Grant (2014) asks in the title to her book about digital badges, "What Counts as Learning?" This succinctly expresses the question of higher education and explains the continuing interest in badges, and in learning technologies in general. The fact this is less explored, gives me an opportunity to explore both learning technology and epistemology. I have developed … Continue reading Backpacks, badges and epistemology: an interesting conversation that leads to happily ever after
What kicked me off on this audio exploration of academic multimedia? Two things. First and proximal cause: when I reported that my colleagues and I had been asked if we could give workshops on technology enhanced learning (TEL) the suggestion was scoffed. Why give workshops when you could do a series of three minute talking … Continue reading Dialogic multimedia
Academic multimedia is where TEL becomes real
Learning technologies and technology enhanced learning are not quite the same thing. The position and semantic force of the words is different. Learning as adjective and learning as noun; technology as nominal object and technology as agent of change: learning enhanced by technology. There is a greater degree of abstraction in TEL, somewhat more particularity … Continue reading Academic multimedia is where TEL becomes real
Academic multimedia. Something other than marks on paper or that virtual page. Academic multimedia covers a range of practices across a spectrum of technologies, which may include: automatic recording (audio and sometimes video) of an event primarily designed for a face-to-face audience (e.g. a “normal” lecture, visiting or guest lecture). Desk based podcasts, screen casts, … Continue reading Academic Multimedia
Badges: Learning Gain or Just a Game, and what’s wrong with that?
Badges are Digital image files with text metadata stating criteria for which the badge has been earned. Badges are (presently) self-certified by Learner or Earner and Self-certified by Provider or Issuer. Below are resources for a short session I ran for the Technology Experimentation Group (TEG). Badges assert achievement usually for employment or engagement or further educational/CPD purposes. … Continue reading Badges: Learning Gain or Just a Game, and what’s wrong with that?
Towards a new education?
I asked Richard Murphy a question on Twitter after reading his post, "It’s not just a new politics we need: we need a new economics too." "And a new education?" He replied "Almost certainly". @georgeroberts Almost certainly — Richard Murphy (@RichardJMurphy) October 7, 2015 //platform.twitter.com/widgets.js This "new education" has to lie in what Murphy calls … Continue reading Towards a new education?
Sharks and TELephants
The challenge for technology enhanced learning (TEL) is that it not be used to impoverish people. Let me begin to explain. I can help you teach. I may be deluded, of course, but it is none the less something I believe and something that I can act on with an established and evolving repertoire. … Continue reading Sharks and TELephants
Tealab? TEL me about it
Reviving Tealab: Tealab is explicitly a Teaching Laboratory and discussion "space". There are a number of excellent initiatives across the university that lap over the territory. When Tealab was set up it was intended to replace the Learning and Teaching Forum (LTF), with a focus on people (possibly "younger" whatever that might mean) interested in … Continue reading Tealab? TEL me about it
Implementing the new blended learning
Having written, "Where is the new blended learning? Whispering corners of the forum" with Richard Francis (Francis & Roberts 2014), I and colleagues are starting to develop underpinning frameworks for communication and dissemination and to suggest programme developments and tools for teaching. The following abstract for a 45 minute workshop session, submitted to a conference … Continue reading Implementing the new blended learning
Learning design principles: educational pragmatists
I am trying to write a proper academic paper about the principles we used when developing FSLT12&13. But, as I do I find myself getting bogged down. So in the spirit of Digital scholarship (Weller 2011) I am going to exercise some of the ideas here. We are educational pragmatists. Change is brought about through … Continue reading Learning design principles: educational pragmatists