Category Archives: Teaching

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). Continue reading

Academic Practice in practice?

What is the model and purpose of academic practice development? Producing 21st C Cardiff graduates in your discipline? There are two pillars of Welsh Government policy: Social justice is as important as a buoyant economy. Nationality is an issue. Language is an issue. A concept of privilege pervades the process. Much is made of the Welsh context. A small nation that wants to value the individual in the nation. Eight Universities. Much HE in FE. FEs are praised as cutting edge with DL, online, part-time (note our Simon Llewellyn) came from Colleg Gwent) Is this what makes a Welsh graduate experience distinct from any other?

Participants on Cardiff’s supported individual pathway to professional accreditation with the HEA need to write 600 words under each of the seven areas of activity in the UKPSF, weaving in Core Knowledge and Values. I notice only 3 females in a room of 16. Very different from Brookes. We are advised that it is not anonymous. Something of institutional and individual reputation will stick. As teachers, we are invited to be conscious of our roles. I am reminded of Max Tegmark: Subject (observer), object (observed), context (all the rest) (Tegmark 2015 page). .



The “enhancement debate” and TEL

Beginning a critical exploration of “enhancement”.

The “enhancement debate” clearly (to me) must be addressed within the scope of technology enhanced learning (TEL) debates. TEL is largely seen as an instrumental means of making the individual person (human being) more effective and efficient in the information economy, maybe more compliant to employability and managerial norms as well as possibly resistant to collectivist and democratic or redistributive urges. TEL discussions often focus on the capacity of the technology to enhance, and the person to be enhanced largely through an individual’s own capacity to use or even master learning technology. The person is often understood as a decontextualised individual, with inadequacies to be remediated or skill levels to be increased largely through their own efforts, assisted by appropriate training and development programmes largely focused on using tools.

However set against this fairly common conception of the person and their relations to learning technology are various streams of more critical engagement (as set out by Van Den Eede 2015) from the transhumanism of Bostrom to the democratic humanism of Feenberg. Bostrom (2009) provides a definition of enhancement:

An intervention that improves the functioning of some subsystem of an organism beyond its reference state; or that creates an entirely new functioning or subsystem that the organism previously lacked. (89)

… which if the capacity to use certain tools or technologies is a “subsystem” and a human being is “an organism” and a “reference state” is a certain level of competence, then, I suggest this encapsulates “enhancement” sufficiently to both include TEL and to be included in discussions of TEL However, considering the individual “organism” or person as the object of the enhancement is only part of the landscape. Seeing TEL as an individual concern and an individual remedial (enhancement) challenge is simplistic and potentially problematic both for the individual and for groups (institutions, communities, etc).. As Feenberg (2009) suggests

… community is the primary scene of human communication and personal development. It is in this context that people judge the world around them and discuss their judgments with others. Any technology that offers new possibilities for the formation of community is thus democratically significant. (81)

Van Den Eede (2015) suggests that:

we must learn to see ourselves as hybrid blends of flesh, mind, materials, machines, information, values, institutions, relations, and processes. (152)


Bostrom, Nick. 2009. ‘Dignity and Enhancement’. Contemporary Readings in Law & Social Justice 1 (2): 84–115.


Feenberg, Andrew. 2009. ‘Critical Theory of Communication Technology: Introduction to the Special Section.’ Information Society 25 (2): 77–83.


Van Den Eede, Yoni. 2015. ‘Where Is the Human? Beyond the Enhancement Debate.’ Science, Technology & Human Values 40 (1): 149–62.


Mark Childs on learner experience of distributed collaborative working

Mark reports on one international project in the built environment with Architects and Structural Engineers, working in three universities: Ryerson (Toronto), Loughborough and Coventry.

BIM3 is about co-creating online. Argues that BIM3 is not properly implemented. When it comes to training we train people on the minimum technical skills not the wider social context of tool use.

Draws on the idea of transactional distance. How can we bring people closer together.  Focuses on skills for online synchronous collaboration.

What is synchronicity in online environments. Does voice imply synchronicity?

So what drives trust? Perception of co-presence in time.

  • Fluency
  • Etiquette
  • Socialisation
  • Doodling
  • Don’t tell, show
  • Modify each other’s work

Sharks and TELephants


Caribbean Reef Sharks

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. I have led a teacher education programme for lecturers in higher education for the past seven years. I can design programmes to help you teach, I can put on courses, stand in front of a class, work one-to-one and strive to help teachers elicit their own inner teacher. So why am I giving up an established role teaching teachers in order to enter the waters of “technology enhanced learning” (TEL)?

