Social Media: can you tell it’s working yet?

NW ARLG event: 1^st July 2016, Manchester Central Library

This was a half-day event that I attended at the beginning of July.

The first part of event was presented by Sarah Mallen and Michelle Bond. They both described their own experiences using social media within their particular services (a careers service and a university library). Whilst interesting, they both focused on a narrow user group (seemingly 18-24 year old students) and tended to pose more questions than answers about whether anyone could tell if “it” was working yet.

The second part was presented by Tom Mason who was a social media coordinator, working in the Communications & Marketing department at the university of Manchester. And this was the “how to” part. Quite a mind-blowing presentation and since he wasn’t a librarian gave a different focus to the discussion. He suggested thinking about content in terms of planning campaigns to achieve an objective; and collect stats regularly so that they can be reviewed in the context of the content delivered; thus helping you to analyse what does work.

The final part of the day was group discussion. We were encouraged to think about what our library service social media framework would look like and share experiences of how we have used it and ideas for the future. Thanks to the librarians from the Race Relations Resource Centre at the Manchester Central Library who made the discussion so informative.

So, what next…

Social Media Framework

I’ve formalised my social media framework. It has highlighted a few discrepancies in the branding that needs to be addressed.

Screen-shot of social media framework

Social Media Monthly Calendar

I’ve started a calendar to record what “campaigns” can be planned.

The big events occurring this year will be the start of new NHS staff from August onwards and the start of new students from October onwards. So I’ve decided on three themes to cover August, September, October and November:

• What’s at the library? – what the library provides; anything from opening hours to relaxed study area to exam book collection. These messages are aimed at all users to help them to learn more about the Health Library and be encouraged to visit and join. They can be repeated regularly.
• Support for New NHS staff – how the library can help NHS staff and specialist resources to encourage NHS staff to join the library and use the resources provided.
• Support for New Students – promote university resources and training support to encourage students to use these resources.

Monthly Statistics & Analysis

I’ve decided to take Aug 1st as year zero to start collating statistics. At the moment I’ll collect what I can and then try to determine what will be the most useful. I’ll need to analyse this in relation to the subject content being used.

Screen-shot of initial stats to collect

It may be a bit difficult to complete the analysis on a monthly basis – maybe 3 monthly? I’ll just have to see how it goes.

So I may not know if it works but hopefully I’ve now got a bit of plan looking at how to find out.

Update 19/07/2016
You can now find the slides from the event online.

Future Learn Blended Learning Essentials – What to take away

Overall I enjoyed the course. Here are a few things that I think I can take away from it or can use in practice:

Completing the Course

So, this was the first time I have completed something described as a mooc. I have done some short Open University courses before so some elements of independent learning were not new to me. I did fall behind the course a bit but then that is the beauty of these courses – you can go at your own pace. This was largely due to work commitments. Originally I felt that I would be able to “find the time” but it seems that the quality of time available is just as important an aspect.

Being out of synch with everyone else did mean I missed out on some of the online Q&A sessions and the comments/chats had moved on by the time I got there.

Applying to Practice

At the library we see users rarely for training, usually just one-off courses so some of the elements discussed in the course would be difficult to apply here. In my role I mainly concentrate on providing online learning opportunities, so this involves developing online tutorials and providing guidance and support online.

However many of the principles around more independent learning are very relevant: providing flexibility, allowing self-pacing, encouraging active learning, using multi-media.

Pedagogy

Looking at the theories and teaching approaches that are applicable to blended learning was interesting; some of the elements that apply to our work include:

• Learning and developing through experience
• Using real-world experiences
• Learning and developing through social interaction and collaboration
• Problem-based learning, using real-world scenarios

Tools

There was a galaxy of tools mentioned either in the course or by course participants. I think some of the key elements to consider were:

• Use tools to enhance learning
• Teaching purpose is paramount
• The simple solution may be the best solution
• Anonymity of users – how much information do users have to provide to use the tools, what is it used for?
• Retaining evidence – can evidence be retained or exported to allow users to add to a portfolio and keep for evidence for qualifications?
• Robustness of tool – how long is the tool likely to be around for?

