenters could make use of break out rooms, use the chat function, and share screen or content. He set up a sandbox session for us to practice using the features.

On Monday 16th December, the Association of Learning Technologists (ALT) Radio Show took place on The Thursday Night Show internet radio station. The first ALT Radio show took place Association of Learning Technologists (ALT) Online Summer Summit in August 2020 here.  I blogged about my experience of being a Learning Technologist DJ here. Learning Technologists produced their own radio shows with music for 30 minutes. The first set was from Alex Spiers, Senior Learning Technologist at London School of Economics Eden Centre for Education Enhancement (@alexgspiers). Alex played some tracks from Scottish artists. Sarah Honeychurch, Teaching Fellow at University of Glasgow, (@NomadWarMachine) & Niall Bar, Software Developer at University of Glasgow (@niall_barr) were up next and played an eclectic mix of songs including tracks from Belle & Sebastian and the classic ‘Jump’ by Van Halen. Richard Price, EdTech Advisor to the NHS (@RichardPriceUK) and Lyshi Rodrigo, Training Manager at Nord Anglia Education (@lyshendri) co-hosted their show and interviewed each other about their journey into learning technology. A recording of their show is available here. Dominic Pates (@dompates), Senior Learning Technologist (Relationship Lead) from City, University of London organised all the Learning Technology DJs in terms of the support technical setup and checking connection. He also played two sets. His first set was a track from each of the cities in which the annual conference was held in the past from Liverpool to Edinburgh which was a really good idea. Keynotes from previous conferences are available here. His second set was entitled ‘Jungle Bells’ which involved a mash up between jungle beats and traditional Christmas songs.It was truly inspired!

The ALT Radio Show on The Thursday Night Show

After Dominic, in the capacity of Notorious P.I.P as a DJ name, I played a set of technology themed songs including ‘Home Computer’ from Kraftwerk. My aim was to include an aspect on learning technology with each song. For example, ‘More Data’ by Negativland and ‘Computer Says No’ by DJ-Kicks (Mount Kimbie) [DJ Mix]. One of the highlights could be argued to be ‘Error Chord (Intro)’ by Windows95Man. I am sure we can all relate to ‘Computer Says No’. Hardy Milts, who supported me with technical set up using Mixxx, free DJ software, and is Thursday Night Show star, played the last set of the night. Check out his previous sets here. I am grateful to Hardy, Dom and The Thursday Night Show or ‘TTNS’ radio family.

Be Techy, Merry & Bright

I have presented at the Online Winter Conference three times. In 2016, I presented ‘It’s Beginning to look a lot like learning. Using Sanako technology to support the language learning process’. In 2019, I co-presented, ‘Live Participatory Collaborative Fiction. In 2020, . I was lucky to have an opportunity to present at the conference having successfully submitted a proposal. I adapted, created and presented Cards Against Learning Technology game for a 50 minute session on Tuesday 15th December. Gamification has been a popular approach to enhance pedagogy. I developed a professional interest in games-based approaches and presented at the Association of Learning Technologists (ALT) East England group event at University of East Anglia (UEA) entitled Now I’ve Seen Everything: Opening & Closing the Pedagogical Eye to Gamification & VR-enhanced Language Learning‘.

Exploring gamification at the Association of Learning Technologists (ALT) East England group event at University of East Anglia (UEA)

All I Want for Christmas is a Game

Learning Technologists create a range learning experiences to engage students including escape rooms. Perhaps it could be argued that it is time Learning Technologist to have the opportunity to play a game themselves? A playful, creative and safe space to explore what we do, our evolving professional identities, to have fun, laugh, and play in a collaborative capacity is important for our community. The original Cards Against Humanity game was designed to be played in a face-to-face capacity with physical cards. It is also possible to play the game in an online capacity (TechRadar, 2020).

Like teaching and learning in institutions all over the world, the Cards Against Humanity game has had to make the ‘pivot’ to an online game reflecting the impact of the pandemic. How was it possible to adapt the card game for Learning Technologists? I created multimodal cards with animations with different rounds. Given that the game itself and the company who created the game can be argued to be controversial, it was fundamental to create relating to learning technology in a non-offensive capacity reflecting the professional interests of the community (Brooks, 2016). I wanted to concentrate on the positive aspects of the game and how the structure could be used to engage players. There are numerous expansion packs for the game. The cards I created were like a Learning Technology expansion pack. The game provided a simple ‘fill in the blank’ structure to help engage conference participants with specific frames and prompts. Using a simple structure was really helpful – “The biggest enemy of thinking is complexity” (De Bono, 2009: p176).

Having observed the range of new features that emerged such as using video waiting rooms in Zoom creative and engaging ways, I was keen to set the tone of the ‘playful’ and almost ‘un-conference’ session by playing music such as Perhaps, Perhaps, Perhaps by Enoch Light to set the tone of the session (Zoom, 2020). This was consciious curatorial effort to create a fun, free, participatory and exploratory game space to create the right online environment for a post digital online game experience. Having previously carried out research on the use of multimodal learning, I attended the talk by Dr. Carl Hayden-Smith hosted by the UCL Centre for Multimodal Research entitled ‘The Multimodality of Contextology, Double Consciousness and Holotechnica‘ on on 17th December. Carl talked about the importance of building in agency to experiences. I felt hat in the game I created, I was also designing it to to actively encourage the agency of the players.

One of the Cards Against Learning Technology

In the original game, the white card set provide prompts to fill in the blanks on the back cards. In the adapted Cards Against Learning Technology game, the white cards were contributions encouraged from players either in the chat or by speaking on the microphone, almost like activating the ‘cards in our minds’. The white card round encouraged players to create and share a longer and more challenging yet fun narrative.

Cards adapted to be ‘frames’ from the white deck in the orginal game

In terms of preparing for the session. I carried out research into the genealogy of the game. I discovered that creating your own game is actively encouraged and it is possible to download a template for free . It is also possible to ‘suggest a card’. The company who makes the game also offer scholarships in science and support women in STEM (Cards Against Humanity, 2020) It felt like a card game could actually teach us a lot about post digital pedagogical possibilities particularly in relation to an open approach.

What can a card game tell us about pedagogy?

Post Digital Comfort & Joy

It has been argued that “postdigital living” can be “unsettling” (Selwyn & Jandrić, 2020: p989). Playing a game during the pandemic could be argued to be a ‘rebellious post digital act’ in a collaborative way and can help our learning technology community support each other.  The session was not an academic presentation so it did not feel important to explore what post digital pedagogy might mean. “The definitions used do not hold “…critical value but…[they have] utility in exposing issues within the contemporary digital landscape” (Taffel, 2016 in Fawns, 2018: p142). Whilst the pursuit of academic definitions is not as crucial as the context, the use of ‘post digital’ is used to highlight the human element of being a Learning Technologist. As a ‘post digital player’ or ‘post digital actor’, Learning Technologists are provided with an opportunity to articulate their ideas in real time as a response to the prompts on the black cards, sharing stories, challenges, identities, and success. Games can be argued to activate ‘post digital agency’.

“Last Christmas, I gave you a game. The very next day, we played it again…with the new Expansion Deck”

In addition to the cards, I also created different rounds for example a picture round where popular memes from 2020 were used as a visual prompt relating to Learning Technology. What advice would Baby Yoda from The Mandalorian give to a Learning Technologist?

(Screenrant, 2020)

Having been involved with the @FemEdTech shared Twitter account in 2019, it felt important to include a #FemEdTech card. I was inspired by Dr. Sue Black’s (@Dr_Black) journey into technology and contribution to Bletchley Park where I visited in 2017.

(@Dr_Black, Dr. Sue Black, 2020)

I used Presenter Media ­to create the animated videos and create the different rounds in the game. For example, a virtual fruit machine.

