George has been at Oxford Brookes since 2000 and joined OCSLD in June 2006 as an Educational Developer (e-Learning). In his previous role he advised the Head of e-Learning and the Senior Management Team of the University on policy for off-campus e-learning and e-learning partnerships.
He leads the MA Education (Higher Education) and teaches on the Postgraduate Certificate in Teaching in Higher Education (PCTHE) as well as conducting Course Design Intensives (CDIs) and other educational development activities: workshops and consultancies.
He leads the Learning domain in the development of the University's Technology Enhanced Learning framework.
He wrote his doctorate (July 2011) at the University of Southampton on biographical narratives of adult users of a community IT centre on a large social housing estate.
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, vodcast, lectures, talks, webinars, learning objects, blogs and other social media for immediate learning, teaching, feedback and research purposes (That is what this is).
Live event recording for purposeful post-production of high-quality (TED style) learning and other inspirational objects.
Light-touch or incidental post production (editing and transcoding) of recordings from many sources.
Week one has flown by like a simile. There are 58 participants on the course of whom 22 are doing the module for academic credit (10 credits, level 7) towards a PG Cert in Learning and Teaching in Higher Education (PCTHE). Sixteen (16) of the assessed participants are from Brookes and six are from other places. So far 20 people have claimed the “Scholar” badge for contributing to the collaborative annotated bibliography. The most distant participant is in Central America, but this year the participants are largely based in the UK.
I am not sure what these numbers tell us. In many ways FSLT is now quite an “ordinary” online course. That doesn’t mean it isn’t engaging. It might mean the mooc buzz, such as it was five years ago has vanished into the maw of Coursera and Future Learn. FSLT justifies itself because of the internal members of staff who take it as part of their mandatory PCTHE. We used to run our introductory module twice a year, once in each semester. No we run “Learning and Teaching in Higher Education” (P70405) face to face in the first semester and offer people the opportunity of taking 20 credits online in the second semester. Opening the course up to the world for free allows us to widen our audience and expose ourselves to a wider community of teachers in the expanding tertiary education sector. That is, as well as being good for what it teaches, it should be beneficial to our teachers because of the wider community they might meet. And for those from beyond Brookes, we trust it isn’t too bound up with local jargon.
It has been a lot of work this year getting FSLT ready to go. Partly this is because as ever, I start too late. We also pulled the starting date forward from last year by two weeks so not only am I late the course is early. There were several reasons to do this, but mainly we hoped to be able to engage with teachers before (most of) their own teaching started.
But the main reason for the load of work was because the course had become over complicated and a lot of the internal links had broken or degraded. It needed a lot of patching up and this led me to do a root and branch overhaul. We have simplified the assessment scheme, tidied up the activities and are rebuilding the resources. We hope to stay at least a week ahead of the timetable! It is still not perfect, but it is a lot better than it was (in my eyes).
There have been and still are some challenges in getting FSLT16 ready to run. The course has grown in complexity since it was first run in early 2012. I have spent a lot of time trying to recover some of the earlier simplicity. Continue reading →
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). Continue reading →