Teamwork, TILE & TNE. A Collaborative Presentation Adventure.

The Teaching Innovation and Learning Enhancement (TILE) Hub at Staffordshire University organise a monthly two-hour webinar in an online capacity on Microsoft Teams. There are four presentations that last for 25 mins with 5 minutes for questions. A wide range of pedagogic themes is presented including escape rooms and podcasts. 

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Staffordshire University (2023)

The Learning Technology team presenting at the Teaching Innovation and Learning Enhancement (TILE) Hub webinar in March 2023. Earth rotating animation by Presenter Media, 2021.

“The TILE Hub is developing an academic community of practice and provides interdisciplinary collaboration between departments and work to develop collision pedagogy and synergies to push digital learning and teaching forward”

Staffordshire University, 2023). 

The TILE Hub has 4 primary objectives: 

• Delivery of Digital Pedagogical Training
• Delivery and Development of Catalyst Pedagogical Training 
• Staff Digital Diagnostic and Development
• Student Digital Diagnostic and Development (Staffordshire University, 2023).  

In March 2023, the Learning Technology team presented in an online capacity at the  Teaching Innovation and Learning Enhancement (TILE) Hub monthly webinar exploring Collaboration, Innovation & Expansion. Reflections on the Technology Enhanced Transnational Learning (TETL) Journey at the Royal Agricultural University (RAU).  The session plan can be accessed here. In order to prepare, team members attended TILE webinar 3 in February.

TNE is not just expanding at the Royal Agricultural University, it seems to be a sector trend.  How can we define TNE? How is it possible to define TNE? TNE is broadly defined as “…the delivery of an award in a country other than that in which the awarding body is based” (UUK, 2018: p2). How is TNE expanding? In 2022, it was identified that 162 higher education providers (HEPs) reported 510,835 students studying through TNE. This was a 12.7% increase from 2019–20 (UUK, 2022).  TNE can be categorised in different ways including branch campus, distance learning, online provision, joint and dual degree programmes, double awards, ‘fly-in’ faculty, mixed and blended models (UUK, 2022: p3).  

Husna presented a table to show the RAU’s TNE projects.

“Measuring the impact of TNE is crucial to gain a better understanding of the contribution of UK universities to tackling global challenges”

(Wilkinson, 2021) 

So how does the Learning Technology team support TNE expansion through collaborative and innovative approaches? We explored the international VLE, the use of Panopto for asynchronous pre recorded lectures, Zoom to deliver synchronous interactive sessions, Turnitin for assessment and feedback, Vevox, the popular Q&A and polling tool and our customer story here, the Learning Technology email inbox and delivery group meetings. Four core themes that run throughout TNE expansion and collaboration and innovation are, teaching, learning, assessment, training and collaboration, infrastructure, research and dissemination of findings. We explored international TEL Tips, Qingdao Agricultural University (QAU) in China, Shandong Agricultural University (SDAU) dual degree and contract teaching in China, International Agricultural University (IAU) in Uzbekistan, Sharjar University in United Arab Emirates (UAE) and Jiangnan University in China. 

Lisa’s Reflections

Since early 2022, the RAU’s Learning Technology team has been writing fortnightly TECH tips for all UK-based staff and students. We aim to support and develop the digital skills of our community – this is also an area regularly identified by employers and the Government to address a growing skills gap (Gov.UK, 2019; JISC, n.d.). With our hearts in pedagogy first, we never assume that our students and staff come with these skills, so we look for ways to support them.  

Lisa presented TEL and TECH tips.

By the start of this year (2023), there were clear reasons to extend tips to our international partners. Importantly to give a fair and equitable experience, but also because we could see a growing need for support amongst both staff and student groups – and we are now at the point where we are ready to launch tips on our international VLE.  

We split the job of writing tips between us – we come with different ideas, and 5 writers means that tips always feel varied and fresh. But what is becoming particularly exciting is collaboration beyond the team. We are going to ask our readers to send us feedback and ideas through Vevox Q&A. We already love Vevox for the insights that it brings during teaching sessions, and we shared a poll during our presentation too. Our audience didn’t disappoint, and we enjoyed looking through their favourite digital skills with them.

Lisa presented the responses to the Vevox activity.

Husna’s Reflections

The RAU opened a joint institute in 2020 with Qingdao Agricultural University (QAU) in China. Although relationships were building gradually since 2015. The notion to develop double degree programmes started in 2018. Four double degree programmes are currently being run with both institutions contributing to the teaching and learning and students gain double awards upon completion. Currently, we have 780 students with an expected addition of 280 by September 2023. There will be an additional four master’s programmes to start by September 2023 as well. 

The current Bachelor programmes are: 

• Environment food and society 
• Agriculture 
• Food production and supply management 
• Integrated Business management 

Husna explored Qingdao Agricultural University (QAU).

In 2022, The RAU was selected by the Ministry of Agriculture in Uzbekistan to be the lead partner in establishing the new International Agriculture University (IAU). This is a Franchise partnership currently running one RAU BSc Agriculture with Foundation year programme. As a lead partner, RAU holds a dual role, first as a partner and second as skills training provider delivering a continuous professional development (CPD) programme to aid the IAU academics build their academic professional practice. The student numbers are modest (155) in comparison to China, but we have new three bachelor’s degrees and three master’s to be launched in September 2023. 

Husna explores International Agriculture University (IAU)

What we did in terms of innovation and collaboration on the TNE front is more about the agility of what we did and how we did it, but the 4 themes depicted below always informed our decisions, actions, practice, and provision. 

TNE Model created by Husna using Canva (2021).

Being the first international collaborative partner to be provisioned on a Virtual Learning Environment (VLE), QAU presented us with an aspirational as well as challenging project. At that time in 2020, we only had one UK-facing VLE, capacity was a concern, as well as legal compliance responsibilities, which meant access to some of the e-resources our international students would need to be done differently.  In addition to that, the academic year was to start in a few months which did not leave us much time to go out to tender for a new VLE. We had to improvise significantly using a digital collaboration model we used successfully on the Catalyst project (link to blog post) of using SharePoint with our local international teams to disseminate resources we shared via SharePoint while delivering the synchronous sessions via Zoom. This was successfully delivered for the first semester and that allowed us to go out to tender and sign up a hosting company for our international VLE. Once the VLE was in place we did the following:  

1. Set up the dedicated VLE making sure the infrastructure was viable for our operating model and ensuring the digital student experience was optimised as best as possible, even with the China firewall presence. We separated content along partner lines, so bespoke content is only visible to the right partner. 

2. Designed and delivered academic staff training and on boarding using the TPACK model (Mishra & Koehler, 2006) while also including training with a particular focus on large class teaching and how to improve engagement among students using interactive tools and learner analytics such as activity completion, insights report, Vevox data). For IAU, we included the academic staff’s continuous professional development (CPD) built around the UK Professional Skills Framework. 

3. Student support was provided at key stages at the start of the year through live induction sessions with a dedicated induction course as reference material. This is in addition to the in-year support calls and emails triaged through local teams.

3. Collaboration there were so many opportunities for collaboration some of which we are still exploring but so far, we have done: 
    
   Qingdao Agricultural University (QAU)

1. Trained partner teams to support students at a local level mitigating challenges in time difference & amplifying support mechanisms. 

2. Worked with student representatives to collate feedback, providing the student voice in co-creation of learning content and activities. 

3. Support RAU & QAU Scientific Exchange Forum a showcase event of all academic achievements in the year by staff and students. 
    
   International Agricultural University (IAU)

1. Launched Collaborative Online International Learning     (COIL) pilot project in the 2^nd semester. Using a module that is being taught at both institutions. 

2. Set up an academic forum to promote research links and academic peer support for IAU staff.

Husna sharing reflections on IAU. TNE Model created by Hunsa using Canva (2021).

Pip’s Reflections

Pip explored both the dual degree and the longstanding contract teaching TNE projects with Shandong Agricultural University (SDAU) including the impact of action research, and external engagement with the support of JISC and the Digital Transformation blog. 

Pip exploring the contract teaching project at SDAU.

“While universities continue to learn about new ways of creating a welcoming intercultural learning space, they still struggle to address its many limits”

(Mittelmeier, Lomer, Lim, Cockayne & Ploner, 2022). 

The presentations and recorded and shared on the TILE Hub YouTube channel and you can watch a video recording of the presentation here. A certificate is provided for presenters and attendees. You can follow TILE on Twitter here and the hashtag for the event is #StaffsTILEc. 

Bibliography 

Ahmed, H., McDonald, P., & Mustoe, L. (2022) Royal Agricultural University Vevox Case Study (Online) Available at: https://www.vevox.com/stories/education-stories/royal-agricultural-university [Accessed 5 April 2023] 

Design Space. (n.d.). Soft Color Minimalist 3 Types of Empath Circle. Canva. (Online) Available at: https://www.canva.com/p/templates/EAFZrNVxtJQ-soft-color-minimalist-3-types-of-empath-circle-instagram-post/ Retrieved [Accessed 21 March 2023]  

Eclipse Digital Imaging, Inc. (2021) Globe Custom Banner (Online) Available at: https://www.presentermedia.com/powerpoint-clipart/globe-custom-banner-pid-15981 [Accessed 5 April 2023] 

Eclipse Digital Imaging Inc. (2021) Chalk Board Online) Available at: https://www.presentermedia.com/powerpoint-clipart/chalk-board-pid-28045 [Accessed 10 April] 

Eclipse Digital Imaging Inc. (2021) Earth Rotating (Online) Available at: https://www.presentermedia.com/powerpoint-animation/earth-rotating-PA-pid-4197 [Accessed 10 April] 

Eclipse Digital Imaging Inc. (2021) Globe Custom Banner (Online) Available at: https://www.presentermedia.com/powerpoint-clipart/globe-custom-banner-pid-15981 [Accessed 10 April] 

Eclipse Digital Imaging Inc. (2021) 3D Globe Geography PowerPoint Template (Online) Available at: https://www.presentermedia.com/powerpoint-template/3d-world-globe-pid-26943 [Accessed 10 April] 

Eclipse Digital Imaging Inc. (2021) Earth Rotating (Online) Available at: https://www.presentermedia.com/powerpoint-animation/sharing-thoughts-anim-pid-13979 Two Figures Sharing Thoughts [Accessed 10 April] 

Gov.UK. (2019). Current and future demand for digital skills – a call to action. (Online) Available at:  https://www.gov.uk/government/publications/current-and-future-demand-for-digital-skills-in-the-workplace [Accessed 5 April 2023] 