After responses to the stimulus card were shared, in some cases, this promoted a further discussion on the ideas such as a response about auto captioning raised a further comment on digital accessibility. One of the cards explored the theme of surveillance capitalism which prompted a post-card comment about issues around proctoring that the Learning Technology community have been concerned about (Chin, 2020). Another card invited players to reflect on what makes Learning Technologists’happy’ which prompted a further comment about the impact of screen time and the suggestion of glasses with BlueGuard technology as a wellbeing idea. Another card led to a commenr from the Chair, Carrie Ann Walton, a Learning Technologist from the NHS and educational researcher (@CarrieAWalton) about what she had been studing at the Open University. It was also possible to create alternative and creative scenario based cards such as a ‘bingo ball’ round where a machine selected a ball from a ball pool which revealed a card.

One of the ‘player participants’, Robert Falmer, responded in the chat with this response – “Technology is an agnostic pedagogy”. At the end of the session, the Chair, Carrie Anne Walton and I discussed who we felt the winner of the Cards Against Learning Technology could be and we felt his response was incredible and in virtue of this he was our winner. The winner receives a Cards Against Learning Technology mask.

(@PipMac6, McDonald 2020)

When I completed teacher training, I came across the head, heart, bin & bag tool (Hunter, 2020). This tool was used in the previous presentation at the Association of Learning Technologists (ALT) Online WInter Conference in 2019. It felt like an appropriate tool to provide the structure for a collaborative reflection task about the game at the end of the session. Head corresponds to something you will remember from the session, heart refers to how you felt during the sessions,  bin means something to forget and finally bag provides an opportunity to identify a ‘takeaway’ for example into your own context.

Feedback & Feedforward

Cards Against Learning Technology received some positive feedback on Twitter.

(@not_compston, Compton, 2020)

In future, I would like to improve the game for example by using a tabletop simulator to make the game experience more authentic. Cards Against Learning Technology was played in a synchronous capacity during the live conferecne session. Therefore, a future potential development could include an asynchronous component. I had been reflecting on the fundamental sociomaterial shift of how we carry out daily activities and wondered to about the extent to which the game will “…continue what is emerging as a productive speculation on future relationships between technology and the project of education” (Knox, 2019: pp357-358). Digital can be understood as capital (Knox, 2019: p361). Pehaps online games could be argued to have ‘post digital capital’.

Carrie Ann Walton, a Learning Technologist from the NHS and educational researcher (@CarrieAWalton) chaired the session. She contacted me prior to the presentation and supported me with monitoring the chat and shouting out responses. I really would not have been able to run the session without her support. She hopes to use a game in her own context ‘Cards Against Learning & Development’. I was grateful that she got involved in the discussion around the topics and themes emering from the cards which really helped to engage with players such as when we discussed Second Life and her recent work at the Open University.

Carrie Ann Walton, Session Chair, Learning Technologist from the NHS and educational researcher (@CarrieAWalton)

One of the conference highlights was the idea of “hauntology” and the “spectral presence” to understand the ontology of online presence with a “haunted subject” (Henriksen, 2016: p37) in the session delivered on Wednesday 16th December entitled ‘To Be And Not To Be: Physical Absence and Virtual Presence in Online Learning’ delivered by Dr. Stuart Taylor, University Tutor at University of Glasgow (@SJamesTaylor), and Dr. Ingeborg van Knippenberg, Lecturer at Edinburgh Napier University (@icvk).

(@louisedrumm, Drumm, 2020)

Other significant highlights of the conference include the Opening Plenary exploring a new ethical framework for Learning Technology with Sharon Flynn, Project Manager of the Enhancing Digital Capacity in Teaching and Learning project at the Irish Universities Association (@sharonlflynn), Natalie Lafferty, Head of the Centre for Technology and Innovation in Learning at the University of Dundee (@nlafferty), John Traxler, Professor of Digital Learning in the Education Observatory at the University of Wolverhampton, Bella Adams, Director of Information Technology at University of Sheffield (@bellaabramsIT), and Lyshi Rodrigo, Training Manager at Nord Anglia Education (@lyshendri).  Another significant highlight was the ‘Telling Data Stories: a tool for thinking about higher education, surveillance & ethics’ session delivered by Jen Ross, Senior Lecturer and co-director of the Centre for Research in Digital Education at the University of Edinburgh (@jar)  and Anna Wilson, Lecturer in Lifelong Learning at the University of Stirling (@anwstirling) exploring co-designing with Speculative Data Stories The can be accessed here .

God Rest Ye Merry Learning Technologists – A ‘Joyful & TriumphantCommunity

The Learning Technologist of the Year Awards Ceremony and presentation of the Community Awards took place at the end of the last day of the conference on Wednesday 16th December. A wonderful moment was when the #altc community won the Community Award:

#altc Community Award

The recording of the Cards Against Learning Technology session is available here.

Follow the #altc hashtag on Twitter to explore tweets about the conference.

Bibliography

Association of Learning Technologists (ALT) (n.d.)  (Online) Available at:  ALT Conference https://www.alt.ac.uk/altc [Accessed: 17th December 2020]

Association of Learning Technologists (ALT) 17th December. Available at: https://twitter.com/A_L_T/status/1339500672438382594 [Accessed: 17th December 2020]

Association of Learning Technologists (ALT) 2020 ALT’s Online Winter Conference 2020 Celebrating Learning Technology practice, research and policy Online Winter Conference Speakers 2020 [Online]. [Accessed: 14th December 2020] Available from: https://altc.alt.ac.uk/online2020/

Association of Learning Technologists (ALT) 2020 ALT’s Summer Summit 2020 Learning Technology in the time of crisis, care and complexity (Online) Available from: https://altc.alt.ac.uk/summit2020/#gref [Accessed: 14th December 2020]

Association of Learning Technologists (ALT) (2020) Winter Conference (Online) Available at: https://www.alt.ac.uk/events/winter-conference [Accessed: 14th December 2020]

Brooks, D (2016) Letter of Complaint: Cards Against Humanity, The New York Times Magazine. [online] (Last updated Oct 7th 2016) Available at:https://www.nytimes.com/2016/10/07/magazine/letter-of-complaint-cards-against-humanity.html [Accessed: 19th December 2020]

Blake, R, J, Guillen, G & Chun, D, M (2008) Brave New Digital Classroom: Technology and Foreign Language Learning (Washington DC: Georgetown University Press)

Cards Against Humanity LLC (No Date) Cards Against Humanity (Online) Available at: https://cardsagainsthumanity.com/  [Accessed: 21st October 2020]

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Co-designing with Speculative Data Stories (2020) Telling Data Stories (Online) Available at: http://datastories.de.ed.ac.uk/ [Accessed: 17th December 2020]

Compton, M (2020) 17th December. Available at: https://twitter.com/not_compston/status/1339567260726398978 [Accessed: 17th December 2020]

Chin, M (2020) An ed-tech specialist spoke out about remote testing software — and now he’s being sued. The Verge. [online] (Last updated Oct 22nd 2020) Available at: https://www.theverge.com/2020/10/22/21526792/proctorio-online-test-proctoring-lawsuit-universities-students-coronavirus [Accessed: 19th December 2020]

De Bono, E. (2009) Six Thinking Hats (Penguin: Great Britain)

Dixon, N & McDonald, P (2019) Association for Learning Technology (ALT) Online Winter Conference in 2019 ‘Live Participatory Collaborative Fiction’ Available at:  https://altc.alt.ac.uk/online2019/sessions/342/#gref [Accessed: 17th December 2020]

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Fawns, T (2018), ‘Postdigital education in design and practice’, [pdf] Postdigital Science and Education, pp. 135-143 (Online) Available at: file:///C:/Users/pipso/AppData/Local/Temp/Fawns2019_Article_PostdigitalEducationInDesignAn-2.pdf [Accessed 14th December 2020]

Henrikson, L (2016) In the Company of Ghosts Hauntology, Ethics, Digital Monsters. PhD Thesis. [pdf] (Online) available at: http://liu.diva-portal.org/smash/get/diva2:918869/FULLTEXT01.pdf [Accessed: 19th December 2020]

