Archive for the ‘open education’ Category

Are we lost in online space?

February 14th, 2018 by Graham Attwell

Last November I was invited to give a presentation at a conference “Are we lost in online space?” organised by in Belgrade.

As the report on the conference web site says, the conference brought together 48 participants, most from east Europe, and 6 experts in the field of online learning. Participants had the opportunity to learn, experience and discuss about digital pedagogy, personal learning environment, online counseling for youth at risk, the possibility to educate youth workers in the online context, the ability of young people to use online tools when they are used for educational purposes, using games with young people, the potentials of using the virtual reality packages in youth work.

The web site also has video of all the presentations. I particularly liked the presentation on How to approach young people at risk to use the opportunities of online counseling by Anni Marquard, from the Centre for Digital Youth Care, Denmark and on Using games & gaming culture for educational purposes by Uroš Antić from Serbia)

It was a lively conference with a wide range of different experiences and views and some great participatory workshops and activities. It was apparent that at least from the countries represented in the conference, technology is a relatively new field in youth work, but also that many youth workers are ready to engage with young people through technology. However, tools and platforms such as Moodle seemed really not to support the pedagogy of youth work, nor to engage with young people. Youth work is more about informal learning – and ed-tech has tended to focus on formal learning.

There was a quick straw poll at the end of the conference on whether or not we were (still’ lost in online space. Participants were divided – some lost, some not and some not sure!

OER18: Open to All,

January 26th, 2018 by Graham Attwell

The OER18 Conference takes place in Bristol, UK on 18 – 19 April 2018. OER18 is the 9th annual conference for Open Education research, practice and policy. The final keynote has now been announced: Dr Momodou Sallah is Reader in Globalisation and Global Youth Work at the Social Work, Youth and Community Division, De Montfort University.  More about the conference: http://go.alt.ac.uk/2DmsPPu

Conversational learning and evidence based education

September 12th, 2017 by Graham Attwell

I have missed out on this autumn’s conference circuit. I just DJg4lLdXUAAiqw8don’t have the money to pay for fees and travel (let alone beer) in attending these events. I am not sure that I actually miss the conferences themselves, but I do miss meeting friends and catching up with what is going on.

And of course, it is increasingly possible to at least dip in to conferences online these days. What with mobile phones and twitter you can almost watch the slides progressing in real time. This morning I noticed one presentation seemed to be getting a lot of my twitter feed. It was Mike Sharples speaking at the ALTALC tagged conference – it took me some time to suss out the ALC stood for the Active Learning Conference taking place at Anglia Ruskin University.

A couple of slides interested me.The slide above is based on the Open University FutureLearn platform. This sums up perfectly how we have used the platform in the EmployID project for running (sadly not open) courses on the Future of Work for employees from the UK Department for Works and Pensions (the UK Public Employment Service. The evaluation showed the courses to be a great success (more on this tomorrow). But I am not so convinced to what degree the FutureLearn platform helped our pedagogic approach – at best I would say it hindered us less than other MOOC platforms we have used.DJg2tuIXcAA5A_X

The second slide also rings true – at least to my experience in using technology for professional development. It is not always easy to link online professional development to practice. But I am ever more sure this is critical to effective learning. Learning spaced over time is an interesting idea in an age of quick bite learning. Of course it depends learning over how much time. Ideally the learning should evolve in line with the practice – but that is not easy to achieve.

Open Education and Story Telling

May 3rd, 2017 by Graham Attwell

I Like this short video by Frances Bell for many reasons. First it is a great example of how video can easily be used to tell a story. And it touches on many of the issues regarding academia and especially the challenges faced by PhD students in university today. As the title rightly says Open education and Open Journals are still a door half closed, especially in the world of metrics for measuring research.

March 15th, 2017 by Graham Attwell

Brian Mulligan responded to my post on open MOOCs with a link to the Moocs4All web site. the web site includes this promo video for a free course held last year on ‘Making MOOCs on a budget. Brian says “Creating a course with thousands of participants is no longer something that only well-funded universities can do. Even individuals who are experts in their subject matter but not experts in technology and pedagogy are able to create a MOOC, simply by using the right set of tools and techniques.”

The open in MOOC must include the ability to create courses

March 14th, 2017 by Graham Attwell

However you view MOOCs, they have been a success in moving towards open education and in allowing thousands of people not enrolled in formal education programmes to take part in courses.

But in all the talk about open and MOOCs one issue worries me: access to platforms. Yes the best MOOCs and the better platforms encourage conversation between learners and even promote the idea of learners being facilitators. Yet the ability to create a MOOC is largely confined those in a commercial company or those in mainly Higher Education establishments. Increasingly MOOC platforms are only accessible to those who are part of one or another of the consortia which have emerged between different education institutions or those with money to pay into a private MOOC provider. OK, it is possible to hack a MOOC platform together with WordPress or to install Open edX. But it isn’t simple. The Emma project and platform have opened up possibilities to host MOOCs in Europe but I am not sure that this will continue to be supported after their EU funding runs out.

If we want truly open education, then we need to open up opportunities for creating and facilitating learning as well as participating in a programme. I still like Ivan Illich’s 1971 dream in Deschooling Society of a big computer which could send postcards to match those wanting to learn something with those willing to support them. And I see an open MOOC infrastructure as the way we might achieve this. Of course there are concerns over quality. but surely we can find ways of peer reviewing proposed courses and supporting course creators to achieve not only high quality but truly imaginative pedagogy approaches to learning through a MOOC. Quality is not just predicated on the cost of the video production.

I wonder if rather than the formation of big consortia, more democratic federation could be the way to go. It is disappointing to see that FutureLearn has announced that those students who fail to pay a fee (or as they put it, an ‘upgrade’ will no longer be able to access content following the end of a course. This is just one more reason why we need an open MOOC infrastructure or ecology if MOOCs are to be truly open.

