A post by Daniel Scott, Digital Practice Adviser at Nottingham Trent University, email@example.com, @_Daniel_ScottBackground to the series
Inspired by topical discussions on the diversity, complexity and uniqueness of Learning Technologist roles, myself and Simon Thomson (University of Liverpool) recently invited the ALTC community to share their stories of becoming a ‘Learning Technologist’ in all its guises and across a range of educational contexts.
In-conjunction with ALT, a short questionnaire was created to capture the community’s stories. Working with Chris Melia (University of Central Lancashire), we have now pulled together these stories and are presenting them as a series of ALT blog posts entitled: “What makes a Learning Technologist?”. Submissions were made anonymously and credited where necessary – we are only publishing those who have given us permission to do so. Even if participants did not what to have their story published via the blog, we encouraged them to consider completing the form so we could capture the breadth of journeys to becoming a Learning Technologist. We hope this will prove a valuable source of information for the ALT community, that aims to articulate the often-debated, ambiguous and multi-faceted role.
The Association for Learning Technology (ALT) defines Learning Technology as the broad range of communication, information and related technologies that can be used to support learning, teaching and assessment. Our community is made up of people who are actively involved in understanding, managing, researching, supporting or enabling learning with the use of Learning Technology. We believe that you don’t necessarily need to be called ‘Learning Technologist’ to be one.Setting the scene
Many thanks to those who shared their stories with us – 38 responded to our questionnaire. As the blog posts on this topic will reveal in the next few months, the submissions tell very unique stories of how individuals came to be Learning Technologists or are indeed in the process of developing into one. The responses include insights on how they perceive their role, what it entails, the best parts of it, and some of challenges they are up against.
To kick off the first blog post of this series, 1 of 4, we will explore the findings from the questions ‘What is your current job title?’ and ‘What would your ideal job title be?’ – Two interesting questions that draw a comparison of the purpose and current duties of a Learning Technologist role, to what interpretations and aspirations they have of it.Presenting the data & telling the stories
The chart below represents individuals reponses in relation to the questions asked around thier job title.
34% (13) of respondents stated that they had Learning Technologist in their title, whilst 66% (25) had a different title, e.g. education, blended, designer or other that includes duties of a Learning Technologist. 16% (6) said that they are happy with their Learning Technologist title. 11% (4) wanted their title to be Learning Technologist. 74% (28) wanted their title to be more specific or have suffixes/prefixes to indicate seniority or specialisation.
Learning Technologist is fine as it does describe what I do, but it doesn’t mean anything to anyone outside of a university or FE college.Anonymous
The trends emerging is that there is an increase in the words ‘digital’ and ‘design’ in Learning Technologist titles. Perhaps this is due to many organisations focusing on learning design to increase their online and blended provisions. However, there are different interpretations of the identity of this role. Learning design is mostly perceived as facilitating and coordinating the creativity, collaboration and communication of the vision and development of online courses and resources. But some learning design roles are more technical based, i.e. producing learning and teaching materials. Respondents with ‘manager’ in their title wanted this removing, whilst many showed a desire for more senior based roles and how they view to operate in their contexts. Interestingly, many Learning Technologists have different focuses, even though this is their title. For example, some Learning Technologists focus on more technical support than pedagogical support. Again, this can add confusion and murkiness to the role as it’s a mix of both, but often led by pedagogy. Furthermore, respondents noted that they would prefer to have ‘developer’ in their title and closer relationships to academia.
Not bothered – title isn’t relevant, actual role is.Richard Oelmann
Language has a huge role to play in titling and how it conveys the meaning of the Learning Technologist role. It’s important to question and challenge the identity, visibility and understanding of this institutionally – as it does affect how people engage and work with them as professionals. It’s regularly asked ‘what do they do’ – articulation of our purpose is key, along with defining contextual and specific projects we are involved in and how they align to strategic objectives. Equally, it’s crucial knowing where and how we are represented by our ‘cheerleaders’.
Something including digital learning in it. Often the term ‘Learning Technology’ is misunderstood, so it would have to include something specific that really emphases the focus on pedagogy too.Matt East
A healthy debate can be had on the word ‘technology’ in the job title. Most titles have it before the word learning, with technology appearing more prominent than learning and pedagogy – going against our highly favoured principle of pedagogy before technology. However, for marketing and visibility purposes technology often remains in the title, as it does with many educational technology courses.
Happy with Technology Enhanced Learning Advisor :-) I sometimes wonder if the word ‘technology’ needs removing though – learning is learning!Leanne Fitton
She who must be obeyed.Anonymous
Yes! Whilst many in the organisation may hold the title of ‘power’, we as Learning Technologists enable and empower many of our staff to being digitally capable, creative and innovative. Therefore, bow before us! 😉Photo by Mark Basarab on Unsplash
Listed below in alphabetical order are the current and ideal job titles that were submitted to the questionnaire. The main message here is that there isn’t a single defined job title for a Learning Technologist, proving the many facets and nuances of this diverse role.
Overall, respondents state that they understand the role of a Learning Technologist and regularly carry out the duties of one. However, it remains an ambiguous role in how it should be labelled and packaged, both internally and externally to an organisation. Whilst the purpose and context of the Learning Technologist role remains broadly unchanged, individuals are now calling for further autonomy of their identity that better reflects their work and values.
Closing thought: As digital is a skill required in many roles and contexts, it can somewhat dilute the purpose of a Learning Technologist role, opening it up to many interpretations. Perhaps simplicity in titling is key here as not to convolute the nature of this diverse role. You can read more about my experiences of Learning Technologist roles, over in my own blog.Contributors consented to display name
Emily Armstrong; Sonya McChristie; Duncan MacIver; Tom Buckley; Matt East; Craig Campbell; Madeline Paterson; Teresa MacKinnon; Richard Oelmann; Sarah; Leanne Fitton; Ross Ward; Ros Walker; Vicky Brown; Rae Bowdler; Simon Wood; Daniel Scott; Andy Tattersall; Rachel Hartshorne; Chris MeliaUpcoming blog post
The next blog post of this series (2 of 4) will focus on the question: ‘What career path did you take’, and is expected to be published in November 2019.
Daniel Scott – Digital Practice Adviser, Nottingham Trent University
firstname.lastname@example.org, @_Daniel_Scott, http://danielscott86.blogspot.com/
If you enjoyed reading this article we invite you to join the Association for Learning Technology (ALT) as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member.
A post by Dr Maria Toro-Troconis, Head of Academic Research and Quality, CEG Digital @mtorotro
On the 18th July we had the last face to face session of the Learning Design Bootcamp 2019. The Learning Design Bootcamp offered an intensive three months programme for UK Learning Technologists and academics engaging in the design and development of a 15 or 30 credit module of their choice. See moreBootcamp UK logo
The Learning Design Bootcamp Committee consisted jointly of academics and Heads of Learning Technology from different UK universities. They were responsible for the selection of the participants as well as the general support, delivery and evaluation of the Bootcamp.
Four teams were selected from the following universities:
The programme started in May 2019 and ended in July 2019. The teams were supported by mentors in the design and development of their modules following the CoDesigns Learning Design Framework.
The Bootcamp started with an intensive day at in March 2019 and another intensive day at the end of the Bootcamp hosted by Dr Julie Voce – Head of Educational Technology, Learning Enhancement and Development at City, University of London. At least one member of the team (Learning Technologist or academic) had to commit to attend both days.
There were 5 Lead Learning Technologists, 3 Learning Technologists and 2 academics present at the first face to face meeting in March 2019. The teams were asked about their motivations to engage in the Learning Design Bootcamp. The key motivaticators presented in the wordcloud below highlight professional development and collaboration as the main drivers to engage in the Bootcamp.
During the Bootcamp, the teams designed and developed their modules supported remotely by their mentors. At the last face to face meeting in July 2019, the teams presented their final designs and developments in their university’s Virtual Learning Environment (VLE).
Tim Neumann, Lecturer in Education & Technology and head of the UCL Institute of Education’s Learning Technologies Unit, was invited as guest speaker. Tim delivered an inspiring lecture talking about the Learning Designer as a tool to enable sharing of and communication about designs.
Tim discussed how designs can be taken forward within an organisational context, for example in terms of QA and costs, without unnecessarily restricting the variety of teaching methods and design frameworks. A panel of experts from the Learning Design and Learning Technology sectors evaluated the final designs and developments.
The panel of expert was comprised of: Professor Manuel Frutos-Perez from CEG Digital, Dr Julie Voce from City, University of London, Tim Neumann from UCL and Laura Coutts from CEG Digital.
Tim Neumann – Lecturer in Education & Technology and head of the UCL Institute of Education’s Learning Technologies Unit
The team from Manchester Metropolitan University won the Learning Design Bootcamp 2019.
Manchester Metropolitan University winner of the Learning Design Bootcamp 2019.
“The team showed a great level of engagement between the academics and the learning technologists and was a key strength in their presentation. The learning design aspects were clearly understood and demonstrated in the design of the module.”LEARNING DESIGN BOOTCAMP 2020?