Knox, J (2019) What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Postdigit Sci Educ 1,357–370 (2019) (Online) Available at: https://www.researchgate.net/publication/333321895_What_Does_the_%27Postdigital%27_Mean_for_Education_Three_Critical_Perspectives_on_the_Digital_with_Implications_for_Educational_Research_and_Practice [Accessed 14th December 2020]

Lindsay Jane Hunter (2020) Head, Heart, Bin, Bag Available at: https://www.youtube.com/watch?v=r66018vJq7w [Accessed 14th December 2020]

McDonald, P (2020) 15th December (Online) Available at: https://twitter.com/PipMac6/status/1338943678971305986 [Accessed 15th December 2020]

McDonald, P (2020) When a Learning Technologist became a DJ – For One Night Only. https://digitalrau.wordpress.com/ Digital Transformation blog (Online) Available at: https://digitalrau.wordpress.com/2020/08/27/when-a-learning-technologist-became-a-dj-for-one-night-only/ ([Accessed: 14th December 2020]

McDonald, P (2020) ‘Cards Against Learning Technology’ delivered at the Association of Learning Technologists (ALT) Online Winter Conference 2020 (Online) Available at: https://eu.bbcollab.com/collab/ui/session/playback [Accessed: 17th December 2020]

McDonald, P (2020) When a Learning Technologist became a DJ – For One Night Only. https://digitalrau.wordpress.com/ Digital Transformation blog (Online) Available at: https://digitalrau.wordpress.com/2020/08/27/when-a-learning-technologist-became-a-dj-for-one-night-only/ ([Accessed: 14th December 2020]

Miller, K (2020) 8 Of The Best Blue Light Glasses For 2020. Forbes [online] (Last updated Dec 7th 2020 04:50pm EST) Available at: https://www.forbes.com/sites/forbes-personal-shopper/2020/12/07/best-blue-light-glasses/?sh=39fbc3782930 [Accessed: 19th December 2020]

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Taylor, S & Van Knippenberg, I (2020) ‘To Be And Not To Be: Physical Absence and Virtual Presence in Online Learning. Association of Learning Technologists (ALT) Online Winter Conference. 15-16th December 2020, Online

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Hold Your Digital Horses. Time for an Online Symposium.

The University of East London (UEL) hosted their Learning & Teaching Symposium on Microsoft Teams on Thursday 17th September. A slide from the final keynote delivered by Simon Thomson (@digisim) from the Centre for Innovation in Education exploring the Physical and Digital: Exploring places and spaces for hybrid teaching in a post-lockdown world.

Pivot within a Pivot. Digital Wheel within a Digital Wheel.

Both Zoom and Microsoft Teams have played an important role at RAU, a Zoom with the SDAU project which was the topic of a poster presentation delivered at the event by @digitalrau, Digital Learning Manager and @pipmcdonald, Learning Technologist. The event had different rooms with different themes where presentations were delivered simultaneously. Our room explored Teaching Principles in Practice. We successfully submitted a proposal to the symposium exploring the transnational online pivot relating to the longstanding project the RAU is involved with working with Shandong University in China. The transational pivot was almost like a pivot within a pivot, a digital wheel within a digital wheel.

A Learning & Teaching Symposium: Tech Incognita for Terra Incognita?

As a learning and teaching event, my initial concern was that both our roles and activity were concerned with learning technology and not pedagogy in an explicit capacity. Some Learning technologist roles are more technical and others are more focused on pedagogy. However, the more work I carried out on the project the more I realised the pedagogy was driving the narrative of the project rather than the technology. This was echoed In the Microsoft Teams chat during our poster presentation.

Never Mind the Buzztech. Putting the Learning in Learning Technology.

“When a ‘learner’ sits alone in front of a computer and engages with a text displayed on screen there is more going on than the interaction of that individual with the screen” (Jewitt, 2006: p76). An evaluation form in Microsoft Forms with a range a questions including using Likert scale and ranking was created and emailed to lecturers who taught on the project. The benefit of using Microsoft Forms is that the results are created in real time. One of the questions asked what types of learning took place during the interactive sessions? Lecturers identified that multimodal learning was form of learning that took place the most. Multimodality can be understood whereby “…all modes of communication are attended to as part of meaning making…” (Jewitt, 2006: p3 ). More specifically, multimodality can be seen as “…images, sounds, space, and movement representing and communicating meaning (Kress, 2010, in Miller & McVee). Multimodal approaches to pedagogy are becoming widely used in academia (Jewitt, Bezemer & O’Halloran, 2016). Having explored multimodality in education at the MFL Twitterati conference at the Ashcombe school  in Dorking organised by the Association for Language Learning (ALL) in 2019 and at the Missing Maps mapathon event at University College London (UCL) in 2019 – , I was keen to explore this more. Zoom could be argued to be a platform for “multimodal discourse” (Kress & van Leewen, 2001). It could also be argued that multimodality literacy could potentially help to move across any potential language barriers. Participating in a Zoom meeting is a multimodal experience – “When a ‘learner’ sits alone in front of a computer and engages with a text displayed on screen there is more going on than the interaction of that individual with the screen” (Jewitt, 2006: p76). A further study could be completed to explore the impact of multimodal approaches to learning and teaching.  

The Power of Research Informed Pedagogic Practice

Lecturers wanted to explore how to use the interactive features in Zoom included break out rooms, polling and whiteboard. The technology was a platform for the pedagogy. There is a well-known quotation that ‘When the student is ready the teacher will appear’. What about the Learning Technologist?  The truth is Learning Technologists appeared in a radical way particularly during lockdown to facilitate the online pivot.

When asked what approaches Lecturers took in the interactive sessions on Zoom, the majority used the chat function and share screen. What emerged pedagogically was that some teachers wanted to explore more features such as polling, breakout rooms and whiteboard. As a Learning Technologist, this was exciting to support and a model we hope to follow up on the next iteration of the project. Pedagogy driving the narrative of the project and not necessarily the technology was the critical thread we wanted to stress in the presentation.

With respect to how Lecturers engaged with students in interactive sessions, approaches included  team teaching or having more than one lecturer is a Zoom meeting. This seemed like an effective approach for example while one Lecturer presented content, another Lecturer could manage the chat. This approach makes sense particularly in virtue of the fact that over one time with a hundred students were in meetings at any one time.  Successfully engaging with such a large number of students is always challenge. Lecturers’ ideas were impressive, for example, one lecturer was going to do a live auction in Zoom which was a really engaging scenario-based approach.

Two Hats or Two Tribes: A Teacher & A Learning Technologist

From my experience in the role of a Teacher of English for Academic Purposes (EAP), one of the challenges is that few students speak up in transnational contexts. This was also a point that was raised as part of the research project.  One of the approaches one Lecturer took was to have smaller groups running consecutively where students had to work collaboratively to create a proposal on PowerPoint and each person would have a role assigned to them a bit like De Bono’s thinking hats (De Bono, 2000). We hope to take this model forward. Emergent pedagogies were important for us. We could move towards a model of De Bono’s Digital Thinking Hats. One of the questions we were asked about our research project was about this approach:

My response was to remind everyone that learning is always about relationships and explained how the approach worked in terms of smaller groups helping students to actively contribute. It was also meaningful to feedback to the lecturer who created the approach that the approach he took was shared and successful.

Zoom, Boom & Bloom

Both student and lecturer feedback was similar about not having a personal connection in a face to face setting, there was evidence of valuable personalised touches to pedagogy. The phrase I used in the presentation was that it was not the ‘ghost ion the zoom machine’. For example, one of Lecturers showed the students her garden and environment during an interactive session. Students of Agriculture as a curriculum area would find this helpful in real time. Additionally, a Lecturer allowed students to talk with her son who was a student studying Mining Engineering and they shared a valuable discussion on sustainability. Even given the contextual restraints of the transnational online pivot, unplanned valuable pedagogic moments can still take place. It is not just Zoom, doom and gloom, but rather Zoom, Boom and Bloom! Bloom’s taxonomy has been revised to include digital skills (McNulty, 2020). Perhaps a specific taxonomy could be created for Zoom or video meeting-based platforms.