New Insights into UK society today from longitudinal research

December 8th, 2016 by Graham Attwell

Understanding Society has published its fifth annual report highlighting some of theinsights new topical policy-relevant research conducted recently using data from the annual survey which began in 2009 with around 100,000 individuals from 40,000 households.

To support the Insights 2016 launch, the team also published a topic guide on education. This guide explores the content available to analyse in Understanding Society, highlights the types of research questions which could be explored and what research has already been carried out.

Why Open Knowledge?

February 22nd, 2016 by Graham Attwell

I like this presentation on Why open knowledge from Martin Weller. And besides the argumentation he has some very pretty pictures.

The future of learning at work. How technology is influencing working and learning in healthcare: Preparing our students and ourselves for this future

February 16th, 2016 by Graham Attwell

Over the last few weeks I seem to have been bombarded with calls for submissions for conferences. Most I have ignored on the grounds that they are just too expensive. And if I can’t afford them, working as a relatively senior researcher with project funding, what hope do emerging researchers have of persuading their universities or companies to pay. But tto be honest I am bored with most of the conferences. Formal papers, formally presented with perhaps ten or twenty people in a session and very limited time for discussion. We know there are better ways of learning!

One conference I have submitted an abstract to is AMEE. – the International Association for Medical Education. Apart from short communications, research papers and PhD presentations AMEE invites posters, Pecha Kucha, workshops, points of view and organises a fringe to the conference. Sounds good to me and as you might guess I have submitted a point of view. Here goes (in 300 words precisely) ……

The future of work is increasingly uncertain and that goes just as much for healthcare as other occupations. An ageing population is resulting in increasing demand for healthcare workers and advances in technology and science are resulting in new healthcare applications. At the same time technology promises a revolution in self-diagnosis, whilst Artificial Intelligence and robots may render many traditional jobs obsolete.

So what can we say about healthcare skills for the future and what does it mean for healthcare education. Whilst machines may take over more unskilled work, there is likely to be increasing demand for high skilled specialist healthcare workers as well as those caring for the elderly. These staff need to be confident and competent in using existing technologies and adapting to technologies of the future.

They will need to be self-motivated lifelong learners, resilient and capable of coping with changing occupational identities. They will need to collaborate in multidisciplinary teams leading to a high premium on communication skills.

Present processes of education and training based predominantly on face-to-face courses cannot cope with the needs of lifelong learning. Learning needs to be embedded in everyday work processes. Technology is critical here; ubiquitous connectivity and mobile devices allow context-based learning. The same technologies can promote informal and social learning, learning from peers and sharing experience and knowledge in personal learning networks. Already there are many MOOCs dedicated to medical education. Healthcare professionals are using social media to build informal learning networks. But these are the exceptions not the norm. In the future machine learning algorithms can support individuals wishing to deepen their knowledge, VR to share experiences. Yet although there is a rich potential, medical educators have to steer the process. We need to know what works, what doesn’t, to evaluate, to share. That needs to start now!

What is Open?

January 28th, 2016 by Graham Attwell

I love this. Lorna Campbell writes: “Another gem from The Cost of Freedom project, this time by Richard Goodman (@bulgenen), my partner in crime from the ALTC-2016 social media team.  I was chuffed to bits when Rich decided to write something for the project.  You can read his poem What is Open? here.

As part of disquiet Junto Project 0202 Text-to-Speech-to-Free Rich’s poem has also been recorded by Michel Banabila who created this amazingly atmospheric remix.”

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    Barcelona to go Open Source

    The Spanish newspaper, El País, has reported that the City of Barcelona is in the process of migrating its computer system to Open Source technologies.

    According to the news report, the city plans to first replace all its user applications with alternative open source applications. This will go on until the only remaining proprietary software will be Windows where it will finally be replaced with a Linux distribution.

    To support the move, the city will employ 65 new developers to build software programs for their specific needs. they also plan the development of a digital market – an online platform – whereby small businesses will use to take part in public tenders.


    OER18: Open to All,

    The OER18 Conference takes place in Bristol, UK on 18 – 19 April 2018. OER18 is the 9th annual conference for Open Education research, practice and policy. The final keynote has now been announced: Dr Momodou Sallah is Reader in Globalisation and Global Youth Work at the Social Work, Youth and Community Division, De Montfort University.  More about the conference: http://go.alt.ac.uk/2DmsPPu


    Learning about technology

    According to the University Technical Colleges web site, new research released of 11 to 17-year-olds, commissioned by the Baker Dearing Educational Trust, the charity which promotes and supports University Technical Colleges (UTCs), reveals that over a third (36%) have no opportunity to learn about the latest technology in the classroom and over two thirds (67%) admit that they have not had the opportunity even to discuss a new tech or app idea with a teacher.

    When asked about the tech skills they would like to learn the top five were:

    Building apps (45%)
    Creating Games (43%)
    Virtual reality (38%)
    Coding computer languages (34%)
    Artificial intelligence (28%)


    MOOC providers in 2016

    According to Class Central a quarter of the new MOOC users  in 2016 came from regional MOOC providers such as  XuetangX (China) and Miríada X (Latin America).

    They list the top five MOOC providers by registered users:

    1. Coursera – 23 million
    2. edX – 10 million
    3. XuetangX – 6 million
    4. FutureLearn – 5.3 million
    5. Udacity – 4 million

    XuetangX burst onto this list making it the only non-English MOOC platform in top five.

    In 2016, 2,600+ new courses (vs. 1800 last year) were announced, taking the total number of courses to 6,850 from over 700 universities.


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