Tag Archives: digital pedagogy

What does the digital age mean for teaching and learning?

Alice Gallagher
Senior Product Development Manager
The Open University

OEB 2017: Highlights and reflections

The talks and sessions I attended at OEB 2017, courtesy of a UCISA bursary, were hugely varied, and offered the opportunity to engage with different perspectives to my own. This can be fascinating and enlightening, but also challenging. There were talks that really struck a chord, and others that jarred for me. It can be difficult to reflect back on the latter, to try to understand where that disconnection comes from.
In these blogs, I’ve grouped my thoughts into the keynotes on the first day, some of the highlights, and lowlights, of the rest of the conference and my critical reflections.

Keynotes

Aleks Krotoski – The Tales they are A’Changin

Aleks is a familiar media figure and gave a very engaging and entertaining talk about the nature of storytelling and how it has changed. She moved though subject areas as varied as the Bible, Star Wars and My Little Pony! Essentially, the point she was making (I think), was that stories used to be guarded by gatekeepers, but the rise of the digital age has moved us to the extreme of fanon (fans creating new stories which then become part of the mainstream/canon). This made me think about the shift in power, and the democratisation of the Internet. However, how do you apply that to a learning context? Collaboration and co-design are wonderful democratising concepts in teaching and learning, but isn’t there always the role of a teacher in some capacity? Even if you move away from the traditional ‘imparting of wisdom’ teacher/student dynamic.
One message that came through loud and clear for me was that uncertainty can lead to reinvention. A central theme of the conference and a positive opening message.

Follow-up session (Aleks Krotoski)

I attended a follow-up discussion session with Aleks, which focused on how we might apply storytelling in our own professions. Although I went into the session thinking about how I might be able to use storytelling techniques in developing learning materials for students, it soon became clear to me in the session that the real story I needed to tell was to my academic colleagues. I work in learning innovation, and one of the biggest challenges of my role is explaining what the future of digital learning might be like. By making digital learning the subject of my story, I could use storytelling structural devices to get across my message.
Where was the world before we started?
What is going to change? What are your goals?
Raising the stakes (engagement)
Main event (answers question)
Resolution (world as it is now) – share truth in specifics
Until recently, I couldn’t see how I could use this kind of storytelling in my work. Sometimes you have to conform to familiar language to persuade people to listen, and sometimes you need to break the mould to be heard. It feels like the moment to break the mould might be around the corner. I have been keeping this storytelling structure in my back pocket for just that moment!

Abigail Trafford – Longevity learning technology

Abigail gave a fascinating talk about learning in later life. This is not an unfamiliar notion to me. At the Open University we traditionally cater for students in all walks of life. However, what I hadn’t really considered were the different needs of older people in preparing for the future. Abigail talked about the emergence of adolescence, and its role in helping young people prepare for adult life. As life expectancy increases we are seeing a new stage of life appear. That new stage comes after the tasks of adulthood are complete, but before old age. New, healthy decades in the middle of life that people need help in transitioning into. How can we help them develop new skills, prepare for their next career? How can we innovate in part-time, flexible study to cater for the needs of this age group?
I have recently been involved in some research with students into learning behaviours. One of the outcomes of this work is the dispelling of the notion of ‘digital natives’. Digital capability when it comes to learning seems to have no correlation to age. We looked at behaviours around digital preference and technological self-efficacy, and found a pattern in the behaviours of those new to HE and those with more experience, has nothing to do with age. The more we understand about students’ capabilities and needs, and the less we stereotype, the more we can innovate and help everyone fulfil their potential, at whatever stage of life they are.

 

Pasi Sahlberg – Myths and facts about the future of schooling

I really enjoyed Pasi’s talk. He is clearly a very skilled teacher and was able to entertain, inform and educate a huge room full of delegates very skilfully. His talk focused in on the OECD study of the education policies of different countries. From his Finnish perspective, he commented on the features of successful and not-so-successful education policies. As you might have guessed, Finland has been coming out on top! It was fascinating to compare the features of the education policies of Finland and England. Practical and research evidence shows the approach of Finland and others like it works better, not just in academic performance, but also health and well-being.
Finland England
Cooperation Competition (between schools)
Risk-taking and creativity Standardisation
Professionalism De-professionalisation of teaching
Trust-based responsibility Test-based accountability
Equitable public education for all Market-based privatisation
My reflections on this talk were perhaps more personal than the others. I have one child at school and another about to start. My daughter has just taken her first SATS, aged seven. I distinctly dislike the approach to education forced on schools in England: the testing, the focus on mental arithmetic and spelling. Although I support their schoolwork, at home we focus on creativity, problem-solving, reading for fun, emotional intelligence. I was so pleased to hear I was not alone in this approach, and to keep going, despite ‘traditional values’ government policies.
Videos of the conference can be found here including the Keynote presentations.
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

Expanding horizons with a UCISA bursary

Beccy Dresden
Senior TEL Designer
The Open University

 

 

 

DigPedLab Vancouver 2017

Beccy Dresden was funded to attend this event as a 2017 UCISA bursary winner

HE TEL/IT community

Probably the biggest and most lasting benefit of receiving a UCISA bursary has been the impact that participating in DigPedLab Vancouver has had on me feeling part of a worldwide HE Technology Enhanced Learning (TEL)/IT community: my Twitter timeline now has a decidedly international flavour! The Literacies track included nearly 30 participants – two Brits apart from me, a professor from Puerto Rico, an educator based in the Austrian Alps, and the rest from North America, a mix of librarians, academics, educational project managers, IT folk, and even a practising attorney. This diversity was one of the many things that made DigPedLab so attractive to me: I wanted my western European, middle-class, middle-aged, cis white female perspective to be thoroughly challenged; over the course of the weekend, it certainly was. Each track had a dedicated Slack channel, and many of the participants have generously shared their own digital literacies resources via that medium, which I in turn have been able to share with Open University (OU) colleagues and, where those resources were publicly accessible, with the wider community (e.g. via links in my bursary blog posts). And of course the bursary also gave me an opportunity to share my work and that of my team/institution with the North American (and wider) HE TEL/IT community, an international visibility that would otherwise be difficult to achieve.

