We’d like to share a guest blog post from our professional programme team on a recent webinar they were involved with. This was a new activity for the RAU and a substantial learning curve. Thank you to Professsional Programme Manager Elizabeth Badger, Professor Louise Manning and Associate Professor Nicola Cannon for the summary.
Climate smart webinar
This September, Associate Professor Nicola Cannon was asked by Tim Heddema, Agricultural Counsellor for the Embassy of the Kingdom of the Netherlands, if the RAU would be prepared to co-host the fifth of a series of conferences the Embassy has been running with various partners.
The discussions around Nicola’s research work prompted the idea of an online webinar conference format, in these COVID-19 times, to explore future opportunities and priorities for collaboration on climate-smart agriculture between the Netherlands and the UK.
As we race towards Christmas it’s easy to forget now that September was early in the new landscape of delivering online professional development programmes at the RAU and at that point our activities had been based around embracing the ‘meeting’ type platforms Zoom and Teams. These technologies are used in a variety of meeting and webinar deliver settings but we looked to develop a new approach and audience experience. This introduced us to the term simulive and the advantages of the learning experience of working with a platform which offered a this package.
Creating a simulive event
What does this mean? The use of ‘simulive’ allowed us to use both pre-recorded videos and live content, to have a branded registration and viewing site and a very detailed set of analytics, and the facility of a programme manager on the day to ensure that we could focus on the delivery of content rather than back room technology management. We found this very appealing. We felt that hosting an event with a high level of International speakers and attendees needed a more polished and risk free setting than an internal meeting or teaching environment provided by the self-managed Teams and Zoom. The platform we eventually chose came from a list of options kindly offered by Student Recruitment and Widening participation Manager Liam Dowson of providers he had seen at external events he had participated in during his marketing and outreach activities for the RAU.
We spoke with a number of providers and then decided on WorkCast as a provider as they were appropriate to our needs and budget and the learning process began for us. We can say this has been a big learning curve.
Working with WorkCast
Once you are signed up for your event, WorkCast provide a very supported and responsive service and manage all aspects of the event except the speakers and topic content. However it is easy to underestimate the time it will take to coordinate all the parties and processes.
WorkCast recommend between 8-12 weeks to set up for an event and if your event has a reasonable number of speakers, with varying response times, availability and technical expertise, and especially if you are partnering with other parties in organizing the event, this seems accurate. In fact all of the supporting information that WorkCast provided was actually very useful and relevant and probably equally transferable to general presentation and event working practices.
The first lesson learnt is definitely that online does not mean instant. Generous allocation in your planning of pre-production time is essential for proper topic development, technical and personal connection and presentation briefings particularly if you are including pre-recordings. In the end the biggest challenges are not with the selection of the platforms as there are a variety of ways to choose to run your event online. It is making sure that you cover all the potential issues that could arise – scripting the links between one presentation and another so another person can step in as a co-chair if internet links drop out.
Rehearsal is key especially checking pre-recorded videos work well on the platform. The videos themselves need to be of a minimum quality and ideally this is communicated to presenters in a timely way. Recognising that different viewers will have a range of internet download speeds which can mean that for some the video and sound are in perfect sync – whereas for others the two can separate. Making sure you have a clear protocol for managing questions that come in and that you can provide sample themes beforehand to panel members. Thus the content and curation of an event is critical and so is panel member and individual internet connection speed and equipment can definitely compromise the quality. Guaranteeing the speaker’s internet speed and background setting to emulate a more television like experience for the viewer will be a given in the future as audiences become more demanding.
A social media strategy is essential to drive attendance especially in the last twenty-four hours before the event. Linking social media engagement to the presentations on the day and preparing tweets and posts beforehand is essential. This can only be achieved if all the pre-recorded material has been listened to and reflected on. Professionalising our online presence when we move beyond Covid-19 is key and considering how we meet audience needs and use the correct platform for the topic and learning scenario.
Online delivery is here to stay, and optimising audience experience is key.
After a small-scale pilot during semester 1 the RAU have now agreed to purchase the Student Response system Vevox.
We started our journey with Vevox in 2019 and before lockdown. With an increase in the number of core modules being delivered we were seeing more large-group lectures of over 100 students. There was an increasing need to keep students engaged and encourage discussion and critical thinking despite the group size. A small pilot group was established and we looked at solutions including Mentimeter, PollEverywhere, Turning point and Vevox.