JISC (n.d.) Our reports. (Online) Available at: https://digitalinsights.jisc.ac.uk/reports-and-briefings/our-reports/ [Accessed 5 April 2023] 

Mittelmeier, J., Lomer, S., Lim, M, Cockayne., H & Ploner, J., (2022) How can practices with International Students be made more ethical? postpandemicuniversity.net Post Pandemic University blog [blog] 10 Jan Available at: https://postpandemicuniversity.net/2022/01/10/how-can-practices-with-international-students-be-made-more-ethical/ [Accessed 5 April 2023] 

Staffordshire University (2023) Teaching Innovation and Learning Enhancement Hub (Online) Available at:  https://www.staffs.ac.uk/research/projects/tile-teaching-innovation-and-learning-enhancement-hub [Accessed 5 April 2023] 

Staffordshire University (2023) #StaffsTILEc TILE Webinar Series Webinar – 4 (Season 1) 29th March 2023 [pdf] [Accessed 5 April 2023]  

Staff TILE Hub (2023) TILE Webinar 4 – Reflections on the Technology Enhanced Transnational Learning Journey at the RAU Available at: TILE Webinar 4 – Reflections on the Technology Enhanced Transnational Learning Journey at the RAU [Accessed 10 April 2023] 

Universities UK International (2018) Transnational Education: Global Location, Local Innovation. [pdf] Available at: https://www.universitiesuk.ac.uk/sites/default/files/uploads/UUKi%20reports/UUKi%20WECD%20WEB%20(1).pdf [Accessed 5 April 2023] 

Universities UK International (2022) The scale of UK higher education transnational education 2020–21 Trend analysis and regional highlights [pdf] Available at: https://www.universitiesuk.ac.uk/sites/default/files/field/downloads/2022-11/UUKi%20Scale%20of%20UK%20HE%20TNE%202020-21%20updated.pdf [Accessed 5 April 2023] 

Universities UK International (2022) Scale of UK Higher education transnational education 2019-20: Welsh Providers Trend analysis of HESA data. [pdf] Available at:  https://www.universitiesuk.ac.uk/sites/default/files/field/downloads/2022-01/Scale%20of%20UK%20HE%20TNE%20Welsh%20providers%202019-20_0.pdf [Accessed 5 April 2023] 

Wilkinson, E. (2021) Transforming UK transnational education through digital and data. jisc.ac.uk/blog. Digital Education blog, [blog] Nov 2021. Available at: https://www.jisc.ac.uk/blog/transforming-uk-transnational-education-through-digital-and-data-04-nov-2021 [Accessed 5 April 2023] 

Design Space. (n.d.). Soft Color Minimalist 3 Types of Empath Circle. Canva. Retrieved March 21, 2023, from https://www.canva.com/design/DAFd37ytVhg/nRc6t1boNjA-sKER88yKnA/edit [Accessed March 20, 2023] 

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. TEACHERS COLLEGE RECORD 108 (6), 1017-1054. [Accessed March 20, 2023] 

Mishra, P., & Koehler, M. J. (1). Technology Integration Framework. from https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/theory-practice/technology-integration-framework#:~:text=The%20TPACK%20framework%20was%20first,Content%20Knowledge%20(CK) [Accessed March 20, 2023] 

Exploring Bionic Reading as a Visual Methodology in the Technology Enhanced Transnational Context (TETL)

(Eventbrite, 2022 & Eclipse Digital Media. Inc, 2021)

The Association for Visual Pedagogies (AVP) hosted the Pedagogical Provocations online conference on Twitter on October 2022. The event was organised and hosted by Dr Bridgette Redder (Te Rito Maioha ECNZ, @BridgetteRedder), Dr Lynn J. McNair (The University of Edinburgh, @LynnMcNair) and Philippa Isom (Massey University, @PhilippaIsom). For the Pedagogical Provocations conference, presenters had an opportunity to create up to 12 tweets with multimodal additions attached or links external content to “… spark dialogue around the pedagogical provocation posed” (Association for Visual Pedagogies, n.d.).

“The purpose of this Twitter Conference is to share a pedagogical event based on video/image/memes/art/gaming/animation/film demonstration that raises a video provocation – provoking people to think, feel, and imagine the visual possibilities”.

(ASSOCIATION FOR VISUAL PEDAGOGIES, N.D.)

How does Twitter presentation work? I have presented before on Twitter. or example @ukfechat #UKFEchat here exploring drone-enhanced learning and here exploring critical Zoom literacies with Wakelet collection here (Taylerson, 2022). Additionally, I have presented on Twitter at the PressEd conference exploring education, pedagogy and research on WordPress here exploring radio-enhanced learning opportunities (RELO) and here exploring wicked problems and diffractive blogging (pressedconf22).

(Eclipse Digital Media. Inc, 2021)

My presentation explored Bionic Reading. Reading can be argued to be is a critical skill in the second language context. Reading in a digital capacity has become more commonplace for example with e-books and open education resources (OER) (Cohn, 2021). International students are required to reach specific level of English language learning achieved through either an English for Academic Purposes (EAP) programme or IELTS equivalent before they start their programme of study.  

“Why do we ask students to read?….Reading for most (if not all) of us is the very foundation of learning”

MIHAI, 2022

As a commitment to exploring a variety of approaches to improve the interactive sessions we deliver across our TNE projects, I demonstrated the use Bionic Reading with approximately 120 students as part of the International Business module on Zoom as part of the standalone module project with Shandong Agricultural University in China. Given that it may be possible that short courses are a way to improve inclusive practice in TNE contexts, perhaps Bionic reading can be argued to be an inclusive visual reading methodology (Tsiligiris & Lawton, 2021).

https://twitter.com/pipmac6/status/1585527228569362433?s=43&t=5dmEgO447uyNhIGvYPjN-g

What is Bionic Reading? This is Bionic Text. What does ‘bionic’ mean? The term ‘bionic’ can be understood as a combination of the words ‘bios’ and ‘technology’ (Bionic Reading GmbH, 2022). What are the benefits of the approach? It can help readers to read in a smarter, faster and more focused capacity (Bionic Reading GmbH, 2022). Bionic reading involves the use of “typographic highlights” where the first part of a word is highlighted in bold text (Bionic Reading GmbH, 2022). A significant pedagogic advantage of the using the tool is the possibility to personalise the bionic reading experience which can support a commitment to digital differentiation. How do we read? Do we all read in a different way? The idea of reading and fixation goes back to the 1980s (Just & Carpenter, 1980). How does Bionic reading work? It is possible to use the web application, a browser extension and a mobile application (iOS and Google Play). With regard to the web application, it is possible to type text into the box, upload a file or copy and paste a URL to convert the text. You can customise the bionic reading experience including highlighting the letters or syllables, changing the saccade, change opacity, font size, line spacing, line height and, column width and enable dark mode, change contract and colour scheme for digital accessibility. You can save the text to an Amazon Kindle, as an epub or pdf format (Bionic Reading GmbH, 2022).

Other provocations explored visualising data-ghosts and potentialities in employing Artificial Intelligence using the (AI) apps to animate hauntings in posthuman early childhood education research practice mobile application Dream by WOMBO by Dr Jo Albin-Clark, Edge Hill University, @JoAlbinClark.

P1 @ForVisual You know what bothers me? When research ‘data’ misbehaves, lingers around and haunts👻 I have been playing with Artificial Intelligence apps @WOMBO to visualise data-ghosts😱Have you got data that bothers and haunts you? @EHU_FOE #AVP22 https://t.co/k6LOXwkoaO pic.twitter.com/zln0RC01EO

— Dr Jo Albin-Clark (@JoAlbinClark) October 27, 2022

Madoka Takemoto’s (@MadokaTakemoto) presentation explored Japanese e concepts for example ‘ibasho’ where it is possible think about a space where you can be feel comfortable in yourself linked to wellbeing in a public area (Takemoto, 2022).

P2居場所Ibasho is a Japanese concept of a space where you can be yourself, and has a strong connection to your mental health. Sometimes you find your ibasho in a public and/or virtual space rather than home, classroom, or workplace. Where do you have your ibasho? #AVP22 pic.twitter.com/vciC6G9lji

— Madoka Takemoto (@MadokaTakemoto) October 27, 2022

The hashtag for the event was #AVP22. You can follow Association for Visual Pedagogies (AVP) on Twitter: @ForVisual. The Association for Visual Pedagogies (AVP) journal can be accessed here.

Bibliography

Albin-Clark, J., [@JoAlbinClark] (2022, October 27] ‘P1 @ForVisual You know what bothers me? When research ‘data’ misbehaves, lingers around and haunts. Ghost emoji. I have been playing with Artificial Intelligence apps @WOMBO to visualise data-ghosts. Horror emoji. Have you got data that bothers and haunts you? @EHU_FOE#AVP22https://orcid.org/0000-0002-6247-8363. [Tweet]. Twitter. (Online) Available at: https://twitter.com/joalbinclark/status/1585542705257529345?s=46&t=5dmEgO447uyNhIGvYPjN-g

Apple Inc. (2022) Bionic Reading iOS Mobile Application (Online) Available at:https://apps.apple.com/app/id1644658030 [Accessed 28 October 2022]

Association for Visual Pedagogies (n.d.) Welcome to the Association for Visual Pedagogies (Online) Available at: https://visualpedagogies.com/video-journal-of-education-and-pedagogy-2-2/ [Accessed 28 October 2022]

Association for Visual Pedagogies (n.d.) Video Journal of Education and Pedagogy (Online) Available at: https://visualpedagogies.com/video-journal-of-education-and-pedagogy-2-2/ [Accessed 28 October 2022]

Eclipse Digital Imaging. Inc (2021) Computer Monitor Blue Screen (Online) Available at: https://www.presentermedia.com/powerpoint-clipart/computer-monitor-blue-screen-pid-3985 [Accessed 28 October 2022]

Eventbrite (2022) Pedagogical Provocations Twitter Conference #AVP22 (Online) Available at: https://www.eventbrite.com/e/pedagogical-provocations-twitter-conference-avp22-tickets-401176669217 [Accessed 28 October 2022]

Bionic Reading AG (2022) Bionic Reading (Online) Available at: https://bionic-reading.com/ [Accessed 28 October 2022]

Bionic Reading AG (n.d.) Bionic Reading Web Application (Online) Available at: https://app.bionic-reading.com/ [Accessed 28 October 2022]

Bionic Reading GmbH (2022) Faster. Better. More Focused. Reading. Online) Available at: https://bionic-reading.com/about/ [Accessed 11 September 2022] 

