Archive for the ‘teaching and learning’ Category

Developing a Work Based, Mobile Personal Learning Environment

July 6th, 2014 by Graham Attwell

As regular readers will know, for a long time I have been fascinated by the potential of mobile technologies for developing work based learning and work based Personal Learning environments. Mobile technologies can allow learning to take place directly in the workplace. Learning can be recorded and for that matter reflection on learning take place as a direct part of the work process. In such a way the workplace becomes part of the Personal Learning Environment and conversely the PLE becomes part of the work process. At the same time, such an approach can bring together both formal and informal learning. Through sharing learning processes and outcomes, learners themselves can contribute to a growing ‘store; of learning materials.

It hasn’t happened yet and it is worth thinking about why. One reason maybe that only recently has seen the spread of sufficiently powerful mobile devices and applications. Another is the suspicion of employers about the uses of such devices in the workplace. Most importantly may be the failure to develop pedagogic approaches for mobile learning. Most developments to date have essentially been about consumption of learning materials, albeit sometimes in innovative ways. And much of the publicity or mobile learning has emphasised consumption of short episodes of learning away from the workplace – or for that matter the classroom (for some reason we will all be learning on the bus or the train on our way home from work in the future or so the vendors say).

That is not to say there have not been attempts to develop more radical thinking. Members of the London Mobile Learning Group have, like others developed new ideas for work based mobile learning pedagogy. Yet still, as far as I can see, there have been few attempts to implement such ideas at any scale.

It is for these reasons that I am so interested in the development of the Learning Toolbox, initially targeted at apprentices in the construction industry, as part of the EU funded Learning layers project. Perhaps the biggest thing I have leaned from this work (apart from how difficult it is) is the need for co-development processes with end users and stakeholders in the industry. The new paper we have written for the PLE2014 conference documents the research we have undertaken and the co-development process, as well as our understanding of the issues around context and how to address such issues.

You can download the paper here. As always any and all feedback is very welcome.

Developing the capacity to mdoernise workplace learning

June 21st, 2014 by Graham Attwell

I like Jane Hart’s work on learning in organisations. And I like this presentation on 20 small changes to modernise the workplace learning experience. However, I am not so sure that the changes she advocates are so small. True each one on its own may represent just a small step forwards. But to be effective the changes need to be taken together. And that requires a big change on organisational practice. Many, if not most, organisations, especially Small and Medium Enterprises do not have the capacity to take these steps. That is why in the Learning Layers project we see capacity building as central to developing technology supported informal learning in SMEs. Capacity involves the confidence and competence of trainers and others who support learning, the understanding and support of managers, the physical infrastructure and perhaps most critically the culture of organisations.
We are working to produce an ‘e-learning readiness tool’ to help organisations assess where they are in termsn of capacity and plan the steps they need to take in order to develop tehir capacity. I will publish a draft of the tool in the next few weeks if anyone is interested.

Learning Toolbox

June 11th, 2014 by Graham Attwell

Tomorrow I am speaking at the 4th Annual Future Learning Lab conference in Kristiansand in Norway. The conference aims to target the interplay of learning, pedagogy issues, digital media and globalizing forces representing both opportunities, threats and new conditions. The conference web site says new ways and means of learning are paving their way into both formal education, work-life and leisure. Education technologies continue to evolve. Digital communication technology changed the music industry, the film industry and the news media as well as book publishing industry: Do we really think education and the learning field is any different? The media ecology that enables disruption, is global. The new networks being employed, are global. But the consequences and challenges are, for all practical purposes, local. And learning is still an aspect of social interaction as well as personal endeavor.

My presentation (see slide deck above) is based on the work we are doing in the EU funded Learning Layers project, developing the Learning toolbox, a mobile application designed for apprentices in the construction industry. In particular, we are trying to deal with the issue of context. The Learning Toolbox is based on tiles, each a separate application, which can be differently configured for use in different contexts.