The group opted for Vevox primarily due to their PowerPoint integration, ease of use and friendly customer service approach.
The impact of Covid
Covid has not only slowed down our ability to work on new projects but has changed our requirements. Our blended curriculum consists of pre-recorded lectures, while seminars are face-to-face or online (depending on the situation of the students in that module). The PowerPoint has (for now) moved down the priority list, while use in an online session (for example in Teams) has moved up. Surveys (an asynchronous version of polls) are also of more interest. Vevox have worked hard with us and the sector more generally to stay relevant, for example will soon be releasing a Teams integration.
The pilot group
The Vevox pilot group has been relatively active and we now have 16 users registered on the site, 9 of these have created polls or surveys. Some of these poll sessions have had over 80 participants. I have used Vevox on the Digital Skills module I teach on and the students really like it. Polls have been more successful than surveys but we have had a high participation rate and it has led to some good discussions. The anonymity is helpful and has encouraged honesty and participation.
On Wednesday 9th December Amie Fletcher from Vevox will joining us on Teams in a very brief (3:30-4pm) session introducing Vevox. We will also share a couple of case studies and real life experiences from the pilot group and invite people to sign up for the second phase of the pilot to run in semester 2.
We are also looking at our SSO integration, the aforementioned Teams app and the PowerPoint plugin.
And of course the ITS team plan to use Vevox for our Christmas quiz!
Our plan is that Vevox becomes one of the core tools in our digital tool box.
As the sun rises on this new dawn for higher education it is illuminating new digital models of learning and teaching, while at the same time casting a shadow of darkness across some traditional, increasingly old fashioned, ways of working.
David Maguire Interim principal and vice-chancellor, University of Dundee Chair, learning and teaching reimagined
The report finds the biggest challenges facing our sector to be:
Embed digital at the heart of university culture – Leadership and vision are essential for transformation as digital becomes a central feature of learning and teaching.
Invest in the short term but with a long-term strategic view – Most university learning and teaching infrastructures need significant upgrades to support the expansion of online learning and teaching. As this is a rapidly maturing field, careful long-term planning is needed to ensure investment is strategic.
Explore new economic models for high-quality blended learning at scale – Scaling up high-quality blended learning and teaching takes considerable time and investment. If the shift is to be sustainable, affordable and widespread, work is needed on the economics that will allow transformation.
Embrace blended learning in curriculum redesign – Focusing on learning design, with student involvement, will ensure that it achieves high-quality outcomes and makes a difference by shaping fully accessible and inclusive learning.
Expand the digital skills and confidence of students and staff – Significant and rapid progress has been made in improving the digital capabilities of students, staff and leaders but there is much more to be done, and increasing all-round digital confidence remains a priority.
Communicate the benefits of blended learning – We have evidenced a significant increase in the acceptance of digital learning and teaching but further attention is required to understand and meet shifting perceptions, both within and beyond the sector.
Strengthen the response to digital poverty – The digital divide was brought into sharp relief in 2020 with students’ differing levels of digital access. This remains a priority concern for all groups and additional resources are needed to level up opportunities.
We are facing many of these at the RAU. It has been a huge cultural shift to move online and there is still considerable work to be done in bringing the whole institution with us.
In order to counteract these challenges the report makes a series of recommendations. These make a good basis for any future planning.
Universities to use their strategic and structural planning processes to effect the digital transformation of learning and teaching, ensuring that sponsorship is provided by governing bodies and executive teams.
Universities to review their strategic investment in digital learning and teaching.
Universities to make investment plans to mitigate the heightened cyber security risks that arise from greater dependence on digital technologies.
Universities to think radically about the scale and scope of their learning and teaching activities, prioritising blended learning approaches wherever possible.
Universities to accelerate the adoption of blended learning, with close involvement of students in all aspects from design to delivery.
Universities to ensure inclusivity and accessibility are integral considerations in curriculum redesign.
Universities to ensure their professional development plans include digital training, peer support mechanisms and reward and recognition incentives to encourage upskilling.
Universities and sector organisations to establish research to remain in step with the changing digital preferences and expectations of prospective higher education students.
Universities, government and funders to provide additional funding or means to reduce digital poverty as a barrier to students accessing higher education.
There is a recording of the accompanying launch webinar which features VCs from Edinburgh, Aston, Falmouth and Sheffield Hallam, the CEO of AdvanceHE, director of policy at UUK and others.
