No rest for the Wicked. Exploring Wicked Problems & Digital Elephant in the (Zoom) Room

The British Association for International & Comparative Education (BAICE) Early Career conference took place in an online capacity on Zoom in April 2022 over two days. The theme of the conference was explored potential and challenges in education in today’s world (BAICE, 2022). The organisation is affiliated to the World Council of Comparative Education Societies (WCCES) (BAICE, 2022).

“(BAICE) is an association which promotes research, teaching, policy and development in all aspects of international and comparative education. BAICE is the British affiliate of the World Council of Comparative Education Societies (WCCES)”

The British Association for International & Comparative Education (BAICE) (2022)

What is a wicked problem?

“A wicked problem can be defined “…as a complex issue that defies complete definition, for which there is no final solution, since any resolution generates further issues, and where solutions are not true or false or good or bad, but the best that can be done at the time”

(Rittel & Webber, 1973 in Brown, Harris & Russell, 2010: p4).
Wicked Problems & Solutions

It could be argued that the transnational online pivot is an example of a wicked problem. It has been acknowledged that the pivot “…exposed international students to many new study options. These include:

  • flexible online access to classes and learning materials from anywhere
  • multi-modality in creating diverse content and in student assignments
  • multiple platforms and communication channels for diversified feedback and dialogue
  • captions for recorded videos through tech platforms such as Zoom” (Adachi & Tran, 2022).

Furthermore, another example of a wicked problem could be student engagement. As educators, we are always trying to create a range of ways to ensure all students are engagement during learning sessions. However, every solution has a series of challenges to overcome. One solution can lead to further problems and questions. Theoretically, the wicked problem idea provides a way to think about complexity in a simple way.

What wicked problems did we encounter in the technology -enhanced transnational learning (TETL) context?

A recent blog post in the Association for Learning Technologists OER Guest Post explored how international postgraduate students’ make connections using “Zoom University” (Lei, 2022). It is useful to ask what wicked problems are other institutions facing for example working across time zones (Lei, 2022). With regard to the technology enhanced transnational learning (TETL) From this, we are in a position to ask how are other institutions solving wicked problems?

“In addition, although universities were making a huge effort of making online communities through Teams, Moodle and other platforms, it is hard to make a real in-depth and ongoing conversation, the groups were always very quiet”

(lei, 2022)

What next? Wicked futures?

Let’s consider the future, who decides what the problems are and who decides on the solutions? Problems and solutions don’t have to be mutually exclusive. Are students part of this process? 

A helpful bog post was in the Post Pandemic University blog by Mittelmeier, Lomer, Lim, Cockayne, & Ploner in 2022 that asks “How can practices with International Students be made more ethical?”. Perhaps we need to recognise that “All international students need more help to adjust to university” (Moores, 2022).Prioritising an ethical approach is critical for example to overcome the tendency towards deficit narratives of international students (Mittelmeier, Lomer, Lim, Cockayne, & Ploner, 2022). The future publication entitled Research with International Students: Critical Conceptual and Methodological Considerations will be important in virtue of the fact that there is “…limited conceptual and methodological guidance specifically for researchers (rather than teachers) who conduct their work with and about international students” (Castiello, 2022). The Critical Internationalization Studies Network could play a fundamental role in this inquiry. Does higher education have a “Language Problem?”.

“To better understand the Language Problem, we must first understand how today’s university activity is increasingly tied to a worldwide knowledge economy in a global marketplace which is dependent, in large part, on proficiency in English”

(Bhatt, Badwan & Madiba, 2022: p425)

Empathy can form a big part of this ethical picture. In future, I hope to explore possible articulations of what empathy looks like in technology-enhanced contexts as part if a project led by by Dr. Lee Campbell from the University of the Arts London (UAL) in April 2022. Furthermore, an open source tool called Twine will be used to explore a techno-auto-ethnographic story which will be presented at the Open Education Resources (OER) Conference 2022, Association for Learning Technology (ALT) in April 2022. Making online tools as open as possible is a radical example and a wicked solution. “International students are back on campus, but does that spell the end of digital learning?…” (Adachi & Tran, 2022)

Perhaps the key to engaing learners is to enocurage to develop an “online learner identity” (Garip, 2020).

“A sense of identity allows you to establish yourself as an online learner when approaching prioritisation of tasks and managing time with work and family commitments”

(garip, 2020)

Perhaps a wicked solution could be to explore transnational research, for example by exploring the new book Introduction to Quantitative Analysis for International Educators (Whatley, 2022). Do staff and student prefer face-to-face teaching and learning? Is this a wicked question?

“Students Often Prefer In-Person Classes . . . Until They Don’t”

(Samson, 2022).

Wicked problems can be a useful way to understand and make sense of the complexity what is happening to us and to frame the range of uncertainties and changes to learning identities and relationships. It is useful method to avoid over-problematising. It requires us to be radically vulnerable, open and collaborative in novel and creative and interdisciplinary ways. Here’s to a wicked and interesting future! 


