This is the second conference on MOOCs in Scandinavia , it will take place at Chalmers University of Technology in Gothenburg, Sweden. The conference is organized by a collaboration of Chalmers, Karolinska Institutet, Lund University, Uppsala University and the KTH Royal Institute of Technology.
You can read about the conference on their website. You may not know a lot about Scandinavian MOOCs, but you must know they are going to be beautiful, elegant, design-led classics. You should start collecting now.
I am impressed that ALT have found my CMALT portfolio in their archives. I will share it as an example with colleagues engaging with our new CMALT programme.
When I wrote my initial CMALT application in 2008 I was just about to leave University of Leeds to embark on a new adventure in a new role as Head of Learning Technologies at University of Oxford. At that time there were so few CMALT persons in each university that the status of ‘University with the largest number of CMALT’ shifted from Leeds to Oxford when I moved. I stayed in that role at Oxford for 6 years, becoming Director of Academic IT as I expanded the teams, projects, scope and services.
Looking back at my portfolio submission from the time I am reminded of my commitment even then to blogging, learning design, VLEs, OER and my specialist subject: learning technology leadership.
In order to renew my CMALT portflio I am asked to reflect on how my career has developed over the past 3 years and how this relates to my work with learning technology.
I’ve been at Edinburgh for 2 years now. I know this because I’ve just attended my third elearning@ed forum. It’s been a vertiginous learning curve, and I’ve had to make some serious changes in the leadership of the Division. Grace Hopper said ‘ the most dangerous phrase in the English language is ‘We’ve always done it this way’. I think that is *especially* dangerous for anyone in an industry like learning technology which requires, demands innovation.
As a woman who arrives from somewhere else to take over the management of a department, I hear it a lot.
The investment of time and effort is paying off though, Senior Vice Principal Charlie Jeffrey described us as ‘gripped in the throws of innovation’. Which is good, I think. I’ve also just been appointed Assistant Principal for Online Learning.
Having an Assistant Principal as part of the senior management team in ISG will ensure that we can align even more closely the activities of ISG to the mission of the University. This will contribute to the success of our service excellence and digital transformation programmes as well as planning for learning and teaching technology. My new role will bring added complexity for me as I manage the challenge of keeping my teams on track with these innovations while also giving a renewed focus myself to online and distance learning. Exciting times.
If you are working in a learning technology role the University of Edinburgh is committed to supporting your professional development. I am delighted to announce a new university wide scheme supporting CPD for staff working with learning technology. Our aim is to support colleagues working in schools, colleges and ISG to become CMALT accredited.
CMALT is Certified Membership of the Association for Learning Technology – you submit a portfolio describing and reflecting on your work and linking to relevant evidence. The training and support you can access via the CMALT programme will ensure that you stay up to date with best practice and maintain strong links for career progression.
If you join our scheme now you will be supported to complete CMALT by:
* discounted fees
* regular meetings of the CMALT applicants group
* mentoring and support as you put together your portfolio
* access to organised writing retreats
For more information contact Susan Greig in LTW now.
It was lovely to see you all at #OER16 in Edinburgh. It was a great personal pleasure to host the conference and to listen to the papers and speakers. For me it provided an excellent excuse to have so many friends and colleagues here.
When Lorna and I passed across to next year’s chairs it was a relief to know that the conference will survive and thrive for another year.
I gave the last keynote, the one usually punctuated by the poorly stifled sound of wheely suitcases escaping from the back of the room. Jim, Catherine, Emma and John are hard acts to follow.
One of the benefits of being the last keynote is that the many flavors of openness had already been rehearsed and debated by other people in the room. And that many of my excellent Edinburgh colleagues had already covered the detail of our services and projects. The keynote offered me a chance to reflect on the themes of the conference and why it made sense to have it in Edinburgh.
If you get a chance to watch all the keynotes, which I hope you will, you will see 5 very different people in very different jobs/contexts taking different approaches to identifying the value proposition for open. But none of them are doing it alone. That’s the beauty of the thing.