Cohn, J., (2021) Skim, Dive, Surface. Teaching Digital Reading (Morgantown: West Virginia Press)

Google Play (n.d.) Bionic Reading Mobile Application (Online) Available at: https://play.google.com/store/apps/details?id=com.bionic_reading_app [Accessed 28 October 2022]

Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87(4), 329–354. https://doi.org/10.1037/0033-295X.87.4.329 

Mihai, A. (2022) How to make students read. educationalist.substack.com. Education Blog. [blog] 24 Oct. Available at: https://educationalist.substack.com/p/how-to-make-students-read [Accessed 7 November 2022]

McDonald, P., [@PipMac6] (2022, October 27 ) ‘P1. Hello. I’m Pip. I work in Learning Technology @RoyalAgUni. For my provocation, I will explore the use of @bionicreading in the technology-enhanced transnational learning (TETL) context. @ForVisual #AVP2022‘. [Tweet]. Twitter. (Online) Available at: https://twitter.com/pipmac6/status/1585527228569362433?s=43&t=5dmEgO447uyNhIGvYPjN-g

McDonald, P., (2021) Technology to Transgress. Spinoza, Energy & Expeditions of Joy. Exploring Critical Zoom Literacies with #ukfechat Digitalrau.wordpress.com. Digital Transformation Blog [blog] 5 October. Available at: https://digitalrau.wordpress.com/2021/10/05/technology-to-transgress-spinoza-energy-expeditions-of-joy-exploring-critical-zoom-literacies-with-ukfechat/ [Accessed 28 October 2022] 

McDonald, P., (2021) Unpacking the PressEd Twitter Conference Experience. A Digital Assemblage? Digitalrau.wordpress.com Digital Transformation Blog [blog] 25 March. Available at:  https://digitalrau.wordpress.com/2021/03/25/unpacking-the-pressed-twitter-conference-experience-a-digital-assemblage/ [Accessed 28 October 2022] 

McDonald, P., (2021) EduTwitter as Rhizome. An Online Athenaeum? Tweeting on the Shoulders of (Digital) Giants. Digitalrau.wordpress.com. Digital Transformation Blog [blog] 29 April. Available at:  https://digitalrau.wordpress.com/2021/04/29/edutwitter-as-rhizome-an-online-athenaeum-tweeting-on-the-shoulders-of-digital-giants/ [Accessed 28 October 2022] 

McDonald, P., (2022) “Staying with the Blog Trouble”. Diffractive Blogging & Wicked Problems. Digitalrau.wordpress.com. Digital Transformation Blog [blog] 27 March. Available at: https://digitalrau.wordpress.com/2022/03/27/staying-with-the-blog-trouble-diffractive-blogging-wicked-problems/ [Accessed 28 October 2022] 

PressED (n.d.) A WordPress and Education, Pedagogy and Research Conference on Twitter (Online) Available at: https://pressedconf.org/ [Accessed 28 October 2022]

Takemoto, M., [@MadokaTakemoto] (2022, October 27) ‘P2居場所Ibasho is a Japanese concept of a space where you can be yourself, and has a strong connection to your mental health. Sometimes you find your ibasho in a public and/or virtual space rather than home, classroom, or workplace. Where do you have your ibasho? #AVP22’ [Tweet]. Twitter. (Online) Available at: https://twitter.com/madokatakemoto/status/1585530891581161472?s=46&t=5dmEgO447uyNhIGvYPjN-g

Taylerson, L .,[@LyneTaylorson)] (2021) ukfechat curated archive https://wakelet.com (Online) Available at:/wake/n0OovqWy5sLeNx_2cpHIO [Accessed 27 October 2022]

Williamson, S., Heinz, A. (2021). Improving Inclusion: Short Courses as an Opportunity for Transnational Education. In: Tsiligiris, V., Lawton, W., Hill, C. (eds) Importing Transnational Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-43647-6_15

Wombo (n.d.) Dream Web Application (Online) Available at: https://dream.ai/create [Accessed 28 October 2022]

Digital Arks & Distance Metaphor. Indiana Jones & the Annotators of the Lost Ark. Exploring Social Annotation in the Technology-enhanced Transnational Learning (TETL) Context.

How Effective is Online Education During the Current Pandemic Due to COVID-19?

(Dey, Sharma,D’Souza,& Kumar, 2021: p1)

The Centre for Distance Education conference on Research in Distance Education (RIDE) curated by University of London took place over three days in June 2022. The event explored three core themes: People, Pedagogy and Practice (University of London, n.d.).. The event took place in both a face-to-face capacity at Senate House in London and online on Zoom. I presented a 20 minute live presentation exploring social annotation in the technology-enhanced transnational learning (TETL) context. Indiana Jones and the Raiders of the Lost Ark (1981) was a film directed by Steven Spielberg starring Harrison Ford. The story line involves the character Indiana Jones embarking on an adventure to find the ark. So what could the ’digital ark’ of online and distance learning be?

(PNGWNG, n.d.) Indiana Jones & the Annotators of the Lost (Digital) Ark

Since 2020, due to the pandemic, interactive sessions have been delivered on Zoom. One of the key pedagogic challenges has been to improve the sessions. What is interaction? How do we know when it takes place? What is the relationship between interaction and engagement? Interaction can take place between teacher and student and between students. Perhaps we need to keep contributing to, and developing our own Manifesto for Teaching Online (Bayne, Evans, Ewins, Knox & Lamb, 2020). Before the pandemic, virtual learning was growing as a practice:

“Virtual learning, in the space of just a few years, has greatly enhance dits position as a learning solution…”

(Christopher, 2015: p3)

Indiana Jones & the Temple of Zoom. A Transnational Online Pivot Adventure was the title of a presentation delivered in 2021 for the University of Kent Digitally Enhanced Education Webinar with blog post exploring Learning Technologists as ‘Digital Archaeologists’ & Online Classrooms as ‘Digital Temples’ here (McDonald, 2021) .

(Digitally Enhanced Education Webinars, 2021)

Using metaphor is learning technology can have potential benefits (Weller, 2022). Learning Technologists are engaged with as ‘digital adventures’. The presentation explored the use of metaphor to understand a period change and to make sense of changing professional identities. A YouTube recording of the presentation is available here.

“…human thought process are largely metaphorical”

(Lakoff & Johson, 2003: p6).

Could we understand the pivot as the metaphor? An exciting article exploring the use of metaphor and the VLE in the form of a “metaphorical history” (Farrelly, Costello & Donlon, 2020). Could a VLE be understood in the capacity of a “digital car park?”.

“At this point in time, if we were to use a metaphor to characterise the VLE, it would be a limpet. The educational tide may rise and fall; political, economic or biological storms may lash the higher education sector, yet VLEs have shown a remarkable ability to adapt and ingrain themselves into the teaching and learning landscape”.

(Farrelly, Costello & Donlon, 2020: p7).

What about the ‘temple of Zoom’ itself. In the film, Indiana Jones and the Temple of Doom (1984) Indiana Jones faces a series of challenges, rooms, chambers and problems to solve. What sort of difficulties have you experienced throughout the pivot to online learning? Could the “brave new digital classroom” as Blake calls it, be understood as digital temple? (Blake, 2013). How do we exist in online temples, can we control our ontological status in the capacity of a pedagogic actors? What sort of epistemological possibilities take place in the digital temple?

‘Indiana Jones and the Breakout Tombs – how can an escape room support students with Zoom literacy in a transnational context’ was presented at the Collaborative Action Research Network (CARN) or CARNival Raised Voices conference event in October 2021 with a blog post. One of the pedagogic outcomes was to recommend team teaching.

What is a whiteboard? The history of the whiteboard is fascinating? Why were they created? Who do they benefit? How can teachers and students use them effectively?

“Whiteboards began to soar in popularity in the mid 1990s, but they were actually invented and became commercially available in the 1950s. In the early days they were not widely accessible, and so they didn’t become popular until decades later”

(red17 Limited, 2020).

Zoom has recently launched and upgraded whiteboard which allows both synchronous and asynchronous access. You can create a whiteboard before a live meeting that can be used during a live meeting and accessed after the class by students (Brown, 2022). It is possible to add range of content: including drawings, shapes, text, sticky notes, colour, and images.

The critical question is when does an interactive whiteboard become interactive? Is it about the way it is used? Whiteboards do not have innate pedagogical properties. How do you teach with yours? The annotation feature is separate from the Whiteboard but can also be used at the same time.

 “…a teacher might be a an absolute wizard in terms of their ability to do dazzling things with an interactive whiteboard, but if they don’t know much about the causes of the English Civil War (or whatever), or how one might make the topic meaningful and accessible top pupils, it is unlikely  to result in a successful lesson”

(Hadyn, 2013: p10).

What is social annotation? One approach is social annotation can be defined as “…reading and thinking together” (Centre for Teaching Innovation, 2022). A recent white paper highlighted the value of social annotation (Kalir, 2022).

“Annotation is a practice situated within and responsive to context and culture. The technologies and social norms of any given era and literate culture demonstrate a range of annotation purposes and possibilities”

(Kalir & Garcia: 2021)

Critical questions include:

1. What happens when student annotate together?
2. What types of learning happen?
3. Can annotation support students in a second language learning context?
4. What makes annotation social?
5. What is a note? It “can be word, phrase or sentence” ” (Kalir & Garcia: 2021)
6. What is a text?. It can be defined by author or multiple authors and content (Kalir & Garcia: 2021).
7. What is intertextuality?– “describe relationship between text”. What is relationship between annotation and original text (Kalir & Garcia: 2021).

“Annotated books were routinely exchanged among scholars and friends as “social activity” throughout the Victoria era”

(Kalir & Garcia: 2021)

Three Zoom scenarios were presented to students: muting mic, using chat via share screen using annotation followed by a “sticky question” or more challenging question – how to make the most of the interactive sessions using whiteboard (The Philosophy Man Ltd, 2021).

40 students were in the research population. Students were invited to fill in an online evaluation form to provide feedback on their experience.

Questions for Students

Distance learning gives us an opportunity to think about perceptions of distance, and distance as a metaphor.

Indiana Jones will return. But how can the adventure continue? How about Indiana Jones and the Last Upgrade? The most recent Indiana Jones film was the Indiana Jones and the Kingdom of the Crystal Skull (2008). Accordingly perhaps the new project might be called Indiana Jones film and the Kingdom of the Digital Skull? . Mapping future adventures could involve revisiting student induction, developing resources and best practice about second language context, exploring other annotation tools such as Hypothesis and whiteboard tools such as Miro and Google Jamboard in addition to developing the use of polling and Q&A tools such as Vevox. Hypothesis have a show called Liquid Margins to explore social annotation (Hypothesis, n.d.). the show where we gather to talk about collaborative annotation, social learning, and other ways we make knowledge together. The use of agile stationary to support communication in the online classroom (cards with images) could help online classrooms (Agile Stationary, 2022).