Using technology to support informal learning in SMEs

June 11th, 2014 by Graham Attwell

Last week was the deadline for submissions to the Online Educa Berlin 2014 conference. I like Online Educa. If nothing else, it is a great end of year opportunity to catch up with colleagues and friends from around the world. And it is also a great opportunity to engage in wider dialogues around the work we are doing. Online Educa has for some years been experimenting with the format of sessions and attempting to introduce more interaction, rather than just slides and talk. This year they are limiting presenters to just five slides. And they have asked everyone submitting a proposal to send  short video describing their proposed session.

So here is my video. It is based on the work we are doing in the EU funded Learning Layers project, developing and implementing technologies for informal learning in Small and Medium Enterprises.

Taccle2 website survey

May 15th, 2014 by Angela Rees

We all love the Taccle2 website, but we would really like to know what you think about it.

We want to know if you find it easy to use, if the content is interesting enough and if it well structured.

That is why we would like you to answer 5 very simple on-line questions (the questionnaire is available in several languages) :https://www.surveymonkey.com/s/L98VVSW

This will take less than 5 minutes of your time and it will help us a lot to know if we need to improve the website or if you like it just as it is.

Thank you very much for your input.

 

YN GALW AR BAWB SY’N GWEITHIO YM MYD ADDYSG!

May 15th, 2014 by Angela Rees
Rydym yn chwilio am bobl sy’n gweithio ym myd addysg i roi adborth ar y wefan www.taccle2.eu Buaswn yn hynod o ddiolchgar petaech chi’n cymeryd ychydig amser i’w hastudio cyn gadael eich barn ar yr holiadur https://www.surveymonkey.com/s/L98VVSW.
Mae dolen Gymraeg ar y wefan ond mae croeso i chi edrych ar y tudalennau Saesneg hefyd a’u cynnwys yn eich adborth yn gyffredinol. Yr unig beth rydyn ni’n gofyn yw eich bod yn llenwi’r holiadur CYMRAEG. Dewiswch ‘CYM’ ar y dudalen gyntaf.
Rydym wedi gweithio’n galed i sicrhau bod gan y Gymraeg yr un statws a’r ieithoedd eraill yn y prosiect. Yn naturiol, felly, buaswn yn hynod o falch petawn ni yn gallu ‘dal ein tir’ gyda’r cyfanswm terfynol sy’n ymateb i’r holidaur Cymraeg o’i gymharu a’r ieithoedd eraill.
 
Mae croeso i chi basio’r wahoddiad yma ymlaen at unrhyw un arall fydd yn hapus i’w lenwi hefyd!
Miloedd o ddiolch,
Angela Rees a Nic Daniels

Some thoughts about MOOCs

April 29th, 2014 by Graham Attwell

MOOCs are now set on the downside of the hype cycle and it is not difficult to find critics – or even those predicting their immanent end.

I can’t see much sign of them going away = if anything there seems to be more and more MOOCs appearing – although that may be just a result of better discoverability. However there does seem to be huge variation ind ensign, duration and above all quality although we do not really have any agreed criteria for measuring quality.

Within the European Employ ID project, which is researching employment adaptability and the use of technology for supporting coaching and continuing professional development for Public Employment workers in Europe, we have promised, for better or worse, to organise a MOOC. In fact, I think this was promised for the final year of thee project, which has only just started, but with plenty of enthusiasm from the public employment services and from project partners, we are planning to bring it forward to next year.

We also decided that we would all (about 14 of us) would sign up for a MOOc and exchange our experiences. I am a bit behind and will start a MOOC next week on Digital Curation provided by Kings Collage London who interestingly, eschewing the commercial and consortium platforms, are using their own platform built on top of Moodle.

Project partners have signed up for a range of topics from Shakespeare to producing a mobile app. So far the experience – or at least the refection on the experience, is very varied. A lot seems to be down to the design of the MOOC. A number of people found course providers had underestimated the time it would take to follow the course. Probably the major criticism was lack of contact with other learners, although this seemed particularly an issue on MOOCs offered through the Coursera platform. Peronsally I am rather overwhelmed by the volume of contact from co-students on my Digita Curation course and that is two weeks before its starts.