Back to the Future, Feedback & Feedforward

The first keynote of the symposium was delivered by Dr. Naomi Winstone (@DocWinstone) from University of Surrey exploring moving feedback forwards in higher education. She showed a word cloud about how people feel about feedback and talked about embracing vulnerability in feedback scenarios:

The idea of feedback was also relevant to our research project. We wanted to explore the extent to which peer review of the interactive sessions would be helpful:

We also received some positive feedback from our poster presentation from one of the session Chairs, Ella Mitchell (@meatyloafy) on Twitter:

The Power of Blogging, Reflection and Digital Transformation

At RAU we have a digital transformation blog as a platform for reflection. One of the interesting parts of this project was the reflective blogs posts created by Marieke, myself and Bonnie Wang and Lola Huo from Sinocampus in China. Reflective blogs are useful tool particularly in a case study to dig deep and immerse in the complexities. The blog series can be accessed here. When working in a collaborative capacity with transnational patterns, it felt important to invite our colleagues, Bonnie Wang and Lola Huo from Sincocampus in China to reflect too.

The Dissolution of face-to-face learning. You have reached the end of education. Stuck between a digital rock and a digital hard place?

Lecturers are used to traditional face-to-face settings and one lecturer made reference to how they checked students faces for understanding in the online questionnaire. As Simon Thompson (@digisim) said in the final keynote, “We hold face to face very dear” (Thompson, 2020). Notwithstanding, the Lecturers’ ability to adapt content and deliver was impressive. In the final keynote of the Learning & Teaching symposium, Simon Thompson (@digisim) said “we have all had to learn new skills in digital space. [It’s about]…digital need not digital skills” (Thompson, 2020).  The need to adapt was undeniable. Perhaps we can change the saying ‘When the student is ready, the teacher will appear’ to ‘when the lecturers are ready the learning technologist will appear’.

Thoroughly Modern Technology. Unpacking the logistics of Online Learning

Other presentations were both relevant and helpful. For example, it was interesting to hear how David Murray, Dr Caroline McGlynn and Khadija Ahmed from the University of East London (UEL) had introduced welcome slides as a simple yet highly effective way to engage students and overcome what they called what they called ‘unexpected barriers’ to online learning and teaching. The Salsa music was an effective way to engage students.

Going, Growing & Knowing?

In conclusion, we hope to explore working with China within the JISC international community, we are keen to unpack how digital accessibility will have an impact on how we plan the delivery of next part of the project, more specifically with respect to captions. We hope to contribute to the #ChinaHE20 online event by University of Manchester exploring how to work with uncertainty – https://www.eventbrite.co.uk/e/china-and-higher-education-navigating-uncertain-futures-tickets-112516945212. A key idea that resonated with me in relation to this project was that “We don’t just go through projects, we GROW through projects”. The opportunity to participate in this symposium in this capacity as a research informed model has undoubtedly helped us with this growth process. Pivots aside, let’s keep growing together.

It is possible to access the poster on Slideshare here.

The video recordings of the presentations can be accessed on YouTube here.

The recording of our presentation can be accessed at 19:04 here:

Bibliography

De Bono, E (2000) Six Thinking Hats (Penguin: London)

Guy, M & McDonald, P (2020) The Transational Online Pivot: A Case Study Exploring Online Delivery in ChinaIn: University of East London (UEL) 2020. Learning & Teaching Symposium. 17th September. Online.

Jewitt, C (2006) Technology, Literacy, Learning: A Multimodal Apprach (Oxon & New York: Routeldge)

Jewitt, C, Bezemer, J & O’Halloran, K (2016) Introducing Multimodality (Oxon & New York: Routledge)

Kress, G & van Leewen, T (2001) Multimodal Discourse: The Modes and Media of Contemporary Communication (London: Arnold; New York, Oxford University Press)

University of East London (UEL) 2020. Learning & Teaching Symposium. 17th September.

McNulty, N (2020) Bloom’s Digital Taxonomy (Cape Town: HH Books)

Miller, S, M & McVee, M, B () Multimodal Composing: The Essential 21st Century Literacy in Multimodal Composing in Classrooms Learning and Teaching for the Digital World (Routledge: London and New York). pp1-13

Murray, D, McGlynn, C & Ahmed, Khadija (2020) The logistics of online learning. In: University of East London (UEL) 2020. Learning & Teaching Symposium. 17th September. Online.

Thomson, S (2020) Exploring places and spaces for hybrid teaching in a post-lockdown world. In: University of East London (UEL) 2020. Learning & Teaching Symposium. 17th September. Online.

UEL Learning and Teaching Symposium 2020 (2020) UEL Learning and Teaching Symposium 2020 – Room 1 – Teaching Principles in Practice [online video] https://www.youtube.com/watch?v=UtvJB4KnO2Q&list=PLuuOV6nj7vpT9pbYj2Xy889O4C0X6_FoZ&index=4&t=1154s [Accessed 6th October 2020]

Winstone, N (2020) Moving feedback forwards in higher education. In: University of East London (UEL) 2020. Learning & Teaching Symposium. 17th September. Online.

 

Me, Myself, and My MIEE – A Microsoft Education Journey

It is Monday morning at 9am (or perhaps a bit before). You open your emails for the first time of the day.

Me, Myself, and My MIEE

Receiving this email from Microsoft really did brighten up a Learning Technologist’s day. It was the ‘digital iceberg’ of a great deal of work underneath.

My congratulations email

Marieke Guy (@digitalrau) our Digital Learning Manager and Pip McDonald, Learning Technologist-Support both successfully achieved the Microsoft Innovative Educator Expert (MIEE) for 2020-2021. At RAU, we use a variety of Microsoft tools. Like many institutions, one of the most used tools is Microsoft Teams to communicate, message and carry out meetings, particularly during lockdown. When I joined RAU, I shared my experience of being a Microsoft Innovative Educator Expert (MIEE) for 2019-2020 with the Learning technology team, and created a document to explain the application process and to highlight the main benefits of taking part.

Throughout 2019 and in the role of a Learning Technology Project Manager working in London, I made the most of the opportunities and events Microsoft and others including Google for Education conference, a TeachMeet event at Google Digital Academy, various events at Twitter and Facebook for Education event. It is possible to say that I intentionally sought a form of ‘EdTech Tourism’ or a working ‘EdTech holiday’. For example, I visited the Microsoft Reactor for the Augmented Reality Meetup to explore a range of mixed reality approaches. One of the participants attended in a virtual presence capacity which was exciting on a tablet on wheels. Reactors are community spaces for learning and meeting (Microsoft, 2020)

t Microsoft headquarters in the Paddington office
A visit to Microsft Reactor, London 2018

Additionally, I also went to Microsoft headquarters in the Paddington office in London to a Microsoft Innovative Educator Expert (MIEE) event in June 2019. The event included a spotlight component where Microsoft Innovative Educator Expert (MIEE) shared their journey, explored new updates, discussed Minecraft, Flipgrid, artificial intelligence (AI) and we explored using Teams as a digital learning environment (DLE).

Microsoft Innovative Educator Expert (MIEE) event at Microsoft HQ in Paddington, Londopn in June 2019.

I visited Dell headquarters where Nicola Meek from Microsoft Education (@MeekNicola) presented on how to use Immersive Reader. Watch a video about the Immersive Reader here.

Meeting Nicola Meek
A selfie with the inspiration Nicola Meek (@MeekNicola) from Microsoft at Fitzwilliam College, University of Cambridge at the LearnED Roadshow in February 2019

What does it mean to read in an immersive capacity? How is immersive reading different from traditional reading? I was inspired by her presentation and the powerful capabilities of the tool in terms of making me really reflect on the impact of working towards digital accessibility. In the Dyslexia Awareness Part 1 Module 4 Inclusive Classroom, a headteacher, Josh Clark was interviewed. He said “Everything we do for a dyslexic learner, benefits all learners…hurts no one helps everyone and can be transformative…”. For me, this really opened my mind how technology could be sued a transformative capacity for every learner. This really made me think. Check out the course here.

