The days are getting longer …

… and time is flying

So, it’s now the end of week 3; I’m getting more familiar with teams – and still not really liking it. I’ve also experienced a much bigger teams meeting than I have before – I think I’d have found collaborate much easier for that particular meeting.

I was also meant to be doing a conference presentation for QAA Scotland. It would have been the first for a long time, so was both looking forward to getting back to going to conferences & presenting, but a wee bit nervous. Of course, it was cancelled. They wanted the presentation in advance if possible, and work meant that it wasn’t really finished until the night before, and it wasn’t quite what I’d have done face to face. I didn’t have the time to find good photos (either from my own Flickr stream, or elsewhere)

This is it.

The QAA session, what I saw of it via twitter and a couple of live streams was useful – I just wish I’d been there, as I think I’d have got a lot from it. OER20 looked excellent (as usual) from their twitter stream. I’m hoping that next week, as the students have their Easter break, I’ll have time to catch up on the resources from both.

Another thing I’m hoping to have time for next week, is a few more of the informal 1:1 calls – with a coffee – I think I’m missing that a lot! I managed one this week. Given that our team task for the day was to share a favourite biscuit, here’s mine (as I’ve given up chocolate for Lent, it’s not my own photo)

A jaffa cake

By Asim18 – Own work, Public Domain, https://commons.wikimedia.org/w/index.php?curid=3155609

The weekend is rapidly approaching – this caught my attention last Friday so I’ll repeat it today.

Juggling with water …

… and drowning in a sea of URLs.

While in some ways this week was easier than last week – I was, after all, in the same location all week, it’s also been yet another week of change.

At the weekend, I’d decided my old bike was on its last wheels, so went to get a new one. All ordered, and agreed to pick up later in the week. Then it was the lockdown, though luckily I discovered the following day that cycle shops were exempt.

That aside, I’ve been finding this week that there are so many things that need to be done, we’ve meetings galore – meetings online are tiring, but they get easier as you get used to them. The daily drop in support sessions we’ve been doing for staff have gone really well – the chance to chat to staff about what they’re doing – they’re so appreciative that it’s worth it  – despite the odd technical glitch. It’s also giving us an insight as to what staff are coping with – they have far more people in a session than we do; often with a greater range of technical skills.

It’s not just drop ins, though, I’ve been trying, for most of the week, to make screencasts of aspects of Turnitin – trying to remember what I’d say in a classroom session, but to make it more concise (something I fear I don’t do well). I sadly didn’t manage to get to more than a few moments of this year’s PressEd conference – and I’m painfully aware that I should be doing a presentation for another conference that’s due to be delivered online next week …

That’s the juggling with water for this week.

Now the sea of URLs. As with so many, I accumulate URLs, I see them in Twitter, on news feeds, I find them who knows where; they get flung into pocket and generally just go there to wither. Some were from how people are thriving, moving learning online; I’m impressed by the time they seem to have to get things done, the quantity and quality of what they can generate seemingly in the here and now. There were, however, posts that chimed more immediately with me.

Firstly, It’s always useful to see what tools students are suggesting for other students – thanks to Matty, Kai, Curtis and Gagan for this.

Moving to the staff view, Alan Levine has summed this up as a ‘flawed experiment’ – though I’d like to think that at the end of it all, though not the best experimental design, we have found ways to help others over that chasm. That when it’s all back to “normal” – whatever the new normal will be, we can find ways to support change to the unknown.

Lee Skallerup Bessette has a powerful post looking at the juggling we’re all doing – though it’s a little more controlled than my water, I feel! She makes so many points that I agree with, so rather than pointing out any key ones, I’ll just say – I agree 100%.

From a technical point of view – I want to find an app that lets me do the slide images that the BBC are using so effectively here – if anyone knows a relevant plugin for WordPress, do let me know – I think I’m using the wrong search term!

In our team, we’ve been doing a daily challenge – today it was favourite children’s books. So many fun ones have been suggested!

Just to finish up – I was able to pick my bike up mid week – looking forward to giving it a bit of a test (locally!) at the weekend.

What a week!

Looking at my blog, I realise I haven’t blogged for over a year. I think, though, in the last week, more has changed in many ways than the whole of this period.

This time last week, we were assuming teaching would continue on campus, albeit with lots of hand washing. Sunday morning we heard face to face teaching would cease with immediate effect. Monday morning came – the campus was, naturally, much quieter than usual, though most staff – at least those in the library and that I came into contact with were on campus. We’d got the first of our drop in sessions to support staff transitioning to teaching online – we had over 60 people at one stage. I had to send for reinforcements! Oh, and I got an email from Marie, saying she’d posted my guest blog post

Tuesday – and the University decided that if you could work at home, you should. Luckily, I had my car, and took all I thought I’d need.