I suspect the divide between so called c-MOOCs and x_MOOCs is more of a continuum than a binary divide. In that respect Coursera or indeed Code Academy could be seen as on one end of that continuum with individual students engaging with digit materials produced through a well designed workflow but with little or no peer group interaction. The various so styled c-MOOCs stand on the other, with developers left very much to design their own programmes and with a focus of peer learning.

Despite the issue sod design and quality, the sheer numbers of learners signing up for MOOCs deserves some reflection. I interpret it as a vast pent up demand for opportunities for learning. That many of those participating in MOOcs have already a degree is hardly surprising. These were the people who would have participated in face to face Adult Education programmes, had they been available. And even before austerity devastated much of previous provision in European countries, such provision was far to narrow to meet demand. MOOCs have enabled a massive expansion in the scope of subjects on offer as Open Education.

So, even though I sympathise with the critics, particularly as to the quality of pedagogy, I think we should see MOOCs in that light. MOOCs are one iteration in the use of technology to greatly expand Open Education and to make that education available to everyone.

What is happening with Learning Analytics?

April 7th, 2014 by Graham Attwell

I seem to be spending a lot of time looking at the potential of various technologies for supporting learning at work. I am not talking here about Virtual Learning Environments. In the construction industry we are looking at how mobile devices can be used to support learning and knowledge sharing between the different contexts of the vocational school, the industrial training centre and the workplace. And through the Employ-ID project we are looking at how to support continuing professional development for workers in public employment organisations across Europe.

None of these is particularly easy. Pedagogically we looking at things like co0counselling and at MOOCs for professional development. And another target on our horizon is Learning Analytics. Like so many things in technology advanced learning, Learning Analytics launched with a big fanfare, then seems to haver sunk under the surface. I was excited by the potential of using data to support learning and wanted to get in there. But there seems to be a problem. Like so often, rather than looking to use the power of Learning Analytics to support learners and learning, institutions have hijacked the application as a learning management tool. Top of the list for UK universities at least is how to reduce drop out rates (since this effects their funding). Rather than look at the effectiveness of teaching and learning, they are more interested in the efficiency of their approach (once more to save money).

So we are back where we have been so many times. We have tools with a great potential to support learners, but institutional managerialism has taken over the agenda. But perhaps I am being overly pessimistic and looking for information in the wrong places. If anyone can point me to examples of how to use Learning Analytics to support real learning please post below.

NB. Another issue concerning me is how to tell users what data we are collecting and how we are using it. Once more, does anyone have any pointers to good practice in this respect

 

Beyond Bulimic Learning Improving teaching in further education

March 15th, 2014 by Cristina Costa

Beyond Bulimic Learning Improving teaching in further education – Frank Coffield with Cristina Costa,Walter Müller and John Webber

So here is a new adventure. Last year Frank Coffield asked me if I’d be interested in submitting a book chapter for his new book as he felt he was missing a trick for not including a chapter on technology. I wrote an article on designing for context, using examples from my own practice to illustrate the points I wanted to make. The result was a text entitled Teaching and learning in context … with a little help from the web (slides for a presentation based on it can be found here)

The Book will be released in May. The launch will take place in the bookshop on the first level of the Institute of Education, 20 Bedford Way, London, WC1H OAL on Wednesday 7 May between 6 and 8pm.

* seeing my name in print never ceases to surprise me! :-)

Aumented Reality, practice and performace

March 12th, 2014 by Graham Attwell

Last week I went to the Bristol Mobile Ideas in Mobile Learning Symposium (programme and links here). I thoroughly enjoyed the event. Just a general point before I get to the specifics. I am increasingly bored with large conferences where you sit passively listening to string of paper inputs – good bad or indifferent – and then perhaps get to ask one or two questions. Smaller events such as the Bristol symposium, allow a real discussion and best of all, continued debate in breaks and in the evening. This is the kind of event which promotes learning!