I thought I wanted a challenge! For myself, for the team and the department I felt it was important that I move on from the job I have done since about 2008. And of course, I have been splashing in those waters for I long time. In 1983 I arrived at Oxford with an electric typewriter. In 1986 I left with an MPhil and a Apricot “portable” computer. Arguably one of the most important things I learned over those three years was how to use a word processor and a printer. But technology enhanced learning? What does that mean? Arguably everything and nothing. And this is my first challenge. Wikipedia conflates “Elearning” and “Educational Technology” with “Technology Enhanced Learning“. It is worth while reading the first 200 or so words of this article.

TEL is a term that stimulates the production of complexity. It also, as a consequence, stimulates in many people the opposite desire: forBlind_men_and_elephant2 simplicity. Like the blind men and the elephant,  there are many parts.
and many people, who want to declare TEL to be one or another of the many things it could be: from pencils to iPads, to QR codes and smart cards. New! New! Shiny! Shiny! Or so far out in front that the string and baling wire are hanging off. Or simply the human condition. But, what ever it is, it has to be better (enhanced) than something else. But, better than what?

Can we posit technology-free learning? What would that look like? Among the parts of the TELephant is that which threatens established practices and identities: that which makes some people feel they can no longer teach well, that which makes some people feel diminished not enhanced, that which makes some people feel they would rather be rid of all this “technology” (whatever it is). To enter into this debate in this way brands me as a Luddite. But this is a badge that I have to be proud, now, to wear. Remember, Luddites were not against technology. They were against technology being used to impoverish people. Which brings me back to sharks and the main challenge: money and power.




Coaching – before the session

I have been offered and have taken up coaching as a method of professional development. I have had 2 sessions with my coach and am about to have my third. What do I want? Magic. What do I get? Well like magic, you get out what you put in.

I expressed my original aim as “helping me to achieve professorship.” Though “professor” is probably a cover term for “respect”, “satisfaction” and “influence” with minimum compromise to my core beliefs and values. And each of those cover other terms, among which must be professional things like “authority” and other things like “domestic security”: a “living”, a “house-bond”. Big stuff.

So that is the big picture. What are the challenges? Well, the big picture, itself. Focus. Attention, maybe? My challenge is that I see complexity and contradiction in most human things. Sometimes this is a source of conflict: warring beliefs or usurpation of livings. But often complexity is only in nuance.

What is this really about? What do I need to focus on for this session? Professionally it is the Technology Enhanced Learning(TEL) Framework. This is complex. All three terms are contested. “Pencils are technology!” some people shout. Others insist everyone MUST have an iPad. As a “teacher educafor” I had a platform and institutional place and a term with which to work that I understood; “teaching” is something I grasp, I can “profess”. But TEL?


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 new or innovative teaching practices. These practices did not need to make use of learning technologies, but given the zeitgeist and interests of the proponents of Tealab there was a strong learning technology focus.

The institutional learning and teaching focus is currently on the Technology Enhanced Learning (TEL) Framework with its participatory underpinning. The aim of the framework is expressed in four domains: Learning, Identity, Community and Place and is intended to enable the creative appropriation of tools, transformative academic practice, inclusive communities and safe spaces for learning.

Now, the Technology Experimentation Group (TEG), has a clear learning technologies focus and the Minerva Seminar Series is focused on teaching excellence.

Tealab can do two things.

One is serve as a clearing house and notice board of all the extra and co-curricular learning opportunities for teachers at Brookes, pulling from many sources: OBIS training, Library training courses, Digital Services training and various Guides, and OCSLD teaching courses.

And second Tealab can serve as a forum for collaborative discussion and development of the aspirations of the TEL framework. With this in mind, I am planning a series of Lunch-time sessions (and I know that time is troublesome so forgive me if these sessions are not accessible for you; we will simulcast and record for later review). I am proposing three this semester:

  • Monday 19 October 1200-1330 – Participation in learning, aspirations for teaching: introducing the TEL Framework
  • Monday 09 November 1200-1330 – Creative appropriation and appropriate technology for teaching
  • Monday 30 November 1200-1330 – Academic Identity today

And three next semester (dates to be announced)

  • Learning Communities
  • Holding space
  • Frameworks for learning and teaching



School of Education Research Conference 26 June 2015 #soeresearch

Semi-live blogging from the Oxford Brookes University School of Education Research Conference at Harcourt Hill, Glasgow Room, Friday 26 June 2015.

hash #soeresearch

Mandy Winter: Pupils conceptions and practices of composing.