The Bootcamp Organising Committee will launch the next Bootcamp Call in September 2019. The Learning Design Bootcamp 2020 will be hosted by our winning team from Manchester Metropolitan University. If you’re interested in learning more about the Call 2020, keep an eye on the Learning Design Bootcamp page: https://learningdesignbootcamp.wordpress.com/call-2020/
The Bootcamp is free. The teams will need to cover their travelling and accommodation expenses.LEARNING DESIGN RESEARCH
The activities and experiences of the teams have been followed by the Bootcamp research committee members and documented. The research carried out during the Bootcamp 2019 focused on the use of the Behaviour Change Wheel (BCW) as a method to identify the capabilities, opportunities and motivations of Learning Technologists and academics when engaging in the design of online/blended learning activities. The BCW model has proved to be an effective method in the context of Learning Design to analyse the behaviour of both academics designing online and blended solutions in Higher Education and Learning Technologists working with them, providing support and guidance as part of intervention design.
The initial findings from this research will be presented at ALT-C 2019.
Dr Maria Toro-Troconis – Head of Academic Research and Quality – Cambridge Education Group Digital – email@example.com
If you enjoyed reading this article we invite you to join the Association for Learning Technology (ALT) as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member.
A post by Dr. Gennadii Miroshnikov, Technology Manager, Executive Education, London Business School. firstname.lastname@example.org
Executive Education comes in various shapes and forms, from one-day programs and workshops to multi-modular pathways, and from open programs available to anyone who meets the entrance requirements to tailored custom programs that use the joint forces of an Executive Education (EE) provider and the client’s L&D department. The range of EE providers is also wide, ranging from traditional universities and business schools to consultancy firms and online learning platforms.
This post takes a look at the topics of the ALT conference from the perspective of EE learning technologists. It collates the themes of the conference and the main current problems in the field, which could help to create an agenda for EE and management education professionals, as well as for Further Education professionals and learning technologists supporting corporate L&D departments.
Digital technologies have a significant and diverse impact on EE, from offering new content to many management training programs and allowing managers to cope with disruptive technologies and digitalization to enhancing the training and learning experience.
A survey conducted by CarringtonCrisp shows that the top priority when considering an EE provider is ‘learning that enables staff to have an impact at work’. Thus, measuring the impact after the training has been conducted is one of the most important tasks of EE providers, and a solution to maintain high market positions. Data management, including the collection, processing, and analysis of training and performance data, is the main tool to measure the impact and effectiveness of EE training.
This year’s conference focused on both data management and Learning Technology for wider impact, which makes it particularly important from the point of view of EE professionals. Of particular interest were issues related to comprehensive data analysis and correlations between the results of training and data from external systems—such as the financial performance of a student’s company, or the results of implementing a particular strategy or initiative. Often, companies acquire EE programs during organizational changes to better support these changes, so the data and its analysis should answer the question of how effectively the training was able to contribute to this activity. From the point of view of L&D professionals, it is very important to identify and understand the interdependence between corporate indicators and the results of these programs, which allow companies to determine the ROI and to evaluate the effectiveness of the program and provider, as well as to justify the L&D budget. Many EE programs use existing external digital systems such as Belbin, 360, and personality tests; hence, these integration issues remain relevant to provide a holistic analysis of data to measure the change impact on the company. Collecting and analyzing student data from various sources including survey platforms, Customer Relationship Management systems, and impact assessment tools that improve program design is another example of the important challenges facing EE providers.
As coaching is one of the main building blocks of many EE programs, the issue of collecting and analyzing data from coaching sessions is also important for understanding the holistic picture. It’s clear that EE providers already use various digital systems to deliver their programs, but often these are separate external systems, the data from which are not always compared. Thus the integration of these systems is an urgent task, the solution to which will significantly improve impact measurement and will provide feedback to help companies make corrections to the design of their programs.
Creativity, which was another main theme of the conference, exists in the framework of EE programs in such forms as personalization and matching the branding of the client company to better reflect the link between the mission and strategy of the company and the EE program. EE providers often adapt the visual component of the program in accordance with the requirements of the client’s branding policy using existing VLEs. However, such problems pose additional costs in graphic design and restrictions and limitations of VLEs, and the branding policies of the customer and the EE provider can sometimes be at odds. Thus, the fast graphical adaptation of EE programs, usually on both web and mobile versions, to client requirements while preserving quality and compliance with the branding requirements of the EE provider is extremely relevant.
Another problem related to creativity is the lack of a single VLE to fit all programs. A poorly-selected VLE can become an obstacle to creativity, program development, and delivery of the main objectives. In addition, a large number of patches, add-ons, and external subsystems affect the complexity of the maintenance, support, and development of such systems. EE providers are increasingly diversifying their digital delivery system portfolios, shifting from a single VLE to a few systems that are better suited to the goals and objectives of each program. Technologies are considered by EE providers as an ‘opener’, especially now that the industry has seen a shift from traditional face-to-face delivery to blended learning models with digital modules complementing and sometimes completely replacing face-to-face sessions. Technologies are carefully considered to erase the boundaries between the classroom and online learning, create an engaging learning environment while adding the additional value of personalizing the learning experience and taking into account the individual characteristics of each student. Examples of technology engagement are quizzes and polls, face-to-face sessions, online modules, and reflections.
Since the design of many custom programs takes into account the realities of a particular company and a direct connection with its operation, and as it may include proposing or implementing changes or projects in a given organization, the ability of technologies to build a bridge between theory and the real corporate environment and to create real-world problem-solving is especially valuable. One example would be companies that use the opportunities offered by social learning with a focus on problem-solving to organize discussions and gain feedback from peers, managers, and other stakeholders. The VLEs that are traditionally used by HE providers can be insufficiently flexible and intuitive for HE students, faculty, and coaches, which leads to lack of engagement. Therefore, the possibility of effective selection and the quick and streamlined VLE implementation of the option that is most suitable for each EE program is also extremely relevant. Findings in these areas will be very valuable for EE providers.
Because EE programs are designed for global coverage and often include students from different countries, multilingual support is another requirement for effective program delivery. The ability to include subtitles, download transcripts, view instructions in different languages, change video speed, and access the platform and all its components from anywhere in the world is also one of the industry’s current challenges. One example is the complete or partial restriction of Google services, YouTube, and Vimeo in China, despite that it is one of the most promising destinations for delivering EE programs.
The ideas, research, experience, and best practices proposed and developed by the learning technology community in these areas are of considerable interest to Executive Education professionals, and this conference is a great example of how an evidence-based approach can be used in the field.
Dr. Gennadii Miroshnikov, CMALT MIET, Technology Manager, Executive Education, London Business School, email@example.com
If you enjoyed reading this article we invite you to join the Association for Learning Technology (ALT) as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member.
This is a very special interview as I (@marendeepwell) am joined by the Chair of ALT, Sheila MacNeill, FRSA, FHEA (@sheilmcn) who recently published ‘Conceptualising the Digital University: the intersection of policy, pedagogy and practice‘ and this time we talk not ‘just’ about Learning Technology, but also #femedtech and shoe tweets!Maren: Tell us about what you are currently working on?
Sheila: I’ve recently changed my work life balance and set up my own consultancy business. Just now I’m working with the University of Edinburgh on their Distance Learning at Scale (DLAS) project, developing an online course for staff new to teaching online. I’m also working with the University of Durham around the development of their digital capabilities framework. My role as Chair of ALT also takes up a bit of my time. In that capacity I am involved a variety of activities from chairing meetings, to developing and implementing strategy. When I’m not doing that I am using my time for more artistic pursuits in such as creating landscape paintings in a variety of mediums.Maren: What influences your work?
Sheila: Many things and people influence my work. But generally it is based on my own experience, the people I am working with and my PLN. My context if you like. I am always looking for new ideas and inspiration. So I try and read a variety of blogs, keep an eye on twitter and linkedin. I also find that the ALT mailing list is a great way to find out what colleagues are doing in the sector. I think when our world is in such a state of flux it is important to ensure that ethics and developing criticality are at the heart of education. We need to be questioning the validity and basis of everything just now.Maren: Current recommended reading?
Sheila: One the best books I’ve read this year is Invisible Women; exploring data bias in a world designed for men by Caroline Criado Perez. How 50% of the population have and continue to be ignored in everyday decision making is staggering. It also explains most of the everyday things that really irritate me. I think everyone should read it.Maren: How do you make your to-do lists.. analogue or digital or both?
Sheila: A bit of both. I have tried various apps but I tend to use them when I have big lists of things and then sort of forget about them. I try to keep my to do list quite short and often have a daily one. I still finding using a pen to score items off a list very satisfying.Maren: On work travel, you are never without..?
Sheila: My phone and charger, notepad and pen in case I forget the charger, tissues and a packet of mints.Maren: Which learning technology makes the biggest difference to your work (and why)?
Sheila: Now I am an independent consultant it is slightly different, but I think eduroam is pretty fantastic if you can access it. In terms of specific learning technology, I guess it is any collaborative space, from a VLE to a shared google/word doc. Connectivity is also key – I really need to be online for the majority of my work.Maren: Who are your learning technology heroes?
Sheila: I don’t think there’s enough space to share all the names. But everyone I have every worked with, tweeted, mentioned in blog, spoke to a conference, they’re all my heroes. I feel so lucky that I have been able to work with so many talented people and that there are so many great people out there who share so much. I sometimes feel that I have my very own, always growing band, of learning technology Avengers. Except my learning technology heroes have better shoes and less anger management issues.Maren: If you had learning technology superpowers for a day, what would you change?
Sheila: To make everything work, for one day all day. So no loss of connections just as a webinar goes live, no 404 errors, no forgetting of passwords, no buffering … .Maren: What are your favourite hashtags?
Sheila: Just now #femedtech is a great and growing network (full of heroes), #altc, #lthechat. Also if there are conferences that I can’t get to but am interested in then I tend to follow the conference hashtag for the duration. Also #shoes #shoetweets are always good for a bit of distraction -they are often combined with conference hashtag tweets too.Maren: What’s the best way for someone to learn more about what you do?
