Changes ….

Change is something that has cropped up a lot for me, both personally and from a work point of view. Around this time last year, I decided to leave my job, sell my house and move North (there were personal reasons for that, it wasn’t a wild whim). That involved leaving a job I’d had for about 3 times longer than any other job I’d had, a place I’d lived in for longer than elsewhere, and possibly a change of country (depending on your view of the relationship between Scotland and England).
Since moving, I’ve now found a new job; in a different, albeit related field. I’ve arrived in a University that’s undergoing changes itself, into a team that’s undergoing change. I’m working in a field that is changing rapidly – if I think about my first computer, things have changed a lot
flickr photo shared by Emmadukew under a Creative Commons ( BY-NC-SA ) license
So, from that point of view, I’d have thought I’d find change not too difficult, but it’s not as easy as just learning a new OS. Well, not to me!

I was recently lent Who Moved My Cheese, which is a bit “American”; but makes a good point, about how different people react to change, and, I think, different types of change. I think I have a bit of “Sniffy” “Scurry” “Hem” & “Haw” in my, I suspect everyone does.

All of that said, I am enjoying my new role, working with new colleagues, getting to see an Educational Technologists view of eLearning, getting to grips with different systems, both organisational and technical, and even getting used to a train, rather than a bike in the morning. (It’s a lot drier!)

One of the changes I’d intended to make was to start blogging more often; there is time yet for that to happen! (Oh, and we’re moving house again soon, though this time about 1 mile across town, not 700 miles north!)

And it’s tiring! I’ve got a long weekend – so am really looking forward to it.

Bearman, M., Dawson, P., Bennett, S., Hall, M., Molloy, E., Boud, D., & Joughin, G. (2017). How university teachers design assessments: a cross-disciplinary study. Higher Education, 74(1), 49–64.
The Reflect Approach. (n.d.).
NUS. (2011). Charter on ... Technology in Higher Education.
Costa, C., Gilliland, G., & McWatt, J. (2019). ‘I want to keep up with the younger generation’ - older adults and the web: a generational divide or generational collide? International Journal of Lifelong Education, 1–13.
Jauregui, J., Watsjold, B., Welsh, L., Ilgen, J. S., & Robins, L. (2019). Generational ‘othering’: The myth of the Millennial learner. Medical Education, medu.13795.
Hebert, E. A. (1992). Portfolios invite reflection-from students and staff. Educational Leadership, 49(8), 58–61.
Reflectors’ Toolkit | The University of Edinburgh. (n.d.). Retrieved June 25, 2019, from
Cornwell, L. (n.d.). What Is the Impact of PowerPoint Lectures on Learning? A Brief Review of Research. Retrieved from
Flynn, S. (2018). A module on Learning Technologies for teachers in Higher Education. Italian Journal of Educational Technology, 26(1), 119–129.
Dutton, W. H., & Fernandez, L. (2019). How Susceptible Are Internet Users? SSRN Electronic Journal.
Bower, B. L., & Hardy, K. P. (2004). From correspondence to cyberspace: Changes and challenges in distance education. New Directions for Community Colleges, 2004(128), 5–12.
Visitors & Residents. (2014, September 9). Retrieved January 29, 2019, from
Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6.
Sime, J.-A., & Themelis, C. (n.d.). Exploring Video Literacy and the Practice of Educators. Retrieved October 8, 2018, from
Williams, J. B., & Jacobs, J. S. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20, 232–247. Retrieved from
Mimirinis, M. (2018). Qualitative differences in academics’ conceptions of e-assessment. Assessment & Evaluation in Higher Education, 1–16.
Mitchell, K., Simpson, C., & Adachi, C. (2017, May 12). What’s in a name? The ambiguity and complexity of technology enhanced learning roles – ASCILITE 2017. Retrieved August 14, 2018, from
Frensen, J. (2018, May 14). What is a Learning Technologist? | Digital Education [Blog]. Retrieved August 16, 2018, from
Hopkins, D. (2009, August 13). What is a Learning Technologist? – Technology Enhanced Learning Blog [Blog]. Retrieved August 16, 2018, from
Vaona, A., Banzi, R., Kwag, K. H., Rigon, G., Cereda, D., Pecoraro, V., … Moja, L. (2018). E‐learning for health professionals. Cochrane Database of Systematic Reviews, (1).
Raynis, M. (n.d.). Analysis of Instructional Design Job Announcements (2016), 59.
Kang, Y., & Ritzhaupt, A. D. (2015). A Job Announcement Analysis of Educational Technology Professional Positions: Knowledge, Skills, and Abilities. Journal of Educational Technology Systems, 43(3), 231–256.
van Horne, M. (2013, October 17). Introducing the ASU Instructional Designers [Infographic]. Retrieved August 16, 2018, from
Hobson, S. (2015, October 7). So What Do You Really Mean By “Instructional Designer”? - EdSurge News. Retrieved August 16, 2018, from
International Higher Education as Catalyst for Social Change | Journal of Educational Leadership in Action (ELA). (n.d.). Retrieved August 16, 2018, from
Patel, F. (2010). Exploring a New Model and Approach to the Scholarship of Teaching: The Scholarship Teaching Academy. The Canadian Journal for the Scholarship of Teaching and Learning, 1(1).
Green, D. A., & Little, D. (2016). Family portrait: a profile of educational developers around the world. International Journal for Academic Development, 21(2), 135–150.
Fraser, K., & Ling, P. (2014). How academic is academic development? International Journal for Academic Development, 19(3), 226–241.
Scott, D. (2018, October 9). Critical Publishing | Learning Technology - A Handbook for FE Teachers and Assessors By Daniel Scott. Retrieved August 16, 2018, from
JISC. (2014). Learning technologists. Retrieved August 16, 2018, from
Roxå, T., & Mårtensson, K. (2017). Agency and structure in academic development practices: are we liberating academic teachers or are we part of a machinery supressing them? International Journal for Academic Development, 22(2), 95–105.
James Jacob, W., Xiong, W., & Ye, H. (2015). Professional development programmes at world-class universities. Palgrave Communications, 1(1).
Knapper, C. (2016). Does educational development matter? International Journal for Academic Development, 21(2), 105–115.
Gibbs, G. (2013). Reflections on the changing nature of educational development. International Journal for Academic Development, 18(1), 4–14.
Anagnostopoulou, K. (2015, February). Delivering flexibly: Working with programme teams. Presented at the HeLF. Retrieved from
Deaker, L., Stein, S. J., & Spiller, D. (2016). You can’t teach me: exploring academic resistance to teaching development. International Journal for Academic Development, 21(4), 299–311.
Medway, D., Roper, S., & Gillooly, L. (2018). Contract cheating in UK higher education: A covert investigation of essay mills. British Educational Research Journal, 44(3), 393–418.
Tomas, C., & Jessop, T. (2018). Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities. Assessment & Evaluation in Higher Education, 1–10.
Husmann, P. R., & O’Loughlin, V. D. (2018). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles: Study Strategies, Learning Styles, Anatomy Performance. Anatomical Sciences Education.
Pangrazio, L., & Selwyn, N. (2018). “It’s Not Like It’s Life or Death or Whatever”: Young People’s Understandings of Social Media Data. Social Media + Society, 4(3), 205630511878780.
Gravett, K., & Winstone, N. E. (2018). ‘Feedback interpreters’: the role of learning development professionals in facilitating university students’ engagement with feedback. Teaching in Higher Education, 1–16.
Emery, R, & Atkinson, A. (n.d.). A Word in Your Ear Group Assessment Feedback: The Good, the Bad and the Ugly.
Nordmann, E., & Mcgeorge, P. (2018). Lecture capture in higher education: time to learn from the learners.
Hole, A. (2014). Open Badges: Exploring the value, potential and practicalities of a new way of recognising skills in Higher Education. Journal of Learning Development in Higher Education, 0(0). Retrieved from
Harper, R., Bretag, T., Ellis, C., Newton, P., Rozenberg, P., Saddiqui, S., & van Haeringen, K. (2018). Contract cheating: a survey of Australian university staff. Studies in Higher Education, 1–17.
Bretag, T., Harper, R., Burton, M., Ellis, C., Newton, P., Rozenberg, P., … van Haeringen, K. (2018). Contract cheating: a survey of Australian university students. Studies in Higher Education, 1–20.
Masters, K. (2013). Edgar Dale’s Pyramid of Learning in medical education: A literature review. Medical Teacher, 35(11), e1584–e1593.
Costa, C., Murphy, M., Pereira, A. L., & Taylor, Y. (2018). Higher education students’ experiences of digital learning and (dis)empowerment. Australasian Journal of Educational Technology.
Rolfe Vivien. (2010). Can Turnitin be used to provide instant formative feedback? British Journal of Educational Technology, 42(4), 701–710.