My keynote is mostly written, I know who I’m going to introduce and where I am chair. I’m looking forward to see you all there. Got your ticket?
My presentation is called ‘Open with Care: contents may have shifted during flight’. Emma Smith’s is called ‘Free Willy’. Last year Josie brought the dolphins, this year Emma brings the orca. A whale of a time will be had.
A recording of the event will be available soon, which is lucky, because there weren’t very many people in the room. Kate presented the story of the Great War Archive, an OER digitisation and community crowdsourcing initiative begun in 2008 which continues to grow and thrive. I merely set the scene for her by covering the basic underpinnings of the Oxford Community Collection model.
The RunCoCo project (2010-2011) supported the projects funded by JISC as part of their Developing Community Content call. “The suite of projects funded under the JISC’s Community Content call are aimed firstly at creating and enhance digital content collections by developing the engagement between content owners in the universities and specific, or general, groups of the external public. Secondly, they are intended to develop more strategic co-ordination within the universities, focusing on the relationship between digital collection curators and business and community engagement teams.”
RunCoCo was set up to offer advice, training and open source software to those interested in running a community collection online. The outcomes and lessons learned can be synthesised into a simple ABC of advice for projects and groups who aim to ‘crowdsource’ with sustainable success:
Aim for two-way engagement;
Be part of your community;
Challenge your assumptions.
The outputs of the project are available on the RunCoCo website for free. These include guides, workflows, reports, training materials and open source software.
The content of my presentation was based on the JISC report ‘Clustering and Sustaining Digital Resources: The JISC eContent Programme 2009-11’. Our chapter is: Edwards and Highton (2011) ‘RunCoCo: How to Run a Community Collection Online‘.
I find myself writing papers to support the institution-wide roll out of lecture capture again. You’d think I would have nailed this by now.
I always find it interesting to note that on the one hand colleagues are concerned to see evidence that lecture capture will not affect lecture attendance and on the other that it should be proven to bring about new ways of teaching. So it should bring no change and yet bring change. Which is a big ask for any tech.
At University of Edinburgh we talk a lot about ‘digital shift’. That the digital should transform and offer new ways of learning rather than just replicate the old ways. So my challenge is to show how students will learn in new ways using the digital version of a lecture while still valuing the analogue lecture above all.
I have been looking for information about how students attend lectures, and about how they use online materials. Recorded lectures are the digital version of the lecture and are available online as resources.
It seems like in general, the universities are on the right track. 59 UK Universities replied to the UCISA TEL survey saying they have lecture capture systems to create digital recordings, and students replied to the Student Lifestyle survey to say that they rarely miss lectures. They also want even more online materials.
61% of students said they never missed a lecture, up from 52% who said the same thing in our 2010 survey. But 38% of respondents admit they do miss the occasional lecture, with students failing to turnup for around one teaching engagement a week on average (0.9). Those doing medicine or a health-related subject are most likely to have a 100% attendance record (74%), despite their relatively high number of lectures. Those doing arts and humanities subjects are also more conscientious than most (68% never missed a lecture), while maths, computing and technology students are most inclined to miss lecture (52% regularly skipped a class). The majority of students (55%) state that they use online resources over traditional text documents (23% favoured these), with 21% stating they use a mix.
Those who most heavily relied on online study resources were, unsurprisingly, those doing maths, computing and technology (48% used online resources for most of their study) compared to 22% of trainee medics and 26% of law students. Men are slightly more likely to rely heavily on online materials (57% said they used more online resources) than women (52% did), while second and third year students (55%) were also greater users of online resources than first-years (52%).
Only 8% of students used standard textbooks, journals and photocopied hand-outs for most of their study, though this rose to 10% for those reading business and management or a social science subject. The survey indicates 43% of students said they would prefer to use online study resources – slightly fewer than the 55% who actually use this method – compared to 26% of respondents who said they wanted to use paper-based resources in general, with 38% stating a preference to use both.