A pile of stuff!

Now, what did I forget?

Wednesday, the first day of working from home, thinking about the practical set up – at the time that was put my work stuff on my craft table, and leave my personal Mac on the desk. I’m now thinking of switching them at the weekend, as it’ll give me more space on the craft table for hobbies.

Thursday, and I discovered I couldn’t find my Apple mouse, my craft table doesn’t have a flat surface, and finally I’d got the wrong charger for the laptop. I’d managed to book a hair appointment – so escaped back to Dundee for a while. The train was more or less empty, the library almost deserted, but I did manage to have a wonderful haircut (v. short), buy some flour (which I later realised was gluten free) and just feel far more relaxed for the evening session I’d previously arranged on using TII for some (already distant) staff.

Empty office

Empty office (Thanks to Hamish for the photo) 

And now it’s Friday. The library is closing completely at 4; I’ve figured out teams a bit more, but I’m now starting to think of the weekend, and what I can do to amuse myself when so many things are closed.

So, some of my ideas for things to do:

  1. Get the bike sorted out – then use it!
  2. Explore all those hills that are on my doorstep
  3. Actually complete the Lego Chalet books covers! ( I realise I need to sort out the flickr album!)
  4. Start to tackle the To Be Read pile.
  5. Garden more
  6. Blog more. Will I manage to do this once a week, I wonder. I’m going to try. It’s going to be such a different time, that maybe I will be able to get the momentum I didn’t have before.

3 years

During January, there have been several events that have made me think about getting back into blogging properly. Martin Weller’s 1000th blog post (though I realise this is going to be my 848th) more or less coincided with seeing Edubloggers 28 day challenge. Added to both of those, I’ve been doing more work with our CampusPress installation – LearningSpaces – encouraging others to blog. I started this blog nearly 15 years ago – because I knew I was going to get students to blog.

So, I really feel that I should practice what I preach – and get back to blogging.

Laptop, in front of the woodburner

Blogging by the fire

February 1st 2019 marks 3 years of being at Dundee – it’s been a busy 3 years, and I’m feeling more settled here. In part, because I’m starting to see people in the team moving from ‘colleague’ to friend, which I missed a lot when I first came. Mostly, though work is moving towards the aspect of the work that I’d particular felt drew me in the original job title – eLearning advisor, albeit something that was tagged on as an “and”. Working with the software over the last 3 years, I feel I’ve got to know Blackboard intimately which I think is vital. It’s hard to support those using a tool if you don’t really know its quirks, and supporting innovative teaching ideas when you’re not familiar with the tools (and know how far they can be pushed) is difficult. There’s more, much more, to learn as we move to the Ultra version of Blackboard. From what I’ve seen, that’s going to make a lot of the “how to” easier, so we can focus on other aspects, whether that’s learning design, innovation in assessment, supporting the development of digital skills, or anything else.

Today, I went to MisInfoConX Scotland (#MisInfoConXSco) – a very thought provoking event –  probably (definitely!) the most controversial event I’ve attended – but it gave me food for thought for moving towards supporting staff and students develop their digital fluency. Thanks @Natalie for suggesting that phrase, it seems more encompassing than digital literacy (which seems to involve a lot of check lists, rather than demonstrating appropriate usage in different situations).

Last year wasn’t as easy as it could have been, both a work (a lot) and personally; so I’m going to start my 4th year here with enthusiasm. Part of that will be actually finishing some of those draft posts in here as they’re still relevant, just unfinished.

And a few local photos.

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Testing Gutenberg Plugin

Natalie alerted me this morning to the WP5.0 – codenamed  Gutenberg – it’s only available as a plugin now, which I’ve installed; I can see why the ratings are so diverse; it looks very different.

screenshot
Gutenberg – Authoring a post

 

Screenshot
More default options for image size

I’m liking it so far … though less keen on some of the automation – (e.g. offering to add tags from other sites) – and I don’t quite understand the list of categories it’s offering me, they’re not alphabetical & I think it’s added some from other blogs I write on. 

Starting out on the Digital Scholar

As part of a work project ( Learning X ), I’m taking an Open Learn course – the Digital Scholar. I felt very digitally frustrated yesterday, trying to create a profile on the OU website, I’m still not really sure how I finally got it sorted out, as I saved it multiple times, and only occasionally did it update. So, if you’re having difficulties – it’s not just you!