Indiana Jones will return

The idea of virtual stationary as a tool to work across learning contexts is interesting. I shared the idea of agile stationary in episode 20 of the Treasure Island Pedagogies Podcast (Centre for Innovation Liv Uni, 2022). A blog post for the episode is available here.

Treasure Island Pedagogies – Episode 32: The One With The Tarot Cards – Centre For Innovation Liv Uni

In Episode 32, explores more lightbulb moments, treasure island pedagogies/props and luxury items. Speakers: Claire Stocks | Jennie Blake | Rhod Woodhouse |   8th May 2024 | 55 Minutes 

1. Treasure Island Pedagogies – Episode 32: The One With The Tarot Cards 55:42
2. Learning To Ai Episode 2 – An Interview with ChatGPT 30:50
3. Treasure Island Pedagogies – Episode 31: The One With The Students 43:47
4. Learning To Ai Episode 1 – Generative AI and Pedagogic Optimism: Professor Jon Dron 47:04
5. Treasure Island Pedagogies – Episode 29: The One With The Collabetition 47:56

“What is the new virtual classroom? What are the benefits, uses and feature?””

(clark & kwinn: 2007: p1)

After the interactive session, students who participated were provided with a digital badge:

Eclipse Digital Imaging Inc (2021)

Bibliography

Bayne, S., Evans, P., Ewins, R., Knox, J. and Lamb, J., 2020. The Manifesto for Teaching Online. (Massachusetts: MIT Press)

Blake, R, J., (2013) Brave New Digital Classroom Technology and Foreign Language Learning (Washington D.C: Georgetown University Press)

Brown, M (2022) Introducing Zoom Whiteboard, A New Visual Collaboration Solution https://blog.zoom.us. Zoom blog [blog] April 19. Available at: Zoom https://blog.zoom.us/zoom-digital-whiteboard-collaboration/ [Accessed 20 June 2022]

Centre for Teaching Innovation (2022) Social Annotation (Online) Available at: https://teaching.cornell.edu/learning-technologies/collaboration-tools/social-annotation [Accessed 20 June 2022]

Centre For Innovation Liv Uni (2022) Treasure Island Pedagogies: Episode 20 – the one with the kettle and the mug. [Podcast] Treasure Island Pedagogies. 27th May. Available from: https://anchor.fm/livunicie/episodes/Treasure-Island-Pedagogies-Episode-20—the-one-with-the-kettle-and-the-mug-e1j5ar7 [Accessed: 20/06/22]

Christopher, D., (2015) The Successful Virtual Classroom How to Design and Facilitate Interactive and Engaging Live Online Learning (New York, Atlanta, Brussels, Chicago, Mexico City, San Francisco, Shanghai, Tokyo, Toronto & Washington D.C: Anacom)

Clark, R, C., & Kwinn, A., (2007) The New Virtual Classroom: Evidence–based Guidelines for Synchronous e–Learning (San Francisco: Jon Wiley & Sons)

Digitally Enhanced Learning Webinars, 2020. Indiana Jones & the Temple of Zoom. A Transnational Online Pivot Adventure. Available at: https://www.youtube.com/watch?v=qveR3oksF8Q

Eclipse Digital Imaging Inc (2021) Western themed Template for PowerPoint (Online) Available at: https://www.presentermedia.com/powerpoint-template/western-theme-pid-26803 [Accessed: 20 June 2022]

Eclipse Digital Imaging Inc (2021) Shields Toolkit (Online) Available at: https://www.presentermedia.com/powerpoint-template/shields-toolkit-pid-16478 [Accessed 20 June 2022]

Eclipse Digital Imaging Inc (2021) Camping Adventure (Online) Available at: https://www.presentermedia.com/powerpoint-template/camping-adventure-pid-21930 [Accessed 20 June 2022]

Eclipse Digital Imaging Inc (2021) Camping Trip (Online) Available at: https://www.presentermedia.com/powerpoint-template/camping-trip-pid-21929 [Accessed 20 June 2022]

Farrelly, T., Costello, E. and Donlon, E., 2020. VLEs: A Metaphorical History from Sharks to Limpets. Journal of Interactive Media in Education, 2020(1), p.20. DOI: http://doi.org/10.5334/jime.575

Hypothesis (n.d.) Liquid Margins (Online) Available at: https://web.hypothes.is/liquid-margins/ [Accessed 21 June 2022]

Kalir, J. (2022). The Value of Social Annotation for Teaching
and Learning: Promoting Comprehension, Collaboration and Critical Thinking With
Hypothesis. San Francisco, CA: Hypothesis.

Indiana Jones and the Raiders of the Lost Ark (1981) Directed by Steven Spielberg [Film].  Paramount Pictures Studios & Paramount Home Entertainment

Indiana Jones and the Kingdom of the Crystal Skull (2008) Directed by Steven Spielberg [Film]. Paramount Pictures

Indiana Jones and the Last Crusade (1989) Directed by Steven Spielberg [Film]. Paramount Pictures

Indiana Jones and the Temple of Doom (1984) Directed by Steven Spielberg [Film].  Paramount Pictures

McDonald, P., (2021) Indiana Jones & the Breakout Tombs. Exploring Student Zoom Literacy. Digitalrau.wordpress.com Digital Transformation Blog [blog] 9 October. Available at: https://digitalrau.wordpress.com/2021/10/09/indiana-jones-the-breakout-tombs-exploring-student-zoom-literacy/ [Accessed 24 January 2022] 

PNGWNG (n.d.) Indiana Jones Cartoon, Animasi [Online]. [Accessed 15 June 2022]. https://www.pngwing.com/id/free-png-xicdk

McDonald, P., (2021) Indiana Jones & the Temple of Zoom. Learning Technologists as ‘Digital Archaeologists’ & Online Classrooms as ‘Digital Temples’. Digitalrau.wordpress.com Digital Transformation Blog [blog] 5 March. Available at:  https://digitalrau.wordpress.com/2021/03/05/indiana-jones-the-temple-of-zoom-learning-technologists-as-digital-archaelogists-online-classrooms-as-digital-temples/ [Accessed 24 January 2022] 

Dey, R., Sharma, I., D’Souza, N., & Kumar, G., (2021) How Effective is Online Education During the Current Pandemic Due to COVID-19?, Virtual and Classroom Learning in Higher Education: A Guide to Effective Online Teaching (2021) 1: 1. https://doi.org/10.2174/9781681089287121010003 [Accessed 17 June 2022]

Red17 Limited (2020) The History of Whiteboards. www.red17.co.uk. Sign, Print & Display Blog [blog] 2 Marc. Available at: https://www.red17.co.uk/blog/the-history-of-whiteboards [Accessed 17 June 2022]

The Philosophy Man Ltd (2021) P4C from 3p per Child per Week: Sticky Questions (Online) Available at:  https://www.thephilosophyman.com/stickyquestions [Accessed 15 June 2022]

University of London (2022) RIDE 2022 Accelerating innovation (Online) Available at: https://london.ac.uk/centre-for-distance-education/events/ride-2022-accelerating-innovation [Accessed 20 June 2022]

Varga-Atkins, T., (2022) Treasure Island Pedagogies: Episode 20 – the one with the kettle and the mug. https://www.liverpool.ac.uk/centre-for-innovation-in-education. Innovative Education Blog. [blog] 10 June. Available at: https://www.liverpool.ac.uk/centre-for-innovation-in-education/blog/general/treasure-island-pedagogies-episode20/ [Accessed 20 June 2022]

Weller, M., (2022) Metaphors of Ed Tech (Edmonton: AU Press)

Joseph & the Techno-Empathic Dreamcoat. Exploring Dimensions of Techno-Empathy. Any (Empathy) Dream Will Do.

Bibliography

On the 21st April 2022, Dr. Lee Campbell from University of the Arts London (UAL) curated an online discussion with a range of invited speakers including both staff and students exploring empathy funded by a Learning & Teaching Fund Award. The online event took place on Blackboard Collaborate and was part of a series of online events with a synoptic event taking place in June. My presentation explored the responses to online questionnaire about empathy and a series of reflections and a final provocation. At the end of the event, participants contributed to a group discussion.

So long and thanks for all the empathy.

A mini investigation was carried out to explore how empathy is understood and framed higher education uisng an online questionnaire using Microsoft Form. How can emapthy be translated? How do cultural understandings of empathy differ, and how are the similar? The presentation explored the idea of empathy in the third space, the possibilities of critical empathy literacy, the opposite of empathy, the extent to which empathy is interdisciplinary, post digital, how it concerns both self and other, how it can be inclusive, authentic, promotes agency, responsibility and choice, space, place, a pedagogy of care, transgression and progression.

Questions from the Mini Investigation

Can we show empathy across different cultural settings? How do we know when empathy has happened? Do we need to concern ourselves with “empathic accuracy?” (Ta & Ickes, in Maibom, 2017: p353). Perhaps the “Brave New Digital Classroom” requires us to explore ‘brave new empathies?’ (Blake, 2008).

Fashioning Critical Empathies? ‘Any (Empathy) Dream Will Do‘

Perhaps the future of the university also needs to include compassion in addition to empathy. In future, universities could create a Charter for Compassion (Charter for Compassion, 2022). What is the relationship between empathy and compassion? Are these the “golden threads” all universities need to weave? (Waddrington, 2017).

“There is already a growing critical mass of universities that have a compassionate action plan in place…”

(Waddrington, 2021: p3)

In June 2022, a final reflection session on Blackboard Collaborate took place to bring together all presenters and participants of the Empathy Project. We explored empathy to “transgress” drawing on ideas form bell hooks (1994). We also looked at unpacking empathy from our own context, the diversity of inputs, the possibility of an empathy game, empathy exhaustion, empathy with boundaries, empathy resources, an empathy toolkit, the role of authenticity, and the notion everyday empathies. An opportunity to explore how to develop the project in the form of a postgraduate special interest group has been suggested by Dr. Lee Campbell (UAL, 2022).

On Wednesday 6th July, the Who Do We Think We Are? Academic Support Practice-sharing event took place at Chelsea College of Art in London. I presented a short reflection on participating in the Empathy project curated by Dr. Lee Campbell and supported a workshop exploring some of the key ideas that emerged from the discussions such as the possibility of agile empathy, critical empathy literacies and meta empathy. During the breakout session, a copy of the one of the books that Dr. Campbell edited Leap Into Action Companion Critical Performative Pedagogies in Arts & Design Education was available. His chapter exploring technoparticipation is relevant for all Learning Technologists today (Campbell, 2020).