Sheila: Look at my blog (http://howsheilaseesit.net/) and follow me on twitter (https://twitter.com/sheilmcn) for learning technology stuff and instagram (https://www.instagram.com/sheilmcn/) for the art stuff.
Maren: Fantastic, thank you #altc :)
A post by Dr Monica Chavez Munoz, Educational Developer (TEL), Centre for Innovation in Education, University of Liverpool. @drmonicachavez
88% of change initiatives fail. What are the factors that make change difficult or a failure? There are people and process dynamics. I will talk about my experience of organising a TELFest in my presentation during the ALT conference in Edinburgh.
1-The Mexican Catholic meaning of the piñata represents the struggle between man, temptation and sin. In my case, the piñata represents TELFest as the technology adoption strategy which brings all its players into a one big fiesta:
2-The struggle between the institutional leadership, the community of practice, and the TEL team as the organiser of TELFest.
3-We got the institutional leadership as the entity that holds, swings and sponsors the piñata, without their support, vision and commitment, TELFest would not be possible as their role in change management is key for the successful adoption of technology in higher education.
4-Then there is the community of practice attending the ‘party’. They stand and watch, racing thoughts about attending an event that advocates the adoption of technology in teaching and learning.
5-The community members share their experience in TEL by putting their contribution in the piñata ( the sweets!).
6-The TEL team is the entity who brings and hits the piñata: TELFest is like a piñata, you don’t know exactly what you are going to get and yet you must face it with a good attitude and skill. There is lots of good practice inside, you have found the perfect vehicle to instigate change and yet, the successful outcome is uncertain.
88% of change initiatives fail. What are the factors that make change difficult or a failure? There are people and process dynamics. I will talk about my experience of organising a TELFest in my presentation during the ALT conference in Edinburgh. See you there!
Dr Monica Chavez Munoz, Educational Developer (TEL), Centre for Innovation in Education, University of Liverpool. @drmonicachavez
Post by James Slack from Edinburgh University
Apologies for the title but I used up all my imaginative title mojo for our recently accepted ALT Conference Submission Out of this World: Jupyter notebooks and Noteable at the University of Edinburgh.
Now, on to business…
There’s a very good chance that you may have heard of Jupyter before. If you’re interested in supporting digital skills, data literacy or computational teaching then it’s probably leaked into the periphery of your vision at some point. So, let’s take a step back and try to start on solid ground:
What are Jupyter notebooks?
Jupyter is an open source web application that allows you to create live editable documents – notebooks – that allow you to run code whilst also containing text, data tables and other rich media items such as images and videos. For instructors, this means you can give context alongside your code exercises or create distance learning materials. This also allows students to run, edit and experiment with code without having to open an intimidating Integrated Development Environment (IDE). It’s difficult to get your head around without seeing it:
Jupyter notebooks are broken up into two types of cells: Text cells and code cells. Text cells use a markdown notation to allow basic formatting and allow you to add structure and context alongside your code to create a ‘computational narrative’. The second type of cell is the code cell, the programming language is set by the kernel, this interprets the code and returns the output within the notebook. Standard Jupyter notebooks support Julia, Python and R (hence the name JUlia PYThon R) but there is now support for over 100 additional kernels to fulfil your wildest dreams. You can ‘Run’ these code cells and then see the output within the notebooks as shown above; the order in which these cells are run is recorded to make it easier to keep track of the run order. It’s not just limited to simple Print commands to output text results: You can create graphs, visualisations, work with data tables, manipulate images, and the list goes on. Really the best way to start getting your head around what Jupyter can be used for is to head to the ‘Gallery of Interesting Jupyter notebooks’
Jupyter notebooks were originally created as a platform for reproducible research, being able to work with large data sets remotely, record computational analysis (and funky graphs) and then share this with other researchers who could both see your working and validate your results. Very quickly, these were picked up as an excellent educational tool. The ability to create a narrative to guide students through worked examples, giving them the opportunity to interact with code, quickly editing and re-running code and being able to break up your programming into easily defined ‘chunks’ (cells) all helps to lower the barrier to engagement.
It also helps that Jupyter looks remarkably different from a traditional IDE, which can itself act as a barrier to working with code for beginners (I include myself in this bracket: The ‘hackertype’ interface makes me sweat).
The real benefit of Jupyter is realised when using Jupyterhub, which is a multi-user hosted instance. This allows you to set pre-configured workspaces that students can access without the need to install anything beforehand. You can define the programming language that students will use and pre-load packages and libraries to free up class time. Both you and the students are working within a copy of the same environment which makes leading a class of 80 much easier.
Jupyter at the University of Edinburgh
This is what we’ve embraced at the University of Edinburgh: the Noteable service is a version of Jupyterhub with a selection of instances that suit a variety of teaching needs. Instructors create material in Noteable and then share this with their students, knowing that the document will work for them because they are running in an environment with all the associated dependencies and without any prerequisites. This method works incredibly well in a variety of situations: Distance learning where students have a differing setup; lab sessions where you want to work through examples together; or one-off workshop sessions where you want to maximise the time you have available. The medium also lends itself well to creating OER materials or activities like this Christmas example *cough*shameless plug *cough*.
The Noteable service at the University of Edinburgh has been in a pilot phase for the past two academic semesters and will be transitioning to a full service in September 2019 based on its success. Across the year, over 1,000 students have used the service across a variety of courses and the feedback has been great – all the courses will be using it again next academic year. There were already existing pockets of Jupyter users scattered across the University, with some schools managing their own Jupyterhubs or individual academics using Jupyter installed on personal machines. Having a centralised service means that all schools can use Jupyter, not just those fortunate enough to have internal support. This is exemplified by the fact that the students using the service are spread across six different schools including the College of Art, School of Biological Sciences, School of Political Science and of course Informatics (our Computer Science).
The provision of Jupyter extends outside of the classroom as well. Many students state how they use Noteable to explore other concepts on their own, working on small side-projects or using other available environments to try out something new in another programming language.
The next step in this process is to start making it easier for people to adopt Jupyter into their teaching by creating an extended set of support materials, for both staff and students. So far, we have been able to work with existing Jupyter devotees, but the real growth will come from converting existing courses or helping to provision new courses, where appropriate. All these materials will be openly shared for other institutions to use and to help lower the barrier for adoption in higher education.
The Noteable service itself can also be used by other institutions to further remove barriers to adoption. If you would like to arrange a trial/demo, then get in touch using the contact form.
This leads me on to my final point, something that I can’t help but mention when talking about Jupyter:
Open Source, Open Community
Jupyter is open source, which has certainly helped with its proliferation, but the real driving force has been the community that has built up around Jupyter. There are countless examples of people working on their own projects or collaborating to build Jupyter into something larger: the Zero to Jupyterhub project makes it much easier to set up your own hub, the nbgrader extension allows you to create and grade assignments, RISE allows you to turn your live notebooks into a slidedeck. Project Jupyter has been very active in encouraging all these activities, recently helping to fund a series of community events on various themes, one of which led to the creation of a Teaching and Learning with Jupyter ‘book’ which is a great overview of Jupyter in education.
I could go on but I’m already past an acceptable length for an introductory blog post. We’re keen to be involved in this which is why we will be releasing our help guides and contributing our work on nbgrader back to the community, and we’re also hosting events like our Jupyter Community nbgrader Hackathon. You can find out more about this on the Project Jupyter Blog.
I could go on but I’m already past an acceptable length for an introductory blog post. We’re keen to be involved in this which is why we will be releasing our help guides and contributing our work back to the community, we also recently hosted a Jupyter Community Workshop event. This was part of the Community Workshop series that was supported by Project Jupyter and funded by Bloomberg, you can read a bit more about this on the Project Jupyter blog.
This workshop had two parts, firstly a hackathon; getting a lot of people together to work on adding functionality to nbgrader but also to highlight the use of Jupyter in education by getting some of the hackathon attendees and awesome local Jupyter gurus to give talks. The hackathon was a great success and the new features are being bundled into the next release of nbgrader. The afternoon of talks was the real party, we were fortunate to have a great line-up of speakers, thankfully you don’t have to miss out as we made sure to record and publish all the talks from the afternoon. You can use view all of the talks on the following open playlist, these talks include a good overview of how Jupyter can be used but also a few tips from the pros to help you make the most of the tools available.
I’m James Slack, I’m currently a Service Manager for the University of Edinburgh looking after various services including the Noteable service. Before moving to Edinburgh, I was a service manager for the University Sheffield’s Lecture Capture service, so this was quite a side-ways move. For the past year I have been working to introduce the Noteable service to an eager internal audience but am now keen to engage with other Universities using Jupyter to try to promote the platform for use in education. I’m always happy to talk to people about the work myself and the team from EDINA have done and how Jupyter can be used in teaching. Feel free to contact me at firstname.lastname@example.org
If you enjoyed reading this article we invite you to join the Association for Learning Technology (ALT) as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member
A post by Joe Wilson and Lewis Ross, NMIS skills.
NMIS-Skills is part of the wider National Manufacturing Institute Scotland project. NMIS aims to “to be a distributed industry-led international centre of manufacturing expertise. Industry, research and the public sector will work together to transform skills, productivity and innovation”.
A barrier to engaging and upskilling the workforce was the lack of digital skills of trainers and lecturers working across the manufacturing industry specifically in relation to content creation, collaboration and sharing. They also lack a virtual space beyond institutional IT systems to co-ordinate the sharing of materials.
