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.
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 https://www.ed.ac.uk/reflection/reflectors-toolkit
Cornwell, L. (n.d.). What Is the Impact of PowerPoint Lectures on Learning? A Brief Review of Research. Retrieved from http://www.hagerstowncc.edu/sites/default/files/documents/14-fletcher-powerpoint-research-review.pdf
Flynn, S. (2018). A module on Learning Technologies for teachers in Higher Education. Italian Journal of Educational Technology, 26(1), 119–129. https://doi.org/10.17471/2499-4324/995
Dutton, W. H., & Fernandez, L. (2019). How Susceptible Are Internet Users? SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3316768
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. https://doi.org/10.1002/cc.169
Visitors & Residents. (2014, September 9). Retrieved January 29, 2019, from http://daveowhite.com/vandr/
Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
Sime, J.-A., & Themelis, C. (n.d.). Exploring Video Literacy and the Practice of Educators. Retrieved October 8, 2018, from https://viliproject.eu/index.php/publications/41-exploring-video-literacy-and-the-practice-of-educators
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 https://eprints.qut.edu.au/13066/
Mimirinis, M. (2018). Qualitative differences in academics’ conceptions of e-assessment. Assessment & Evaluation in Higher Education, 1–16. https://doi.org/10.1080/02602938.2018.1493087
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 http://2017conference.ascilite.org/program/whats-in-a-name-the-ambiguity-and-complexity-of-technology-enhanced-learning-roles/
Frensen, J. (2018, May 14). What is a Learning Technologist? | Digital Education [Blog]. Retrieved August 16, 2018, from https://www.digitaleducation.ox.ac.uk/article/what-is-a-learning-technologist
Hopkins, D. (2009, August 13). What is a Learning Technologist? – Technology Enhanced Learning Blog [Blog]. Retrieved August 16, 2018, from https://www.dontwasteyourtime.co.uk/blogging/what-is-a-learning-technologist/
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). https://doi.org/10.1002/14651858.CD011736.pub2
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. https://doi.org/10.1177/0047239515570572
van Horne, M. (2013, October 17). Introducing the ASU Instructional Designers [Infographic]. Retrieved August 16, 2018, from https://teachonline.asu.edu/2013/10/introducing-the-asu-instructional-designers/
Hobson, S. (2015, October 7). So What Do You Really Mean By “Instructional Designer”? - EdSurge News. Retrieved August 16, 2018, from https://www.edsurge.com/news/2015-10-07-so-what-do-you-really-mean-by-instructional-designer
International Higher Education as Catalyst for Social Change | Journal of Educational Leadership in Action (ELA). (n.d.). Retrieved August 16, 2018, from http://www.lindenwood.edu/academics/beyond-the-classroom/publications/journal-of-educational-leadership-in-action/all-issues/previous-issues/volume-4-issue-2/faculty-articles/patel/
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). https://doi.org/http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.3
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. https://doi.org/10.1080/1360144X.2015.1046875
Fraser, K., & Ling, P. (2014). How academic is academic development? International Journal for Academic Development, 19(3), 226–241. https://doi.org/10.1080/1360144X.2013.837827
Scott, D. (2018, October 9). Critical Publishing | Learning Technology - A Handbook for FE Teachers and Assessors By Daniel Scott. Retrieved August 16, 2018, from https://www.criticalpublishing.com/learning-technology
JISC. (2014). Learning technologists. Retrieved August 16, 2018, from https://www.jisc.ac.uk/guides/enhancing-staff-support-for-learners-with-disabilities/learning-technologists
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. https://doi.org/10.1080/1360144X.2016.1218883
James Jacob, W., Xiong, W., & Ye, H. (2015). Professional development programmes at world-class universities. Palgrave Communications, 1(1). https://doi.org/10.1057/palcomms.2015.2
Knapper, C. (2016). Does educational development matter? International Journal for Academic Development, 21(2), 105–115. https://doi.org/10.1080/1360144X.2016.1170098
Gibbs, G. (2013). Reflections on the changing nature of educational development. International Journal for Academic Development, 18(1), 4–14. https://doi.org/10.1080/1360144X.2013.751691
Anagnostopoulou, K. (2015, February). Delivering flexibly: Working with programme teams. Presented at the HeLF. Retrieved from https://docs.google.com/presentation/d/1XOOkDzucom2gv_4txGnwsG95a3l01DoB70kfXJnNIlA/embed?start=false&loop=false&delayms=3000&usp=embed_facebook
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. https://doi.org/10.1080/1360144X.2015.1129967
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. https://doi.org/10.1002/berj.3335
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. https://doi.org/10.1080/02602938.2018.1463355
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. https://doi.org/10.1002/ase.1777
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. https://doi.org/10.1177/2056305118787808
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. https://doi.org/10.1080/13562517.2018.1498076
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. https://doi.org/10.17605/OSF.IO/UX29V
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 http://journal.aldinhe.ac.uk/index.php/jldhe/article/view/281
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. https://doi.org/10.1080/03075079.2018.1462789
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. https://doi.org/10.1080/03075079.2018.1462788
Masters, K. (2013). Edgar Dale’s Pyramid of Learning in medical education: A literature review. Medical Teacher, 35(11), e1584–e1593. https://doi.org/10.3109/0142159X.2013.800636
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. https://doi.org/10.14742/ajet.3979
Rolfe Vivien. (2010). Can Turnitin be used to provide instant formative feedback? British Journal of Educational Technology, 42(4), 701–710. https://doi.org/10.1111/j.1467-8535.2010.01091.x
Rayner, G., Papakonstantinou, T., & Gleadow, R. (2016). Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1179164
Havemann, L., & Sherman, S. (2017). Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury (p. ). Figshare. https://doi.org/10.6084/m9.figshare.5315224
Meer, N., & Chapman, A. (2014). Co-creation of Marking Criteria: Students as Partners in the Assessment Process. Business and Management Education in HE, 1–15. https://doi.org/10.11120/bmhe.2014.00008
Farzan, R., & Kraut, R. E. (2013). Wikipedia classroom experiment: bidirectional benefits of students’ engagement in online production communities. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 783–792). Paris, France: ACM.
Rose, E. (2016). Reflection in asynchronous online postsecondary courses: a reflective review of the literature. Reflective Practice, 17(6), 779–791. https://doi.org/10.1080/14623943.2016.1220936