Dr. Lee Campbell presenting at UAL

Presenting at UAL

Social annotation workshop exploring key ideas from the empathy project

Bibliography

Blake, R, J, (2008) Brave New Digital Classroom Technology and Foreign Language Learning (Georgetown University Press: Washington D.C.)

Campbell, L., 2020. Technoparticipation: Pixels, Palimpests and Performative Events. In: L, Campbell, ed 2020. Leap Into Action Companion Critical Performative Pedagogies. New York: Peter Lang. Ch. 11

Charter for Compassion (2022) Charter for Compassion (Online) Available at: https://charterforcompassion.org/ [Accessed 1 May 2022].

Denney, F (2022) Building bridges and connections: The Language used to connect and define communities in the third space in McIntosh, E & Nutt, D. ed. 2022. The Impact of the Integrated Practitioner in Higher Education Studies in Third Space Professionalism. London & New York: Routledge. Ch. 4.

hooks, B (1994) Teaching to Transgress Education as the Practice of Freedom (Oxon & New York: Routledge)

Jandrić, P. Alone-Time and Loneliness in the Academia. Postdigit Sci Educ (2022). https://doi.org/10.1007/s42438-022-00294-4

O’Meara, K., Nyunt, G., Templeton, L. and Kuvaeva, A. (2019), “Meeting to transgress: The role of faculty learning communities in shaping more inclusive organizational cultures”, Equality, Diversity and Inclusion, Vol. 38 No. 3, pp. 286-304. https://doi.org/10.1108/EDI-09-2017-0184

Maibom, H, L (ed) (2017) The Routledge Handbook of Philosophy of Empathy (London & New York: Routledge).

University of the Arts London (UAL) (2022) Post-Grad Interest Groups (Online) Available at: https://www.arts.ac.uk/study-at-ual/postgraduate-study/postgraduate-community/postgraduate-interest-groups [Accessed 20 June 2022]

Waddrington. K (ed) (2021) Towards the Compassionate University from Goldern thread to Global Impact (London & New York: Routledge)

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. Focussing on the experience of international students is a pedagogical priority, for example the Journal of International Students (Journal of International Students, 2021). Check out episode 4 of the Global Scholar Stories Podcast exploring researching international students here ((Journal of International Students, 2022).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 engaging 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! 

Bibliography

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: https://theconversation-com.cdn.ampproject.org/c/s/theconversation.com/amp/international-students-are-back-on-campus-but-does-that-spell-the-end-of-digital-learning-heres-why-it-shouldnt-177545 [Accessed 8 April 2022]

Association for Learning Technology (ALT) (n.d.) Open Education (OER) Conference (Online) Available at: https://www.alt.ac.uk/events/open-education-conference [Accessed 6 April 2022]

Bhatt, I., Badwan, K., & Madiba, M., (2022) Critical perspectives on teaching in the multilingual university, Teaching in Higher Education, 27:4, 425-436, DOI:
10.1080/13562517.2022.2058295

British Association for International & Comparative Education (BAICE) (2022) BAICE 2022 Early Career Conference – Call For Papers (Online) Available at: https://baice.ac.uk/baice-2022-early-career-conference-call-for-papers/ [Accessed 6 April 2022]

British Association for International & Comparative Education (BAICE) (2022) BAICE News (Online) Available at: https://baice.ac.uk/ [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. https://criticalinternationalization.net/. International Education blog [blog] 19 April. Available at: https://criticalinternationalization.net/2022/04/19/research-with-international-students-reflecting-on-critical-and-conceptual-methodological-considerations/ [Accessed 3 May 2022]

Garip, G., (2020) How to encourage self-regulated online learning. https://www.derby.ac.uk. Education Blog [blog]. (Online) Available at: https://www.derby.ac.uk/blog/students-educators-online-learning/ [Accessed 19th April 2022]

Journal of International Students (2021) NEW EPISODE! Global Scholar Stories Podcast – EP4: On Researching Students International Students with Dr. Jenna Mittelmeier. [podcasts] Global Scholar Stories Podcasts. Available at: https://www.ojed.org/index.php/jis/index [Accessed 10 August 2022].

Journal of International Students (2022) Journal of International Students (Online) Available at: https://www.ojed.org/index.php/jis/index [Accessed 26 May 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. https://altc.alt.ac.uk/. Learning Technology Blog [blog] 21 March. Available at: https://altc.alt.ac.uk/blog/2022/03/guest-post-makingconnectionsviazoom/ [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? https://postpandemicuniversity.net Post Pandemic University blog [blog] 10 Jan Available at: https://postpandemicuniversity.net/2022/01/10/how-can-practices-with-international-students-be-made-more-ethical/ [Accessed 6 April 2022]

McDonald, P., (2022) Joseph & the Techno-Empathic Dreamcoat. Exploring Dimensions of Techno-Empathy. Any (Empathy) Dream Will Do. Digitalrau.wordpress.com. Digital Transformation Blog [blog] 25 April. Available at: https://digitalrau.wordpress.com/2022/04/25/joseph-the-techno-empathic-dreamcoat-exploring-dimensions-of-techno-empathy-any-empathy-dream-will-do/ [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: https://www.timeshighereducation.com/blog/all-international-students-need-more-help-adjust-university [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: https://er.educause.edu/articles/2022/3/students-often-prefer-in-person-classes-until-they-dont [Accessed 19th April 2022]

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

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

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

Learning Punks. Rebels with a Digital Cause. Performing Punk Partnerships, New Inspirations & Reinvigorating the Curriculum

The Barbican TeachMeet event took place on Wednesday 17th March in a hybrid capacity on Zoom and in the Pit Theatre in the Barbican in London.

“We’re inviting teachers and educators to join us in a discussion about unique partnerships – from artists to employers, to new ways of integrating the arts across the curriculum”

(Barbican centre, 2022)

What is a TeachMeet?

“Participants gather to hear short presentations and network with educators from a variety of schools. This is the perfect opportunity to share, network and learn with your peers in an informal setting”

(21st Century Learning International, 2021)

A TeachMeet event usually has a core theme for presenters to respond to. The theme of this TeachMeet was unique partnerships inspiring the curriculum. The event included longer keynote style presentation followed by series of nano (3 mins) and micro (7 minutes) presentations. Virtual presenters had the opportunity login earlier to carry out a technical check such as sharing screen and using the microphone.

In a previous blog post, the idea of edupunk was explored as being a relevant approach to using what we have to create learning. The idea of techno-auto-ethnographies was explored in the presentation previously explored in a blog post here and a research poster here with blog post here and how this approach led to a creative outcome of poetry here.

Topics included the following:

• Exploring the Teacher Lab: Teaching Primary Science through creativity, how identity and collaboration inspired our creative careers programme

• Local architectural practice inspires

• Digital Primaries – working creatively and physically, Expressive Arts Provision

• Cross curriculum learning through creative projects; linking with partnerships, widening the classroom to the real world

• Belarus Free Theatre

• Music as a Social Campaign tool

One of the presentations shared some core points on creating collaborative opportunities.

“Share your ‘wormholes’ “

FERGUSON & Gill, 2022

(Ferguson & Gill, 2022)

At the end of the presentation, the #creativeHE open mic event taking place on World Creativity Day on Thursday 21st April was shared which has been blogged about here. Perhaps the TeachMeet and open mic models are interdisciplinary, inclusive, accessible approaches. The arts can be drawn on to create engaging, interactive, participatory and creative opportunities to create new learning partnerships, inspire learners and enhance to curriculum. Carrying out and sharing “rebellious research” might be a constructive way to move forward (Barnard, Mackinlay, Rousell, & Dragovic, 2022). Perhaps “Rebel Ideas” are critical (Syed, 2021). What would performing ‘punk pivot?’ be like?

Bibliography

Barbican Centre (2022) Unique partnerships inspiring the curriculum Teach Meet Wed 16 Mar 2022, 16:30 (Online) Available at: https://www.barbican.org.uk/whats-on/2022/event/teach-meet-unique-partnerships-inspiring-the-curriculum [Accessed 18 March 2022]

Barnard, P., Mackinlay, E., Rousell, D., & Dragovic, T., (2022) Doing Rebellious Research: In and Beyond the Academy (Critical Issues in the Future of Learning and Teaching) (s.l: Brill)

Ferguson, K., & Gill., (2022) Teaching Primary Science through Creativity [PowerPoint presentation] at Barbican TeachMeet unique partnerships inspiring the curriculum. London & Online.

Leschallas, W., & McDonald, P., (2021) Research Poster, ‘Exploring the impact of Techno-biography on the development of Digital Literacy’ in UNESCO Inclusive Policy Lab Education and Digital Skills: A Conversation Event. December 2021. Available at: https://ordo.open.ac.uk/articles/poster/Exploring_the_impact_of_Techno-biography_on_the_development_of_Digital_Literacy/17212457?backTo=/collections/UNESCO_Inclusive_Policy_Lab_Education_and_Digital_Skills_A_Conversation_Event_8_December_2021_Collection/5752247 [Accessed 18 March 2022] 

Leschallas, W., & McDonald, P., (2021) Techno-autobiography & the Transnational Online Pivot: Exploring a Lecturer’s Experience of Teaching Online. Digitalrau.wordpress.com Digital Transformation Blog [blog] 12 January. Available at: https://digitalrau.wordpress.com/2021/01/12/techno-autobiography-the-transnational-online-pivot-exploring-a-lecturers-experience-of-teaching-online/ [Accessed 18 March 2022] 

McDonald, P., (2022) Getting Our Creative Act Together. The #Creative HE Open Mic. creativehecommunity.wordpress.com.Creative Education Blog [blog] Available at: https://creativehecommunity.wordpress.com/2022/02/14/getting-our-creative-act-together-the-creative-he-open-mic/ [Accessed: 14 February 2022]. Reblogged in the RAU Digital Transformation Blog – https://digitalrau.wordpress.com/2022/02/15/getting-our-creative-act-together-the-creative-he-open-mic/ [Accessed 18 March 2022] 

McDonald, P., (2021) ‘I’m a Learning Technologist. Get Me Out of Here’. A techno-autoethnographic poem’ in Tasler, N., O’Brien, R, E. & Spiers, A. (eds.) (2021) Being creative in the face of adversity. The #creativeHE Annual 2021. Creativity for Learning in Higher Education Community, #creativeHE, pp37-44, DOI: https://doi.org/10.25416/NTR.17709860.v1  [Accessed 18 March 2022] 

McDonald, P., (2021) A Little More (Digital) Conversation and (Inclusive) Action Please’. New E-Learning Ecologies? From Techno-autobiography to Techno-autoethnography. Digitalrau.wordpress.com. Digital Transformation Blog [blog] 8 December. Available at: https://digitalrau.wordpress.com/2021/12/08/a-little-more-digital-conversation-and-inclusive-action-please-new-e-learning-ecologies-from-techno-autobiography-to-techno-autoethnography/ [Accessed 18 March 2022] 

McDonald, P., (2021) Nevermind the Buzztech. Why Edupunk is Still Relevant for Learning technologists. Digitalrau.wordpress.com Digital Transformation Blog [blog] 22 February. Available at: https://digitalrau.wordpress.com/2021/02/22/never-mind-the-buzztech-why-edupunk-is-still-relevant-for-learning-technologists/ [Accessed 18 March 2022]

Syed, M., (2021) Rebel Ideas The Power Of Thinking Differently (London: John Murray)

21st Century Learning International (2021) TeachMeets (Online) Available at: https://www.21c-learning.com/teachmeets/ [Accessed 18 March 2022]

‘My Research is like Digital Potato’. Exploring Technology-enhanced Transnational Learning (TETL) through the Plateau.