To tackle this problem Skills Development Scotland (SDS) put out a tender for the delivery of digital skills training and the building of a community of practice. City of Glasgow College (CoGC) put in a bid and was awarded the contract based upon an innovative model.
Using an instance of G Suite, with a Google Site at its heart, a resource could be created at a very low cost that could be handed over to a team of administrators/ambassadors from across the educational community at the end of the initiation phase.
To model best practice around collaboration and co-creation, all of the core materials would be open and easily repurposable through a CC BY 4.0 license and delivered using technology that could be accessed by all, including commercial organisations. The principles were designed to be in line with those of Open Scotland and the Open Scotland Declaration. As the project got underway the Scottish Funding Council published their digital strategy to 2021 enshrining these principles too.
The digital skills interventions were chosen via analysis of the new Professional Standards for Lecturers in Scotland’s Colleges and Jisc’s Building Digital Capabilities framework. The resources were built around repurposed materials from a unique PDA in Technology for Enhanced Learning and Teaching delivered by the CoGC and mapped to the CPD frameworks around digital delivery. The focus on some simple interventions relevant to all staff in FE , HE and work-based learning. Additionally, the site would provide a deep set of links to free training opportunities from a range of providers around the themed interventions.Technology Used
All technologies used for the project were free to use or open resources, with the exception of the registration of our domain name, nmis-skills.org. The learning content was created in an instance of G Suite, which is free for educational institutions and charities.
Images were mainly sourced from Unsplash, which feature a licence that allows the use of works and creation of derivative works without the need to ask permission of or crediting the original author. The only caveat was that images could not be used to create a similar or competing service to Unsplash.
Zoom was chosen as our webinar platform for three reasons. Firstly, it ran directly from a downloaded .exe file or a browser plugin, so could work within most institutions’ IT infrastructures. Secondly, the team already had experience of using the platform. Thirdly, Zoom had a free version where meetings can only be 40 mins long. However this was long enough for a chink of learning content and we turned this restriction into the planned length of our webinars.
Webinars were recorded using Zoom’s built in tools and then uploaded to a dedicated YouTube channel so that viewers could watch at a time of their choosing.
Our open methodology is sound and easy to adopt. By working closely with Google we have built a resource that is easily co-owned and we have broken out of the institutional silos that can easily restrict developments of this type. As our G Suite is outwith the control of an institutional IT department, we have full control of creating user accounts and hosting content. This gives us the flexibility required to work with colleagues across a wide range of institutions while maintaining regulatory control. The community aspect comes with detailed guidance.
In addition, open practice was central to our project bid. This ensured that everyone was onboard from the start and that open methodologies did not need to be retrofitted, with all the negotiations this usually requires.
Our model of creating downloadable Google Slide decks and YouTube videos of the webinars is a useful method for disseminating information. We have seen that the outputs are used more asynchronously, as we had relatively few live participants in our webinars compared to views of YouTube videos.
Our method of short chunks of learning is perhaps more of a viable alternative for vocational learning than the lecture capture model currently being adopted in many Universities. Rather than hour long monologues, our model encourages short interactive presentations that better suit vocational learning.
The outputs can be easily managed: the platforms adopted are free , the technical skill needed to set to set up, record and archive are relatively low.
Engagement remains the thorny challenge. It is hard to reach the specialist practitioners who will eventually use the forthcoming resources from Edinburgh University and other NMIS partners.
The project has attracted a lot of interest from other organisations who have a cross institutional constituency and need a more sophisticated approach around collaboration and the sharing of learning materials. We are certain more initiatives of this kind will develop.
Written by Joe Wilson @joecar and Lewis Ross, Lewis.Ross@cityofglasgowcollege.ac.uk.Joe Wilson Lewis Ross
This time I am delighted to be talking to Sue Beckingham, National Teaching Fellow and Principal Lecturer in Business Information Systems and Technology, LTA Lead in Computing at Sheffield Hallam University as well as one of the highly anticipated keynote speakers of the 2019 ALT Annual Conference, taking place 3-5 September, in Edinburgh.Maren: Tell us about what you are currently working on?
Sue: The last month has been consumed with marking, moderating, preparing for the exam boards and writing module reviews. It was good to take a few days out to attend SOLSTICE Conference at Edge Hill in my role as Visiting Fellow where I co-ran a session with my colleague Prof Peter Hartley on ‘Communication revisited – new perspectives and their implications for our practice in learning and teaching.’ This gave us an opportunity to shine a light on the use of new technology for learning and how we could communicate with students, for example through chatbots to provide 24/7 answers to FAQs and hologram lectures to bring in speakers from afar! We are also working together on new editions of two books Peter has written ‘Success in Groupwork’ and ‘Interpersonal Communication’, to bring in the use of technology and social media. Technology wise I am re-exploring the use of augmented reality and how this can be used to evoke curious learning and animated videos to share information.
My interest in the use of social media for learning is always at the forefront and I love having the opportunity to develop student partnerships. The SMASH (Social media for Academic Studies at Hallam) team formed in in 2016 will be looking to share an open web site of resources and activities they have co-created. This project has resulted in a collection of opportunities for the students to present their work at conferences and a recent publication co-written titled ‘A SMASHing approach for developing staff and student digital capabilities within a Community of Practice‘ in the Journal of Educational Innovation. I’m excited to see how the students take this project forward in the new academic year.
I am involved in the BCSWomen Lovelace Colloquium and about to take on a new role to co-facilitate the social media channels. This is an annual conference for women students of computing and related subjects, which provides a forum for networking, sharing of ideas, and advice from academia and industry about careers in computing. As a female working in a department that is predominantly male I truly value opportunities to network and this event brings many women together, both staff and students.
Last but not least is #SocMedHE19, an annual conference with a Social Media for Learning in Higher Ed focus. A seed planted in the summer of 2015 resulted in the inaugural event that December at Sheffield Hallam University with Eric Stoller as keynote, co-facilitated with Helen Rodger and Alison Purvis. After three iterations the baton was passed to the wonderful Rachel Challen at NTU and this December the brilliant Dawne Bell and Sarah Wright at Edge Hill University will lead the event. I’ve continued to contribute as part of the organising team as well as presenting with my students. Do take a look at and consider submitting a proposal. https://www.edgehill.ac.uk/clt/conference-2014/social-media-for-learning-in-higher-education-conference-2019/Maren: What influences your work?
Sue: The NSS, TEF, and more recently the Augar Review all contribute to an ongoing analysis of the way we work; as do restructures, cuts in budgets and new policies. Whilst not an advocate of incessant change, I do see the value of new interventions that will enhance the student experience and be both inclusive and accessible. Taking time to step back and reflect on my own practice is important; and I frequently seek inspiration from my peers through the use of social media and my international network which extends way beyond my institutionMaren: Current recommended reading?
Sue: Hot off the press and highly recommended is Social Media in Higher Education: Case Studies, Reflections and Analysis edited by Chris Rowell and is available to read online for free! The book is split into seven sections: professional practice, teaching and learning, leadership, building networks, innovation and finally the personal journey; so has something for everybody. I contributed one of the chapters which is about developing a professional online presence and effective network.Maren: How do you make your to-do lists.. analogue or digital or both?
Sue: Both! I use the notes app on my phone and when working collaboratively with colleagues we have made use of Google Docs, Trello and Slack. I’ve tried a few other apps like Todoist but frankly I still like post-its and my notebook! That said I am going to revisit OneNote next academic year, having seen a colleague use this.Maren: On work travel, you are never without..?
Sue: Tech wise I’m never ever without
Sue: It is without doubt my smart phone and access to the social media spaces that I use to connect with my learning network. Yes I can also use my iPad, laptop or desktop, but it is my phone that gives me the connection whilst commuting to work, in between meetings, and other snatches of time. Every day I learn something new that is valuable and relevant to my practice from so many wonderful educators who openly share their practice via social media.Maren: Who are your learning technology heroes?
Sue: Ooh where do I start? The #altc community as they openly share so much. On Wednesdays at 8pm I am constantly learning from the #LTHEchat community both the guests that lead a topic relating to learning and teaching and those who engage in the conversations. Thinking about individuals, there are so many… I couldn’t call out just a few. That’s the fantastic thing about this community – everyone has the opportunity to contribute and be a learning technology hero through sharing their perspectives on learning and teaching and how technology can support this.Maren: If you had learning technology superpowers for a day, what would you change?
Sue: From a practical perspective I would deploy free and secure WiFi everywhere!
I’d like to relook at the IT spend on PCs and provide all students with an “intelligent device”, which would become their personalised, interconnected virtual learning hub. This would hold a profile of their academic and personal life, syncing all their work to their tutors, connecting to university services with options to communicate in text chat or voice, and linking to their extra-curricular life and their peers. Students would also submit work and get feedback on this device and have a space to reflect using multimedia that feeds into a professional development portfolio. These are not new concepts but currently are fragmented as they happen in different spaces. I expanded on this at the Jisc Network Conference, where I was invited to join a panel to talk about what a university would look like in 2030. I told some of my MSc students about this idea and one contacted me with a view of investigating this as a PhD. Watch this space!Maren: What are your favourite hashtags?
Sue: I’d say #altc which is a constant stream of so many interesting conversations relating to learning technologies and #LTHEchat which is a weekly conversation on all things learning and teaching. Each week there is a different theme and a guest leading the conversation with questions. If you’ve not come across this do follow @LTHEchat and take a look at https://lthechat.com.Maren: What’s the best way for someone to learn more about what you do?