Mandy Winter launches the proceedings: the Clangers travel in a boat powered by music. She reports on 3 Studies

  • Revisioning compositional pedagogy for adolescents
  • use co-creative partnerships as methodology for professional development
  • develop deeper cultural engagement
  1. Young Adults reflecting on music education: cultural disjuncts (why are we in school?)
  2. Adolescent learning: Year 9 composing in class: 2 classes smart phone voice composing, recording, observatins and reflections. The head was tolerant of kids with “small powerful computers”. Pedagogy (motivational)
  3. Teachers interviews discussion results of study 1 and 2 Life beyond formal education deeper cultural engagement

Young adults reflecting on music education. Terminology is problematic when making meaning: composing, composition or making stuff up. Routes into music. Reverse engineering. Importance of control and co-creation. Technology is time (context) dependent.

Adolescents learn social learning skills, achieve success as cultural creators, make meaning through movement and address consequences of interrupted flow: what do you get from the occasional lesson (e.g. 45 min once a fortnight). Winter calls for more extensive music lessons, especially if they are infrequent.

Teachers observe that adult modelling cultural engagement is important. The traditional conservatoire model remains dominant. Performing is more important than composing. Teaching composing is more difficult. Belief that you can’t “teach” composing.

Deb McGregor: Teaching creatively or teaching for creativity

What is creativity? There is a range of views:

  • Traditional: Einstein, Newton
  • Teachers’ view: novelty but not part of “science”; domain of the humanities, art, literature
  • Children: performance, gifted expertise in writing, art or music.

Divergent and convergent thinking; originality; cognitive processing. Generating possibilities is at the heart of creativity. Cites various contemporary writers on creativity: deBono, Facione, Swartz, Sternberg, NACCCE, Robinson, Lipman, Stylianidou  (any females?) Ken Robinson suggests we all can be creative, that we can plan for creativity and therefore it can be taught. So what do creative teachers do?

  • use imagination, develop material, capture attention
  • create dynamic active ethos, experience delight

The objective-subjective split remains a problem. Is there a spectrum of creativity little c to big Middle c?

Features of teaching creativity include make the ordinary fascinating, develop a sense of wonder, see things diferently, use metaphors, connect with experience, use unusual approaches and integrate it

Teaching creatively (TC) and teaching creativity (T4C) are different things.

Mary Wild, connecting home and educational play

drawing on Evangelou and  Wild, 2014, “Connecting Home and Educational Play: interventions that support children;s learning”, in Brookes, Blaise and Edwards, 2014, Handbook of Play and Learning in Early Childhood. Sage

Linet Arthur & Ian Summerscales, Troubling Knowledge:

In media res. Are Professional Doctorates a result of midlife crises? Doctoral journeys are redolent of mythic journeys. Background of the student is critical. Identity is distributed in multiple selves and contexts, multiple locations and interactions. We contribute as a part of a web of multiple connections. However the academy trumps the profession in the end. Linet argues that identity formation is necessarily part of the EdD journey. EdD helps some to cope with or mediate the solitary experience of traditional PhD study. I am pleased to see that the journey is not presented as a smooth trajectory. Mythic journey again: marginalisation and return.

 David Aldridge: Phenomenological description of student engagement

The phenomenon is that which allows itself to be seen. Not trying to effect an outcome. What happens beyond willing and doing.There is a rich phenomenology of experience. Gadamer recapitulated Dewey. The Phenomenological nod: statement of the bleeding obvious that wasn’t bleeding obvious until it was said. There is a tendency to instrumentalise engagement.

Engagement is transformative and transcendent… can it be? Location is engagement in-between. Links mutual understanding with learning.

George Roberts: Teaching into the third space: inclusive learning, active citizenship

Claire Fenwick Legacy of a MOOC

Wow, what a great account of an ooc in the wild.

Gillian Lake, RCT of language acquisition

Randomised Controlled Trial of an intervention involving planned pretend play and group shared storybook on language acquisition.

There was a significant effect of the intervention, but findings are interesting in some areas.