Rhizomatic Research

The Royal Agricultural University (RAU) hosts a series of online research seminars. Each seminar is an opportunity for two volunteers who can either be a staff member or a student to talk for approximately 15 minutes each about their research projects with 10 minutes for questions. Sessions are recorded, edited using Panopto and are made available on Gateway.

On Wednesday 26th January 2022, I presented on the topic of technology-enhanced Transnational Learning (TETL). At the RAU, international activity is expanding.

“Growth in international student numbers has coincided with other forms of educational mobility, including internationally mobile staff”

(Mittelmeier & yang, 2022: p750

The overarching theme of the seminar explored technology. David Main and Lisa van Dijk presented first exploring the use of online collaboration tools including Miro, Mural, Klaxoon, Wonder and Mentimeter. Professor Louise Manning shared a link to an article she had contributed to exploring the ethical implications of collaboration within the food sector in a digital capacity (Jacobs, Brewer, Craigon, Frey, Gutierrez, Kanza, Manning, Munday, Pearson & Sacks, 2021).

Exploring online collaboration tools

The structure of the presentation I delivered used the idea of chapters or ‘plateau’ (Deleuze & Guattari, 1987). Brent Adkins in his book and critical introduction to Deleuze and Guattari asks “ How is it possible to create something new?” (Adkins, 2015: p22). When we carry out research, perhaps it is imperative to be commitment to creating new and original contributions to knowledge. In the presentation, I suggested that it is important to acknowledge that online learning has never been new. Distance learning has never been new. Transnational learning has never been new. So what’s new then?

the first chapter or plateau, Deleuze and Guatarri introduce the idea of rhizome:

“Rhizomes do not propagate by way of clearly delineated hierarchies but by underground stems in which any part may send additional shoots upward, downward, or laterally. There is no hierarchy…beginning or end”.

(Adkins, 2015: p23)

Perhaps, the technology-enhanced transnational learning (TETL) research journey emulated the rhizomatic trajectory, particularly as each episode, chapter or component could be understood in itself or in relation to another part:

“each plateau can be read starting anywhere and can be related to any other plateau”

(Deleuze & guattari: p22 in adkins 2015: p23)

An example of a rhizome is a potato.

“All that is required to grow potatoes is burying the discarded skin of a potato. They simply begin again wherever they are”

(adkins, p15: p23)

Brent Adkins asks “ How is it possible to create something new?” (Adkins, 2015: p22). This is a critical question. My perception of research is that there is an imperative that there is a component of originality. But, truthfully, it is important to acknowledge that online learning has never been new. Distance learning has never been new. Transnational learning has never been new. So what’s new then?

Deleuze and Guatarri explore the notion of the assemblage. Assemblage can be understood asa group things. As opposed to fiiting “…into pre-existing forms” the assemblage provides us with the oportunity to create new ideas (Adkins, 2015: p22). Could Zoom be understood as an digital assemblage?

“As an assemblage, a book has only itself, in connection with other assemblages and in relation to other bodies without organs”

(deleuze & guattari, 1987: p4)

(Not yet) A Thousand Research (Plateau) Projects

Being part of this technology-enhanced transnational learning (TETL) research journey was an oppertunity to reflect on what “digital scholarship” might mean in the future (Weller, 2011). Perhaps technology-enhanced transnational futures are part of what the “…promise of the University” might be (Mahon, 2022).

In the presentation, I briefly made reference to the idea of technology to transgress drawing on bell hook’s famous book Teaching to Transgress: Education as the Practice of Freedom (hooks, 1994)

“The classroom remains the most radical space of possibility in the academy”

(Hooks, 1994)

The recording of the presentations can be accessed here here (29:37).

Exploring TNE

For more information about the research seminars, please contact the RAU Knowledge Exchange Team:

Name	Job Role	Email Address
Rebecca Atterbury-Thomas	Knowledge Exchange Events Coordinator	rebecca.atterbury-thomas@rau.ac.uk
Lisa van Dijk	Head of Knowledge Exchange and Research Support	lisa.williamsvandijk@rau.ac.uk

A recent online event hosted by HudCRES (Huddersfield Centre for Research in Education & Society) explored international students & UK universities: research and practice. Dr. Sylvie Lomer (@SE_Lomer) from Manchester Institute of Education presented on International students in the UK: Deficit narratives and research approaches. Professor Bee Bond (@BeeBond1) from the University of Leeds presented on language as a barrier and an enabler. Prof. Bond wrote an interesting paper exploring the “performance of identity” (Bond, 2019). Language and visibility are important (Bond, 2020). Dr. Manuel Madriaga (@mannymadgriaga) presented at the event. One slide explored benefits of the use of composite characters (Patton & Catching, 2009 in Madriaga, 2022). Rachel Brooks (@_rachel_brooks) is both Professor of Sociology and Associate Dean at the Research and Innovation at the University of Surrey. A number of relevant resources were shared including the Advance HE blog exploring pedagogies of internationalisation and an article mapping pedagogic practices here.

Bibliography

Adkins, B., (2015) Deleuze and Guattari’s A Thousand Plateaus A Critical Intoduction and Guide (Edinburgh: Edimburgh University Press)

AdvanceHE (n.d.) Pedagoagies of Interationalisation https://internationalpedagogies.home.blog/ International Pedagogy Blog [blog] (Online) Available at: [Accessed 2 February 2022]

Bond, B., (2019) International students: language, culture and the ‘performance of identity’, Teaching in Higher Education, 24:5, 649-665, DOI: 10.1080/13562517.2019.1593129

Bond, B., (2020) Making Language Visible in the University English for Academic Purposes and Internationalisation (Bristol: Blue Ridge Matters, Multlingual Matters

Bond, B., (2022) ‘Language as a Barrier and an Enabler’ International students & UK universities: research and practice. Microsoft Teams. January 2022.

Brooks, R (2022) No Title. International students & UK universities: research and practice. Microsoft Teams. January 2022.

Deleuze, G., & Guattari, F., (1987) A Thousand Plateaus: Capitalism & Schizophrenia (London & New York: Continuum)

Gather Presence Inc. (2021) Gather Town (Online) Available at: https://www.gather.town/ [Accessed: 27 January 2022]

hooks, b (1994) Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge)

Jacobs, N., Brewer, S., Craigon, P, J., Frey, J., Gutierrez, A., Kanza, S, Manning, L., Munday, S., Pearson, S., & Sacks, J., (2021) Considering the ethical implications of digital collaboration in the Food Sector in Perspective Perspective| Volume 2, Issue 11, 100335, November 12 (Online) Available at: 2021https://www.cell.com/patterns/fulltext/S2666-3899(21)00183-5?_returnURL=https%3A%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii%2FS2666389921001835%3Fshowall%3Dtrue [Accessed 27 January 2022]

Klaxoon (2022) Klaxoon (Online) Available at: https://klaxoon.com/ [Accessed 27 January 2022]

Lomer, S., (2022) ‘International Students in the UK: Deficit Narratives and Research Approaches’ [Google Document] International students & UK universities: research and practice. Microsoft Teams. January 2022. (Online) Available at: https://docs.google.com/presentation/d/1F5pbF5s5w_SlFfKmqIzk0RK_YFCLfHbGB0gYC0YcsVg/edit#slide=id.g10e8cb7bfde_0_10 [Accessed 2 February 2022]

Lomer, S., Mittelmeier, J., & Carmichael-Murphy, P., (2021) Cash cows or pedagogic partners? Mapping pedagogic practices for and with international students [pdf]. (Online) Available at: at: https://srhe.ac.uk/wp-content/uploads/2021/02/Lomer-Mittelmeier-CarmichaelMurphy-FinalReport-SRHE.pdf [Accessed 2 February 2022]

Madraiga, M., (2022) No Title. International students & UK universities: research and practice. Microsoft Teams. January 2022.

Mahon, Á., (ed) (2022) Reclaiming Humanity, Humility, and Hope (Singapore: Springer)

Mentimetre (n.d.) Mentimeter (Online) Available at: https://www.mentimeter.com/ [Accessed 27 January 2022]

Mittelmeier, J., & Yang, Y., (2022) The role of internationalisation in 40 years of higher education research: major themes from Higher Education Research & Development (1982–2020) Higher Education Research & Development Vol. 41. Issue 1: 40 Years of Research and Development in Higher Education: Responding to Complexity and Ambiguity (Online) Available at: https://www.tandfonline.com/doi/full/10.1080/07294360.2021.2002272 [Accessed 7 August 2022]

Miro (2022) Miro (Online) Available at: https://miro.com/ [Accessed 27 January 2022]

Tactivos Inc. (2022) Mural Available at: https://www.mural.co/ [Accessed 27 January 2022]

van Dijk, L., & Main, D., (2021) Online Collaboration Tools, Royal Agricultural University (RAU) Online Research Seminars. Zoom. January 2022.

Weller, M., (2011) The Digital Scholar. How Technology is Transforming Scholarly Practice (London & New York: Bloomsbury)

Wonder Me (2021) (Online) Available at: https://wonder.me/ [Accessed 27 January 2022]

‘A Little More (Digital) Conversation and (Inclusive) Action Please’. New E-Learning Ecologies? From Techno-autobiography to Techno-autoethnography.