Adachi, C & Tran, L (2022) International students are back on campus, but does that spell the end of digital learning? Here’s why it shouldn’t. The Conversation, [online] Last updated 6.09am on 04th March 2022 6.09am). Available at: [Accessed 8 April 2022]

Association for Learning Technology (ALT) (n.d.) Open Education (OER) Conference (Online) Available at: [Accessed 6 April 2022]

Bhatt, Badwan & Madiba (2022) Critical perspectives on teaching in the multilingual university, Teaching in Higher Education, 27:4, 425-436, DOI:

British Association for International & Comparative Education (BAICE) (2022) BAICE 2022 Early Career Conference – Call For Papers (Online) Available at: [Accessed: 6 April 2022]

British Association for International & Comparative Education (BAICE) (2022) BAICE News (Online) Available at: [Accessed: 6 April 2022]

Brown, V, A, Deane, P, M, Harris, J, A & Russell, J, Y. 2010. Towards a Just and Sustainable Future. In: Brown, V, A, Harris, J, A, & Russell, J, Y. eds. Tackling Wicked Problems: Through the Transdisciplinary Imagination. Oxon: Routledge 2010. Ch. 1.​

Castiello, S (2022) Research with international students: Reflecting on critical and conceptual methodological considerations. International Education blog [blog] 19 April. Available at: [Accessed 3 May 2022]

Garip, G (2020) How to encourage self-regulated online learning. Education Blog [blog]. (Online) Available at: [Accessed 19th April 2022]

Lei, Y (2022) OER Guest Post: How did international postgraduate students’ make connections with others when they were attending Zoom University in their own country. Learning Technology Blog [blog] 21 March. Available at: [Accessed 29 March 2022]

Mittelmeier, J, Lomer, S, Lim, M, Cockayne, H & Ploner, J (2022) How can practices with International Students be made more ethical? Post Pandemic University blog [blog] 10 Jan Available at: [Accessed: 6 April 2022]

McDonald, P (2022) Joseph & the Techno-Empathic Dreamcoat. Exploring Dimensions of Techno-Empathy. Any (Empathy) Dream Will Do. Digital Transformation Blog [blog] 25 April. Available at: [Accessed: 24 April 2022] 

Moores, P (2022) All international students need more help to adjust to university [online] (Last updated 14 May March 2022) Available at: [Accessed 19th April 2022]

Samson, P (2022) Students Often Prefer In-Person Classes . . . Until They Don’t. Educause, [online] (Last updated 01 March 2022) Available at: [Accessed 19th April 2022]

The Critical Internationalization Studies Network (n.d.) The Critical Internationalization Studies Network (Online) Available at: [Accessed 3 May 2022]

Twinery (n.d.) (Online) Available at: [Accessed 6 April 2022]

Whatley, M (2022) Introduction to Quantitative Analysis for International Educators (Switzerland: Springer)

Strictly Come (Digital) Dancing

Exploring ‘Open Education & Pivot Choreography’ through Speculative Virtual Dance at the OER Conference 2021.

The Open Education Resources (OER) Conference is an annual event organised by the Association of Learning Technology (ALT). Responding directly to theme 4: Shifts in agency and creativity as empowerment of learners and educators, I presented an alt-format, 7 Minute GASTA presentation which was pre-recorded using StreamYard. A big thanks to Maren Deepwell (@MarenDeepwell) and Tom Farrelly (@TomFarrelly) for their support with this.

Strictly Come Dancing is a popular television show on BBC 1 where participants work with professional dancers in a weekly dance performance competition. A panel of judges
score the dancers. Can we score a ten? We see a range of dance genres are performed including jive, tango, waltz, and paso doble.

Strictly Come Digital Dancing

Drawing on dance as a way to explore open pedagogy issues, the presentation explored the Open Covid Pledge and the OER Commons. How can open education be compared to the Cha Cha Cha? Dance has been used in education before, for example Further Education and the Twelve Dancing Princesses (Daley, Orr & Petrie, 2015). Dancing and learning technology can be found together for example “Dancing with Digital Natives” (Manafy & Gautschi, 2011). Dancing can be understood as an opportunity for “Collaborative Embodied Performance” and with corresponding “Ecologies of Skill” (Shaughnessy, Lutterbie, Bicknell & Sutton, 2022).

Getting involved with the OER Committee by attending regular meetings using the Blackboard Collaborate platform to find out how the event is organised was a helpful experience and to reflect on the issues arising from open pedagogy. Part of this involved writing a guest blog for the OER conference website here.

OER Guest Blog Post

Often the conference experience can involve a range of formal and academic presentations. This presentation was a conscious effort to provide a fun and alternative event. Dance can be argued to be an interdisciplinary and joyful shared act. How do you dance to the online pivot? How could we dance to open education?

Part of the preparation for the event was to watch episodes of the television programme and purchasing the official board game. Research was also carried out on the different types of dance.

Perhaps it is important to acknowledge that technology can be argued to have a negative impact on the body (Selwyn, 2021). Perhaps digital dancing can stop us from “seeing digital technology in terms of embodied discomfort” as a default way of thinking (Selwyn, 2021). It could be the case that “relational encounters” and “bodily enactment” are both fundamental to the act of teaching, particularly online representations of both processes (Todd, 2021). Perhaps education is similar dance in virtue of both time and rhythm and the “…the temporal complexity of self and society” (Alhadeff-Jones, 2016).

“The complexity of educational time” (Alhadeff-Jones, 2016: p2).

The idea of digital body language has become more important. For example, “digital body language” and “telehealth” are emergent practices (Dhawan, 2021). (Digital) dancing and technology can work together. Using Power BI, Strictly Come Dancing results were shown:

Power BI and Strictly Come Dancing

Perhaps the pivot is a type of ‘digital dancing’ or a series of Pivots, Pirouettes, and Piqués (Jhangian, 2020). delivered the closing keynote presentations exploring ‘Curious Contradictions and Open-ended Questions’ at the conference. If doctors can dance, then perhaps Learning Technologists can too. Let’s dance! In Caliban’s Dance: FE after The Tempest, the authors ask the question “Where in FE is there space to dance?…’What restricts the dance?’…[then]…’With no restrictions, what would a future FE dance be like?'” (Daley, Orr & Petrie, 2020). When dealing with uncertainty, perhaps it necessary for us to “Dance in the Dark”… when we try to navigate the university (Pirrie, Fang & O’Brien). Perhaps there is value in carrying out “embodied inquiry” (Snowber, 2016). The idea of digital choreography could become meaningful if we reflect on agency in virtual spaces: could kinesemiotics help us curate digital spaces? (Maiorani, 2021). Dance as a metaphor to understand universities can be helpful. Dance is about space, time and place, and so are universities – “contours of space and place in higher education” (Temple, 2014).