Sue: I’d suggest follow me on Twitter (@suebecks) or via one of two blogs I write. One is about Social Media for Learning; the other is my own musings about my own learning journey and the work that I do. I also have a site called the The Project Based Learning Toolkit that I created as an output from a project.
Maren: Thank you, Sue, I really excited to see your upcoming keynote #altc!
A post by Stuart Allan, Director of Online Learning, Edinburgh Business School (Heriot-Watt University), @OpenPlanStuart
Reports of ‘the death of the VLE’ have been circulating for long enough for it to become a kitsch subject in ALT circles. But the institutional VLE – whether as a monolithic system or a central column into which other technologies are integrated – remains a ubiquitous presence in most universities.
Meanwhile, in spite of bold proclamations (mainly from tech firms) about how ‘technology is increasing access to quality education on an unprecedented scale’ (edX), significant global digital divides remain. Online courses are still accessed mainly by the privileged few who already have good access to education and technology, and a drive towards interactivity and synchronicity arguably exacerbates the impact of this inequality (Hillier 2018; Sheail 2018).
When they acquire and adopt digital technologies, are universities doing enough to consider the needs of students who have low-quality or intermittent internet access, or are less able to access synchronous classes due to geographical, technological or financial constraints? Many of the 9,000 students at my institution (Edinburgh Business School, EBS) could be described in this way; around one in four live in Africa.
So when we began thinking about a new environment for digital education in 2017, reflecting on global digital divides was a key concern. The first step was to conduct research with our global student body to gather feedback on their prior experiences and future needs, as well as data on their levels of internet access. Overall, only 43% of the 1,132 respondents to our student survey described their internet access as ‘full and unrestricted’; the majority of students who said they had limited internet access lived in southern Africa.
Armed with a set of technical requirements, which flowed from a value-driven vision for our future online pedagogy, we met with several VLE vendors then conducted a formal procurement process. However, we found that the platforms we analysed were not fully aligned with the needs of our students in three main ways:
We felt that these issues severely limited our potential to create the accessible, rich, intuitive and collaborative experiences many of our students were looking for. Worse, it seemed that these limitations would disproportionately disadvantage students who had limited internet access.
So while we did select the best candidate from the VLEs in the procurement process, instead of customising it ‘out of the box’ we decided to integrate it and other ‘best-of-breed’ technologies underneath a custom-built student interface (see Brown et al. 2015). This approach was only possible because we had an in-house IT team with expertise in software development and user experience design, who have spent the last 18 months developing the student interface.
In my poster and GASTA talk at ALT-C I’ll reflect on this process, as well as proposing some scenarios that could make it a little more straightforward for others to take a similar approach in future.
In the absence of digital technologies that are designed specifically with their needs in mind, students with limited internet access will continue to be excluded from digital education and instead forced towards campus models or print-based correspondence courses, or even miss out on education altogether.
I’d argue that this issue is too important to be left solely in the hands of technology companies. If we’re serious about addressing inequality of access to digital education, technologies must be anchored in the needs of those who would otherwise be marginalised or excluded. This will require leadership, collaboration and investment across the sector.
Brown M., Dehoney J. and Millichap N. (2015) The Next Generation Digital Learning Environment: A Report on Research. Available from: https://library.educause.edu/~/media/files/library/2015/4/eli3035-pdf.pdf
Hillier M. (2018) Bridging the digital divide with off-line e-learning. Distance Education, 39 (1), 110–121.
Stuart Allan, Director of Online Learning, Edinburgh Business School,Heriot-Watt University @OpenPlanStuart
Welcome to this regular interview series on the #altc blog. This time I am talking to a leader in our sector, Melissa Highton. Melissa is Assistant Principal and Director of Learning, Teaching and Web Services, University of Edinburgh, FCILIP, FHEA and one of the first Senior CMALT Holders globally as well as the Co-Chair of the 2019 ALT Annual Conference, taking place 3-5 September, in Edinburgh.Maren: Tell us about what you are currently working on?
Melissa: At the moment I am working on trying to promote a career in university IT as an option for graduates and returners.
This seems to me to be a challenge for leadership and equality and diversity in our sector and I speak about it at tech events, HR seminars and recruitment fairs.
I feel that we have a sector imperative to ensure that the services and products we develop meet the diverse needs of our students and users, and I suspect diversity in our workforce can contribute to that business advantage. I wish we could to work together to make a career in university IT seem like an attractive choice for all.Maren: What influences your work?
Melissa: I am very aware of the context in which we work, within the university, in the tech sector and in Scotland. Edinburgh University learning technology group is a big recruiter with a lot of innovation so we need to attract and retain talent. I am particularly interested in the value of students as change agents in our organisation. Offering students work experience is a no-brainer for me. We get up to date ideas and creative thinking from them; they get real work experience and digital skills from us. The digital sector in Scotland is booming and students are hungry for work experience which will help them to succeed once they graduate. If you are not studying a STEM discipline the digital sector may be hard to enter, we need a pipeline for students to find their way into well paid jobs and new roles.Maren: Current recommended reading?
Melissa: Algorithms of Oppression: How Search Engines Reinforce Racism by Safiya Umoja Noble (Author).Maren: How do you make your to-do lists.. analogue or digital or both?
Melissa: Both. I also hold a lot in my head, but this may not be entirely reliable.Maren: On work travel, you are never without..?
Melissa: A hermeneutic of suspicion.Maren: Which learning technology makes the biggest difference to your work (and why)?
Melissa: I pay a lot of attention to social media for work. Blogs and Twitter mostly. Reading and writing. I find Twitter to be a very useful way to keep up to date and colleagues are very kind when they recommend and share resources and news. I have been writing my own work blog for more than 10 years and I appreciate the work which others do when they write theirs. Blogging seems to me to be a key part of our open practice and (along with contributions to conferences) essential to creating a culture and social context for learning technology thinking.Maren: Who are your learning technology heroes?
Melissa: I have been very lucky to work at some very good universities and with some really innovative thinkers. Sian Bayne and Ray Land got me started in learning technology, Aggie Booth taught me about VLEs, Allison Littlejohn told me about re-usable resources. Owen Stephens showed me library systems. Angela Newton and Helen Howard introduced me to Wikipedia, Tracey Stanley explained ITIL and service management. Stuart Lee and Sebastian Rahtz transformed my thinking about research and digital humanities. Daphne Koller and Michael Korcuska challenged me and Rebecca Eynon regularly sends me to the library to learn more.Maren: If you had learning technology superpowers for a day, what would you change?
Melissa: I’d have a busy day. I’d disrupt some of the historical, structural inequalities and get more women into the areas of edtech where they are underrepresented. That would bring us new thinking in software engineering, VR design, AV tech, drone camerawork and the internet of things. I’d disaggregate all our datasets for gender to better understand our users experiences and use our lecture recordings of women speakers to better train voice-recognition software. I’d do transformational make-over on the reputations of ‘maintenance’, ‘sustainability’ and ‘technical debt’ to make them the sexiest and most attractive parts of IT thinking and planning. I’d also give every university a Wikimedian in Residence and a playful environment for innovation. Then I’d have a gin and tonic.Maren: What are your favourite hashtags? [or equivalent if you don’t use hashtags]
Melissa: I follow conference hashtags when an event is on and I can’t be there.Maren: What’s the best way for someone to learn more about what you do?
Melissa: I write about all of these things on my blog, so that’s a good way. I am also available for conferences, seminars, meetings with senior management, dinners and bat-mitzvahs.
Maren: Thank you, Melissa, for talking with me #altc!
A post by Ian Wilson, Senior Lecturer in Education at York St John University, I.Wilson@yorksj.ac.uk, @iwilsonysjSupporting with Podcasting (video blog)
I’m a great believer in pushing boundaries and trying new things. Being heavily interested in technology, the world of live streaming and YouTube content are areas which I am constantly engaging with. The possibilities to support learning with these is well documented – however, when I was deciding how I was going to keep in touch and support the students during their placement, I left my comfortable area of live streaming in favour of podcasting!
In the beginning
Being an avid blogger, I had often produced an audio version of my blog posts, although the actual podcasting arena was new to me. I wanted the podcasts to be useful, informative and provide some element of humour/being human. I wanted the students to recognise my own personality within the podcasts, as well as the content being beneficial. I also wanted them to sound good, because I was aware from my own personal engagement with podcasts, that if the quality was poor the engagement would probably reflect this.
Equipment and Content
I wasn’t sure whether I would be making future podcasts and I guess I could have just started with using a microphone that I already had, and the free software called Audacity. However, I always feel better about things if I have some decent equipment so I invested in a Rode microphone and the RodeCaster Pro . I was impressed by the quality of both of these and I must say, they made me feel quite professional and the quality of the recordings were good.
As for content, initially this was blank page, but after a few emails to the students and some thinking on my walk to work, I came up with some segments that would be included in each episode.
Every Friday, I managed to sit down with my Google Docs and write the script for the episode. Not being on camera would allow me to read from the script and also, I didn’t really want to spend too much time editing afterwards. It was definitely going to be a one take podcast!Image by Tumisu on Pixabay
Recorded and Published
After I had written the script, I would record the podcast and get it published. Following an early email from a student, it appeared that some of them listened to the podcast on their journey home, so I was always keen to have it up and ready for about 16:00.
The RodeCaster Pro, recorded well to audacity and, since the buttons on it allowed me to play my jingles as the show progressed (yes, I had jingles!). I did have to do some limited editing after recording, but this was usually just a matter of some noise reduction and tidying up the start and beginning.