While much of the first week’s material was things I have covered before,  Boyer’s scholarship framework 1 was new to me, in that I’d not come across it, however, the principles weren’t new to me. In many ways, they’re very much like the principles of other models, for example, Kolb’s “Active Experimentation” and “Concrete Experience” seem to me to cover the “Discovery” of Boyer; “Reflective Observation” and “Integration” cover the process of assimilation of the research, while Kolb’s “Active Conceptualisation” is broken down by Boyer into “Application” and “Teaching”.

 

Blogging … getting the time.

I’ve recently had my “OSAR” – the Dundee equivalent of an annual review; among other things, I realise that I need to get back into blogging. There are many reasons, firstly, when I do it, I like it!

However, we’re also busy rolling out a pilot of CampusPress – and so if I’m helping others, I want to be back into working on a blog.
I’ve done several posts recently for our current set up at work (also WordPress, though hosted locally). The most popular has been our nascent “Learning X” series – which I’m doing alongside Natalie Lafferty & others at Dundee – and, perhaps one day, beyond!

Posts have also been appearing here; many years ago, I had to make a rapid move from using Delicious as my main bookmarking tool, to using Diigo – with Delicious as a backup. However, Delicious is no longer working, it’s just an archive. So, I started to look at alternatives for a bookmark backup (do I really need one … )

I experimented with IFTTT.com, and created a new applet – which was more fiddly than the old create a recipe. The first issue was that I had to go to the platform, and hunt round till I found where I could just create an applet; I didn’t want to add my platform to the mix – just wanted the free to use version for the end user. Once I’d found that, there were a few more hurdles to get over, though they were more related to getting the correct path for the xmlrpc.php file; once I’d sorted that it was fine.

You’ll see above here a link that says bookmarks; until today, I’d set it to public, however, I have now set it to private, as it’s really only a back up for me – but was wanting to test it. I’ve recently made the applet public, so have a go!

Dundee GovJam 2017

I’ve just spent a fascinating (and tiring) 2 and a bit days at the DundeeGovJam – and the easiest summary is probably to point you to a few key URLs:

I’m full of ideas; and, rather than my usual approach of thinking about blog posts for so long that the thing that grabbed me has long been forgotten, I’ll do a short post now, while I’m buzzing. How we can apply this to what we’re doing in the CTIL team? I see that the work we’re doing on looking at what a VLE should / could etc., do, should actually be looking at 2 main themes:

  • How do you want to learn?
  • How to you want to teach?

And, to make them both apply to both staff and students, as learning/teaching is something all should be doing. Only after that, think about where digital fits in. Sometimes it won’t; sometimes it’ll be the space that’s more important than the tech. Sometimes, yes, it will be tech.

I’ll not say more now, but will return to this when I’ve had time to speak to the colleagues who were there – and, more importantly, those who weren’t.

Particular thanks for organising it and all the ideas during the last 2 days;  Mike, Hazel, Fiona – and too many others to list!

And, many thanks to the group I was with – it’s amazing what we developed as a group. Looking forward to hearing about how it’s going to be actually used next week!

 

 

Jisc Digifest 2017 – in real life!

Over the years, I have followed Jisc’s Digifest with interest, whether it was online via SecondLife, or, more recently, via Twitter, blogs posts and all the other social media my contacts and I both use – no doubt I missed a lot from those SM channels I’m not active in.
This year, however, I got to go.

One key theme was the importance of developing digital capabilities of staff, something that has always seemed obvious to me. The first session I went to very much focussed on developing staff; Ross Anderson from North Lindsey College introduced us to the digital strategy they have. Next up were Fiona Handley and Fiona McNeill from Brighton looking primarily at the core literacies their staff need (and how they have changed over the last few years). Finally, Elaine Swift from Nottingham Trent looked at how they tied developing digital capabilities alongside the introduction of a new curriculum.

All of them highlighted the importance of anchoring the digital practice in the needs of the individual, and, individuals being different, meant that different users have different needs.

Geoff Mulgan’s plenary looked at both the promise of the future, but also the pitfalls inherent in current developments. One item that was particularly interesting was a Chinese University that spent at least half their time getting students to look at real problems, and how to solve them. A world away from the stereotyped view of Chinese education that pervades the UK.