The recording of the presentation can be accessed on YouTube here or it is possible to play the YouTube video below.

Digital Dancing? Cha Cha Cha, Paso Doble, Tango, Jive, Ballroom?

One of the presentations explored co-creating a ‘zine’ entitled Collective Hope by Sarah Honeychurch and Wendy Taleo. Contributors were invited to respond to a range of prompt for example ‘What was your favorite conference presentation and why?‘. One of the highlights of the conference was the session by Eamon Costello and Prajakta Girme entitled ‘University V is alive! Now open to the closed, the cruel and the Dead’. What was really interesting was the idea of the ‘pedagoganym’ and Eamon’s speculative performance.The zine can be accessed here. Perhaps the pivot to online learning involves “…sociomaterial choreography around screens” (Gourley, 2022).

One of the #CreativeHE community sessions in February 2022 is ‘Let’s Dance! Play that funky music to facilitate learning’. Some of the creative ways that dance has been used include Dance Your Ph.D and an example Dance your PhD 2018/2019 – Social Science WINNER: Movements as a Door for Learning Physics Concepts with a COVID 19 category where dance could provide a “joyful diversion” (Science News Staff, 2020).

The conference presentations are available in an open capacity here.

“Call your dancing spell my way. I promise to go under it”

Bob Dylan, in Daley, M, Orr, K & Petrie, J (2020)


Alhadeff-Jones, M (2016) Time and the Rhythms of Emancipatory Education Rethinking the temporal complexity of self and society (London: Routledge)

American Association for the Advancement of Science (2022) Announcing the annual Dance Your Ph.D. contest (Online) Available at: [Accessed: 14 January 2022]

Association of Learning Technology (ALT) (n.d.) Open Education Conference (OER) Conference (Online) Available at: [Accessed: 8 March 2021]

Association of Learning Technologists (ALT) ‘Strictly Come Digital Dancing Exploring ‘Open Education & Pivot Choreography’ through Speculative Virtual Dance’ OERxDomains2021 Conference. Online. 21-22 April. Available at: [Accessed: 21 April 2021]

Association of Learning Technologists (ALT) OERxDomains21 Guide (Online) Available at: [Accessed: 21 April 2021]

BBC (2021) Strictly Come Dancing (Online) Available at: [Accessed: 8 March 2021]

Costello, E & Girme, R (2021) University V is alive! Now open to be closed, the cruel and the Dead. [Accessed: 29th April 2021]

Daley, M, Orr, K & Petrie, J (eds) (2015) Further Education and the Twelve Dancing Princesses (London: Institute of Education Press)

Daley, M, Orr, K & Petrie, J (eds) (2020) Caliban’s Dance: FE after The Tempest (London: UCL Institute of Education Press)

Dhawan, S (2021) Digital Body Language How to Build Connection No Matter the Distance (London & Dublin: Harper Collins)

Gourlay, L (2022) Digital masks: screens, selves and symbolic hygiene in online higher education, Learning, Media and Technology, DOI: 10.1080/17439884.2022.2039940

Honeychurch, H & Taleo, W (2021) OERxDomains Conference Collections from conference participants [pdf] s.l:s.n (Online) Available at: [Accessed: 29 April 2021]

Jhangian, R (2020) Pivots, Pirouettes, and Piqués: Gracefully Managing the Anxieties of Remote Teaching and Learning, [blog] 25 March. Available at: [Accessed 27 April 2021]

Jhangian, R (2021) ‘Curious Contradictions and Open-ended Questions’. OERxDomains2021 Conference. Online. 21-22 April. Available at: [Accessed: 21 April 2021]

GASTA (n.d.) (Online) Available at: [Accessed: 8 March 2021]

OER Commons (2021) (Online) Available at: [Accessed: 8 March 2021]

Open Covid Pledge (n.d.) Open Covid Pledge (Online) Available at: [Accessed: 8 March 2021]

Pirrie, A, Fang, N & O’Brien, E (n.d.) Dancing in the Dark A Survivor’s Guide to the University (Golden Hare Books: s.l.)

Maiorani, A. (2021). Kinesemiotics: Modelling How Choreographed Movement Means in Space. (London & New York: Routledge)

Manafy, M & Gautschi, H (2011) Dancing with Digital Natives Staying in Step with the Generation that’s Transforming the way business is done (Medford: Cyberage Books)

Newell, A & Kleiman, P (2012) Doctors Can Dance.July 2012 London Review of Education 10(2):133-144 (Online) Available at: [Accessed: 8 March 2021]

McDonald, P (2021) Open Education: A Game of Digital Thrones. Open Education Blog, [blog] 25 March. Available at: [Accessed: 8 March 2021]

Science News Staff (2020) Science’s annual Ph.D. dance contest will go on, with new COVID-19 category. Science blog [blog] 26 Oct (Online) Available at: [Accessed: 14 January 2022]

Shaughnessy, N, Lutterbie, J, Bicknell, K & Sutton, J (eds) (2022) Collaborative Embodied Performance Ecologies of Skill (London, New York & Dublin: Bloomsbury Publishing)

Snowber, C (2016) Embodied Inquiry: Writing, Living and Being thorugh the Body (Rotterdam, Boston & Taipei: Sense Publishers)

Temple, P (2014) The Physical University Contours of Space and Place in Higher Education (Oxon: Routledge)

Todd, S (2021) Teaching as bodily enactment: relational formations of touch and movement, Discourse: Studies in the Cultural Politics of Education (Online) Available at: [Accessed 21 September 2021]

Zohar, R (2019) Dance your PhD 2018/2019 – Social Science WINNER: Movements as a Door for Learning Physics Concepts Available at: [Acessed: 14 January 2022]

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? Comic templates from Presenter Media and Slides Carnival were used. Using graphic organisers in online learning contexts can be argued to be beneficial (Wang, Mayer, Zhou, & Lin, 2021).