Institutional impact

While there have been fewer institutional opportunities than I had hoped to disseminate what I learned at DigPedLab Vancouver (they have mainly been restricted to knowledge-sharing activities within my team, and colleagues in our Learning and Teaching Innovation Portfolio), one exciting benefit to come out of it is that I am currently supporting faculty colleagues to deliver our own mini DigPedLab here at the OU. Having experienced their teaching first hand, I am a strong advocate for the critical digital pedagogy approach promoted by Jesse Stommel, Sean Michael Morris, and their associates, and I am looking forward to developing a network of support for this approach across my institution.

Since this year’s bursary scheme was launched I have been actively encouraging other OU staff to apply for it – by promoting it via email and other internal communication channels, and putting up posters across the campus.

Personal/professional development

I remain connected to many of the DigPedLab participants via Twitter, and the time difference between the UK and the US means my day often starts by reading their posts and following their links. Participating in such a challenging (but supportive) ‘summer school’ with innovative and inspiring practitioners has really boosted my confidence in what I have to offer around digital literacies as a TEL professional, as well as dramatically increasing my understanding of the challenges faced by my peers in North American HE institutions. My horizons could not have been expanded in this way without the opportunity provided by the UCISA bursary, which is why I have a tweet encouraging others to apply for it pinned to my Twitter profile.

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.

Setting the scene for reflections on DigPedLab Vancouver 2017

Beccy Dresden
Senior TEL Designer
The Open University

DigPedLab Vancouver 2017 – Background

Beccy Dresden was funded to attend this event as a 2017 UCISA bursary winner

A bit about me….

I’m Beccy Dresden, a Senior TEL Designer (TEL = technology enhanced learning) at The Open University, where I’ve worked for nearly 18 years. I joined the OU from a professional publishing background, and have supported the development of modules on subjects as diverse as law, languages, social work, and English grammar.

My department – the TEL Design team – works in partnership with academic experts, Learning and Teaching Innovation portfolio colleagues, and students and tutors, to design, produce, support and evaluate OU modules. The team’s work draws on and contributes to the learning, teaching and innovation evidence base of the University, and embodies emerging technologies and research to reinforce the OU’s position as the UK leader in supported online and distance learning. The modules we produce are now digital by default, but we are keen to ensure that the online experience we offer our students is driven by pedagogy, not technology. Within the TEL Design team, my particular areas of interest and scholarship are:

  • the use of social media in HE (both in terms of student-facing content, and as a tool/platform in the continuing professional development (CPD) of academic and professional support staff), and
  • developing digital capabilities (again, in terms of both students and staff at the OU).

Those areas of interest are what led me – via Twitter, Martin Weller, and Lawrie Phipps, among others – to discover Hybrid Pedagogy and their Digital Pedagogy Lab Institutes, or DigPedLab for short.

About DigPedLab Institutes

Ever since I applied for the UCISA bursary back in April, I’ve struggled to explain clearly and concisely to people quite what a DigPedLab Institute is – even those working in the ed tech sector have given me slightly puzzled looks – and each institute is slightly different, so it’s not even a single thing. To focus on the one I attended, in the organisers’ words:

DPL Vancouver is a three-day institute that explores the role and application of digital technology in teaching. Three tracks offer intensive peer-driven learning with and discussion of open education, new media, and critical digital pedagogy.

Participants choose between one of three tracks and work collaboratively in small workshop-style classes. Each track is open to all backgrounds and skill levels. Each day of the institute begins with discussion that will play into the day’s work. A continental breakfast will be provided before sessions begin mid-morning, followed by lunch. Afternoons will be split into multiple sessions and will include keynote presentations, workshops, and other activities. Each day will end before dinner. The learning community we create together will be welcoming to a wide range of skill levels and interests.”

The tracks on offer in Vancouver were:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I chose Digital Literacies led by Bonnie Stewart.  This track was described as:

“focused on the development of participatory, networked literacies that enable collaboration, contribution, and critical sense-making within information abundance. It fosters a critical orientation toward tools, portfolios, and digital presence within networks. Participants will discuss and experiment with various technological tools from the chalkboard to moveable chairs, computers, mobile devices, social media platforms, and learning management systems. Individual sessions and workshops will focus on teaching philosophies, discernment practices for using digital tools in courses, emergent learning, digital composition, and discussions of the impact of the digital on traditional and critical pedagogies.”

Apart from wanting to be taught by Bonnie, whom I have long admired for her clear-sighted and thoughtful-yet-practical approach to complex digital pedagogy issues, I thought that learning about new critical perspectives for evaluating digital tools and approaches would be invaluable for me and my department.

My further blogs are really just an overview of an intense, inspiring, and challenging weekend that – nearly five months later – is still affecting how I approach my work and my social (media) interactions every day.

Interested in finding out more about a UCISA bursary, then visit UCISA Bursary Scheme.