The final session of the day was a debate, “Is digital technology fundamentally changing learning and teaching in HE” – when both sides presented their cases passionately. (I do love a good debate, even if the speakers don’t necessarily believe in the viewpoint they’re presenting – as it’s good to see things from all sides). I felt the overall view of the audience was, changing, yes, fundamentally, no.

View from the hotel.

Day 2 dawned – and it was a beautifully sunny day. Inside, the first debate was looking at learning analytics – should they be mediated by a human. So, the fact of LA was established, it was the level of human intervention that was being discussed. It made it useful, as often it’s LA vs no-LA that gets discussed. However, the tweets from the parallel session by Eric Stoller were tempting.

Dundee and Angus college’s Learning Lab sounded wonderful – I’d definitely like to see it, as they may have things that we could use in the some of the new areas of the library.

I was looking forward to the “What does a next gen learning environment look like” – the focus from both Elizabeth Ellis from the OU, and Ange Fitzpatrick from Cambridge’s Business School, was that today’s “tomorrow” needs to include 5 years down the line, that it’s important to consider pedagogy, and student preferences, rather than the “shiny” – and today’s VLEs are often repository of times gone by. Whatever comes in the future needs to not replicate that. Libraries are good for that!

Jonathan Capes presented the Historical Texts visualisation search tool – I love it! It reminded me a little of tools like TouchGraph. Will be wonderful to see it moving to other subject areas.

In the last session, students and staff talked about their experiences of having participated in JISC’s Student Digital Experience Tracker.  They’d used it in different ways, however, the overriding view was that students had a wealth of experience of what worked for them individually, but they still valued the support and guidance they got on how to use particular tools – for some, that would be from staff, others preferred student mentors. Many of the comments, though, brought the first sessions I attended very much to the fore; staff need to be able to learn how to use technology, but it needs to be a flexible learning so they can adapt as things change, not a “how to” training.

It was a very worthwhile time, I missed so many fascinating sounding sessions, but at least they’re available online. I ran into people I’ve met at other conferences – unfortunately, no-one from Portsmouth was there, but I also got to meet new people, which is always useful.

I’d like to go again – probably getting back into presenting at conferences like this.

Durham Blackboard Conference – Day 1

Over the years, I’d seen the Durham Blackboard conference (#durbbu) crop up a lot in Twitter in early January; though, being a Moodle user at the time, I didn’t pay too much attention.

This year, however, I got to go to it; as Dundee is a Blackboard user. As an ex-Durham student, it was also good to revisit the city.

The theme of the conference was Assessment and Feedback. What pleased me was that quite a few of the ideas I’ve tried over the years at Portsmouth as an academic, were also being tried at various other institutions, sometimes via Blackboard, sometimes via other tools. But, clearly I wasn’t totally crackers for trying them!

When Malcolm Murray opened the conference with a series of Lego minifigs, it was always going to be a good one!

We then moved to Susie’s keynote, looking at many aspects of feedback, in particular the need for it to be dialogic in nature – which raises the issue of how to achieve that, in conjunction with the NUS push towards anonymous marking.

In the next session, Sharon Flynn was looking at something I’ve encountered both here in Dundee, and previously in Portsmouth – the difficulties of getting (moderated) marks from the VLE into the student record system, with the minimum chances of error (i.e. minimise the manual aspects of the process). This was a popular session, clearly I’ve not worked at the only two UK universities that didn’t have that in place.

Of course, there were many other hurdles to get through, primarily making sure that people didn’t fiddle with columns in Blackboard, but, they now have all marks (not just marked online submissions) in Blackboard, before they end up in the main Student record system. Danny has storified her talk in more detail.

York’s elearning team gave a whistlestop tour through a range of different approaches they have for online assessment, ranging from summative, online exams (via a custom install of Blackboard) through to innovative uses of blogs. Overall, they’re all things I’ve tried with students at various points as a lecturer, albeit with a different tool set. I think the one I’m most interested in at present is the way we can get students to develop assessable work in the public space (i.e. blogs etc), however, I know that for the present, most of my time will be spent with the support for Turnitin and related tools.

Towards the end of the afternoon, we returned (briefly) to Lego, as Malcolm introduced some of the gamification he was using with students – (so I roped in one of the CameraGirlz to take a photo). It’s a fascinating area, and one that I’d like to look at more (just as I’d like to do more than dabble with Lego Serious play) – but those are two things for the future.

The evening event was held in Durham Castle – despite having been a student (rather longer ago than I care to think about!) – I’d never actually done the formal Castle tour! So, I took the opportunity, followed by Dinner in the Great Hall. My last trip to that was for my Graduation!

Durham Dinner

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