Perhaps comics and graphic novels are an important part of visual literacy which can be defined as “…describing 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 combine 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 commitment 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!


Catalina, J (2021) Colorful Comic. Free PowerPoint Template & Google Slides in Slides Carnival (Online) Available at: Theme [Accessed: 14 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: [Accessed: 14 January 2021]

Classical Comics Ltd (n.d.) Frankenstein The Graphic Novel: Original Text (British English) [pdf] Sample pdf Available at: FrankensteinOriginalTextSamplerOpt.pdf ( [Accessed: 14 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. Digital Transformation Blog [blog] 12th Dec. Available at: [Accessed: 14 January 2021]

Presenter Media (2020) Presenter Media (Online) Available at: [Accessed: 14 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: [Accessed: 14 January 2021]

Wang, X., Mayer, R. E., Zhou, P., & Lin, L. (2021). Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory. Journal of Educational Psychology, 113(5), 1024–1037. [Accessed: 26 November 2021]

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 in 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. 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.

“The need for rethinking conceptualisations of teachers’ professional practice in light of the

global digital world is complex and pressing. In a world obsessed with the definition of

partial parts of competences (the digital, the entrepreneurship, consumer…)

comprehensive frameworks of competencies remain crucial, especially as representations

of theoretical horizons of desirable professional performance”

(Biesta, et. al, 2020 in Castañeda, Esteve-Mon, Adell & Prestridge, 2021)

In future, it would be interesting to explore the extent to which the pivot has had and will have an impact of our professional identities. What would a ‘Pivot Identity’ look like? What would “Postdigital Teacher Identities” look like (Arantes, 2021). Pivots aside, let’s keep growing together!

It is possible to access the poster on Slideshare here and on via the National Teaching Repository 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:


Arantes, J.A. The ‘Postdigital Teacher Identities’ Praxis: a Discussion Paper. Postdigit Sci Educ (2021). (Online) Available at: [Accessed 9 November 2021]

Castañeda, L, Esteve-Mon, F, Adell, J & Prestridge, S (2021): International insights about a holistic model of teaching competence for a digital era: the digital teacher framework reviewed, European Journal of Teacher Education, DOI:

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

Guy, M & McDonald, P (2020) The Transnational Online Pivot: A Case Study Exploring Online Delivery in China [PowerPoint presentation] (Online) Available at: [Accessed: 24 January 2022] 

Guy, M & McDonald, P (2022) The Transnational Online Pivot: A Case Study [Online Poster]. [Date accessed 24 March 2022]. Available from: 

Jewitt, C (2006) Technology, Literacy, Learning: A Multimodal Approach (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 (2012) 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

Mitchell, E [@MeatyLoafy] (2020, 17th September) ABSOLUTE PLEASURE OF CO CHAIRING (MY FIRST TIME) THIS SESSION TODAY! #EUILTSPYM20 [Tweet]. Twitter. Available at:

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] [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.


Digifest 2020: Bears, Holograms and Gen Z

This year’s Digifest transformed the Birmingham ICC into a futuristic looking Blade runner set with Holograms and VR at every corner. I’m not sure we are quite there yet at the RAU but it was still interesting to see. I was there as a community champion but still had time to browse the programme. The opening video was amazing.

AI Hologram presenter

Hearing from Gen Z

Two of this year’s plenaries were delivered by representatives from the Gen Z generation.

Jonah Stillman (co-author of Gen Z Work: How the Next Generation Is Transforming the Workplace) shared some thoughts on the differences between Gen Z (born between 1995 and 2012) and Millenials (born between 1980 and 1994). While the talk didn’t go down too well with the audience (Generational talks rarely do, too much generalisation) I found many of Jonah’s observations rang true. Gen Z are realistic, driven, and exist in a state of survival mode (given the state of our environment and economy). They are also the first generation to grow up with digital, making it nearly impossible to dazzle them with technology. Some have begun to refer to them as the ‘phigital’ generation because they don’t differentiate between the physical and digital worlds and are comfortable in both. These traits have significant implications for how we deliver learning and teaching and the boomers in the audience should listen up!

Jonah Stillman presents

Jonah Stillman presents

In her talk entitled ‘The hidden filter’ Hayley Mulenda shared the inspiring story of her struggle with mental health issues: “I found my degree but I lost myself“. Hayley spoke honestly about her, and her friends’ difficulties in navigating the modern world and student life. Her advice was that we be aware of other peoples hidden filters and don’t aim for perfection, aim for progression. She also appealed to educators to be honest and open with their students: “We don’t need more role models we need more real models“. As institutions we need to be directing people to professional help and support and the sector needs to explore how we can ensure early intervention and engage parents and guardians (when possible).