Thanks again to Jisc for the report and accompanying materials.
In his last post Matthew Rogers-Draycott promised to share some of the tips, tricks and ideas that he has been using to improve his recorded material. He starts with looking at how you can create better videos.
Creating Better Videos: Getting Started
Recording content for blended, flipped or fully online courses is a minefield. Not only do you need to shape it to fit a very different set of pedagogical and methodological considerations, you also need to ensure that it is recorded in a way which maximises the impact of material you are delivering.
There has been a lot written about how to design materials for these contexts but, surprisingly, the same attention has not been given to providing clear advice on how to record for them. As someone who has some experience of this work and, is currently exploring how to improve my output, I felt that this was something I could contribute to.
In my effort to address this topic I am going to write a series of blogs/vlogs that will discuss how to produce better recordings using varying levels of equipment. In this first piece I am going to explore the key factors that underpin the production of good recordings and make suggestions as to how these can be controlled with minimal equipment.
In my opinion there are 3 key factors that you need to control to produce good recordings:
your camera position
and the placement of your microphone.
When choosing a place to record there are 2 things you need to consider, the first of these is the ambient volume. Managing ambient volume is not just about finding a quiet place that is free from other distractions or interference, that bit is quite obvious, it is also about ensuring that the room you are recording in is not too acoustically bright. A bright room is one that is tilled, has hard floors, and/or lots of hard furniture. Recordings in these environments will tend to sound echoey and tinny even with good quality equipment. This means that kitchens and bathrooms are not ideal, instead, try to record in carpeted rooms with lots of bedding and/or soft furnishings. Larger rooms with less furniture are also not a good choice as they can add an echoey quality all of their own to the recording. If you are stuck in a large or, acoustically bright space, putting a pillow behind your mic or, at the either side (just out of shot if you are using video) can help, as can hanging a blanket around the area you are recording in (to make it acoustically smaller).
Assuming that you are videoing your content the second thing you will need is light, even a good camera with low light correction can be rendered inept with poor lighting. If you do not want to invest in lighting, which can be done relatively cheaply, the important thing is to try to make sure that your face is lit from behind the camera and that you do not have any bright light sources directly above, behind, or to the side of you. This should make sure that the visual tone of your recording is even and that you do not look washed-out, in shadow, or have any instance of flare from other light sources. A simple trick is to record during the day, and do so directly facing a window, this should ensure that you are lit by the natural light from the window without the need for any additional light sources.
Next, you need to consider where your camera is positioned. Wherever possible your eyes should be level with the camera and you should be able to speak directly into it as if you are looking at the audience. If you are using a webcam, putting it on a small tripod can help to get the right level, if you are using a laptop, I would advise you to lift it up using a small pile of boxes or books to achieve the same effect. When you see yourself on camera your face should be framed in the centre of the image, with a centimetre or so between the top of your head and the top edge of the screen. Making sure that your camera is at eye level will also help to reduce shadows and, if you are using an inbuilt mic, it should ensure that you are speaking toward it.
To be clear, buying a good external USB microphone or headset is the quickest fix to improve the quality of any recordings you are producing vs. using the mic that is built into your laptop or webcam. The reason for this is that laptop and webcam mics are small, poorly filtered, and often badly positioned.
When considering mic placement, it is important to understand that the further away you are from the mic, the thinner your voice will sound and the more the environment will affect the recording. That said, if you are too close to the mic you will sound overly bassy and the impact of your breathing will be exaggerated. Therefore, the mic needs to be close to your face, but not too close, about 15-30 cm away and just slightly off-axis from your mouth is ideal. If you have a pop-filter or windshield you should use this as it will further lessen the effects of breath sounds and aspirated plosives on the quality of the recording. Following these suggestions should mean that you can turn-down the gain on the microphone, which will in turn reduce the impact of any background noises. These tricks will help your voice to sound richer, fuller, and minimise any interference.
If you are stuck with only a laptop and in-built mic the best advice is to lift it up (as previously suggested), and get your face as close to the mic as you can while still maintaining a good framing of your face in the screen. Beyond this there is not much you can do to improve your audio unless you are willing to engage in some post-production with something like audacity.
I hope these tips are useful, in my next piece I am going to focus in more detail on getting the audio right and will use some examples to illustrate the points I have raised here.
Today we have a post from one of our lecturers, Matthew Rogers-Draycott, in which he offers his perspective on the digitisation of higher education, and the role of curricula such as the RAU’s blended learning model during the Covid-19 Pandemic.