I didn’t have a proper ‘logo’ or anything, so I just decided to use images of cute animals from pixabay.com to make them more visually more appealing. I already had an account with Audioboom from when I recorded my blog posts, so I quickly added a playlist and for the five-week duration.
Impact and Feedback
It is always important to look back over a pilot idea and assess how well it had gone. Even after the first episode had gone live, a few students emailed me to say thank you and to provide questions for the next episode. It was from these first emails that further sections were added to the schedule.
Overall, the feedback was positive. I acknowledge from the listening figures, that the number of people listening went down throughout the placement, but I was confident that the podcast was supporting some learners. One student informed me that they have stored all the teaching ideas for future placements, and that it was really beneficial to have the questions answered.
Initially, the podcast was never meant to have positive impacts on the students’ grades. If anything, the focus was on supporting them and their well-being while away from university. From the analytics and positive emails, it was felt that this was achieved.
I did wonder whether I should do a similar podcast for the first years while they were on placement, but time and energy didn’t really allow for this. I still have the equipment ready for my next go at podcasting and I have already started to work on an idea for the start of the next academic year. Will I do the podcast for placement next year? Well I think I will, if time allows, then yes, I will.
You never know, I do a lot of live streaming in my ‘other career’ so I might even start to have a go at that. One thing I will continue to do is engage with new technology in order to support the students, especially when they are working away from the university or learning at a distance.
You can find an example of Ian’s podcasts here: https://www.wilsonwaffling.co.uk/se2-podcasts-2019/
Ian Wilson – Senior Lecturer in Education
York St John University
I.Wilson@yorksj.ac.uk @iwilsonysj https://www.wilsonwaffling.co.uk/
On the 11th of June I attended the NHS Health Education England special TEL event at Northumbria University. This is a community of practitioners, academics and learning technologists working in the NHS on how to use technology to improve the education of health care professionals. This was a special themed event on the uses of virtual, augmented and mixed reality systems and I was asked to attend to see what technologies and approaches could be beneficial for the University of Sunderland’s new Medical School.
The morning was given over to presentations from universities and NHS services on their current practice, and in the afternoon we got to have hands on experience with many of the systems discussed.
South Wales Fire and Rescue talked about how they are using CenarioVR to create 360 degree images and video which can have hotspot interactions added to them, the results of which can be viewed in modern web browsers or more immersive virtual reality solutions such as Google Cardboard or any simple VR unit which allows you to insert and use your phone to provide the screen and processing power. CenarioVR has the additional benefit of being able to output SCORM compliant content for integration with virtual learning environments.
Yorkshire Ambulance Service demonstrated a 360 degree video of the inside of an ambulance, developed by Richard Grice, which allows paramedic students to virtually explore and interact with the contents of an ambulance, which can be extensive and overwhelming for new students.
Leeds Institute of Medical Education demonstrated an augmented reality application and t-shirt from Curiscope which allows you to see internal organs and structures on top of an actual person.Using Curiscope on a tablet (Image courtesy of Sonya McChristie | CC-BY-NC)
They also talked about their TiME – Technology in Medical Education programme – which aims to give clinicians and academics the development time needed to get to grips with technological developments.
Finally, there was a demonstration of a new system from Inovus Medical who have developed a rather unique and impressive mixed / augmented reality system to enhance the experience of training surgeons to perform laparoscopic surgery. Their conventional training simulator (a see-through box with the laparoscopic tools going into it) has been enhanced with cameras and a computer which gives students a display of the contents of the box, overlaid with any computer-generated imagery you could want. So, for example, you can simulate what would happen should you accidentally cut a blood vessel and suddenly the area where you are operating is flooded with blood.Inovus mixed/augmented reality system (Image courtesy of Sonya McChristie | CC-BY-NC)
I was impressed. This is a genuinely innovative use of AR / MR with clear benefits, and one of the things which I will be feeding back to our Medical School for further exploration.
Some new things I got to experience for the first time Google Glass, which didn’t impress. The quality of the projected screen was okay for video, but it’s very small, and any highlights or annotations you add, take up a lot of the available viewing area; text is barely legible. A much more impressive AR system was Microsoft’s Hololens, but I was surprised and disappointed by how narrow the field of view was. Step out of the margins of what you need to focus on and the augmented image is gone. I also found the user interface to be very unintuitive – you have to wave your finger to simulate a mouse click. It was the first generation system I used, and I believe the second generation unit offers an improved field of view. Finally there was the Oculus Go, which is very similar to Google Cardboard and other systems which use your phone, except it has the screen and processor built in. That was good, very polished interface and comfortable hardware – a good mid-range virtual reality system.‘Key learning points’ (Image courtesy of Sonya McChristie | CC-BY-NC)
The full event agenda and copies of presentations, where available, have been published on the Health Education England website.
Sonya McChristie, University of Sunderland, Sonya.McChristie@sunderland.ac.uk. Mastodon: @email@example.com
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Welcome to this regular interview series on the #altc blog. For this interview, I am delighted to welcome David Hopkins, CMALT, FHEA, who many of our readers will know as an influential voice on Twitter as @hopkinsdavid.Maren: Tell us about what you are currently working on?
David: I have two main area of focus at the moment; the line management of learning designers at Coventry University Online (CUOL), and development of processes and working practices that define the work produced by the CUOL Studio (made up of learning design, digital media and project management). Since CUOL opened its doors, so to speak, in September 2017 the operation has grown to a team of over 70 and are developing and delivering materials for a growing number of fully-online postgraduate degrees. In the first 18 months, give or take, we’ve been busy producing high quality materials to fit the requirements of the business and degrees currently under development. Focus is now shifting to new areas for CUOL and new challenges, such as understanding if the production model being used for postgraduate study is suitable or fits the perceived production cycle of short courses, undergraduate degrees and even specialist qualifications. The hard part is working out the strategy and process for this kind of activity when we may not yet have enough information on the specifics (eg accreditation, qualification, length of study, etc). The ability to work collaboratively across the different CUOL functional teams is key to our success, as well as working closely with academic teams from the whole spectrum of the university.Maren: What influences your work?
David: I find a great deal of influence for my work comes from those I work with, and this has always been the case. I have been lucky to work with some great people throughout my career, and I hope this continues for many more years to come. I have also been lucky to connect to some other great ‘influencers’ through attendance at various events and through daily interactions on both LinkedIn and Twitter. You don’t necessarily have to be active in all the different realms where connections can take place, but being receptive to the environment and the openness and willingness others have to share can be a good thing. It has been for me.Maren: Current recommended reading?
David: I’ve just finished re-reading the Ernest Cline ‘Ready Player One’ book again (paperback), which I’d thoroughly recommend for anyone who has a remote interest in either the 80s or games/gaming and virtual reality. No, I haven’t seen the film and I am in no hurry to either. The trailers for it looked spectacular, but clearly some things were changed to get this epic story into a 2 hour film, and I don’t want my vision of the story spoiled.Maren: How do you make your to-do lists.. analogue or digital or both?
David: I have never found a to-do list system that works. I have tried keeping logs and lists in a Moleskin notebook, I’ve tried OneNote and Trello, but none have worked or lasted more than a day or so. I’m just not a list-making sort of person, despite knowing I should make and keep them. The most effective or efficient type of list is an email I keep in my draft folder (ie never sent) that I add important info or work related deadlines to. But that often goes un-updated or I forget. I just don’t like lists!Maren: On work travel, you are never without..?
David: When I’m travelling I become very paranoid about making sure I’ve got everything I need and it’s all fully charged. Sometimes for work travel I’ll need to take my MacBook, so I’ll have that and the mains charger. As it’s a new(ish) MacBook I need to be sure I’ve got the appropriate adaptors so I can plug things like USBs or projectors in (you can’t always rely on the ability to present or show your screen remotely or wirelessly). I will have my phone (iPhone) on me all the time so I’ll have an Apple Lightning USB cable for charging, although I would rather use my portable charger, which is good for a couple of full charges for my phone (and someone else’s if they need a little juice to get them through the day). Alongside this I’ll have my set of Bluetooth headphones … none of the in- or over-the-ear ones for me (in-ear are too uncomfortable and the over-ear make my ears too hot), I have a good set of AKG Y50BT. I was after a set of noise cancelling ‘phones originally but couldn’t stretch that far financially, but these do a reasonable job of blocking some surrounding noise out too.
As always, I’ve got at least two spare USB cables (USBc and Apple Lightning), you never know how they can be useful to others. Alongside all these gadgets I’ll have a notebook of some sort, depends on what I’ve got at the time (at the moment it’s a Minions Moleskine notebook!) and a bag to carry it all in.
After speaking to friends and colleagues at or around events I know we’re all very different, which is where the inspiration for my #EdTechRations book came from. The idea of sharing our very different needs and paranoia around cables and power packs and extraneous cables for a day or more away. If I’m away for more than one day I’ll often take my tablet (previously an iPad, nowadays a Kindle Fire) to watch something from Amazon Video, Netflix or other streaming apps in the evening. I’ve just finished watching the Amazon Prime Good Omens, so am on the lookout for a new series to get into.Maren: Which learning technology makes the biggest difference to your work (and why)?