Here’s one I made earlier

I’m always looking out for ideas I can take back to the RAU. This year my favourites were:

  • Catriona Matthews and the team at the University Warwick have been experimenting with delivering academic skills (those important skills you need students to learn that don’t relate directly to their discipline) in innovative ways. They’ve begun to refer to an ongoing induction and have found 20 minute lecture interventions to work really well, especially when the interventions are practical and contextualised. Also the students attend the session because it is tagged on to a core lecture.
  • Worcestershire council shared their SCULPT framework to help staff create accessible resources. An incredibly useful resource and I’ve already linked to it from our VLE.
  • In his talk on Climate Control on the journey to zero waste Jamie E. Smith, executive chairman, C-Learning talked about how we should making sure the right procurement (and other) policies are in place to make sure we make the best environmental choices in our organisations. Jamie’s suggestions included a move to cloud technology, recruitment processes that included assessment of digital skills, strategic workforce development and flexible working. I enjoyed his story on how he removed all the printers from a previous place of employment! Sometimes radical is the only way!
  • The main coffee break conversation topic was (unsurprisingly) Coronavirus. We compared business continuity plans and shared tales of internal Covid-19 committees. The Microsoft stand was busy with people asking how they could rollout Teams in under a week. The Teams webinar series and the Enable Remote Learning Community could prove useful.
  • The AbilityNet session on accessibility came up with some useful tools including Call Scotlandmy computer my way and my study my way. I also love the idea of microkindness (the opposite of microaggression), it’s really just another name for inclusive design

The accessibility panel

The accessibility panel

The closing plenary on day one was delivered by Lindsay Herbert, Author of Digital Transformation. Lindsay introduced us to the idea of the bear in the room – those problem that drain all your time and will rip your organisation apart. This is contrast to the elephant in the room which of course people chose to ignore. You need to get to the heart of these problems and progress and the rub is that you can’t adapt to major change without technology.

Lindsay presents

Lindsay Herbert presents

Lindsay’s key thoughts and examples were:

  • Real transformation starts with a problem worth solving (that aligns to a mission)
    • Danish oil and natural gas applied their experience to wind energy after asking themselves what was their core mission? Selling oil or providing energy for Denmark?
    • Rijksmuseum decided to go down the no tech in galleries route, but images of all their collections are released as highres on their website, copyright free.
  • Real transformation needs lots of people from lots of sources – it will be too big to solve alone
    • Netflix’s mission is entertaining the world, hence original content. They work with independents, they don’t decide on next big thing by analysing past behaviour, they need expertise from a lot of sources.
    • The Guardian don’t put their content behind a paywall, online is their priority and they have a two tier sponsorship model
    • The United nations refugee agency website wouldn’t display on a mobile phone despite most of their clients using a mobile.
  • Real transformation is learned and earned and not purchased – We tend to outsource when there could be a better way.
    • Ecolab made water purification systems but ended up merging the company rather contracting out work.
    • Harvard had a new tool but university policy dictated a minimum of 5 years experience and it might have been easier to hire freelancers. Instead they c changed the hiring policy.

There was a lot of valuable stuff in Lindsay’s talk and I’ve actually ordered her book. My plan is to get the highlighter out, mark it up and leave it on random senior leaders’ desks! She left us inspired by encouraging us to build wide support for the change want:  “You might not have the seniority to go right up the ladder, but you definitely have the influence to go right across.”


Bett 2020 – Day 3

On Friday the 24th of January, I attended the Bett Show conference. Bett is one of the largest education technology conferences in the world, with over 800 leading companies, 103 EdTech startups and 34,000 attendees [1]. Not only is there a large exhibition of many eLearning technology providers, you can also attend useful seminars hosted by leaders in the field.

Marieke had attended the Bett show as well on Wednesday the 22nd of January; have a read of her blog post here.


Welcome to the Bett show

Upon arrival to the Bett show, I had a quick orientation walk around of the conference, where I came upon Clevertouch (the provider of the touchscreens RAU is currently rolling out) hosting a session on how to use their touchscreens in creative ways in the classroom and how to use the connectivity options to get students to play an active role in learning.


Clevertouch’s session on using their screens in the classroom

After the Clevertouch session, I made my way to the HE/FE theatre for a talk by Simon Kay from South Gloucestershire and Stroud Colleges, who spoke about how they have successfully rolled out MS Teams across their campuses and the creative ways in which they are using MS Teams for teaching & learning, as well as communication.

As RAU is currently in the process of rolling out MS Office (which Teams is a part of), it was very useful to see how they went about designing their platform and providing support and training for their students and staff.


Simon Kay explaining how they launched their MS Teams platform amongst the students and staff

Straight after the session by Simon Kay, I remained in the HE/FE theatre for a talk on Smart campuses and how Universities in the USA are using technology to improve:

  • student learning, for example being able to check from anywhere on the campus which study spaces have computers available
  • student on campus living, for example being able to check on your phone whether there’s equipment available in the gym or what’s available for lunch
  • sustainability and cost reduction, for example lighting that turns on and off automatically
  • security, for example unlocking doors with your badge, CCTV and even an AI system that can identify the sound and location of gunfire and trigger a response plan accordingly


Richard Nedwich explaining the different elements of a Smart campus and how they link together via cloud technologies

The next seminar I attended was by Abi James of AbilityNet, who explained what accessibility means and what public bodies (including Universities) need to do to adhere to new accessibility regulations. Part of this is ensuring that your websites and VLE’s are easy to use by people with a range of SEND (Special Education Needs and Disabilities). Abi went on to explain how you can test and improve your webpages for this purpose and spoke about what writing a mandatory accessibility statement entails.