Carolyn Murphy: Physical Education

Teaches us how to do a cartwheel. Competency, autonomy, relatedness. Reports on PCTHE Learning Set project. Observes that low motivation emerges across disciplines. Uses Self Determination Theory



Flipping questions

These are the questions about flipped teaching that we will be discussing:

  1. Why would you reduce the time spent on “homework” and increase the time given to didactics?
    • Is the significant difference only that texts are presented as multimedia?
  2. How do you design for the periods between class?
  3. Is higher education is moving from a knowledge-based enterprise to a “higher skills and competencies” based one?
  4. Does highly didactic, knowledge-based, autonomous, single-summative-assessment point education style suit everyone? (Discuss each of the terms in bold italics?)
    • And, what if it doesn’t?
  5. Are group assessment and peer assessment now emerging as significant trends?
    • And, how did you find the answer to this question?
  6. How might you support group work in a large group?


It struck me as I was preparing a session on “flipped teaching” that there may be two related  questions in the approach for higher education (HE). Kong (2014) suggests:

The flipped classroom strategy is that work typically done as homework is better undertaken in class with the guidance of teachers. At the heart of flipped classrooms is moving teachers’ knowledge delivery outside of formal class time and using formal class time for students to actively engage in knowledge construction through extensive interactions with peers and teachers (161).

In secondary school, the amount of homework given does not often exceed the amount of time spent in the classroom. From my memory any teacher who gave more than an hour of homework was harsh. As a teacher, You have about equal chunks of in-class and out of class time to work with. In a typical 15 credit higher education (HE) module in the UK, about 30 hours is devoted to “lecturing” and 120 hours to “other stuff”: sometimes described as self-study and assessment preparation. In HE the chunks of in-class and out-of-class are different sizes compared to school. And in HE the amount of homework expected is proportionally greater than the amount of in-class time available. Why would you reduce the time spent on “homework” and increase the time given to didactics? But that is what it appears that flipped teaching does. Is the significant difference only that texts are presented as multimedia?

The second question arises from a traditional higher education practice: the large lecture. Large groups  lend themselves well to didactics and are hard to sub-divide and monitor individual progress in. Even if you had the staff.

The real question flipped teaching asks is how do you design for the periods between class or even: do you design for these periods. Even keeping quiet about “self-study and assessment preparation” time is a design decision.

Higher education is moving from a knowledge-based enterprise to a “higher skills and competencies” based one.

In the old days if you had a class of more than a hundred people, typically you gave them 12 lectures, a reading list and an exam. You probably related the lectures to the reading to the exam several times throughout the term/semester. Students shared notes between class in an ad hod fashion, And at the end of the semester they all trooped in and those who were good at that sort of thing did well on the exam.

Then you and maybe a colleague or two spent a couple weeks marking the exams. The students got jobs or partied on. Your work-load as a teacher was calculated on a similar basis as that of a student 12 x 2 or 3 hours of lectures at a 3 to 1 ratio meant  something like 100 hours and then you had a half an hour to an hour of marking per student. They did their 150 hours and you did yours. If you taught the same course year on year it got easier from time to time.

But that style, highly didactic, knowledge-based, autonomous, single-final-assessment point does not suit everyone.

As the numbers engaged in higher education increased, so did the challenges. Formative assessment and two stage assessment (mid-term exam or essay) came in. Assessed coursework and continuous assessment are all practiced to some degree.

I suggest that group assessment and peer assessment are now emerging as significant trends (Weaver & Esposito 2012).

One very effective way of getting large groups of students to work together is to make part of the assessment scheme done in small groups. Five or six is about optimum: minimum 4 maximum 8. But they will hate it and it will be hard work for everyone. However they will do the work, or far more will than would have if just left to their own devices. And those hated free-riders will have learned too, even if it is at the expense of their more diligent group members.

Questions repeated

So these are the questions about flipped teaching that we will be discussing:

  1. Why would you reduce the time spent on “homework” and increase the time given to didactics?
    • Is the significant difference only that texts are presented as multimedia?
  2. How do you design for the periods between class?
  3. Is higher education is moving from a knowledge-based enterprise to a “higher skills and competencies” based one?
  4. Does highly didactic, knowledge-based, autonomous, single-summative-assessment point education style suit everyone? (Discuss each of the terms in bold italics?)
    • And, what if it doesn’t?
  5. Are group assessment and peer assessment now emerging as significant trends?
    • And, how did you find the answer to this question?
  6. How might you support group work in a large group?


  • Siu Cheung Kong. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173.
  • Weaver, D., & Esposto, A. (2012). Peer assessment as a method of improving student engagement. Assessment & Evaluation in Higher Education, 37(7), 805–816.