Active Learning

The key here for us is to try to avoid “read & click” learning. This has largely been how many of our etutorials have been constructed, with a small amount of quiz-type activities. We are currently updating our tutorials (using new software) and are trying to use more active learning that involves the learners carrying out activities as they go along. We are also providing learners with a reflection template document which they can complete at the end of each tutorial, save and add to their portfolio.

DADDIE model

This is a model to help the design process:

• Define
• Analysis
• Design
• Develop
• Implement
• Evaluate

Although I was not aware of this formal model it is satisfying to note that I am following a similar process – 13 years working in computing had some benefits then… do I mean transferable skills?

Demonstrable Learning

Learners need to be able to demonstrate that they have developed skills and knowledge. This is difficult for us as information and library skills are not formally assessed and so learners don’t feel the need to demonstrate formally that they have used these skills / knowledge. We have updated some of our etutorials so that learners can save or print outputs of some activities. We have also included a downloadable reflection document in our etutorials so that users can at least record their activities for their portfolios. Literature search plans, which learners can use to record their searches for assignments etc, are available on our website. We have at least provided opportunities to users, although it is up to them whether they take advantage of that.

Flipped Classroom

The flipped classroom, involves learners completing some activities prior to the class and/or after the class. This is something the trainers here at the library can use. Many of our etutorials complement the taught sessions delivered and can provide learners with a preparation activity or a review or summary activity.

Using activities outside the classroom can free time within the classroom to hold more interactive discussion-based training.

Digital Skills and Preparing Learners for Work

Digital skills (including information skills) are an important element of learners development, in preparation for work. Perhaps we could consider which of our activities match this agenda and signpost learners and subject staff to them.

CPD & Enhancing your own Skills

Developing blended / online learning can offer CPD activities for staff delivering learning activities. I have certainly found this to be an enriching opportunity, particularly where there is little scope for improving career prospects.

Future Learn Blended Learning Essentials – week 5 summary

Week 5 presented.

In week 5 we looked at: Teaching for your Learners Future

The final week of the course looked at preparing learners for work, in particular by considering digital skills that will be required in the workplace.

A range of different skills were considered:

• Using Digital Systems – such as search engines, email, calculation tools and presentation tools
• Finding Digital Information – finding, selecting and exchanging information
• Presenting Information – presentation of information in a variety of formats
• Communicating in the Digital Workplace – communicating online, using netiquette, online identity, keeping up-to-date, researching job opportunities, team work and collaboration online, sharing with respect to copyright, ownership and responsibilities

Learning opportunities based on these skills can be incorporated into teaching. There is obviously a lot of overlap with the information literacy skills that we concentrate on in library training.

Jisc provide some very good documents which discuss digital skills – see Developing Students’ Digital Literacy

Week 5 re-iterated some of the key elements that blended learning can support:

Flexible learning, flexible time and place, variable pace of learning, variety of learning modes, content focus, differentiation of learner needs, educator’s use of time

Looking forward suggested reading included a US report Technology Outlook Two-year Colleges 2013-2018. This presented some likely trends in the education sector.

Future Learn Blended Learning Essentials – week 4 summary

Week 4 presented.

In week 4 we looked at: Designing Blended Learning

 

DADDIE Model – framework for the design process

 

Define – what is the purpose, what are the outcomes?

Analysis – who is the recipient or learner, what are their needs?

Design – needs to be engaging, involve learner, flexible

Develop – create the materials and content

Implement – setting such as classroom or independent learning

Evaluate – measure success rate

A case study at Border College was presented: here they use moodle to provide a structure to build courses. The features of moodle allow the staff to develop multi-media and interactive components. They use Mahara as an eportfolio tool that allows students to upload their work.

One technique used is storytelling – the content is presented as a quest or adventure that the learner has to follow, working through the material presented.

Assessment

How can digital technology enhance the assessment process. This section looked at TurnItIn. This is used at my university, however it is not something the library is involved in.

The course looked at a range of tools and techniques that could be used to provide feedback to leaners. Consider techniques that:

• Help students to pay attention eg personalised audio or video feedback
• Reduces teachers workload
• Provides students with something of lasting value
• Provides students with alternative ways of showing what they have learnt
• Provides a personal way of giving feed-back on poor quality work

A Flipped Approach

This section of the week looked at a flipped approach to teaching, sometimes called flipped learning, flipped classroom or flipped approach.