We are smarter than me.

We are smarter than me, now a book, originally started out as a wiki. I’d heard of it before in passing, though not actually checked it, until I read Becta’s “Emerging Technologies for Learning” (Vol 3)
The wiki is still there; I’ve not got the book, so I can’t compare the two; however, it should be possible to work out what was the version that went to the printers by the dates of edits in the history.
I’ve skim read it; it seems to have a fairly strong business slant with chapter headings such as:

Chapter 2: We Can Research It
… examines how communites and social networks can help define new product lines, replacing some of the functions of traditional R&D groups as well as some product development.
Chapter 3: We Can Make It
… explores how community can help not just in product development and planning, but in the actual manufacturing of the product itself.
Chapter 4: We Can Market It
People are more likely to buy a product when it has been recommended by a friend. How can communities be created around product offerings and then leveraged to effectively market a product? Chapter 5: We Can Put a Price On It
This chapter will discuss how community input and direction can help businesses set pricing of products, services and/or experiences.

Of course, not all of the chapters have business slanted titles; but I guess if that’s what “we” want, I, and other educators have to contribute so that there are more chapters along the lines of

Chapter 11: We Can Train Ourselves
…explores the ways in which communities help to create dynamic learning spaces for the continued training and enrichment of its members.
Chapter 13: We Can Develop the Technologies
…explores the explosion of open source technology and its implications for corporations moving forward.
Chapter 15: Social Behavior Behind Communities
The rest of the book discusses the multiple ways communities are interacting with our society, making jobs easier, faster or different. But, what makes people want to take part in these communities?