David: The single item of technology that has made the biggest difference to my learning (my interpretation of the question) was my first iPhone (3GS, about 2010?). I went from a ‘dumb’ phone to this thing in my pocket that was more than just a phone and internet access, it was linked to everything and everyone, all the time, and wonderfully structured into little pockets of pre-determined content in the shape of apps and things. It has consumed many evenings and weekends, many trips to the coffee shop and the occasional meeting too. My smartphone has helped me find my way through an unknown campus and reminded me where I should be and when. I’ve shot planes down and jumped over exploding flowers, I’ve solved puzzles and shared photos of my dinner. My phone has reminded me of my children’s assembly times as well as important meetings I don’t want to be late for, as well as enabling me to connect to people who share my enthusiasm for learning and learning technology. And Lego. Don’t forget the Lego!! We all need more Lego.
Two quotes stand out for me in the importance of understanding what the massive impact smartphones have had on me (and everyone else). These are:
1 The tweet from Bill Thompson (https://twitter.com/billt/status/775249915115102209) inspired my last book, #EdTechRations, and is just so true for so many of us today;
“Have realised that I very rarely check my phone. I am however umbilically attached to my networked pocket computer, used for many tasks.”
2 Anthony Chivetta said in 2008 (https://www.dontwasteyourtime.co.uk/elearning/thinking-creatively/) that “the need to know the capital of Florida died when my phone learned the answer.” As a student representative he went on to explain the use and impact smartphones and technology has had, and is still having, on learning and students by saying
“Rather, the students of tomorrow need to be able to think creatively: they will need to learn on their own, adapt to new challenges and innovate on-the-fly … students of tomorrow will need to be their own guides as they explore the body of information that is at their fingertips. My generation will be required to learn information quickly, use that information to solve new and novel problems, and then present those solutions in creative and effective ways. The effective students of tomorrow’s world will be independent learners, strong problem solvers and effective designers.”Maren: Who are your learning technology heroes?
David: The list is long and extremely distinguished, and grows almost daily. There isn’t a good way to list them all and I don’t want to single any one person out as so many people have influenced me on my journey. Perhaps just look at my Twitter profile and the people I follow, those are the ones who matter the most. Today.Maren: If you had learning technology superpowers for a day, what would you change?
David: The superpower to prevent confusing and often conflicting uses of different terms to mean the same thing, or people using terminology incorrectly. When you say course do you mean the degree course, or are you referring to the module/unit level, or something different? Perhaps that’s too specific, perhaps I’d rather have the power to help all stakeholders in the design, development and deployment of distance, online learning to understand what we’re doing, and why, in order to help the process and writing of materials? Yeah, that’d be good if we could get over that hurdle.Maren: What are your favourite hashtags? [or equivalent if you don’t use hashtags]
David: Ahh, which hashtag to use, and when? That’s the perfect storm isn’t it? I’m sure I read some research a few years back that found that the optimum number of hashtags, for marketing or brand awareness, was no fewer than two and no more than three? It seems fairly sensible, but my favourites are #altc, #learning, #EdTech #OnlineLearning .. and two of my favourites are #EdTechRations and #EdTechBook (obvs.).
If you’re going to use a hashtag made up of different words, please consider the accessibility to the tag by capitalising the different words, it makes it easier for screen readers to read, more here: https://www.dontwasteyourtime.co.uk/social-network/easiertoread/Maren: What’s the best way for someone to learn more about what you do?
David: For a long time it’s always been my blog as ‘the’ place to go to follow my ramblings and thoughts, but I’ve neglected it for the last year or so. I keep meaning to get back to the blogging but I find a lot of what I would say is already being said by more prominent and more eloquent people. Ho hum! Where comments and conversations would happen on blog posts quite a lot in the past, that trend seems to have stopped. Wouldn’t it be great to resurrect that practice again, get the connections and collaborative juices flowing, just like it was when I started doing all this stuff 10-12 years ago?!
I am, however, still active on Twitter and LinkedIn, so any connections or conversations anyone wants to have, find me on either of those networks and let’s get working! It is only through the back and forth of these connections that we can learn from each other and help others. These are exciting times for learning and learning technologies, but we need to keep working at it and challenging ourselves.
Maren: Thank you, David, for a great chat #altc!
Welcome to this new regular interview series on the #altc blog. For this interview, I am delighted to welcome Elizabeth Charles, Assistant Director of Library Services at Birkbeck, University of London.Maren: Tell us about what you are currently working on?
Elizabeth: Well, I am currently working on several fronts. I am working with colleagues to ensure that our web presence and the content we (the Library) provide in the VLE are accessible and complies with the Public Sector Bodies Websites and Mobile Application Accessibility Regulations, as well as looking to hear from our colleagues in the Information Technology Service as to what approach is being taken and how is that going to be supported and communicated to all relevant staff in the institution. At the same time, I am also contributing to the discussions and sharing of practice, resources and standards and policies via the FHEDAWG (Further Higher Education Digital Accessibility Working Group) (recent webinar on inclusive design) and the other sub-groups via the Jiscmail discussions groups. I think clarity is starting to emerge but there is still so much to be decided and then implemented in a timely fashion.
I am preparing to update our version of the Digital Skills Awareness Moodle module course that was created collaboratively with the Bloomsbury Learning Environment member institutions and will be available for reuse under Creative Commons Licence later in the year. I should start this hopefully mid-June!
I am on a Decolonising the Curriculum Working Group (outside of the Library) and we are working towards sharing good practice and resources, as well as putting on seminars and events for colleagues in Birkbeck to discuss this issue which is broader than just the curriculum. Within the Library, over the summer we hope to undertake a proof of concept project looking at what’s on the reading lists we receive. We are currently in the process of reviewing the parameters and what data is required and available and how this data will be organised. I am also writing two articles and have completed the first draft of both articles. Almost ready to submit one for publication, just need some time to sort out the references. Having read the Black, Asian and Minority Student Attainment at UK Universities I am trying to identify ways that the Library can help in #closingthegap and contributing to the discussion on this at Birkbeck and how the Decolonising the Curriculum Working Group can provide input and support to address this. Finally, amongst the other day-to-day stuff that I do, the Library is getting ready for the first phase of a two-year refurbishment of the Library to begin in earnest after the exams!! What could possibly go wrong?Maren: What influences your work?
Elizabeth: My passion for widening participation and lifelong learning of which education, digital literacy and skills to use relevant learning technologies are key drivers. These influence my work heavily and that is why I chose to work at Birkbeck.Maren: Current recommended reading?
Elizabeth: The two books that I just finished reading are Caroline Criado-Perez – Invisible Women: Exposing data bias for a world designed for men; Simon Sinek – Start with the Why. I am currently halfway through Tressie McMillan Cottam – Thick: And other essays. I would recommend all three of them highly.Maren: How do you make your to-do lists.. analogue or digital or both?
Elizabeth: I haven’t got to the stage of using Trello but I use Outlook/calendar functions and I have a handwritten list pinned up on a notice board in my kitchen.Maren: On work travel, you are never without..?
Elizabeth: My iPad and a book (print or e).Maren: Which learning technology makes the biggest difference to your work (and why)?
Elizabeth: Google Apps For Education because it is ubiquitous and can be used individually and in conjunction with each other to do so many interesting and collaborative activities or projects without having to download additional software.Maren: Who are your learning technology heroes?
Elizabeth: Hmmm that is a difficult one! I am going to say that my learning technology heroes are those who take part in the LTHEchat on a Wednesday evening. The topics covered are varied and some are more in my area of expertise than others, but I always learn so much from those chats about theories, practices, resources and research.Maren: If you had learning technology superpowers for a day, what would you change?
Elizabeth: I would make all learning technology accessible.Maren: What are your favourite hashtags? [or equivalent if you don’t use hashtags]
Elizabeth: #LTHEChat, #UKlibchat #decolonise.Maren: What’s the best way for someone to learn more about what you do?
Elizabeth: Follow me on Twitter @ElizabethECharl and look out for me at webinars, seminars, conferences, or invite me for a chat over coffee, f2f or in digital space. Also have a look at http://www.bbk.ac.uk/library .
Maren: Thank you, Elizabeth, for a really interesting conversation!
Welcome to this new regular interview series on the #altc blog. For this first interview, I am thrilled to welcome Maha Bali, Associate Professor of Practice, Center for Learning and Teaching, American University in Cairo.Maren: Tell us what you are currently working on?
Maha: Ok wow. Several things.
Related to my teaching, I teach a digital literacies and intercultural learning course, and I plan to integrate the Data Detox Kit https://datadetoxkit.org and Glassroom Exhibition (see https://tacticaltech.org/#/projects/the-glass-room), partnering with Tactile Tech to offer their open source work an Arabic/Egyptianized version (this should hopefully also work well with the digital literacies campus project, too!!!); and also to use sava saheli singh’s Screening Surveillance videos (available here: https://www.screeningsurveillance.com ) into my course next semester inshallah and hopefully have students ask her questions on Twitter or Zoom or such. I also hope to do some kind of co-located work with Mia Zamora (Mia, Catherine Cronin and I had co-created the open, connected, equity-focused curriculum Equity Unbound last year so this would build on that work. Mia is also OER20 co-chair!!) with the Data Detox Kit and any other points of intersection we find. Funny enough, Data Detox Kit partners with Mozilla and our Equity Unbound project was mentored under Mozilla Open Leaders. Kind ofs all comes full circle
In terms of research and such there are a number of things I am working on:
Maha: Really pretty much any work that focuses on social justice, and particularly the practice of it, not the abstract philosophical aspects of it. So if I were to talk about broad influences on my work in general, they would be:
If I were to talk about something more specific, I’ll mention it in the recommended reading :)Maren: Current recommended reading?