Abi James explaining the principles of Accessibility

After a little break, I had a walk around the exhibition. It was very interesting to see the diverse range of eLearning tools that are available and what they are used for. Some of the tools on display included:

  • Software, such as VLE’s, e-learning tools, apps, communication platforms, student registration tools, learning management solutions etc.
  • Learning materials, such as e-books, publishers and learning programmes
  • Hardware, such as learning robots, virtual reality kits, touch screens, interactive projectors and other devices
  • Furniture for creating smart classrooms and huddle spaces, as well as laptop/tablet safes

There was also a large section of the exhibition dedicated to a “Global Showcase” where people from different countries such as Norway, Korea, Saudi Arabia and France showed how they use technology for teaching and learning. In addition, there was a strong focus on SEND and student wellbeing, with Friday being dubbed “SEND Friday”.

As my last seminar of the day, I attended “Unified communication via the Cloud”, where Scott Somenthal spoke about how Universities can use “the Cloud” to connect different communication tools, after which it was time to make the trek back to Cirencester.

During the Bett show, I have gained many new insights and ideas, which are now to be digested and used in the RAU LT team’s work.

Digifest 2019: Are you ready for Education 4.0?

Last week’s annual Jisc Digifest was aesthetic and high-tech from the get-go. The opening ‘folded space‘ session brought together artists from across Europe to participate in an impressive synchronised performance of dance and music, all made possible by the Janet Network. Even the conference’s byline ‘shaping education for a hyper-connected world‘ sounds more sci-fi than HE. As opening Key note speaker Anne-Marie Imafidon, CEO of the Stemettes, pointed out – the web is 30 years old  now and it’s time for us to get more creative in our thinking!

The opening 'folded space' session

The opening ‘folded space’ session

So what were the core themes?

Creativity and the changing skills requirement of our students and staff was prevalent in many presentations and discussions. From the A for Art appearing in STEM (STEAM),  to multidisciplinary learning and rethinking the way we do things. Dave Coplin, CEO of the Envisioners, offered some great observations on this in his day one closing keynote entitled the rise of humans. Dave suggested that we focus on creativity, empathy and accountability. This will allow us to get rid of processes that don’t make sense (ditch the elephant powder), disconnect unless it adds value and use Artificial Intelligence (AI) wisely (see project InnerEye).

Experiencing life as Natalie, a student in 2029, through the power of VR

Dave reminded us of the wise words of Pablo Picasso: “Computers are useless. They can only give you answers.” We need to be asking the right questions – and that’s where our creative minds come in. He concluded by pointing out that culture is the single most important attribute for an organisation to get creativity and innovation right. You can have all the technology in the world and it isn’t going to change any outcomes.

Joysy John, director of Education at Nesta also discussed the skills gap in her opening keynote for day two. Nesta want to create a broader, fairer and smarter education system that focuses on how can all learners thrive in the future. They have identified the current skills gap that sits alongside recent narrowing of the curriculum. Joysy spent time looking at the new(ish) skills most needed (see the picture below) and asked is our education system teaching these skills?

Joysy John talks about the skills required for future work

Joysy John talks about the skills required for future work

Nesta Education has developed some very useful tools including My kinda future, Get my first job, and the UK skills taxonomy which looks at the digital intensity of jobs. Joysy reiterated the message about removing the distinction between arts/humanities and the more technical and scientific subjects.

Education 4.0

Many of the plenaries and sessions covered the new technologies that make up Education 4.0.


These range from exciting use of Virtual Reality (see the VR Education work) to data analytics and Artificial Intelligence (AI)  and Machine Learning. However ethics is a big issues and while AI (and other Education 4.0 tools) offers us a multitude of opportunities it still needs to be kept in check. Anne-Marie Imafidon’s point that if “If you don’t intentionally include you accidentally exclude” highlights the need for diversity in testing. And Nesta’s recent blog entitled AI is changing the world, who is changing AI? is really thought provoking. As Dave Coplin put it “the best defence against algorithmic bias is diversity.

The 4.0 technologies were explored in more detail in the over the horizons panel session on the Jisc Horizons report – emerging technologies and the mental health challenge. The session was chaired by Andy McGregor, deputy chief innovation officer, Jisc. The speakers were Sarah Davies, director of education innovation, University of Bristol; Nick Brazil, deputy principal, Gower College; Rachel Hall, university editor, The Guardian and Gwyneth Sweatman, president, NUS Wales. The report looks at “the fourth industrial revolution in which emerging technologies such as artificial intelligence and the Internet of Things blur the lines between the physical, digital and biological spheres and the impact and change it brings for education“. Audience questions covered areas including the need for National digital vision, costs and funding, and issues around Mental health.


Over the horizons panel session

One interesting concept covered in the report is ‘streamlining’ – or technology enabling us to get to the information we need much quicker. There is a quote in the report from Phil Richards, chief innovation officer, Jisc that explains:

I see the technology as a human optimisation system, so the meaningful support people get … comes from human beings. It’s that initial referral, realising that the people who need help are those who’re least likely to ask for it when they’re in a dark place, which the technology helps with.

It’s about a partnership between technology and humans. That’s where Chatbots come in. In the future is conversational the University of Bolton demonstrated their bot Ada (named after Ada Lovelace) who is acting as a virtual assistant for staff and students. Bolton began by connecting the chatbot to all key data sets on campus (student records data (tribal), email, curriculum resources, timetabling, qualification, attendance, opening times, finance/bursaries etc.). They are using around 12000 variations of questions and have even tied Ada in to Wolfram alpha.

The end result helps students with general inquiries, curriculum specific queries, employability; and staff with questions like who is on work placement? Which learners have passed? Which learners have falling attendance? All responses are contextualised.  Ada also nudges students with welcome back message, attendance message etc. The system is voice activated (Alexa), and works on app (ios, android) and desktop. There are Central APIs that route info to IBM watson, Wolfram Alpha , campus data.