Josh Clark
Inpsiring words from Josh Clark, Head of School, The Schenck School, Atlanta, USA

As a result of this, I went on to present to teachers on how to use this tool in the MFL Twitterati conference organised by the Association for Language Learning (ALL) at the Ashcombe school in Dorking in April 2019 exploring multimodal approaches to teaching and learning a language. Check out the hashtag #MFLTwitterati on Twitter to find out more and follow @joedale and @helenMyers to explore technology enhanced language learning (TELL).

At the LearnED event organised by the British Educational Suppliers Association (BESA) at Fitzwilliam College at Cambridge University, there was a live demonstration classroom where students used OneNote in a collaborative capacity to explore fake news. Callum (@Callum_MSFT) from Microsoft demonstrated the Microsoft Translate mobile phone application.

Microsoft Education Roadshow
LearnEd Roadshow at Fitzwilliam College, University of Cambridge

I participated in the Microsoft Education Roadshow organised by Hackney Learning Trust in June 2018 which took place in the Tomlinson Centre in London. A teacher led the sessions and we used surface books. One of the most interesting takeaways was how to use Paint 3D and Windows mixed reality. I am sure that a 3D dinosaur was and exciting addition to any 21st century classroom.

Microsoft Education Roadshow
Microsoft Education Roadshow at the Tomlinson Centre, London in June 2018

At the Office 365 Microsoft Training Academy organised and delivered by CTS, I was introduced to the Microsoft Educator Centre (MEC). The MEC is an online platform providing free resources, professional development opportunities and learning pathways. It is possible to redeem a code to earn digital badges. We also explored Whiteboard as a tool for real time collaboration.

Office 365 Microsoft Training Academy
Office 365 Microsoft Training Academy at Microsoft HQ in Paddington in London in December 2018

As a result of the ‘EdTech Tourism’ learning technology working holiday approach, I also discovered the how to become a Microsoft Innovative Educator (MIE), the first step in the Microsoft Education journey. In order to achieve Microsoft Innovative Educator (MIE), joining the Microsoft Educator Centre (MEC) and completing 2 hours of learning are required. In order to become a Microsoft Innovative Educator Expert (MIEE), a self-nomination form is required involving the creation of a 2-minute video or Sway that demonstrates how you integrate technology into teaching and learning answering four key questions. Find out more about the self-nomination process here.  I successfully submitted my first application in June 2019.

MIEE
My MIEE Application

Throughout lockdown, Microsoft Education offered option weekly support meetings which was very helpful in addition the monthly calls with guest speakers and we explored new updates which took place on Teams for example with Merge Cube, Wakelet and Flipgrid.

Merge cube
Tweeting about new developments from the MIEE monthly call
Wakelet
Getting excited about Wakelet and Flipgrid news from the MIEE monthly call

One of the highlights of the MIEE journey was the UK MIEE End of Year Celebration for 2020. In addition to hearing from Anthony Salcito, Vice President of Education at Microsoft (@AnthonySalcito), the Microsoft Education team sent a party pack with an iced brownie. It is possible to have your ‘digital cakes’ and eat them!

Have your digital cakes and eat them?

What is being an MIEE really about? For me, it is not about perfection, it is about being passionate about learning. Most meaningful discussions about learning technology are just about learning.  My passion for both learning and technology was consolidated by the MIEE experience. It is wonderful to find a community who genuinely celebrates this. Check out the video exploring making connections here. “Microsoft supports a thriving community of educators who are working together to change students’ lives and build a better world. The Microsoft Innovative Educator (MIE) program (Microsoft, 2020).

So perhaps it is not about ‘Me, Myself and my MIEE, but rather, “We are MIEE” (Microsoft, 2020).

Congratulations to the new MIEEs 20-21.

Bibliography

British Educational Suppliers Association (BESA) LearnEd Roadshow (Online) Available at:  https://www.besa.org.uk/events/learned-roadshow-2/ [Accessed: 3rd September 2020]

Microsoft Education (2018) Make Lifelong connections in the Microsoft Educator Community. Available at: https://www.youtube.com/watch?v=PC0xb-7OoN4&feature=emb_logo [Accessed: 3rd September 2020]

Microsoft Education (2019) What is the Immersive Reader? Available at: https://www.youtube.com/watch?v=wHJJCLV-DNg [Accessed: 3rd September 2020]

Microsft (2020) Microsoft Microsoft Educator Centre (MEC) (Online) Available at: https://education.microsoft.com/en-us [Accessed: 3rd September 2020]

Microsoft (2020) Join the new class of Microsoft Innovative Educator Experts. Educationblog.Microsoft.com. Education Blog. [blog] May 6. Available at: https://educationblog.microsoft.com/en-us/2020/05/join-the-new-class-of-microsoft-innovative-educator-experts/ [Accessed: 3rd September 2020]

Microsoft (2020) Microsoft Innovative Educator Expert (MIEE) Teams Site (Online) Available at: https://teams.microsoft.com [Accessed: 3rd October 2020]

Microsoft (2019) Dyslexia Awareness Part 1 Module 4 Inclusive Classroom (Online) Available at: https://education.microsoft.com/en-us/course/30a7b5e8/overview [Accessed: 3rd September 2020]

Microsoft (2020) Microsoft Innovative Educator (MIE) Programs – MIE Expert (Online) Available at: https://education.microsoft.com/en-us/resource/1703c312 [Accessed: 3rd September 2020]

Microsoft Reactor (2020) Reactor (Online) Available at: https://developer.microsoft.com/en-us/reactor/ [Accessed: 3rd September 2020]

Association of Language Learning (ALL) Association of Language Learning (ALL) (Online) Available at: https://www.all-languages.org.uk/ [Accessed: 4th September 2020]

When a Learning Technologist became a DJ – For One Night Only

micThe Association of Learning Technology (ALT) organise an annual conference to celebrate and share practice in how technology enhances learning. In 2019, the conference was held at the University of Edinburgh. A range of poster presentations, workshops and keynotes were delivered. You can see a summary here from our Digital Learning Manager Marieke Guy. One of the unique modes of presentations was the GASTA presentation chaired by Tom Farrelly, a Social Science Lecturer at the Institute of Technology in Tralee.  I co-presented a GASTA talk to launch the ALT Mentions and TEL TALE audio drama podcasts. A GASTA talk is a short 5 minute talk with a countdown in Irish. Tom was interviewed on the podcast and talked about GASTA on episode 8. Find out more about Tom on Twitter – @TomFarrelly. Originally, the conference for 2020 was due to take place at the Imperial College in London. However, due to the pandemic, the conference made the pivot to an online summer summit using Blackboard Collaborate Ultra platform. The theme was Learning Technology in a time of crisis, care and complexity which many learning technologists can relate to. There were some relevant topics from trauma-informed pedagogy to feminist approaches. Keynotes were delivered by Bonnie Stewart, Assistant Professor in Educational Studies at University of Prince Edward Island (UPEI) (@bonstewart) Dave Cormier, University of Windsor in Ontario (@davecormier) and Charlotte Webb from University of the Arts London (UAL) (@otheragent) , in addition to the journalist, author and broadcaster Angela Saini. The summit included a range of online events for example a virtual café for conference attendees here – https://altc.alt.ac.uk/summit2020/cafe/, and a series of asynchronous events.

summit

As part of the social programme for the summit, a number of pre-summit activities took place. Music has been a crucial way for people to connect during the lockdown. We saw people in Italy singing form their balconies (BBC, 2020). It was about finding alternative ways to express and connect. Music also played an important role in the summit.  For example, there was a KareOERke session where conference participants could sing a song in Zoom with engaging virtual backgrounds and costumes in both an induvial and group capacity. OER stands for Open educational resources (OER). Music has been argued to play an important role in helping people during lockdown (Loughborough University, 2020).