In this situation part of the learning activities are completed outside the classroom by learners independently, in their own time, at their own pace. This can allow for more personal face-to-face activities or discussions within class.

Collaboration, Interaction and Shared Working

The course stresses the importance of learning as a social process, involving discussion with others to provide opportunities for checking and confirming what is being understood. It is suggested that digital tools can extend discussion beyond the classroom. For example the use of online forums allow learners time to think before adding their contribution.

A range of social media tools could also be used as platforms allowing learners to hold discussions and share ideas.

Consider:

It is important to consider how blended learning and the use of technology can help students to learn more effectively and in a demonstrable way.

The DADDIE model provides us with a framework to use when designing our etutorials – we already consider many of the steps in our script template. We need to think more creatively to promote active learning as opposed to passive learning.

Assessment is a difficult step for us as library skills are not assessed within the subject curriculum. However we need to think of ways of providing feedback to learners about their completion of our learning activities and allowing them to demonstrate these and include them in their portfolios.

Future Learn Blended Learning – week 3 summary

Week 3 presented.

In week 3 we looked at: systems, tools and resources for blended learning.

Virtual Learning Environments

First we looked at virtual learning environments (VLEs). VLEs provide teachers with a framework to allow them to organise learning activities and use available tools to create interactive, active learning components. They usually have controlled access, and present material specific to a learner’s course. They often include features to allow learners to participate and generate their own content.

I am aware of 2 VLEs – Moodle and Blackboard. This course allowed us to view an example course set up in Moodle. My institution uses Blackboard, however the library currently has no exposure on it.

More Tools

We were presented with a wide array of possible active learning tools that can be used:

Group / Class Forums Quizzes Padlet Google Slides Video creation Twitter chat Tricider – decision making tool, where contributors can vote Audacity – to create audio content Google Docs

Google Maps Prezi Balsamiq – brain storming tool Typeform – to allow user to enter text Survey Monkey Wordpress Google Hangouts ThingLink – allow creation of interactive multimedia image

Many of these are freely accessible on the Internet. They allow teachers and learners to collaborate, share, create and present material. Selecting the appropriate tool for a learning activity is important; it needs to fit the objective and pedagogy that you are using.

Open Educational Resources OERs

OERs are resources that are created and made available for others to share. They can be created by teachers and learners – helping learners to develop their own digital literacy skills.

Benefits:

• Recognition of learning and teaching abilities
• Recognition of staff member
• Promotion of school / faculty or institution
• Used in marketing / promotion of institution
• Efficiency savings of shared resources in terms of cost and time

OERs are often presented under Creative Commons License, allowing re-use.

The course presented a number of places where you can search for OERs. It was a bit overwhelming and I struggled to find library-related skills resources. Another course member pointed out the Jorum website which had a featured theme of Information and Digital Literacy Skills – here there were 191 resources.

The course presented a number of case studies from teaching staff and learners who had created OERs

Consider:

Looking for OERs was quite difficult as material is often created for a specific purpose or may be too generic to be applicable. However we have found some library skills resources and direct students to them.

Future Learn: Blended Learning - week 2 summary

Week 2 - an introduction to the pedagogy of blended learning.

We started off by looking at different theories and teaching approaches that might be applicable to blended learning:

Teaching Strategies

Constructivist Pedagogy – learners construct their own knowledge & meaning through experience; involves real world experience where teachers act as facilitators. A case study was presented where students were using a recording tool to record their activities which they could then review and discuss with their tutor.

Social Constructivism – individuals learn as a result of social interaction and collaboration with others. A case study was presented where students used flickr and facebook to share images and videos of their work. This gave students an opportunity to share and reflect on what they had done; they could take pride in what they had achieved; the material produced could be used as a revision tool.

Problem-based Learning – individuals learn as a result of active learning, using real-world scenarios; also involves social learning. A case study was presented where students were developing creative skills and were actively engaged in their activities, professional skills applicable to the workplace were also being developed.

I don’t’ have any teaching qualifications so having formal definitions of various pedagogies was interesting. These can provide a framework to use when thinking about how learning can be enhanced by the use of technologies.