Bolton are not the only institution delivering on chatbots. In his talk on How you are embracing the change of technological capability, and the needs of the students of the future, not the past? Andrew Proctor, Director of digital services at the University of Staffordshire talked about their own experience of  AI becoming the new UI. Staffordshire have developed Beacon as a way to curate information, offer recommendations, nudge students etc.  To do this they used an Azure bot framework and natural language processing. A partner was brought in to help them deliver Beacon and Azure stack accelerated the process.

Andrew Proctor talks about Beacon

Andrew Proctor talks about Beacon

Digital strategy

With so much going on many institutions have taken to creating and implementing digital strategies. Ross Parry presented the University of Leicester experience to a packed room. Ross has a split role of Deputy Pro-Vice-Chancellor (Digital) and professor in the School of museum studies, demonstrating the commitment Leicester has made to digital. Leicester have taken their magic word (‘discovery’) and combined it with a beginners mindset to build their digital strategy. It stands as an cornerstone with other enabling strategies underneath. Ross explained that Digital is about people and value and culture, and a strategy is aspirational, a thing that you create and use. He recommended that institutions worry about digital thinking as much as they worry about the infrastructure to support it.

Ross Parry on Digital capability as a strategic priority

Ross Parry on Digital capability as a strategic priority

The Leicester #digitalcampus strategy is underpinned by 20-30 live projects, it has a supporting model – an animated picture of buildings. This could even be seen as cute and gimicky mnemonic. To deliver the strategy Ross has worked in partnership with the Leicester director of IT – Liz Bailey, the duo have worked together on the three cores areas: new  integration, new interface, new interaction. The new interaction refers to work to make their student records system talk to their VLE, something that has involved rebuilding things from the ground up (they have made good use of Top hat to do this). Migration of data and information was carried out by students as part of the ‘big build’ and everything has been supported by great visuals and infograms and a steer from senior management.

In his talk Andrew Proctor also shared many of their Education 4.0  approaches to strategy: more learner centric, more choice (hyper-personalisation), diverse consumption models, traditional byte sized degrees, subscription based, outcome based. He talked of “building things to change” – recognising the fast moving world we are in and being agile at all times.

And finally MS Office 365 and a little bit of Google

In the University of Central Lancashire session ‘DigiReady: preparing learners for a digital workplace‘ we heard from Andrew Sprake, lecturer in physical education; Neesha Ridley, senior lecturer in midwifery; and Chris Melia , senior learning technologist.

Chris Melia talking about Jisc digital insights survey and why they've started using Microsoft teams

Chris Melia talking about Jisc digital insights survey and why they’ve started using Microsoft teams

The team have brought in a Digital skills programme that relies heavily on Microsoft Teams and Microsoft educator community training and Microsoft office certification. Their Digital transformation at scale event 17 April UCLAN would definitely be good to attend and I’d like to hear more about Use One note for digital portfolio. Lots of institutions are turning to Microsoft for training , accreditation and certification.

The closing keynote was delivered Head of Google Education, Liz Sprout. After some audience App sharing (try it – share your favourite app with a random stranger) she spent time explaining the difference between Machine learning and Artificial Intelligence (thank goodness – I was too embarrassed to ask). Machine learning comprises of supervised learning, unsupervised learning (discovering patterns) and reinforcement learning. It is now possible due to the amount of data, the speed of processing data, minaturisation, reduced power consumption and improved cooling systems. And ML powers most of what Google does: search, gmail, photos, translation, YouTube, chrome, maps…


Liz introduced us to many of the great Google tools out there. Some of  the best for education are:

  • Google arts and culture allows you to take a 360 tour of many famous sites and landmarks. You can jump from the CERN hadron collider, to the Great barrier reef and round most famous galleries. Like Google maps but much more exciting. However if you want to get really out of this world try Google sky.
  • I’m sure you are familiar with Google Scholar but have you seen Google books – the world’s most comprehensive index of full-text books.
  • There are an increasing array of translation tools available from Google. Google translate is the obvious one but could try the Google translate app (for OS or android) and use your camera for instant text translation.
  • Interested in our changing times then Google trendsNgram viewerZeitgeist and Google Correlate will let you look at our changing search patterns. Google public dataalso helps you find interesting data sets to work with.
  • If you are feeling very adventurous there is Google Expeditions which allows you to use Virtual Reality (VR) and Augmented reality (AR) in your lessons.

Liz Sprout from Google

Liz Sprout from Google

Naturally these themes are shaped by the sessions I attended and my own personal interests. There was a lot more on the digital campus, digital capability, data ethics, student wellbeing, accessibility and multimedia that I haven’t even touched on.

Luckily Jisc do a good job of videoing and collating their content – so here is everything I missed.

Once again Digifest is invaluable for those working in technology in Higher Education. It always inspired – now to find a way to create more hours in the day!

Trip report: Edtech Expo

Yesterday I attended the EdTech Expo event at Old Trafford Stadium. A great venue and a surprisingly useful conference. It was clearly targeted at those working in ed tech at schools, rather than in FE or HE, but there was some useful insights and inspirational talks.


The opening panel was on ‘the future of digital learning’ and featured Dave Smith (Havering education services), Emma Owen-Davies (fellow, Chartered College), Abdul Chohan (CEO of Essa M.A.T. and co-founder of the Olive tree school, Bolton) and Steve Wheeler (Learning Innovations Consultant, formerly Plymouth Institute of Education). It covered broad topics including how we develop the skills in our students that businesses needs, how we build our staff digital capability and how schools can use digital technologies to retain their staff (they are leaving in droves unfortunately).