Maha: Cheryl Hodgkinson-Williams & Trotter article mentioned earlier (
This is an old article on Hybrid Pedagogy but it really influenced me to think about rigor differently. Beyond Rigor. By Sean Michael Morris, Pete Rorabaugh and Jesse Stommel, 2013.
I also recently discovered this book on Data Feminism (draft open access here: https://bookbook.pubpub.org/data-feminism)Maren: How do you make your to do lists.. analogue or digital or both?
Maha: Mostly digital. I have docs and tables (sheets can be better coz you can color code stuff automatically- my colleague Nadine Aboulmagd modeled this).
But sometimes one morning at work I’ll make a written list and enjoy crossing it out throughout the day. But for anything longer than one day, it has to be digital so I can find it on different devices and update it anywhere. I lose paper!
Also, that is a really surprising question.Maren: On work travel you are never without… ?
Maha: Ha…. my phone? As you know, I had to travel without my laptop several times, including my OER17 keynote because of the laptop ban on flights at the time. When I was younger I used to travel with several books, several cassette tapes and papers and a copy of the Quran. Now it’s all on my phone. And I like to have data roaming.
Funnily, for this question, I almost said “my daughter”, but if I can travel a short one-day trip to a nearby country, I don’t take her. I’m not sure what will happen as she gets older; it will be more difficult to take her out of school to come to trips with me, but also easier to take her with me to the actual conferences because she’ll be old enough to keep herself busy or maybe even enjoy the conferences, especially since she knows so many of my friends and colleagues because of Virtually Connecting and from previous trips.Maren: Which learning technology makes the biggest difference to your work (and why)?
Maha: Twitter, Slack and Google docs.
Maha: Hmmmmmmmmmmm so many people!!! I’m afraid to start listing them and forgetting someone important.
As this is you interviewing me, I have this in my mind: Martin Hawksey :) for his generous practice online and in person.
Others: The Hybrid Pedagogy folks (so mainly Jesse Stommel and Sean Michael Morris) and the University of Edinburgh folks (Sian Bayne, Jen Ross, Jeremy Knox et al) because they were my earliest influences (ca. 2013) on how to integrate critical pedagogy perspectives with edtech when I was frustrated with technopositivist discourses in edtech. Of course Audrey Watters for her critical straight talk (it always makes me realize how little I know and how much clouds my vision). I am also very much influenced by folks from South Africa: Laura Czerniewicz, Sukaina Walji, Cheryl Hodgkinson-Williams, Paul Prinsloo. Their discourse makes much more sense to me because I can relate to their context so much more than discourses coming from US/UK/Australia.
And honestly, so many people within Virtually Connecting for how they make things work every day. We revise our processes all the time in order to “make it work” with the underlying equity intentions. Autumm Caines, Rebeca Hogue, Helen DeWaard, Christian Friedrich and additionally the group who worked with Mozilla Open Leaders to review our processes (Nate Angell, Wendy Taleo, along with Helen and Rebecca).
And Alan Levine. So much of what I can do with tech is because of his open practice of sharing the how-to behind his work.Maren: If you had learning technology superpowers for a day, what would you change?
Maha: Remove anything that uses numbers to represent human beings. The direction towards learning analytics and machine learning is heavily centered on quantifying and abstractly analyzing human data to produce supposed “insights” to support decision-making. Not only is much of all this stuff biased and likely to reproduce inequality… it is also dehumanizing.Maren: What are your favourite hashtags? [or equivalent if you don’t use hashtags]
Maha: I think hashtags are mostly a temporal thing for me. Whatever I’m doing at the time. One of my faves used to be the #DigPed hashtag but it’s not as busy as it used to be, I think.Maren: What’s the best way for someone to learn more about what you do?
Maha: I would say a combination of my blog, my Twitter profile and generally catching up with some Virtually Connecting conversations – although I don’t have much control over the actual content of those, who is on them, etc. If you’re very academic, my publications and some of my past keynotes here: https://blog.mahabali.me/portfolio/research-scholarship/ though now I realize I should probably list my audio appearances coz sometimes they’re really what I’m thinking about in that moment!Find out more about Maha’s work
Now in my seventh year as chief executive of ALT, I’m writing these important updates for you, the Members of ALT, with a clear sense that the community I serve is not only growing in numbers, but also in diversity in all senses of the word.
What it means to be working in Learning Technology, what our different role descriptions and job titles mean, how they influence career progression, strategy and the way we articulate our professional practice is an ongoing and important conversation: one that many Members on the Members’ mailing list, the altc blog, at Assembly meetings and on blogs, social media and at events engage with.
To me, the discussions articulate and remind me of how important it is that we continue to examine and question our relationship with technology, how it is used for learning, teaching and assessment and what impact it has in the broadest sense, from individuals, to classrooms, institutions and on a global scale. ALT’s own definition of Learning Technology remains at the heart of that endeavour.
As a professional body for a diverse community of professionals, we welcome everyone who has become a Member of ALT in the past few months and also thank all who have renewed their membership this year. Thank you.
ALT’s importance as the leading independent professional body for Learning Technology in the UK continues to grow as our membership expands, bringing together more insight, expertise and contrasting perspectives in our network that benefits all involved as well as the wider public.
Coming up in the next three months, here are some key dates for your diary:
There have been many other developments in recent months that have resulted in resources for Members and also the wider community, including a new report with a focus on gender equality in Learning Technology based on data from ALT’s Annual Survey, a record 18 research articles have been published in the journal already this year, covering topics such as smart learning environments, motivating teachers in further education and learner engagement – and featuring new article level metrics of article downloads as well as a new integration with Publons.
I want to close my report by reflecting on an important strategic milestone that we reached in recent months: the establishment of the final Members Group in the East of England. This means that we now have active Members Groups in all parts of the UK and you can view the map and find out more on the Members Groups and Special Interest Groups page.
At their recent meeting the Board of Trustees warmly welcomed this important marker of achieving what our strategy set out three years ago, and took inspiration from progress overall as we look ahead to setting out the next strategy for 2020 onwards.
One thing is for certain, there are exciting times ahead for us as an Association powered by our Members and I am really looking forward to what the next months have in store for us.
A post by Louise Stringer, York University, Louise.Stringer@york.ac.uk
The Forum met at the University of York recently to consider issues surrounding accessibility and inclusivity. There were three very different sessions, considering legislation and content creation.
Of course a pressing issue at the moment is the Public Sector Bodies (Websites and Mobile Applications) Accessibility Regulations 2018. Alistair McNaught from JISC kicked off proceedings with an overview of the implications of this legislation for learning technologists and other HE staff, including a rather snazzy graphic to summarise the timeline for compliance. I think everyone appreciated this, as the timeline is pretty complex! I won’t go into details of the regulations and deadlines here, but if you’re not yet familiar with them, I recommend this report on Accessible VLEs (particularly Chapter 2), or UK Government guidelines.
From my perspective as a ‘technology-enhanced teacher’, Alistair’s key point was that this legislation isn’t really new accessibility requirements, but more a shift in the burden of responsibility. Instead of students having to request adaptations to overcome barriers, it’s now the institution’s responsibility to provide natively accessible websites and documents. So essentially, the new legislation demands an inclusive design approach to materials design.
Next up was a hands-on workshop on “Everyday inclusion in everyday teaching” by Kirsten Thompson from the University of Leeds, focusing on content creation. This was a really enjoyable session, with two key takeaways. Firstly, to build an inclusive learning environment we have to consider the needs of all our students, especially in light of internationalisation and widening participation efforts. So although the new legislation focuses on removing barriers arising from disability, to be fully inclusive we need to go further and also think about how to remove barriers due to diversity in linguistic, cultural and religious backgrounds, being a mature, part-time or distance student, having caring responsibilities or a low income etc.
My second takeaway from Kirsten’s workshop was that a key strategy to develop accessible materials is to allow students to adapt a document’s format or how they interact with it. For example, instead of giving module information on a static PDF, using a cloud-based document like Microsoft Office 365 or Google Docs lets students change features such as the text size, background colour and line spacing to suit their needs. Kirsten also demonstrated the Microsoft Immersive Reader tool, which visually enhances text and can also read the text aloud. This seems a really useful tool to support a diverse range of students – it gives students a lot of control, and it’s based on familiar technology so doesn’t need specialist skills to use. Check out the University of Leeds Inclusive Teaching site for more tips.
The final session was an introduction to the Blackboard Ally tool, from Nicholaas Matthijs, Gillian Fielding and Peter Hirst from Blackboard. The main function of Ally is an automatic accessibility checker for pages and documents on a VLE or website. After checking, an icon reflecting the accessibility score is shown next to each document (staff-facing only). A tutor can then click this to see what the issue is, learn why it’s problematic and also get instructions on how to fix the issue. A lot of my colleagues have reported that they don’t really know where to begin with creating accessible materials, so I think this could be a really useful nudge to raise instructor awareness and empower them to create more accessible VLE sites and documents. The second key function of Ally is that it can create alternative formats of documents for students, such as a braille or audio version, or an ePub file for use with an e-book reader. Giving students this control lets them select the most appropriate format, removes the need for specialist tools and doesn’t add extra burden to instructors. Winning all round!
Thanks all for a thought-provoking and productive afternoon, and especially to the speakers and organiser Graham McElearney and Lilian Soon.
Louise Stringer, York University, Louise.Stringer@york.ac.uk @Lou_Stringer on Twitter
If you enjoyed reading this article we invite you to join the Association for Learning Technology (ALT) as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member