kara

Radio stations have been argued to have played a fundamental role during a crisis (Radiocentre, 2020). One of the most exciting events was the ALT Summer Summit Radio Show on the 25th August 2020 as a pre-summit session and an after show party on the 27th August hosted by The Thursday Night Show – https://www.thethursdaynightshow.com/ and ALT Members. Dominic Pates, a Senior Educational Technologist (Relationship Lead) London City University organised ALT members who hosted a 30-minute show each. Having been involved with podcasting and a pop-up radio station experiment called Pivot FM before, online see previous blog post, moving to presenting live was a new challenge.

dj

The Thursday Night Show is an internet radio Collective with weekly internet radio show with a range of DJs playing a mix of music genres. The is a mobile phone application for IOS here – https://apps.apple.com/us/app/thethursdaynightshow/id1441356423.

thursday

Live chat takes place alongside the live show with a community. We organised changeovers, gave feedback and checked microphone levels live in the chat:

thursday2

The Thursday Night Show has recently been on the on BBC News highlighting the importance https://www.youtube.com/watch?v=AhAsjcBjtsg&feature=youtu.be. There is also a Zoom room alongside the live show so you can dance along to your favourite tunes. We carried out a technical setup involving connecting to the Icecast server and tested the connection supporting each other using an ALT Radio Folks WhatsApp group. Mixxx – https://www.mixxx.org/, Adobe Audition and royalty free sound effects DJ were used.

mix

First up was Anne-Marie Scott, Deputy Provost at Athabasca University in Canada (@ammienoot). I was second up. Dominik Lukes Dominik has a account Digital Learning Technologist at Saïd Business School, University of Oxford (@techczech), and Thomas Buckley, Digital Learning Manager at University of the West of Bristol (UWE) (@bigbadbuckley) and additional sets by regular DJs on The Thursday Night Show and a London themed set by Dominic Pates.

My idea was to use the opportunity for a radio show to ask learning technologists to request a song that got them through lockdown and to provide a short explanation of how the song links to learning technology – ‘Quarantunes’. Marieke Guy, the Digital Learning Manager at RAU selected ‘Harder, Better, Faster, Stronger’ by Daft Punk and said: 

At times we Learning Technologists have felt like robots on overdrive. We’ve been creating, supporting, listening, guiding, fixing and generally making things work. At times it has felt like being part of an assembly line but we have created some great things and are keeping students learning. This Daft Punk song makes me smile. The lyrics feel like an instruction from up above: “work it harder, make it better, do it faster, make us stronger”. It also ends with the warning “our work is never done” – things can always be improved and perfected (through technology). But despite this it is still upbeat and I love electronic music!”

Husna Ahmed, a Learning Technologist at the RAU requested ‘With a Little Help from my Friend’s, the classic song by the Beatles. She said:

The song sums up how we work in our learning technology bubble, as we learn form one another and support each other all the time”.

Music became an important part of the lockdown experience. It has been argued that listening to music during lockdown while working from home can have a positive impact (Flach, 2020). My ‘quarantune’ which was ‘In My House’ by The Cornshed Sisters (@Cornsheds). As I said during the show, the song is a lockdown classic! The experience of both being in a house and working from home during lockdown was a reality for many learning technologists and particularly for my role at RAU operating in a remote capacity. We also sang this song in the Pop Choir led by members of The Cornshed Sisters which took place online on the Zoom meeting platform throughout lockdown. Radio has its own language and literacy. For example, I also created some audio ‘stings’ or “short musical phrases” to be used to personalise the content and put an ALT stamp on the radio show (Audionetwork, 2020).

Ultimately, the Association of Learning Technologists (ALT) online summer summit proved that it is still possible to engage people in an online capacity. I asked myself how the experience of DJ-ing live helped me to become a better Learning Technologist. Being a live DJ involved preparing music, reflecting on how to create an engaging show, learning how to use new software and tools, working as part of a team, communicating effectively, learning from others, solving problems quickly and making mistakes and learning from them. These are all activities that effective Learning Technologists do on a daily basis. Pedagogically, using audio in learning and teaching can improve the digital student experience in a variety of ways. Students could create their own radio stations and podcasts. A lot of the DJ software is free  which helps to make wokring with audio more accessible. My radio journey has just begun. When I lived and wokred in London, I visited Abbey Road Studios in May 2018 and hoped that I could get back into the studio again.

The Association of Learning Technology (ALT) organise an annual conference to celebrate and share practice in how technology enhances learning. In 2019, the conference was held at the University of Edinburgh. A range of poster presentations, workshops and keynotes were delivered. You can see a summary here from our Digital Learning Manager Marieke Guy. One of the unique modes of presentations was the GASTA presentation chaired by Tom Farrelly, a Social Science Lecturer at the Institute of Technology in Tralee.  I co-presented a GASTA talk to launch the ALT Mentions and TEL TALE audio drama podcasts. A GASTA talk is a short 5 minute talk with a countdown in Irish. Tom was interviewed on the podcast and talked about GASTA on episode 8 – https://altmentions.podbean.com/e/ep8-getting-the-word-out-there-with-gasta-tom-farrelly-part-2/. Find out more about Tom on Twitter – @TomFarrelly. Originally, the conference for 2020 was due to take place at the Imperial College in London. However, due to the pandemic, the conference made the pivot to an online summer summit using Blackboard Collaborate Ultra platform. The theme was Learning Technology in a time of crisis, care and complexity which many learning technologists can relate to. There were some relevant topics from trauma-informed pedagogy to feminist approaches. Keynotes were delivered by Bonnie Stewart, Assistant Professor in Educational Studies at University of Prince Edward Island (UPEI) (@bonstewart) Dave Cormier, University of Windsor in Ontario (@davecormier) and Charlotte Webb from University of the Arts London (UAL) (@otheragent) , in addition to the journalist, author and broadcaster Angela Saini. The summit included a range of online events for example a virtual café for conference attendees here – https://altc.alt.ac.uk/summit2020/cafe/, and a series of asynchronous events.

summit

As part of the social programme for the summit, a number of pre-summit activities took place. Music has been a crucial way for people to connect during the lockdown. We saw people in Italy singing form their balconies (BBC, 2020). It was about finding alternative ways to express and connect. Music also played an important role in the summit.  For example, there was a KareOERke session where conference participants could sing a song in Zoom with engaging virtual backgrounds and costumes in both an induvial and group capacity. OER stands for Open educational resources (OER). Music has been argued to play an important role in helping people during lockdown (Loughborough University, 2020).

kara

Radio stations have been argued to have played a fundamental role during a crisis (Radiocentre, 2020). One of the most exciting events was the ALT Summer Summit Radio Show on the 25th August 2020 as a pre-summit session and an after show party on the 27th August hosted by The Thursday Night Show – https://www.thethursdaynightshow.com/ and ALT Members. Dominic Pates, a Senior Educational Technologist (Relationship Lead) London City University organised ALT members who hosted a 30-minute show each. Having been involved with podcasting and a pop-up radio station experiment called Pivot FM before, online see previous blog post, moving to presenting live was a new challenge.

dj

The Thursday Night Show is an internet radio Collective with weekly internet radio show with a range of DJs playing a mix of music genres. The is a mobile phone application for IOS here – https://apps.apple.com/us/app/thethursdaynightshow/id1441356423.

thursday

Live chat takes place alongside the live show with a community. We organised changeovers, gave feedback and checked microphone levels live in the chat:

thursday2

The Thursday Night Show has recently been on the on BBC News highlighting the importance https://www.youtube.com/watch?v=AhAsjcBjtsg&feature=youtu.be. There is also a Zoom room alongside the live show so you can dance along to your favourite tunes. We carried out a technical setup involving connecting to the Icecast server and tested the connection supporting each other using an ALT Radio Folks WhatsApp group. Mixxx – https://www.mixxx.org/, Adobe Audition and royalty free sound effects DJ were used.

mix

First up was Anne-Marie Scott, Deputy Provost at Athabasca University in Canada (@ammienoot). I was second up. Dominik Lukes Dominik has a account Digital Learning Technologist at Saïd Business School, University of Oxford (@techczech), and Thomas Buckley, Digital Learning Manager at University of the West of Bristol (UWE) (@bigbadbuckley) and additional sets by regular DJs on The Thursday Night Show and a London themed set by Dominic Pates.

