Feb

8

Lecture capture and participatory media for education: a talk for eL@B

February 8, 2010 | Leave a Comment

I suppose there comes a tolerance of living with a degree of chaos. Knowledge is quite loosely coupled, I find.The page I showed with the links came originally from a talk I did at the November eLearning at Brookes (eL@B) meeting on Participatory Media for teaching in Higher Education. The link to the slightly updated [...]

Oct

27

Does it matter if students stop using courseware when the course ends? Digilit musings

October 27, 2009 | Leave a Comment

However, a bigger concern is for those services where I was able to track usage was that after the course ended, so did student use.

via scienceoftheinvisible.blogspot.com
This experience mirrors ours, though I only have anecdote to support it. Courses where PebblePad is used do not seem to engender an extended adoption of the platform for ongoing [...]

Oct

22

If the Twitterverse isn’t fed from outside, it is just an echo chamber #pcthe

October 22, 2009 | Leave a Comment

The question of whether you can rely on Twitter to filter your reading is problematic. Yes following 8,000 people (or however many) will probably serve to satisfy most information needs. I am sure that by some number (10? 100? 1000?) a Twitter follower will be deep into a long tail of duplication. The other 40,000,000 [...]

Oct

15

Fascinating bi-modality in charts of social media use by young Europeans via @GrahamAttwell

October 15, 2009 | Leave a Comment

European survey data on how young people are using social media.
via pontydysgu.org
Either they use it or they don’t. Not much middle ground. 25% use the Internet more than 20 hours a week; 30% less than 5 hours. Well, it is more complex than that, of course, but even stronger bimodality is showm with IM. Not [...]

Oct

14

Why blog? via @AJCann - useful for anyone introducing blogging into their teaching #pcthe

October 14, 2009 | Leave a Comment

My blog:

is a place where I think, plan and reflect
forces me to read in order to gather the input I need for my output
is a place where I play with technology and ideas
often surprises me
is a place where I collaborate
is currently the most satisfying part of my job
is slightly dangerous
is compulsive

via microbiologybytes.com
This page is a [...]

Sep

2

Mail lists and more open social software

September 2, 2009 | Leave a Comment

Chris Rust sent me a link. He said:
An Innocuous list you might want to give to the new staff course? Even better, you might get them to discuss adding their own?! Best wishes Chris
————————— Original Message —————————-
Subject: TP Msg. #961 The Ten Worst Teaching Mistakes
From:    “Rick Reis” [deleted]
Date:    Tue, September 1, 2009 12:56 am
To:       tomorrows-professor [...]

Aug

26

Sustaining support

August 26, 2009 | Leave a Comment

Further to the last post, Sustaining Communities, the tension in higher education is between: open educational dialogue and institutional pragmatics.
Open educational dialogue is concerned with networks or communities for information sharing, which take a user-centred approach to learning and design for learning on all scales. These networks make use of user-generated content for learning resources, [...]

Aug

25

New lecturer’s work blog

August 25, 2009 | Leave a Comment

There is a tradition of keeping “work blogs”. Scott Wilson’s workblog is a touchstone for this kind of online identity and presence. Scott writes a lot on identity and presence and education (and here and here). This is written in my workblog. I feed stuff into here from my Posterous account. I use Posterous to [...]

Aug

24

I was asked to comment on difference between education, training, learning

August 24, 2009 | Leave a Comment

I used to be concerned in this direction when making a transition from working in industrial training and development education to working in educational development roles in higher education.
All categorisations of this sort serve to channel people and institutions into differently funded and privileged regimes. There are no essentials of this sort. Conceptual categories are [...]

Aug

21

how HESA normalises black, mixed and other ethnic group graduates to reduce their impact by a quarter! http://bit.ly/gsVwv

August 21, 2009 | Leave a Comment

Or, at least that is one possible reading of this following example from HESA’s Guidelines for the use of the DLHE Longitudinal Survey Dataset.
To illustrate how this is done:Black, mixed and other ethnic group graduates accounted for 21.9% of the selected Sample A.
From the initial census it is known that these graduates represent just 4.9% [...]

keep looking »