It is a source of great pleasure for me that in recent years the celebrations of International Women’s Day have co-incided nicely with Open Education Week. This makes it easy for me to find authentic and useful things to do as my contribution.
I don’t find it difficult to see connections between feminism and open education movements. Both seek to give equality of access, challenge traditional structures and ways of doing things; and involve a diverse community of people in thinking about the greater good. Both also have outspoken advocates with strong opinions and sometimes end up arguing amongst themselves. Nonethless it’s been a fun week.
Monday: I ate retro sweets with Charlie and Susie near our #OpenEducationWk display stand and attended the launch of Jo and Peta’s Dangerous Women Project to which I have contributed a blog post to be published later in the year.
Tuesday: On IWD2016 I spent some enjoyable time searching the digital archive of Spare Rib at the British Library to find images to use in my OER16 keynote. I was surprised to find that Spare Rib itself is not particularly well described in Wikipedia, so I spent some time on that too. I added a section on design to continue the #artandfeminism theme.
It seems to me that the big libraries are missing a trick if they are spending time making digitised collections open to the public and not taking a moment more to get a good article on the topic in Wikipedia. They probably need a Wikimedian in Residence.
Thursday: I worked with Dominique, our ISG gender equality intern to refine once more our ISG gender equality plan and with Sonia, Yujia, Susan and Lauren to edit the ’embracing openness’ double page spread for our upcoming BITS magazine.
Friday: Today I am working from home, fortified by jam by Anne-Marie and coffee warmed by Maggie’s bespoke knitwear. I see that all but one of the women artists we were editing on Saturday now have their own wikipedia page, and Lorna, Viv and Catherine are giving it a bit of welly in an ALT OER-SIG webinar to promote our April conference.
Edinburgh University is investing in the use of learning analytics for course design, attainment, and improving the student experience.
We think learning analytics and student data analysis hold great potential to address the challenges confronting educational institutions. By merging technical methods for data mining and with educational theory research and practice, learning analytics offer novel and real-time approaches to assessing critical issues such as student progression and retention, 21st century skills acquisition, as well as personalised learning.
The University of Edinburgh has a wide range of activities in the field of learning analytics. As shown in the diagram below, these activities cross many disciplinary, organisational, practice, and research boundaries.
The projects offer a heady mix of acronyms, names and aims. Just to prove that anything worth doing can be mapped across a 2×2 matrix, we have developed one to show the spread of our activity and projects.
Learning Analytics Map of Activities, Research and Roll-out (LAMARR*)
Led by the Vice-Principal Digital Education, Centre for Research in Digital Education, School of Informatics, Information Services, Student Systems, and the Institute for Academic Development, activities in learning analytics include University leaders, researchers, and practitioners from support, research, and academic units of the University collaborating on a variety of projects funded through both internal and external sources.
*As well as being a Hollywood actress, Hedy Lamarr also invented wifi and bluetooth #womenintech
March 8th is International Women’s Day. We are encouraged to make a #pledgeforparity.
Without wishing to sound parroty and go on about the same things all the time, the parity I’ll be championing is parity of coverage and parity of esteem in Wikipedia.
Modern Scottish Women is an exhibition of work by Scottish women artists and concentrates on painters and sculptors. It covers the period from 1885, when Fra Newbery became Director of Glasgow School of Art, until 1965, the year of Anne Redpath’s death. The exhibition is on now and will be there until my birthday in June.
In a 2011 survey, the Wikimedia Foundation found that less than 15% of its contributors identify as female and less than 20% of the English language Wikipedia’s biographies are about women. As a result, content is skewed by the lack of female participation.
People are always telling me that the reason women don’t edit wikipedia is because they’ve got better things to do. This seems like a good thing to do. Lets make sure an international audience can find information about our cracking Scottish artists.