Many of the strategies and activities described here would be applicable to teaching and helping learners develop their information skills. We ground our teaching very much in the practical application of skills to solve likely problems encountered in the workplace.

Tools

The week we also started to look at some tools:

NearPod ( https://nearpod.com/ ) – this is a tool that allows you to create teaching content (eg powerpoint presentations and quizzes), which can then be accessed by learners via mobile devices

Interactive whiteboard – within classrooms, this allows teachers to present interactive content that learners can engage with

Video / Audio input using multimedia tools

Google Classroom – activities can be structure ready for learners to follow

These tools are presented as “free” to use.

Matching Pedagogy with Technology

The next section of this week encouraged us to think about what technologies would enhance which teaching strategies

Digital Literacy Skills Audit

We were asked to complete a digital skills audit – my score was 160 / 250. Looking at the results some of my low scores relate to: using a VLE (which we don’t have access to), use social chat / discussion tools and using a webcam.

The library doesn’t have a presence on the VLE and we are not encouraged to participate which I think is a real shame and a big missed opportunity. We do try to encourage academic staff to include our content in their courses.

I am going to try to promote the comments facilities of our blogs to see if learners are interested in using that. We do use Twitter although there is little interaction there.

Using a webcam is something that I could consider when creating our demonstration videos.

Border College & Blended Learning

A case study was presented of Border College which was using blended learning extensively. Some key aspects that were mentioned included:

CPD for teachers – who developed new skills when creating content for blended learning

Learners – contributed to content, were more involved in their own learning, took more responsibility for their learning, had more interaction with each other

Consider:

Another attendee pointed out that evidence of learning may need to be retained for a period of time (for example for proof of qualifications) which may be difficult when using open tools outside the normal assessment structures.

It should be noted that although these tools are promoted as “free” to use, users have to create accounts and provide personal information which no doubt is used by the providers for other uses.

Tools Introduced:

NearPod ( https://nearpod.com/ )

Google Classroom

Future Learn: Blended Learning Essentials – week 1 summary

Week 1 presented an introduction to the course.

We were encouraged to think about what blended learning is from our own perspective, a teaching perspective and the learners perspective.

I work in the library sector where we have limited face-to-face interaction with the many learners who use our resources. Providing learning opportunities online allows us to cover content outside the classroom, reach more learners online and provide support in the online environment where learners use many of our resources. We support both university staff and students as well as working NHS professionals.

Blended learning is not just the digitisation of learning content but the use of technology to enhance or add value to the learning experience. The glossary description of blended learning is here.

What can blended learning offer?

For Teachers/ Trainers

• Flexibility – content can be created and stored digitally, allowing for re-use and sharing
• Active Learning – interactive elements can support motivation of learners, independent learning skills can be developed
• Personalisation – a tailored programme can be developed to address individual learner strengths and weaknesses, rather than delivering the same content to a whole group of learners; theory can be presented outside the classroom followed by classroom practicals (flipped learning)
• Learner  Control – learners take more responsibility for their learning, are more involved
• Feedback – interactive elements can be used to provide immediate response and feedback to users; digital tools can be used to hold online discussions whether via video links or through discussion forums

For Learners

• Flexibility – for learners this covers a range of factors: learners can study in their own time, at their own pace, in a convenient place; multiple learning media elements can support different learners preferences; elements can be developed for different types of learners in terms of experience and qualifications so encouraging inclusiveness
• Active Learning – interactive elements can be developed, different platforms can be used, workplace learning is possible, multimedia formats can be used; independent learning can be encouraged
• Personalisation – a range of options can be presented to the learner so that he/she can determine what they need to focus on, develop their own requirements to attend to their own strengths and weaknesses
• Learner Control – learners are more in control of their own learning experience, taking advantage of the flexibility and personalisation that can be achieved
• Feedback – interactive elements can be used to provide immediate feedback to the learner, digital tools can be used to hold online discussions whether via video links or through discussion forums

Tools Introduced:

Glossary – a course glossary is available, learners can add their own content to the glossary. This is delivered via wikidot.com. I have developed a simple glossary on our website to support learners using our training / tutorial materials. It is an interesting idea to invite learners to contribute.