UNESCO Inclusive Policy Lab Education & Digital Skills Conversation Event took place on December 8th 2021. The event was organised by Dr Katharine Jewitt from The Open University and Lee Dunn from the Scottish Digital Academy at The Scottish Government. The team can be followed on Twitter @UNDigitalSkills. A keynote was delivered by Dr. Debbie Holley from Bournemouth University. The interdisciplinary event explored four key themes:

1. School Education and Digital Literacy

2. Professional learning, training and capability

3. Digital futures and emerging technologies,

4. Praxis of digital transformation.

‘A little more (digital) conversation and (inclusive) action please’

In an earlier blog post, the idea of techno-biography was explored with William Leschallas, Head of School of Real Estate and Land Management at the RAU. Responding to the theme of Professional Learning, Training and Capability, a research poster was submitted that aimed to both outline the techno-biographic apprach and identify a further development of techno-autoethnography. This method can be used as an opportunity to provide an “identify performance” (Clark, 2020).

“Ethnography is a qualitative research method in which a researcher—an ethnographer—studies a particular social/cultural group with the aim to better understand it. Ethnography is both a process (e.g., one does ethnography) and a product (e.g., one writes an ethnography). In doing ethnography, an ethnographer actively participates in the group in order to gain an insider’s perspective of the group and to have experiences similar to the group members”

Allen 2017

Telling our pedagogical stories could be argued to be part of a “world-centered education” (Biesta, 2022). It could also be part of a new “e-learning ecologies” (Cope & Kalantzis, 2017: p1).

Research posters could be viewed in an immersive virtual gallery created by a tool called Kunst Matrix. This tool “is a unique tool that enables you to create beautiful 3D showcases of your art to impress art lovers and collectors. Digitally present and manage your art, including an augmented reality app to show a preview of your work in any space you like!” (Kunst Matrix, n.d.). The virtual gallery with the research posters cna be accessed here.

Exploring the research posters in the Virtual Gallery using Kunst Matrix

Another potential development could be to explore heuristic inquiry.

“Heuristic inquiry attempts to discover the nature and meaning of phenomenon through internal pathways of self using the processes of self-reflection, exploration, and elucidation of the nature of phenomenon that is being studied”

(Douglass & Moustakas, 1995, in Djuraskovic & arthur, 2010: p1572)

The implication for the role of the researcher is that it is possible to “…explore openly and pursue the creative path that originates inside of one ’s being and that discovers its direction and meaning within oneself” (Djuraskovic & Arthur, 2010: p1572).

The hashtag on Twitter for the event was #UNDigitalSkills.

The research poster can be accessed online here and the entire collection of research posters can be both accessed and downloaded here.

A PDF version of the research poster can be accessed below:

Research PosterDownload

‘I’m a Learning Technologist. Get Me Out of Here’. A techno-autoethnographic poem’ is a development of the techno-biographic approach exploring techno-autoethnography and is published in the Being creative in the face of adversity. The #creativeHE Annual 2021. Creativity for Learning in Higher Education Community, #creativeHE here. “Ethnographically based poetry” can an a creative opportunity to share our stories (Prince 2021). A further opportunity to develop the techno-autoethnographic approach will be at the Virtually Undisciplined: Diversifying Higher Education and Research through interconnectivity conference organised by Women in Academic Support Network (WIASN) in March – April 2022.

Bibliography

Allen, M., (ed) Ethnography in The SAGE Encyclopedia of Communication Research Methods (Online) Available at: https://dx.doi.org/10.4135/9781483381411.n169 [Accessed 8 December 2021]

Biesta, G., (2022) World-Centered Education A View for the Present (1st ed) (New York & Oxon: Routledge)

Clark, D., (2020) Tech and me: an autoethnographic account of digital literacy as an identity performance. Research in Learning Technology, 28. (Online) Available at: https://doi.org/10.25304/rlt.v28.2389 [Accessed 8 December 2021]

Cope, B., & Kalantzis, M., (eds) (2017) ‘Conceptualising Environments‘ in e-Learning Ecologies: Principles for New Learning and Assessment. pp1-46 (New York & London: Routledge)

Djuraskovic, I., & Arthur, N., (2010) Heuristic Inquiry: A Personal Journey of Acculturation and Identity Reconstruction [pdf] in The Qualitative Report Volume 15 Number 6 November 2010 pp1569-1593(Online) Available at: http://www.nova.edu/ssss/QR/QR15-6/djuraskovic.pdf

Kunst Matrix (n.d.) (Online) Available at: https://www.kunstmatrix.com/en [Accessed 8 December 2021]

Jewitt, K., (2021): UNESCO Inclusive Policy Lab Education and Digital Skills: A Conversation Event. 8 December 2021 Collection. The Open University. Collection. (Online) Available at:https://doi.org/10.21954/ou.rd.c.5752247.v5 [Accessed 17 December 2021]

Prince, C., (2021) Experiments in Methodology: Sensory and Poetic Threads of Inquiry, Resistance, and Transformation. Qualitative Inquiry. [e-journal] 2022: 28 (1):94-107. DOI: 10.1177/10778004211014611

Leschallas, W., & McDonald, P., (2021) Techno-autobiography & the Transnational Online Pivot: Exploring a Lecturer’s Experience of Teaching Online. Digitalrau.wordpress.com Digital Transformation Blog [blog] 12th Dec. Available at: https://digitalrau.wordpress.com/2021/01/12/techno-autobiography-the-transnational-online-pivot-exploring-a-lecturers-experience-of-teaching-online/ [Accessed 8 December 2021]

McDonald, P., (2021) ‘I’m a Learning Technologist. Get Me Out of Here’. A techno-autoethnographic poem’ in Tasler, N., O’Brien, R, E. & Spiers, A. (eds.) (2021) Being creative in the face of adversity. The #creativeHE Annual 2021. Creativity for Learning in Higher Education Community, #creativeHE [e-journal] pp24-27 DOI: https://doi.org/10.25416/NTR.17709860.v1  

McDonald, P., & Leschallas, W., (2021) Exploring the Impact of Techno-biography on the development of Digital Literacy. Poster presented at: UNESCO Inclusive Policy Lab Education and Digital Skills: A Conversation Event. 8 December 2021 (Online) Available at: https://ordo.open.ac.uk/articles/poster/Exploring_the_impact_of_Techno-biography_on_the_development_of_Digital_Literacy/17212457?backTo=/collections/UNESCO_Inclusive_Policy_Lab_Education_and_Digital_Skills_A_Conversation_Event_8_December_2021_Collection/5752247 [Accessed 17th December 2021]

The Open University (n.d.) UNESCO Inclusive Policy Lab Education and Digital Skills: A Conversation Event. 8 December 2021 Collection (Online) Available at: https://ordo.open.ac.uk/collections UNESCO_Inclusive_Policy_Lab_Education_and_Digital_Skills_A_Conversation_Event_8_December_2021_Collection/5752247/5 [Accessed 17 December 2021]

UNESCO (n.d.) Inclusive Policy Lab (Online) Available at: https://en.unesco.org/inclusivepolicylab/ [Accessed 8 December 2021]

Women in Academic Support Network (WIASN) (2022) Virtually Undisciplined: Diversifying Higher Education and Research through interconnectivity (Online) Available at: https://www.wiasn.com/conference-call/?fbclid=IwAR3IFIrUjpwDp0nLvMRZko7nGYzkvzBAIKOQaDccmpIhkZ7yNgLr3cEtabo [Accessed 7 January 2022]

Arvorum Cultus Pecorumque. Caring for the (Digital) Fields and the Beasts.

‘Look after the (Digital) land, and it will look after You’

The Royal Agricultural University’s Latin motto is from Virgil’s Georgics. The recent move to online learning due to the impact of the global pandemic and with the implications for a potential future hybrid pedagogical model, could mean that we can conceptualise the possibility of care in a digital context.

For both SDAU and QAU, RAU teaching staff deliver 45-minute interactive sessions to approximately 150 students. An ongoing pedagogical challenge is to encourage as much interaction as possible. Often students are reluctant to turn their cameras on and unmute to speak during these sessions. It could be argued that students are ‘lurking’ in online envirnonments.

“Lurking is often seen as a problem in online education, particularly in fully online,

distance/distributed learning contexts”

Kuhn, Havemann, Kogeoglu & Bozkurt, 2021: p2

During an interactive session on Zoom, verbal communication is relied on for example if a student is delivering a presentation and sharing their screen. A majority of functions in Zoom are concerned with the development and practice of the verbal mode, for example mute/unmute. What if there was a different way to communicate that does not involve using the camera or microphone? This is where non-verbal feedback came in. Whilst meeting reactions have been used in the past, non-verbal feedback provides a new layer of communication and an opportunity to interact effectively.

Non-verbal Feedback Panel in Zoom

In October 2021, SDAU students were shown how to use non-verbal feedback and meeting reactions in Zoom. “…Meeting participants can place an icon in their video panel and beside their name in the participants panel to communicate with the host and other participants without disrupting the flow of the meeting. For example, selecting the Slow down icon places the icon in your video panel and beside your name to indicate you would like the host or presenter to go slower” (Zoom Video Communications, 2021).

Exploring Non-verbal Feedback

Providing students with an opportunity for non-verbal communication can help to provide the Lecturer with a confirmation that students are listening and/or have understood. Students can use non-verbal feedback as a way to build confidence in developing verbal feedback skills.

Perhaps non-verbal feedback is connected to dual coding:

“Human cognition is unique in that it has become specialised for dealing simultaneously with language and non-verbal objects and events”

(Paivio, 1986 in Kirschner in Caviglioli, 2019

Exploring Zoom

Agile stationary was demonstrated to the students in the form of a deck of video conferencing cards. Showing the cards on the screen with the camera on can help with communication in a live meeting. I also suggested that students could create their own cards. This could enable students to create a personalised learning experience. It is also possible to suggest improvements and there is an Agile Games Workshop Meetup.

Exploring Agile Stationary

“We believe that physical products support embodied cognition without becoming distracting and provide the fastest feedback loop in the simplest possible setting” (Agile Stationery, 2021).

(Agile Stationery, 2021)

Having reflected on Zoom literacies as part of the #ukfechat here, the extent to which breakout rooms could improve student engagement in a blog post here and here, artifactual literacy has been explored (Pahl & Rowsell, 2010). How can we use found objects to improve the interactive experience of the Zoom sessions. When does an object become an artifact and vice versa?

“A found object is a natural or man-made object, or fragment of an object, that is found (or sometimes bought) by an artist and kept because of some intrinsic interest the artist sees in it”

(Tate Modern, n.d.).