I made a presentation on the Learning Toolbox mobile application we are developing for the Learning Layers project in the penultimate session of the symposium. I followed an intriguing presentation by Daniel Spikol on Using Augmented Reality, Artistic Research and Mobile Phones to Explore Practice-based Learning (see video above). Daniel has been working with Dance groups in Sweden, using the Aurasma Augmented Reality app for recording and augmenting dance performances. At first sight that would seem a long way from my work on developing an app for apprentices in the construction industry. But there were many links. Amongst other things Daniel made two key points which I could relate to. One was the need for continuing and iterative development in the use of apps (and here it was interesting that they had used an existing application, rather than trying to develop their own code). Second was the use of technology in capturing and representing physical performance. And in terms of work based learning, that is exactly what we are trying to do (and struggling with) in using mobile devices. In this regard I am interested in the ideas about practice.  Practice is related to competence and qualification and includes cognitive, affective, personal and social factors (trying to find citation for this). In terms of learning (and using technology for learning) practice based activities – whether based on formal or informal learning – are:

  • Purposeful
  • Heavily influenced by context
  • Often result in changes in behaviour
  • Sequenced in terms of developing a personal knowledge base
  • Social – involving shared community knowledge

Returning to Daniel’s questions, the challenge is how we can design and shape technology to augment practice.

 

 

 

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    Consultation

    Diana Laurillard, Chair of ALT, has invited contributions to a consultation on education technology to provide input to ETAG, the Education Technology Action Group, which was set up in England in February 2014 by three ministers: Michael Gove, Matthew Hancock and David Willetts.

    The deadline for contributions is 23 June at http://goo.gl/LwR65t.


    Social Tech Guide

    The Nominet Trust have announced their new look Social Tech Guide.

    The Social Tech Guide first launched last year, initially as a home to the 2013 Nominet Trust 100 – which they describe as a list of 100 inspiring digital projects tackling the world’s most pressing social issues.

    In  a press relase they say: “With so many social tech ventures out there supporting people and enforcing positive change on a daily basis, we wanted to create a comprehensive resource that allows us to celebrate and learn from the pioneers using digital technology to make a real difference to millions of lives.

    The Social Tech Guide now hosts a collection of 100′s of social tech projects from around the world tackling everything from health issues in Africa to corruption in Asia. You can find out about projects that have emerged out of disaster to ones that use data to build active and cohesive communities. In fact, through the new search and filter functionality on the site, you should find it quick and easy to immerse yourself in an inspiring array of social tech innovations.”


    Code Academy expands

    The New York-based Codecademy has translated its  learn-to-code platform into three new languages today and formalized partnerships in five countries.

    So if you speak French, Spanish or Portuguese, you can now access the Codecademy site and study all of its resources in your native language.

    Codecademy teamed up with Libraries Without Borders (Bibliotheques sans Frontieres) to tackle the French translation and is now working on pilot programs that should reduce unemployment and bring programming into schools. In addition, Codecademy will be weaving its platform into Ideas Box, a humanitarian project that helps people in refugee camps and disaster zones to learn new skills. Zach Sims, CEO of Codecademy, says grants from the public and private sector in France made this collaboration possible.

    The Portuguese translation was handled in partnership with The Lemann Foundation, one of the largest education foundations in Brazil. As with France, Codecademy is planning several pilots to help Brazilian speakers learn new skills. Meanwhile in Buenos Aires, Argentina, the company has been working closely with the local government on a Spanish version of its popular site.

    Codecademy is also linking up up with the Tiger Leap program in Estonia, with the aim of teaching every school student how to program.


    Open online STEM conference

    The Global 2013 STEMx Education Conference claims to be the world’s first massively open online conference for educators focusing on Science, Technology, Engineering, Math, and more. The conference is being held over the course of three days, September 19-21, 2013, and is free to attend!
    STEMxCon is a highly inclusive event designed to engage students and educators around the globe and we encourage primary, secondary, and tertiary (K-16) educators around the world to share and learn about innovative approaches to STEMx learning and teaching.

    To find out about different sessions and to login to events go to http://bit.ly/1enFDFB


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