My idea was to use the opportunity for a radio show to ask learning technologists to request a song that got them through lockdown and to provide a short explanation of how the song links to learning technology – ‘Quarantunes’. Marieke Guy, the Digital Learning Manager at RAU selected ‘Harder, Better, Faster, Stronger’ by Daft Punk and said: 

At times we Learning Technologists have felt like robots on overdrive. We’ve been creating, supporting, listening, guiding, fixing and generally making things work. At times it has felt like being part of an assembly line but we have created some great things and are keeping students learning. This Daft Punk song makes me smile. The lyrics feel like an instruction from up above: “work it harder, make it better, do it faster, make us stronger”. It also ends with the warning “our work is never done” – things can always be improved and perfected (through technology). But despite this it is still upbeat and I love electronic music!”

Husna Ahmed, a Learning Technologist at the RAU requested ‘With a Little Help from my Friend’s, the classic song by the Beatles. She said:

The song sums up how we work in our learning technology bubble, as we learn form one another and support each other all the time”.

The song received a positive reaction on Twitter.

With a little Help from my Friends

Music became an important part of the lockdown experience. It has been argued that listening to music during lockdown while working from home can have a positive impact (Flach, 2020). My ‘quarantune’ which was ‘In My House’ by The Cornshed Sisters (@Cornsheds). As I said during the show, the song is a lockdown classic! The experience of both being in a house and working from home during lockdown was a reality for many learning technologists and particularly for my role at RAU operating in a remote capacity. We also sang this song in the Pop Choir led by members of The Cornshed Sisters which took place online on the Zoom meeting platform throughout lockdown. Radio has its own language and literacy. For example, I also created some audio ‘stings’ or “short musical phrases” to be used to personalise the content and put an ALT stamp on the radio show (Audionetwork, 2020). It felt important to curate a show that would be relevant to the listeners, who were working with learning technology so I included the Windows Song which was well received.

Tweet

Ultimately, the Association of Learning Technologists (ALT) online summer summit proved that it is still possible to engage people in an online capacity. I asked myself how the experience of DJ-ing live helped me to become a better Learning Technologist. Being a live DJ involved preparing music, reflecting on how to create an engaging show, learning how to use new software and tools, working as part of a team, communicating effectively, learning from others, solving problems quickly and making mistakes and learning from them. These are all activities that effective Learning Technologists do on a daily basis. Pedagogically, using audio in learning and teaching can improve the digital student experience in a variety of ways. Students could create their own radio stations and podcasts. A lot of the DJ software is free which really helps to make working with audio more accessible. My radio journey has just begun. When I lived and wokred in London, I visited Abbey Road Studios in May 2018 and hoped that I could get back into the studio again.

Abbey Road

The Abbey Road Institute identified a list of free music tools to help people create music during lockdown here. One of my favourite tools was the Minimoog Model D Synthesizer IOS mobile application.

MoogTaking part in an online radio project enabled me to create music and content from a home studio. In future, I hope to create further shows and support other educators to work effectively with audio in their pedagogical contexts. What types of stories can we tell with music and radio? The pandemic has been an opportunity to explore different ways of engaging and connecting with people. Radio is a creative way to do this. If necessity is the mother of invention, then radio was the Learning Technologist of innovation.

You can listen to the show here.

Explore some of the tweets from the summit by following the hashtags: #altc and #altcsummit. Check out the Wakelet collection for the summit here.

Listen to The Thursday Night Show here.

A big thank you to Dominic Pates for his support and to the Association of Learning Technologists (ALT) for the opportunity to contribute to the online summer summit.

This blog post is featured on the Association of Learning Technologists (ALT) Summer Summit resources here. Check out some of the recordings of the sessions. An innovative session was Have I Got TEL for You by Dr. Julie Voce (@julievoce).

Listen to show below.

Bibliography

Freesound Download List

Downloaded on August 24th, 2020

Qiānlǐ zhī xíng, shǐyú zú xià. Laozi: Delivering online teaching in China

In the next in our series of blog posts on delivery of online teaching to Shandong Agriculture University (SDAU) Pip takes over and shares highs and lows from the first week of interactive teaching.

And remember each 10,000 mile journey begins with just 1 step (千里之行,始於足下 Qiānlǐ zhī xíng, shǐyú zú xià. Laozi.

IMG_9810

I started working at RAU in May 2020 and immediately started on the online teaching project at SDAU in June 2020. Early in June it was acknowledged that students would not be able to return to campus and so all pre-recorded content was passed over to the SDAU team, they would take responsibility for delivering it to students. When teaching officially began on 15th June our biggest concern was the interactive sessions.

Interactive sessions using Zoom

We had changed from using WeChat to using Zoom a short time before teaching was planned to go ahead. It was time to ‘deep dive’ into exploring how to use Zoom as a platform on which interactive sessions would take place. Zoom had become used widely as a platform for remote and online learning and working throughout the pandemic. I had heard a great deal about new phrases such as ’Zoom bombing’ (O’Flaherty, 2020). Additionally, there was a great deal of discussion of ‘Zoom fatigue’ (Fosslien & Duffy, 2020). Whilst I had some experience of using Zoom before for example as a platform for delivering presentations using the chat and sharing screen features but I was not a Zoom expert and did not have experience being a ‘host’ so I felt that I needed to rapidly upskill if I was to support our lecturing staff using Zoom.

To support use of Zoom I offered ‘Zoom Drop In’ sessions to our lecturers who wanted to try out some the features before teaching went live. I was committed to exploring what ‘Zoom Literacy’ would be. When you have to teach someone else something, it is a good way of making sure you know how to use to first. I created approximately one hundred meetings so experienced my own version of ‘Pre-Zoom fatigue’. What we discovered during the first week was that it was not possible for the same host with the same account to host simultaneous meetings which prevented some of the interactive sessions from taking place on time or altogether. The error message ’The host has another meeting in progress’ became very familiar. This meant that we rapidly developed a workaround to solve the problems. For example, Chantal and Husna, the other RAU Learning Technologists created meetings. When it became clear that there were just too many parallel sessions required our IT Service Desk created some additional accounts for me to use. As a result, the timetabling process became very complex. Some of the interactive capabilities were restricted as the lecturers were not ‘hosts’. As a result, one of the Lecturers, Deepak Pathak and I decided to test out polling and break rooms in an exploratory longer case study interactive session. The two hour session involved exploring Starbucks. Deepak shared screens to reinforce the correct answers for example showing a Google Map of the location of RAU.

It was positive when the lecturing staff emailed me after their session to reflect on how it went. This helped identify ways to improve what we do for subsequent iterations of online teaching. I dropped into the majority of interactive sessions to see how teachers were using Zoom to engage students for example one of our lecturers, Nicola Cannon used a quiz format effectively.

Later on in the week I set up an online community of practice on Gateway, RAU’s Moodle VLE as part of a forum to share best practice.

“We all belong to communities of practice” (Wenger, 1998, p6)

An additional idea I had was to create a ‘sandbox’ approach on Zoom where all the Lecturers could share ideas of how to create interactive sessions without worrying about making a mistake during a live session.

I shared a Zoom webinar led by Eden Project Communities which was a ‘testpad’ for Zoom practices with Lecturers. I attended and it was great to see one of RAU’s Lecturers participate too. The session involved taking part in a breakout room as a student which was helpful to understand what the Zoom experience is like from the perspective of the student. One of the most helpful activities was a collaborative whiteboard led by host Samantha Evans where we explored games, collaborative activities, Zoom and other tools.

At this point in time we are currently starting the third and final week of teaching. My reflections are concerned with moving towards an evaluation of the project, I’ve recently created a problem-solution spreadsheet where I identified areas of development and potential strategies to overcome the problems.