Matt is a lecturer here at the RAU specialising in Entrepreneurship and Marketing, and he acts as the Programme Manager for a number of undergraduate degrees in the School of Business and Entrepreneurship.
Between stints in business Matt has spent the last 16 years working internationally as an entrepreneurship educator and course leader in a wide variety of institutions. He is also a passionate tech geek with a keen interest in digital approaches to education. You can follow Matt on Twitter.
We hope that this this post will be the first in a short series in which Matt shares some of his experiences of digital delivery.
Digital Approaches to Education During CV19, a Critical Perspective
When I was asked to write this blog it was hard for me to decide what to focus on. In institutions across the UK staff are coping with such a variety of pains and pressures I wondered how I could write something that would be useful and meaningful. In the end, I decided to try to summarise my thoughts about the RAU’s approach to online education in this phase of the CV19 crisis and how I felt about this in the hope that it might provide some useful insights for other colleagues.
Unlike many in the sector I am not a newcomer to designing and building digital learning materials. I created my first online course in 2011 and, in a previous life, I often championed the use of flipped classrooms, virtual learning spaces and gamified delivery through projects such as Mashhop.com (a pretty glorious failure), events, blogs and conference presentations.
Having read this, I bet many of you are thinking that, in the current environment, I am getting exactly what I always wanted… Please allow me to disabuse you of that notion. What I have long hoped for is a planned shift toward a more digitally integrated curriculum which is not, in the main, what we are currently producing.
At the RAU, for example, our CV19 delivery model is designed to provide a blended curricula, a middle ground between fully flipped and traditional in-class teaching.
While I believe that this is a good model which has pushed me to create some impactful new learning materials and encouraged me to update many lectures in a fashion that I might otherwise have avoided, this is still a long way from the deliberately constructed ecosystem I would like to see higher education institutions such as ours embrace.
The difficulty here is that our model, like many others in the UK, is treading a fine line between the need to build more structured, synchronous, online content while maintaining an element of asynchronous face-to-face delivery. Furthermore, its rapid introduction leaves me feeling that deeper considerations of philosophy, pedagogy, and methodology have been curtailed in favour of streamlined approaches which can react to our ever changing environment.
To be clear, I am not criticizing the model, I am supportive of it, and I think that its compromises are understandable given the competing pressures it must, pragmatically, mediate between. That said, I am also keen that we do not present this as something it is not, a major step-change toward the mainstreaming of digital education approaches in higher education.
If we are going to shift in that direction, temporary solutions, such as those that we are currently offering will not be enough. Students are savvy consumers of digital media, they expect content and delivery systems which have been designed from the ground up to engage, entertain and educate. I believe this will result in the need for new training programmes, better equipment, and a radically different conceptualisation of the curriculum design process. All of which will likely put the need for specialist support staff, training, and development time to create these kinds of experiences in sharp focus, especially when balanced against the myriad of other agendas institutions such as ours must seek to fulfil.
It is, therefore, becoming increasingly clear to me that we as educators need to make time and space in our ‘new-normal’ to share insights and ideas that will help all of us to develop our practice as. No matter how difficult that may be. I know that is what I intend to do more of. I am going to commit to more blogging, posting and dissemination to share some of the tips, tricks and ideas that I have hit upon to improve my materials and I hope this will encourage others to do the same.
Yesterday I attended my first Microsoft Innovative Educator Expert (MIEE) team meeting along with over 200 other MIEEs from around the UK. The MIEE global community is “a thriving community of educators who are working together to change students’ lives and build a better world“. Pip has been an MIEE before and wrote a great post on her experience, but I am a newbie.
Being a member of the group means that we have access to support (through the MIEE Facebook group and Teams site), can host events in the name of MIEE and get free offers from Microsoft partners.
Yesterday’s meeting involved some general introduction to the support people by region, an overview of new Teams features and very brief introduction to Thinglink.
My main aim for the following year is to get to know the MIEE community better and become more proficient in all things Microsoft. There are already Teams channels springing up for regions and different sectors (like HE). It’s clear that there is a huge amount going on and I’m looking forward to being part of it.
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:
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.
It is Monday morning at 9am (or perhaps a bit before). You open your emails for the first time of the day.
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.
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)
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).
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.
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.
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.
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.
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.
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.
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.
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!
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).