Steve Wheeler’s solo presentation on ‘digital literacies and capabilities: Learning in the 21st century’ followed. He offered some interesting insights and considerations: a blasting of the digital natives and digital immigrants idea – let’s think about digital residents (habitual users) and digital visitors (casual users) instead. Tales of his 80 year old father’s online life (some of his post have 1000+  likes!) and the slightly scary observation that this year every teacher was born in last century, every child born in this century. Steve ended by looking at the EU digital competence framework 2.0 highlighting our need for new skills like transliteracy, identity management and the 4 Cs: Connection, content, complexity, connotation.

Abdul Choan: “These are six of the most expensive words in education”

By far the most inspiring talk of the day was by Abdul Chohan. Growing up just outside Manchester Addul made a commitment to improving the area and after time spent working as a Chemistry teacher co-founded the Olive school in central Bolton. The school intake is predominantly from deprived areas but a commitment to the growth mindset and major tech project where all children have been provided with originally ipods and now ipads has led some incredible results. Abdul offered many words of wisdom but the ones that resonated with me were:

  • If you can master the art of changing a person’s belief, then you can change their actions.
  • Simple and reliable are the most important factors when it comes to digital technology – he illustrated this with a great story about the laptop trolley at his school. When staff don’t believe something will work then they just won’t use it.
  • If something works then you can get rid of something else and save money. Educators are terrible at moving on.

Abdul touched on many areas of pedagogy that warrant further investigation: Webb’s depth of knowledge, Dale’s cone of experience, Schlech’sty Levels, Vygotsky’s zone of proximal development, Puentedura’s SAMR and shared some great case studies – too many to list here, see his Twitter feed for more details.

I enjoyed the interactive session on ‘marginal gains for big wins’ from Patrick McGrath from Texthelp. It was delivered using Patrick’s suggestion that we move away from the idea of transformation (whoops…it’s the name of this blog!) and instead focus on these smaller, quick wins. He covered a number of useful tools including Kahoot, Padlet and of course Read&Write – Texthelp’s main accessibility tool. We have Read&Write at the RAU and it is definitely a tool we want to promote more to all our students as a great productivity tool. Patrick’s suggestion was that students use it to listen back to their reports allowing themselves to take a more critical look at what they’ve written.


In the afternoon there was a session on ‘The future of Education: Artificial Intelligence’ delivered by Charles Wood from CENTURY tech. CENTURY tech uses artificial intelligence and big data to improve learning outcomes and reduce teacher workload. His overview of AI covered:

  1. Reasoning e.g. chess
  2. Knowledge representation e.g. identifying brain scans
  3. Planning (navigation) e.g. self driving-cars
  4. Natural language processing e.g. Siri
  5. Perception e.g. safe self-driving cars

[If you want an accessible and quick introduction to AI, or machine learning, listen to the  Miranda Mowbray interview onthe recent Jisc Podcast on ‘how AI and big data will transform research’ – about half way through] While CENTURY tech’s tool appears more appropriate for schools than HE (the learning activities it offers are predominantly multiple choice questions based on the national curriculum and there is currently no free text analysis opportunities) they are beginning to work with universities who have taken the front end and are developing their own content.

The most sobering talk of the day was by Andy Wood, online safety consultant, South West Grid for Learning. While the Internet is a tremendous resource it is a potential area of danger for young people. Andy made a compelling eSafety case for why we need to ensure children and young adults are digitally literate and taught to be resilient. His recommended model is that we fully understand the landscape (bullying, porn, so that we can mitigate risk. Some of the key organisations working in this space are Internet Watch Foundation, Childnet International, SWGFL and Professionals Online Safety Helpline.

While Ed Tech Expo wasn’t what I thought it was going to be it was actually refreshing to spend some time looking at digital through the eye’s of a teacher. And in true good conference style I’m itching to get back to my desk to look up the links I’ve jotted down.

Useful links


UCISA Bursary and ALTC

Great news! I have been awarded a bursary as part of the UCISA 2018 bursary scheme to attend the Association of Learning Technologists conference that will take place later this year.

UCISA logoFunding from the UCISA bursary scheme gives IT and IT-related staff the opportunity to travel to conferences and keynote technology events they might otherwise be unable to attend. I, along with 19 other candidates, have been awarded funding and will be writing on this blog and the UCISA blog about my experience.

The funding is particularly pertinent as I have also just found out that I have been accepted to give a presentation at ALT on my recent work here at RAU. I submitted a proposal entitled ‘From little acorns…growing a learning technology culture’ unsure if it would be accepted or if I would win the bursary. So huge thanks to UCISA for their support and to my line manager Alun Dawes for backing my application.  I love it when a plan comes together 🙂

The ALT conference will take place from 11-13 September 2018 in Manchester. As I explained in my bursary application:alt_logo

While other events offer a useful perspective on a particular tool or system and a chance to engage with a user community the ALT conference is fundamentally different. ALT is not purely about tools or systems – though they will be mentioned aplenty. ALT is about strategic thinking, about learning from those who have already sat where I sit now, about knowing that I am asking the right questions. ALT is where practice is discussed and moves on to policy, and policy is where change moves from being incidental to being systemic. One of the biggest challenges I face is how do I support systemic change within my institution as oppose to piecemeal change. And how do I do that whilst also operating at a grass roots level working with practitioners.”

I’m really excited to be going to the ALT Conference. The ALT team have been a big help over the years. I regularly attend their webinars and avidly follow the organisational mailing list but have yet to attend one of their physical conferences. It’s going to be great to be in the same space as so much learning technology knowledge. Hopefully I’ll just be able to absorb it by being there!