What could students create in a Zoom session that could relate to agriculture? I explored the range of creative packs in a local shop.

Found Objects

A Microsoft Form was used to evaluate what students thought about non-verbal feedback, meeting reactions, agile stationary:

1. The majority of students thought that found objects improved engagement

2. The majority of students thought that non-verbal feedback tool and meeting reactions were a positive way to interact in the session?

3. For the question “How can the non-verbal feedback tool and meeting reactions be improved?” one answer was “The teacher can initiate a vote during the lecture and ask the students to answer. Through the data analysis, the students can grasp the situation and infer the points of doubt“,

4. For the question “How did the agile stationary help with interaction in the session?” one answer was “In some way, it can help teacher know about how much knowledge students has masterd,and adjust the process of class.”.

Bibliography

Agile Stationary (2021) Agile Stationary (Online) Available at: https://agilestationery.com/ [Accessed 26 October 2021]

Caviglioli, O., (2019) Dual Coding for Teachers (Woodbridge: John Catt Educational Ltd)

Kuhn H., C., Havemann, L., Koseoglu, S., & Bozkurt, A. (2021). Three lenses on lurking:
Making sense of digital silence. In J. Hoffman & P. Blessinger (Eds.), International
perspectives in online instruction (p. 83-93). Emerald Publishing Limited. (Online) Available at: https://www.emerald.com/insight/content/doi/10.1108/S2055-364120210000040006/full/html [Accessed 3 November 2021]

Pahl, J & Rowsell J (2010) Artifactual Literacies: Every Object Tells a Story (Language and Literacy Series) (Amsterdam & New York: Teachers College Press)

Maro, P.V., (29 BCE). Virgil: Eclogues, Georgics, Aeneid. Translated by H.R. Fairclough. Loeb Classical Library. Harvard University Press: Cambridge, MA. 1916.

Meetup LLC (2021) Agile Games Workshop Meetup in London (Online) Available at: https://www.meetup.com/Agile-Games-Workshop/ [Accessed 26 October 2021]

McDonald, P., (2021) Technology to Transgress. Spinoza, Energy & Expeditions of Joy. Exploring Critical Zoom Literacies with #ukfechat https://digitalrau.wordpress.com blog, [blog] 21 Oct. Available at: https://digitalrau.wordpress.com/2021/10/05/technology-to-transgress-spinoza-energy-expeditions-of-joy-exploring-critical-zoom-literacies-with-ukfechat/ [Accessed 26 October 2021]

McDonald, P., (2021) Indiana Jones & the Breakout Tombs. Exploring Student Zoom Literacy https://digitalrau.wordpress.com blog, [blog] 9 Oct. Available at: https://digitalrau.wordpress.com/2021/10/09/indiana-jones-the-breakout-tombs-exploring-student-zoom-literacy/ [Accessed 26 October 2021]

Tate Modern (n.d.) Found Objects (Online) Available at: https://www.tate.org.uk/art/art-terms/f/found-object [Accessed 26 October 2021]

Taylorson, L., (2021) ukfechat curation: 30/09/2021 – Technology to Transgress: Critical Zoom Literacies hosted by @PipMac6 Wakelet Collection (Online) Available at: https://wakelet.com/wake/A5H5cVpqqNamjw5nsy6Wk [Accessed 26 October 2021]

Zoom Video Communications (2021) Nonverbal feedback and meeting reactions(Online) Available at: https://support.zoom.us/hc/en-us/articles/115001286183-Nonverbal-feedback-during-meetings [Accessed 26 October 2021]

Indiana Jones & the Breakout Tombs. Exploring Student Zoom Literacy

Indiana Jones & the Breakout Rooms

As part of a transnational partnership between the Royal Agricultural University (RAU) and Shandong Agriculture University (SDAU) that pivoted to online elarning due to the global plandmeic, Lecturers delivered 45-minute interactive sessions to students using Zoom, the well-known video conferencing tool. Since June 2020, three successful online cohorts have taken place. It is fundamental to acknowledge the differences between teaching in a face-to-face and online capacity, that distance learning “…cannot be the same as teaching in a walled classroom” (Morris, 2021). A significant part of the transnational online pivot involved training staff on how to use Zoom effectiely for pedagogy. What about the students? In September 2021, a Lecturer reported that a student had disrupted the class by not putting the microphone on mute. Initially, this ‘pedagogical incident’ could be explained as showing a need for greater online classroom management and/or student behaviour. However, I asked myself, “Have we created an opportunity to support students on how to behave in an online classroom, have we assumed they know how to use Zoom?“. Perhaps the teacher-centrered approach needed to be transformed into a student-centred approach. As a result, four critical questions were asked

1.How can we support students to make the most of their interactive sessions in Zoom?

2. How do students know how to behave in an online classroom setting?

3. How do students know how to use Zoom?

4. How can we support students whose first language may not be English with technology-enhanced transnational learning (TETL?)

Asking the four questions above, led to three further questions:

1.What is literacy?

2. What is Zoom Literacy?

3. When does knowing how do use a tool become literacy?

Perhaps literacy “…has become a process of commodification in which literate learning is entangled with commodities” (Mills, 2015: p2).

A strategy we explored was the use of breakout rooms in Zoom to facilitate an escape room. What is an escape room? Escape rooms (ERs) can be defined as “…live-action team-based games in which players encounter challenges in order to complete a mission in a limited amount of time” (Veldkamp, van de Grint, Knippels & van Jooingen, 2020). Escape rooms are nothing new. They are popular in education Sanchez & Plumettaz-Sieber, 2019 in Veldkamp, van de Grint, Knippels & van Jooingen, 2020). One of the core benefits of breakout rooms is that the “allow[s] groups of one or more participants to break out into any number of smaller Zoom meetings from within the initial Zoom meeting (Stanford University Teaching Commons, n.d.). It can be argued that an escape room is a type of game. Embedding gamification is also nothing new in education. There are a number of advantages to using games, for example, games can provide an opportunity to “increase both engagement and motivation” (Kim, Song, Lockee & Burton, 2018: p5).

Can an escape room help to engage students with Zoom Literacy?

In 2021, a presentation was delivered at the University of Kent Digitally Enhanced Education Webinars entitled Indiana Jones and the Temple of Zoom. A Transnational Online Pivot Adventure which explored the idea of online classrooms being like ‘digital temples’ and Learning Technologists like ‘Digital Archaeologists’. This blog post is a development of this as the next transnational adventure. In the film Indiana Jones and the Temple of Doom, Indiana Jones faces a series of ‘tombs’ that he needs to break out of by solving problems. From the ‘Temple of Zoom’ to the ‘Breakout Tomb’.

Exploring the use of a digital badge

In our escape room, students are faced with different situations that they may face in an interactive session in Zoom. A PowerPoint file with animated content was shared to created a multimodal experience. Students need to answer the questions correctly using chat and find the code to ‘escape’. A password-protected blog post was created. Once students escaped, they could download a digital badge and had an opportunity to access a Microsoft Form to evaluate their escape room experience.

Student names are not shown

In October 2021, a presentation was delivered at CARNival, an event entitled Raised Voices: Collaborative Action Research Network (CARN) Online Conference, 2021 to discuss the escape room approach in the transnational context.

Reflections

In terms of what Zoom Literacy could be, perhaps it could be made up of different dimensions of practice. For example, using non-verbal feedback or agile stationary could be a form of artifactual literacy which can be defined as an approach that “…examines objects and their meanings in everyday life and also acknowledges the situated nature of texts in places and communities” (Pahl & Rowsell, 2011: p130). What is important to note is that “Some stories are more powerful than others in that they are more visible” (Pahl & Rowsell, 2011: p129).

Create your own Bayeux Tapestry here

Zoom is not immune from digital inequalities. From Teaching to Transgress to Technology to Transgress & Progress (hooks, 1994). It is important that we must not view the online classroom as a digital “mini-kingdom” with unequal power relationships, particularly if the online classroom is designed to be an interactive environment (hooks,1994: p17). If it is true that “every object tells a story”, then every online classroom has a narrative too (Pahl & Rowsell, 2010).

Using non-verbal feedback in Zoom. Artifactual Literacy?

Perhaps one aspect of the narrative was the Chinese character transforming the escape room into an opportunity for into digital storytelling.

奕辰 (Yìchén)

Key Points

Curating the virtual support presence – It is a good idea to adopt a team teaching approach. The notion of “lone lecturers” may not work in the online classroom which needs to be a “team sport” (Mosley, 2021).

More than one Lecturer/Learning Technologist provides the students with more support and workload can be shared e.g. one person shares screen while the other monitors the chat.

Planning for breakout rooms or ‘tombs‘ – Breakout rooms need to be planned in advance either by pre-assignment with student emails or in a manual capacity. If the group has a large number of students, then manual breakout rooms can be the best approach in a synchronous capacity.

Second language awareness – creating a document with core vocabulary and phrases to support students with understanding, particularly if the topic involves specialist terms of reference.

Involve students in the development of their own Zoom Literacies – create an ice breaker activity proving students an opportunity to decide their on ground rules and expected behaviours in online settings.

Be open to exploring a range of tools and approaches – another interesting tool is Twine “…an open-source tool for telling interactive, nonlinear stories” (Interactive Fiction Technology Foundation, n.d. ). Could students co-create collaborative and interactive fiction?

How has the global pandemic enabled us to reimagine the pedagogical possibilities of what a classroom has been, is currently and could be? It is possible to reflect on the “Brave New Digital Classroom” of the future (Blake & Guillén, 2013).

“Digital tech has permeated classrooms, homes and social spaces, and so on campus or classroom education is, to a significant extent, digital and online”

(Fawns, 2019)

What if we left the classroom behind? (Spinney, 2021). What could replace the classroom? To what extent could Zoom Literacy could be part of a wider, and potentially platform agnostic Brave New Digital Literacy?

“We can’t just choose a pedagogy and then a technology. In fact, technology is part of pedagogy: “pedagogy is the thoughtful combination of methods, technologies, social and physical designs and on-the-fly interactions”

FAWNS, 2021

Perhaps when we think about student Zoom Literacy, we always need to think about the student and question how to support our international students as much as possible prioritising an ethical approach (Mittelmeier, Lomer, Lim, Cockayne & Ploner, 2021).

Perhaps an escape room could be seen as a way to adopt a playful approach. Play and its value has been explored in education (Alison, 2022).

A conference reflection entitled ‘An (Escape) Room with a (Transnational) View’ is available in the CARN Bulletin 24 here.

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