Padlet – a digital noticeboard where learners could post their own comments about the week’s activities. This was a little overwhelming with so many comments on it.

Blended Learning Essentials: Getting Started

I have just started a free online course by Future Learn, Blended Learning Essentials: Getting Started. I'll use this blog to record weekly reflections of my learning.

Association of Learning Technology Conference 2015

I attended the Association of Learning Technology Conference 2015 in Manchester, 8-10th September 2015. Here are some reflections I recorded at the time.

Overall Impressions:

I hadn’t been to a conference before so this was all new to me. I think I probably over did it with 3 days as it was exhausting! Many of the talks were quite academic, operating at an institutional level. I tend to think more direct and practical so sometimes it was very interesting but likely beyond my “sphere of influence”.

Themes:

All the talks were linked to a different theme.

Keynotes:

Keynote: Steve Wheeler – Meet Learner 2.0

See https://youtu.be/OsmCL5xuK7g

Basically: a whistle-stop tour of recent technology innovations, their impact on education / learning, how students might be using digital technologies, how being “digital natives” may mean that they absorb and use technologies differently from teachers. But that that use / knowledge is set within the context that they are living.

• Teacher-led >> Learner-led
• Recursive (reproducing knowledge) >> Discursive (develop new knowledge)

Steve brought 2 students with him and invited the audience to ask them questions. They were trainee teachers. They felt different when using technology as students as opposed to when they had to deliver it in class.

• Expectations (student) vs Responsibility (teacher)
• Consumer vs Provider

Keynote: Jonathan Worth

See https://youtu.be/3BORMZ8UoUE

Jonathan is professional photographer. He started by talking about how the development of the internet has impacted his business as a photographer and how he tried to control the use of his images.

Internet changing interpretation of images:

• a photograph is evidence :: an image is an experience
• Images shared on the Internet by users - What is the story behind the experience?

He then moved on to talk about an online photography course that he developed and ran and how this led him to think about how much information / data we give out about ourselves online. What responsibilities as educational providers do we have?

Phonar Nation http://phonarnation.org/

Keynote: Laura Czerniewicz – Considering Inequality as Higher Education Goes Online

See https://youtu.be/WEglB5b_msk

Slideshare http://www.slideshare.net/laura_Cz/inequality-as-higher-ed-goes-online

Laura is from the University of Cape Town in South Africa. She talked about the global North and the global South; global education (MOOCs), the inequalities of society and education.

Emergence of MOOCs (Mass Open Online Courses); now moving into the mainstream

• Conventional >> Flexible
• Fees, complete package >> free / paid, individual elements

Increase in diversity of providers eg non-education institutions like digital media companies, publishers.

Education viewed as an export; increasingly global orientation

“Colonisation” of the online educational space by elite, global north, western-orientated institutions

Institutions not considering widening participation nor addressing inequality

Keynote: Phillip Long – Learning Sciences: Impact on Learning Technologies & Learning Activities

See https://youtu.be/4m37oIYh7fQ

Phillip talked about the difference between learning and performance (ie achievement in assessment); how the 2 are different; these are different aims for teaching activities. He discussed a number of studies that looked at different activities that impacted on knowledge retention and learning.

Invited Speakers:

Speaker: Rebecca Ferguson – Scaling Up Learning Analytics

See https://youtu.be/QsI-yKUsaME

Slideshow http://www.slideshare.net/R3beccaF/scaling-up-learning-analytics

Learning Analytics – “collection & analysis of data about learners and their contexts for purposes of understanding and optimizing learning and the environments in which it occurs”

Learners may also want access to their own analytics

Organisation records analytics aligned to their objectives

Is what learners need to know the same as what the organisation may need to know?

Discussion of what the OU is doing – development of a dashboard so that data can be presented to users (academics); allow action and intervention to support learners

See also http://www.slideshare.net/R3beccaF/learning-analytics-fa-qs?related=1

Speaker: Don Chapman – Brockenhurst College – Exceptional Student Experience (ESE) technology

See https://youtu.be/QsI-yKUsaME?t=35m15s

See article http://www.educationinsights.co.uk/brockenhurst-college-to-transform-student-experience-through-personalized-education-using-ibm-smarter-education-technologies-hosted-on-the-cloud/

Discussing the development and implementation of the ESE social learning platform, at Brockenhurst College. Collecting what appears to be a massive amount of data to identify students at risk of struggling and dropping out. Using historical data they believe that they can identify students at risk with 87% accuracy and prevent drop-out by early intervention.

Harnessing the power of the crowd – collaboration and connectivist learning (HC)

Peer-to-peer learning using student-generated MCQs with Peerwise

See https://altc.alt.ac.uk/2015/sessions/peer-to-peer-learning-using-student-generated-mcqs-with-peerwise-993/

The author presented his experience using a (free) product called Peerwise (see http://www.peerwise-community.org/)

This tool allows students to:

• create MCQs
• share questions
• complete
• rate
• comment on
• provide each other with feedback

This was tried with veterinarian students. There was no monitoring by staff members. No extra credit was given to students for using it but the author reported that it was well-used. The project is on-going but the author believes that they have seen some positive impact on students’ exam marks.

How should we measure and show online learning activity?

See http://www.slideshare.net/studywbv/how-should-we-measure-show-online-learning-activity

This presentation seemed rather rushed and my notes are unclear about any key points. It seemed to be about the lack of information about actual learning as opposed to online interaction (eg page views, session length). I was looking for information about learning analytics but failing to find it.

Author offered this link after the presentation: http://eprints.soton.ac.uk/376609/

Who’s the expert? Transforming knowledge and understanding through community collection

See https://altc.alt.ac.uk/2015/sessions/whos-the-expert-transforming-knowledge-and-understanding-through-community-collection-972/

This session introduced the Oxford Community Collection Model, see http://projects.oucs.ox.ac.uk/runcoco/ , “a method of crowdsourcing that blends online and offline activities that engages the public in building datasets of memories and objects (transformed into digital surrogates and made available online) relating to particular historical events or experiences” – in this case WW1 http://www.oucs.ox.ac.uk/ww1lit/gwa/

The author described how they engaged with people across the country to collect artefacts relating to WW1. Artefacts were classified, digitised and made available through a website. “Antiques Roadshow” type events were held and members of the general public turned up with items and stories.

Once the collection was made available online it allowed people to make connections between the objects and their own stories. “Amateur” experts were often more knowledgeable than the academics.

[Echoes from Joanathan Worth’s keynote speech – online presence of people now deceased – do we have a right to do that? People were keen to tell and share their own stories]

Enhancing Lectures with Interactive Teaching Tools

See https://altc.alt.ac.uk/2015/sessions/enhancing-lectures-with-interactive-teaching-tools-891/

The authors talked about the use of, amongst other things, Articulate Storyline in developing digital interactive learning objects to replace static teaching slides. The objects were hosted on Blackboard. They were used before, during and after class – the Flipped Classroom.

I liked the idea of the Flipped Classroom.

They used google analytics to assess the use of the learning objects and found that there was a peak use before, during and after the lectures, and a large peak in usage during exam time suggesting that students referred back to the objects for revision.

Quizit – crowdsourcing personalised formative assessments

See https://altc.alt.ac.uk/2015/sessions/quizit-crowdsourcing-personalised-formative-assessments-921/

The authors presented the QuizIt tool – a mobile gaming app. Students can quiz themselves and each other on key aspects of their learning, also create quizzes and interact with each other eg ratings, comments. Leader boards are created based on interactions of the student.

The app will be launched in October – freely available to HE institutions.

Connecting students, staff and employers together for shaping the future of learning

See https://altc.alt.ac.uk/2015/sessions/connecting-students-staff-and-employers-together-for-shaping-the-future-of-learning-922/

Presentation of a number of Jisc funded projects, looking at the involvement of businesses in the development of learning materials to support “employability skills” and how technology can be used to do this – elearning portals developed with input from both academia and businesses.

• What are “employability skills”? Are they different for different employers? Do they change over time?
• Can education be extended beyond the education institution into the workplace? Placements, mentors, using alumni?
• Barriers to involvement of businesses?

[is this something that will impact on us as nursing education continues throughout their career?]

Learners as agents of change (LA)

We are the Champions! Students as partners at the University of Southampton (LA)

See https://altc.alt.ac.uk/2015/sessions/we-are-the-champions-students-as-partners-at-the-university-of-southampton-1000/

This project involved recruiting students as digital literacy champions. The students were recommended by their tutors, and worked with the academic and the digital literacy team/technologist to enhance teaching and learning. It was considered a partnership. Students were paid, although the authors seemed confident that students would have done it voluntarily (work was completed without timesheets being submitted for example). Payment was deemed to have “professionalised” the role.

Champions were recruited across disciplines and the idea has been extended to for example sustainability champions, enterprise champions.

Evaluation is on-going with feedback from the champions as well as the student body. An Agile methodology (https://www.mindtools.com/pages/article/agile-project-management.htm ) was used to project manage activities.

Delivering a simulated games industry placement to enhance the employability of graduates

See https://altc.alt.ac.uk/2015/sessions/delivering-a-simulated-games-industry-placement-to-enhance-the-employability-of-graduates-898/

The authors described setting up a simulated project to help students prepare for work in the computer games industry (where placements have been difficult to set up). Activities included building teams, dealing with a client, presenting ideas, completing worksheets(?), delivering a product.

Very interesting though I don’t think relevant to our particular student set.

The Innovation Game: How students are informing our digital journey

See https://altc.alt.ac.uk/2015/sessions/the-innovation-game-how-students-are-informing-our-digital-journey-858/

The authors recruited students to act as student innovators to promote the use of digital technology within the college. Students reviewed apps, wrote up blog entries, were also part of their class review process providing feedback on lessons and how digital technology could be used to enhance them. Initially driven by the academic team, the students soon started to make suggested about what interested them and other students.

Students volunteered and gained confidence from the experience.

Suggested apps RefMe – reference generating app, Grammarly – grammar checking tool

Professional development with a cup of tea

See https://altc.alt.ac.uk/2015/sessions/professional-development-with-a-cup-of-tea-827/

Author discussed the process and project to replace current face to face CPD activities with online learning within a pharmacy company.

Learning objects were developed in Articulate Storyline and made available via Moodle (VLE). Agile methodology was used. The aim was to provide short (have a cup of tea) interesting learning opportunities.

Development of learning objects: Replace >> Enhance >> Transform

The project was deemed successful with good feedback from staff.

Open educational practice (OE)

Why Institutions Adopt MOOCs: Breaking Down Traditional Boundaries or Reproducing Privilege?

See https://altc.alt.ac.uk/2015/sessions/why-institutions-adopt-moocs-breaking-down-traditional-boundaries-or-reproducing-privilege-999/

The presenters looked at some of the driving forces for the development of MOOCs by institutions:

• Institutional visability / profile
• Student recruitment
• Flexible Learning
• Reaching new students
• Some case studies also considered:
• Opportunity for curriculum redesign / reform
• Promotional opportunities

There appeared to be little concern about widening access or participation.

At Dublin City University (authors) they are developing their own MOOCs. They have decided to phrase things as “connected” and avoid the use of “online”.

They suggest that providers of moocs should consider what their drivers are, what their mission is.

[aspects of this were echoed in Laura Czerniewicz’s keynote talk about inequalities.]

See also http://www.openeducationeuropa.eu/en/european_scoreboard_moocs

Open learning at the workplace: scaffolding user’s digital competences

See https://altc.alt.ac.uk/2015/sessions/open-learning-at-the-workplace-scaffolding-users-digital-competences-1001/

The authors presented details about their Eagle project:

• cross-european
• public administration employees in rural communities
• enhanced CPD
• delivered in the workplace
• using open education resources

This project uses “gamification” and badges to promote learner activity (more like “online socialisation”). Learners:

• can set up profiles
• socially interact with others
• develop skills / competencies
• contribute their own learning activities eg worksheets, videos
• gain status eg creator, adapter
• users gain credit from interacting with the system
• metrics will determine learner status based on activity

Do we need instructional designers?

See https://altc.alt.ac.uk/2015/sessions/do-we-need-instructional-designers-837/

Basically this guy told a room full of “instructional designers” and “learning technologists” that they were useless middlemen as redundant as the liberal democrats and that academics needed a slap to make them step up to plate and do stuff themselves. I couldn’t decide if he was taking the pee or not.