Assessment

Throughout the three weeks of teaching, it was intended that assessments would take place every Friday. Accordingly, I tried to develop a workflow for assessment which involved the Lecturers creating the tests with the answers and articulating what invigilation might look like with Bonnie Wang and Lola Huo from SDAU. Early on in the process we found out that 30% of the marks were for attendance. We explored how Zoom can provide attendance monitoring reports and discovered that this was possible. Another challenge we experienced was that during week two of teaching, the Department of Education of Shandong informed SDAU that examinations need to be postponed. As a result, we responded by identifying alternative dates and ways of carrying out assessment.

The SDAU project journey began with one step. We learned a great deal in a short space of time and developed ways to overcome challnges rapidly. I’m looking forward to the next steps. In future, we would like to work with JISC to explore how their transnational expertise can help us improve what we do. We attended a webinar led by UCISA on the topic of Improving online access in China and had a positive meeting with Dr. Esther Wilkinson, Baoyu Wang and Anne Prior from JISC about how we can work together in a constructive capacity. JISC have recently launched a pilot to explore what quality online education looks like for Chinese students (JISC, 2020).

A huge thank you to Marieke Guy, Xianmin Chang, Steve Finch, Bonnie Wang and Lola Huo for their hard work and support to make the project happen.

In the next post we’ll look the final week of teaching delivery and lessons learnt.

By Falling We Learn to Go Safely, Chī yī qiàn, zhǎng yī zhì,吃一堑,长一智

Bibliography

The Show Must Go Online. Exploring ‘The New Normal’ with the ALT West Midlands Group

On 2nd June 2020, the Association of Learning Technologists (ALT) West Midlands group hosted a free online event using the Zoom platform exploring the ‘The New Normal’.

The New Normal and The Rise of the Learning Technologists

Why is ‘The New Normal’ important? While the majority of traditional face-to-face delivery has not been possible throughout the pandemic, there has been a shift of focus towards learning technology as a platform for teaching and learning. The ‘Online Pivot’ has been used to describe the process of a rapid movement to online learning often describved as emergency pedagogy’. As a result, Learning Technologists have had a ‘spotlight’ on them in an enhanced capacity as agents of critical digital change. Redefining the old pedagogy and articulating exactly how online pedagogy will work has resulted in a fundamental process of ‘getting the digital ducks in a row’ for many eductional institutions. Often this is not a seamless transition and we have to embrace both inevitable ‘messy’ change and our vulnerabilities.

In March 2019, I presented at the ALT West Midlands event at Warwick University exploring Critical Digital Literacies. My presentation explored the use of Digital Champions.

I used a life size cardboard cut out of Yoda from Star Wars and invited participants to write on hand shaped post it notes and stick them to the Yoda character to explore and share ideas as a collaborative task running throughout my presentation.

A strong theme of providing creative opportunities for reflection began to emerge. One of the outcomes of the event was a collaborative blog published on the ALT website available here to reflect on the core ideas emerging from the event. I created the visuals!

The New Normal: Cloudy with a Chance of Learning Technology?

ALT West Midlands had orginally planned a face-to-face event exploring accessible learning in April 2020 which, like many events, was changed to an online event with a change of focus. The event started with a warm up activity where all participants were invited to share something that they have learned thorughout lockdown. There were a range of presentations and contributions at the event from a range of different institutions. Jess Humphries (@Jess_humphreys) explored the Technology Enhanced Active Learning Festival (TEAL) which took place online here hosted by Warwick University. Daniel Scott (@_Daniel_Scott) shared activities and reflections from Nottingham Trent University. Tim Smale (@Tim_Smale) shared insights into elements of flexible digital education at Keele University. Annie Pendrey (@AnniePendrey) shared an inspirational pedagogic model using the colours of the rainbow as a visual structure to provide support. The rainbow has been a visual icon of the Lockdown. Her article, ‘The Colour of Courage In The Face Of Adversity‘ can be found here. Let’s not be afraid of colour in our practice!

The Sound of Learning Technology – Setting up a Radio Station in Five Minutes

I presented a series of reflections on setting up a pop up radio station experiment throughout the Lockdown and beyond. The presentation title was ‘Lock, taking Stock, and Pandemic Pedagogies: reflections on creating a pop-up radio station during lockdown and beyond‘.

Metaphors can really help us to understand what we do in HE (Badley & Van Brummelen, 2012). I explored the pivot as a metaphor for the move to online learning, suggested that a compass may be an alternative metaphor to view the pedagogic shift, identified potential emerging ‘pandemagogies‘, shared reflections on creating content and case studies of using radio, discussed how the language we use to talk about learning technology as a direct result of the Lockdown has changed, and finally shared the tools I used ot create the radion station itself – Zeno as the hosting platform, Adobe Audition for editing and FreeSFX to access royalty free sound clips. Pivot FM can be accessed here.

A Pivot within a Pivot. A Wheel within a Wheel: Whose ‘Normal’ is it Anyway?

There are a range of perspectives on the online pivot and pedagogic integrity. Who decides? Some of the questions and feedback after the presentation were both positive and helpful. One of the questions concerned how to develop the Radio Station further, potentially exploring the vidcast format. On reflection, a potential creative route would be to explore multimodal podcasts or ‘modcasts’ using a range of different modes to engage an audience. Ultimately, the one of the core arguments of my presentation was the importance to embed creative opportunities in the work of Learning Technologists. After the presentations, there was an ‘open mic’ opportunity where participants can share what is happening in their own institutions.

It was great to have support from our Learning Technology team. Thanks to @digitalrau, @husnaahmed and @chantalschipperrau. The ALT Midlands group were really helpful and supportive. I would encourage anyone thinking about presenting to give it go. Thanks to John Couperthwaite (@johncoup), Lynne Taylorson (@Realtimeedu), Kerry Pinny (@KerryPinny), and Jess Humphries (@jess_humphries) for organising the event.

Partial recording only: the recording includes talks from Daniel, Pip, Tim, and Annie. Password: 9A%?Brf7

The chat is available as a document below:

Learn more about the APConnect event that Lynne was involved in here.

Find out more about the ALT West Mindlands group here.

To join the group, you can request membership here.

@WMRLTG on Twitter and look out for the hashtag #ALTWM

The Pivot FM Zoom background is available to download below:

I have been uisng Wakelet to research the ‘online pivot’.

Wakelet is a online tool used to save, organise and curate collections of links. It is also possible to share Wakelet collections to Teams.

Image result for teams logo

Bibliography

Badley, K. & Van Brummelen, H. (Eds.) (2012). Metaphors We Teach By: How Metaphors Shape What We Do in the Classroom (Eugene: Wipf and Stock)

Pendrey, A (2020) ‘The Colour of Courage In The Face Of Adversity‘. FE News. 11th May 2020. (Online) Available at: https://www.fenews.co.uk/featured-article/46866-the-colour-of-courage-in-the-face-of-adversity [Accessed 2nd June 2020]

New Learning Technologist – Pip

Hello I’m Pip, the new Learning Technologist at RAU.

 

I am delighted to be part of a great Learning technology team and the wider ITS team.

In terms of professional interests, I am part of the ALT Mentions podcast team and presented at the University fo Edinburgh in 2019 and at the Winter Conference 2019.

I wrote and performed the TEL TALE immersive audio drama exploring the inner thoughts of Learning Technologis.. Check out epsiode 1 Blend it Like Beckham.

 

During Lockdown I presented at the PressEd2020 conference which takes place on Twitter exploring the use of WordPress, Education, Pedagogy and Research. Presentations invove a series of curated and time bound tweets. The presentation explored digital accessibility on WordPress. The Twitter ‘Moment’ can be found here – Close Encounters of the Accessible Kind.

In June 2020, I plan to rpesent at the ALT West Mindlands New Normal event online reflecting on a pop up radio station experiment, Pivot FM.

 

Things/Ideas/quotes/perspectives that inspire my practice: