Team DL

In this post, we are focusing on the role of the Learning Technologist in HE. The Association for Learning Technology provides this definition as a starting point:

Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment. Learning technologists are people who are actively involved in managing, researching, supporting or enabling learning with the use of learning technology.

In UK Higher Education, there is usually a function within the institution to support this. Yet, because the practice is so broad, it could be situated anywhere from within Learning & Teaching, Library Services and IT or embedded within the faculty and that can depend on how it supports strategy and how well the function is understood. And role names could vary from Educational/Learning/Academic Technologist/Advisor/Consultant

A ‘Really Useful’ place to gain a deeper insight is  The Really Useful Ed. Tech Book. In his chapter on the structure and roles of Learning Technologists, Peter Reed describes a continuum of job variation from IT focused, which might include server and web development to Education focused, which might include learning design and pedagogy and everywhere in between (Reed 2015: pp. 41 – 51).

The Really Useful Ed. Tech Book islicensed under a Creative Commons BY-NC-SA 4.0 Attribution-NonCommercial-ShareAlike 4.0 International License.

This can make things confusing, as many understand the role of IT support and are aware of the VLE, but not always aware of the range and depth that a Learning Technology service covers. These issues are put succinctly in this timely post by Bex Ferriday, which asks how can we help people better understand the role of the Learning Technologist… not just someone who can fix computers!

At Falmouth, we provide an overview of the team on our site. The Educational Technology team operates within the wider ICT department, though we are closely aligned to both ICT and Learning, Teaching and Employability strategies. The team has a broad experience that covers Reed’s continuum of job variation and we find ourselves dealing with things like configuring authentication to the VLE to testing out new technologies with academic staff to hosting workshops in learning design for blended and online modules/courses. One of the most effective routes into working with our academic staff we have found is by working with our PGCHE. Many of our Focus On... initiatives have been born out of the PGCHE Summer School, where staff are given the space to explore and experiment with learning technology. 

We pride ourselves on having an understanding of technology and being able to act as a bridge between technology and pedagogy; being able to explain things clearly to an audience with varying digital practices.

Perfect for making noise on the go the Superset features synthesizer engines, punch in effects and a built in speaker. These ultra portable devices fit in the palm of your hand and allow you to create studio quality electronic beats. We’ll be keeping an eye out for Mark’s future music releases.

Adel recently got herself a bike and would like to upgrade her FitBit Charge to something that will track her cycling and swimming activity. Having shopped around she likes the look of the Moov Now. Although not able to be charged it’s got a 6 month battery which is replaceable, and won the Sports Wearable of the Year 2016 award from Wearable.com.

It’s safe to say wearable tech has come on leaps and bounds over the last year and exercise trackers and now able to monitor more than before. With the accompanying app you’re now able to track all types of fitness, whereas previously with Moov you needed a different app for every activity. It’s safe to say that fitness trackers will develop more during 2017 so who knows what might be on Adel’s list next year.  

Topping Amy’s list this is year is the Sonos Play 5. Already a keen Sonos fan she would like to expand her home based music system. Not only does the Play 5 configure will the other speakers in the Play system it has a dedicated line in making it slightly more advanced than other speakers in the same range.

With it’s dedicated app and ability to stream music to all speakers in the same system it’s a really great setup for home audio.

Also keen on some new audio for Christmas is Oliver; on his wish list this year is a Kastle modular synth. Pocket sized and reprogrammable using an Arduino it has two inputs/outputs and can be combined with other modular gear such as the PO Superset mentioned on Mark’s list. 

We’re opening the tracker until Jan 30th and will be updating the digital signage around campus with response rates and themes. In February, those wishing to continue the conversation will be invited to focus groups to discuss some of the emerging issues and plan how to tackle them.

The process makes use of the VLE as the point of reference for booking a tutorial and within each booking there is the facility to attach a link. A Google Doc is then created for each student and the notes from the tutorial are contained within. This approach borrows elements of the SAMR methodology, but instead of substituting the technology we are combining and augmenting it. We make use of the functionality of the VLE as a central resource for students and augment it with Google Docs, which has the benefit of facilitating synchronous feedback and allowing both staff and students to take notes/comment in one place.

Feedback on the use of the new method is currently being sought from the current students, but Neil added: 

“For my own part, the new method has helped me to keep track of tutorial reports. Previously, I’ve found myself emailing attachments to students, sometimes receiving attachments back in return, then having to collate that material. On the cons side, students have not been as proactive using their editing rights as I would have liked.”

The way we operate is heavily focused on an open environment where knowledge and experience is shared, and where reflection has a big part in every individual's learning. We aim to treat our Teampreneurs (students) as adult learners who are responsible for their own learning.

The ultimate aim of the Business Entrepreneurship is to create graduates who are lifelong, autonomous learners. They do this by building up their confidence through repeating similar tasks, each time the expectations are raised along with their responsibility for their own learning.

Teampreneurs are given an end goal (six learning outcomes) and then given the tools to facilitate their planning, actions and reflections to achieve those goals.

One of the individual tasks we expect them to do throughout the 3 years of the course is a reflective learning journal; a tool we now recommend for this is the new Falmouth Journal platform (based on Wordpress) which allows all the pedagogical benefits of a learning journal to be developed as well as supporting them in learning real working life skills by using the platform.

One of the elements that every teampreneur is required to do is knowledge reviews; an activity where individuals write a review of a resource they have engaged with and think about how they could apply the knowledge they have gained into their daily life, any business they are running, when leading a team they are in, or to put more context into their experiences.

Based on feedback from teampreneurs we have created a class blog, called Insights, where everyone on the course posts their reviews. They control the privacy of the posts so can decide whether they want their peers to be able to see them or not. For public posts we encourage them to comment on each other’s reviews. Every post, private or public, receives formative feedback from us (the tutors). The ultimate aim is that this encourages the free flow of sharing insights and having open discussions, and strengthens the physical culture we have.

From the second year teampreneurs are assessed through a portfolio which they put together to evidence that they have met the learning outcomes. They are free to create their portfolio in any format, however if they choose to do an online portfolio we now expect them to create it through the Falmouth Journal platform. This means that institutional policies and regulations can be met as they are attached to a class, and the teampreneurs will be unable to change them after the due date.

Play isn’t confined to childhood as Chrissi Nerantzi, Principal Lecturer in Academic CPD at MMU notes “Play helps us go back to who we really are as human beings, full of life, curiosity and wonder. Creatures who are not afraid to be different, even silly at times and ready to try different things.”

Within the University, space needs to be created to facilitate play. This could be through accredited routes such as a PGCHE or through educational development workshops. At Falmouth, we’ve seen constructs from PGCHE cohorts of paper aeroplanes and boats, giant bubbles, campus maps made of waste materials, pop up galleries and bridges built out of straws that have resulted from collaborative challenges and playful activities.

Technology can facilitate and encourage play through game based apps or by using devices to document processes, communicate and collaborate with each other. Our ‘Hunger Games’ scavenger hunt creates a space in which to play with communications technology and the team provide iPads and logins for common social networks, so staff can have a go without signing up for services. Using Open Source Technologies might also facilitate this. For example, you might set up Pinry to explore Pinterest like curation or Diaspora as a short messaging alternative to Twitter. Sandstorm also lets you play with a range of web tools, without having to install or configure them.

Play lends itself to a constructivist approach, where the learner is the information constructor and learning can happen through multiple attempts and failures. Lego Serious Play has been used in the business and education sectors for a number of years now and facilitates the creation of lego artifacts to promote shared understanding of a concept or goal. The first playful learning conference took place this year and there is also a G+ Community for playful learners.

Institutions and individuals need to make space to play, as it can help us reflect upon and transform our educational practices in new and creative ways. For more information on any of the approaches and tools listed, contact the team.

How departments are structured ultimately affects how learning technologists collaboratively work together, and while this is important within the context of a University it’s often outside of your own institution that these opportunities become more valuable. 

The learning technologists, designers, educators and developers who make up the learning tech community are some of the most collaborative people I know. Keen to swap best practice advice and tips with others working in education and providing a sounding board for innovation and educational enhancement ideas. You only have to look at initiatives such as #LTHEChat to see the benefits of a collaborative virtual meeting of minds. 

Similarly collectives such as ALT’s special interest groups (pictured above) make it possible for individuals to come together for a common goal. Making the effort to attend meetups and conferences either physically or virtually is a really important enabler for collaboration in any field. These connections can be especially useful should you need input from others who might have experience implementing certain technologies at an institutional level or if you want to bounce ideas around with someone else working in the same area as you.  

Thinking about the way you interact with digital services requires some thought on digital identity and the digital footprint you leave behind after engaging with tools. For many students using digital tools is essential to developing their identity as creative arts practitioners, for example will you be wanting to publicise or sell your work through social tools? Will people be searching for you using your name or a pseudonym? Will you be keeping personal and professional social accounts separate?   

Have you ever Googled yourself anonymously? Think about the content that appears in the results when your name is searched for. Does it represent your professional life or your personal? Are the images that appear of you appropriately representative of your professional profile?

At Falmouth, we have recently worked closely with our Creative and Music, Theatre and Events Management and our PGCHE students to encourage a conversation around Digital Identity at the start of their course. Our first presentation and workshop is part of a professional practice series that runs alongside a 3 or 4 year undergraduate degree.

JISC’s considers Digital Identity alongside Digital Wellbeing as an element of our Digital Capability; encircling our interactions with technology for creation, learning, information management and communication.

Digital capabilities: the six elements

©Jisc

A project emanating from the University Mary Washington and being delivered by Reclaim Hosting asks students and academic staff to take back their digital identity forming a Domain of Ones Own. The concept encourages you to delve a bit deeper and consider what makes up your digital identity as you form it and how use of technology impacts your life.

Additional Resources:

Audrey Waters talks about DoOO in the context of a post-ownership society

https://klout.com - Improve Social Skills

Image by Eliot Baker BA (Hons) Fashion Photography

As educators we need to ensure the systems we provide to support or enhance learning are actually systems that benefit the students, that are keeping current with methods used in industry environments and that connect with the ways students interact with technology, which is very different to the ways we might interact as tutors.

We ensure that we are integrating the use of the VLE (Learning Space) with all teaching, for example all content is available on the VLE and students are directed here as a point to ask questions in forums etc. as a method to encourage discussion and community.

We also encourage the use of mobile devices to document work and have designed an induction activity that tasks student’s with documenting the local area to help orientate themselves and each other. They post pictures to social media throughout the activity and it ends with an evening of games on the beach, so students are interacting with each other online and in person.

Alongside Learning Technologies, students are expected to be able to use industry standard applications, such as Adobe’s Creative Suite.  To fully understand a large post-production tool like Adobe Photoshop takes time and practice - therefore the teaching of this is embedded into every project with an encouragement to build on the techniques learned in these sessions.  We also give students the opportunity to practice skills under guidance and supervision in workshop sessions.

To ‘Prepare students for digital workspaces’ is something we concentrate heavily on in the 3rd year of the course as, for Fashion Photography, an effective online presence is essential to attract clients and promote work.  We support and encourage our students to develop their ‘professional’ social media sites and websites etc. to ensure they have a solid digital presence prior to graduation. However there is only so much that can be taught within each specific course. Many key areas mentioned in the JISC/NUS benchmarking document could not be covered within the course structure but would be massively beneficial, for example enabling "Students [to] produce professional quality digital artefacts and showcase these in public spaces”.  

Over the last few years these have been added to a PGCHE Apps Anonymous listly list but we wanted to take the time to go through a few of our favourites that have proved most popular among staff at the University. 

Skype - A firm communication favourite and one that needs little introduction. Useful for hosting tutorials and commonly used with students on placement who wish to catch up with staff while they’re away. 

Evernote - Used by staff and students alike Evernote is an organisational tool that constantly evolves. Fantastic for note taking and collecting your thoughts it can be used on desktop as well as mobile. 

Trigger - Another organisational tool that automates many of the tasks available on your phone. Available only on android it includes features such as turning off your wifi when you hit a certain level of battery remaining, and automatically sending text messages at certain times of day. 

You Tube - An unsurprising appearance from You Tube on our recommended list, frequently used across the University to aid teaching. 

Stitcher - An audio service that brings together thousands of radio shows and podcasts. Signin to create custom playlists and recommendations. Audio apps have featured highly on both the staff and student lists proving that audio podcasts and radio are still very much in demand. 

In practice, Jeremy found that the first stages of the process worked well, and helped to either re-define, refine, or solidify ideas that have been thought of before the workshop. We were building a module that had already been validated so were limited in terms of things could we change ie. learning outcomes, assessment weightings etc.

First of all we worked through the ‘Mission Statement’ part of the process where Jeremy boiled down into a couple of sentences what the overall aim of the module is. Doing this helps to focus the mind on the essential aspects without getting caught up with the details.

Next up, we jumped straight into an activity to think about how the module will be run, and what the main ethos, or the main ‘look and feel’ of it is. We did this by going through the Jisc / Open University Learning Design Initiative card sort activity where we sorted the cards into three piles; the ‘yes’, the ‘maybe’, and the ‘no’ piles. The idea is to decide if the wording on the card is something to include in the design of the module, or not. Once we had the three piles, we were ruthless and narrowed it down to 6 ‘must haves’. You can also create your own cards if there isn’t one that describes something you need.

This activity:

enables the teaching team to work towards a consensus on the type of learning experience they want to create

provides a common language to help talk about how they like to teach – particularly for teaching strategies that are based on more of a tacit experience. Sorting the cards stimulates discussion about them: what do you mean by …? how does that work? why is that the best approach? This discussion is useful for skill sharing and ideas for personal development, as well as narrowing down the most effective approaches for the context.

brings the learners into the heart of the conversation, as choices need to be made about what learning approaches they might use, and what kinds of support they might need.

helps to ensure that the team are considering all the elements that make up a balanced module.

Next up comes ‘constructive alignment and backwards design’. The idea behind this stage is to jump to the end of the module, or stage within the module, and think about what it is that you’re aiming for the student to have achieved, how they might get to that point, and what knowledge they need to have or gain to get there. This focuses the mind on the aims and outcomes of the module, and how the team will help the students achieve them, whilst starting to flesh out the initial vision for the module into a more structured pathway.

The first building block in this stage focuses on the learning outcomes for the module. The learning outcomes can be considered the most important element of the module as they define the parameters of what will be covered, help the student to understand what’s expected, and what will be assessed.

Because the learning outcomes had already been validated for this module we were very limited in terms of what could change, so we had a chat about them and made sure they’re set at the correct level, and the language and relation to assessment is appropriate in relation to the previous tasks above. If the outcomes had not already been validated then this is where we would spend time designing them. Bloom’s taxonomy action verbs come in handy when deciding on appropriate language to describe the level at which the students need to work.

Next up, we went through the assessment design stage. Assessment tasks are designed in relation to the learning outcomes above and the look and feel. We talked about the ways in which we do and do not want to assess the students, the kinds of attitudes and behaviour the assessment should encourage eg. leadership, risk-taking, and then how self and peer assessment will be build in. At this point we also thought about how technology will be used to facilitate the tasks.

The Storyboarding activity is fun and engaging and can often be the one element that takes the most time. This was certainly the case with the Leasing and Asset Finance module we were working on. We used flip chart paper and post-its to create a timeline of the module, mainly focusing on it from the point of view of the student. We thought about how the module should be broken down and what the main aims of each element of it should be. Then we started populating the timeline (using different coloured post-it notes) with activities, resources, tutor responsibilities and assessment points to create a holistic overview. From this you get a sense of the workload and are able to move the post-its around to plan contact time and make sure that appropriate time is allocated to a more complicated element of learning, for example.

The main aims of storyboarding out a module are around sequencing, alignment and coherence by mapping out the themes, learning activities and assessment items – what students need to know, how they will learn it, and how they will show that they have learned it (that constructive alignment idea again!). The idea is to create a logical sequence of activity, or learning journey, that allows the student to build knowledge, skills and understanding so that they can be demonstrated through assessment. We then look in detail how that learning might happen, and what kinds of activities can be put in place to support it.

This is as far as we have got up until now so the next stages will come later. We will start to work on the learning activities themselves. Are they activities that can or should happen inside or outside the classroom; online or face to face; will technology be used to facilitate them? - it’s important to incorporate technology into your teaching to develop digital capabilities/literacies. EdTech can help with this as it’s important to remember that part of this process to develop your skills as well! So, we will build at least one online activity in Learning Space in the session so that expertise in the room is used to support its development, and there will be an activity that can be used in the actual delivery of the module.

We will also develop an action plan to plan out the development of the rest of the activities and the delivery of them.

We’re looking forward to it!

Get in touch with us if you would like to organise a course/learning design session for your course or module.

Lego image source: https://pixabay.com/en/lego-site-replica-building-blocks-516559/

The temptation might be to hide content or move it to the bottom of the page, ultimately this will become confusing for other staff and students in the long run so we’d recommend deleting any content no longer relevant to keep your pages looking fresh and up to date.

As part of our archive process a snapshot of the environment is taken every August so there will always be a reference to past content if needed, a module’s content evolves from one year to the next so the addition and amendment of material is to be expected.

For parity of student experience across the learning environment all modules should adhere to the minimum module content guidelines; further details and tips on how to implement these can be found in Learning Space.

To add any new documents simply ‘turn editing on’ and drag and drop files onto the page, external links can be added by choosing “Add a resource or activity > Add URL”. Section text can be amended by selecting “Edit this section”. Detailed guidance can be found in our help documentation if needed.

Mark Williams, Learning Technologist within Educational Technology discusses his involvement:

For the last few years, I've had the opportunity as the team’s Point Of Contact for the Falmouth School of Art and Academy of Music and Theatre Arts to work with students on our Fine Art, Theatre and Acting degrees on the theme of digital capabilities and building up an ecosystem of tools that support our professional practice.

The workshops cover aspects of digital identity, social media practice, horizon scanning and the intersection of art and technology and are aimed at students are who are considering their professional digital identities and creative outputs online.

For the Online Ecosystem workshop with Stage 3 students, I use a default session plan and presentation format which is updated for each session, and as part of open educational practice, everything is licensed through Creative Commons. I’ve recently added some contextual notes, so people can reuse/remix if they like. The sessions take direction from the students, so discussions relate to the subject area; especially those around target audiences and examples of current practice utilising technology.

Topical resources like the internet in real time help contextualise the session and provides an insight into the mass of creativity, content and data that we are sharing. Prior to the sessions students provide examples of social media and technology practice in their areas; such as Amanda Palmer’s work rethinking the relationship between artist and performer.

Depending on how long the session has been timetabled for, an optional task takes the form of planning and delivering a two minute Elevator Pitch on a new product that may or may not relate to the discipline. The focus here is on the ways in which technology can support promotion, communication and collaboration and the skills we might require in order to use it.