Participatory approaches to the development of learning technologies (PD)

Pixellation: The Key for Collaborative Online Education

See https://altc.alt.ac.uk/2015/sessions/pixellation-the-key-for-collaborative-online-education-1002/

“By pixellation we mean the delivery of notions in the most concise and self-contained format possible: a pixel of knowledge”

The author talked about how he and his team of academics developed a range of small, essentially bite-sized, elearning content that could support users ongoing learning of self-contained, mostly maths / science based, concepts.

He reported that this project was well-received by both students and academics.

Are we ready to learn from learning analytics?

See https://altc.alt.ac.uk/2015/sessions/are-we-ready-to-learn-from-learning-analytics-864/

The authors were hoping to present a taxonomy of learning analytics however they had not got to this point yet which was disappointing. Their project aims to help identify and classify the learning data which will help non-technical academic staff to use it to drive learning design and learning outcomes.

Building an e-learning platform in WordPress

Manchester Medical School discussed how they developed a learning platform in Wordpress. This acts as a learning portal for the medical school online content. Blackboard is the institutional VLE but was deemed not fit for purpose. Contract programmer was used to do a lot of the work. Relevant “plugins” were developed to provide some functionality.

Features of the new system:

• Single sign-on
• Search facility
• Development of taxonomy to tag content and so link related content
• Links to a curriculum mapping tool
• Student can add and retain their own notes
• Video content can be added to videopress and downloaded by student for offline viewing

Social media in learning and teaching (SM)

Didn’t attend anything in this strand.

Reflections

Here are a few of the key points that I picked up.

We’re “pixelated”!

Well, I think we can stand up quite well compared to others. Our offering of short learning objects offers students an opportunity to learn in bite-size (pixelated) bits (with or without a cup of tea); they can be utilised outside of or within training / teaching (flipped classroom). It was comforting to see that other people were also using Articulate Storyline and videos to deliver learning content.

Looking forward:

We perhaps need to think more about how we design our etutorials so that we don’t just reproduce off-line content, but include more interactivity and relate to the real world the learners operate in. The features available within Articulate Storyline may be able to help us with this.

Learning Portal

The idea of a learning portal sounds really good. Since we don’t get any exposure on Blackboard and we need to appeal to non-keele users the idea presented by the team from Manchester using Wordpress seemed very appealing, although clearly very technical.

Looking forward
A learning portal could offer us the ability to:

• Present learning content in an institution-dependent space (ie not Keele-branded)
• Allow use of taxonomy and tags to link learning resources
• Provide search facility
• Allow users to comment / rate content

Learning about Learners Learning
I was really hoping for some practical solutions as to how to collect  and use learning analytics – what to collect, how to collect it, what can it tell you, how you apply the knowledge to improving the product. However I didn’t really find this in the sessions I attended.

Discussions were really about the institution level policy and procedures to develop or they talked about large data gathering exercises at a higher level.

Note that one of the keynote speakers (Jonathan Worth) raised the issue of recording data about learners – what are we collecting, have we asked them, do they have a right to be forgotten? What are our responsibilities to learners?

Looking forward:

I think that this is an area we need to improve to order to gain information about what students find useful / not useful, in order to improve our elearning offering.

Stealth Learners

Two presenters talked about students being used as “agents of change” – champions or innovators. These sounded like really good projects where students are used to educate both academics and their student peers. In both these cases they started off as proponents of the use of digital technologies in teaching / learning. These ideas were extended to other disciplines at the institutions.

Looking forward:

This seemed like the type of thing that could also be applied to library services and students - using students to spread the knowledge, use of library resources and development of information skills.

Gamification or Social Learning

A number of presenters talked about the “gamification” of learning objects; either literally producing game-type quizzes or using the ideas of leaderboards, status, ratings, contribution, social interaction etc used within social media elements to drive learning activity.

Looking forward:

Given that the library service now operates over 3 sites – Keele Campus, Royal Stoke and County (Stafford) – a platform where staff are encouraged to collaborate, share practices and learning, develop social interaction etc might be something to investigate.