Tag Archives: social media

Learning about the importance of customer feedback at SITS18

Mia Campbell
IT Support Services
Leeds Beckett University

The Service Desk and IT Support Show, June 2018

The seminars at SITS2018, which I was able to attend courtesy of a UCISA bursary, consisted of hour long talks. I have condensed here and in my next blog, information that was mentioned in the talks, which I believe may be helpful to colleagues.

Key points included learning that:
A vision for a project should be: Direct, clear, brief, achievable, believable
The mission for a project should include: What, how, from whom, why
In order to understand requirements, it is important to look at: processes, strategy, functionality, output, future
Future requirements for IT services are likely to include: Shift left testing, self-service/help/healing, AI/chatbots, business relationship management, predictive analytics
Effective research should include: Engaging with experts, engaging with community, demo, SDI intelligence, seminars, software showcase
The following inputs provide opportunities to improve: Customer satisfaction surveys, complaints/compliments and suggestions, management reports, major incident and quality reviews, cross-functional meetings, corridor conversations, social media.
These foundations should help create and sustain success if applied correctly and should continue to be focused on even after the initial launch date. For instance, if maintained, regular performance reviews will help improve services. Another factor that is sometimes overlooked, is when a small and quick addition or change is made. These play a big part in improvement and promotion of the tool.
Other areas that are important to consider include the fact that customers do not necessary want a silent switch out and may like to be informed of improvements being made to the system they use. It is important to advertise the product/tool that is being put in place, inform users why there is an improvement but also underline how it should not be problematic for the users to get the service they require. Customer experience is a huge factor in whether something fails and this should be constantly monitored.
Pictured here is a cycle of processes that I was shown at the conference, which I believe are important from the presentation by Matt Greening, ‘The Naked Service Desk’. It is a good way to further understand satisfaction levels. Correspondingly, another speaker that day underlined that ‘user experience drives improvement’ so keeping, observing and collating this useful data, can help lead to improvements.
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

 

Everyone has a voice

One of the key aims of UCISA’s strategic plan for the next five years is to provide members with more opportunities to express and share insights and views. UCISA’s blog pages are one such forum. Here UCISA Marketing Manager, Manjit Ghattaura offers an open invite for blog contributions along with a few tips on writing your posts.

 

THINKING OF WRITING A UCISA BLOG POST?

Want to know a secret….? You don’t have to be a word wizard to contribute a post to UCISA’s blog pages – just someone with a view or insight to share.
You may want to see if other members are experiencing the same issue. You may want to celebrate and share a success. You might simply want to get something off your chest.
Whatever your reason, by contributing a short post to UCISA’s blog pages you have the opportunity to share ideas with peers, spark new conversations and provide colleagues across the country with the kind of tips that make the working day that much easier.
We want to hear from you. We want you to have your say. So where to start?
We’ve just produced a helpful guide to writing a UCISA blog post that you can download here. As you see, it’s much more about overall format and feel than writing tips – and that’s because what really matters is being engaging, being informative and offering your unique personal perspective.
If you strike when the inspiration hits you, writing a post can be very easy. Next time something is on your mind, take a moment to make a note and let that idea leap onto the page.
To create your post, just take those notes and build on them. It shouldn’t take long. We recommend a post runs to a maximum of only 500 words. 
You could start with a story or a personal reflection. You might give your take on a thought-provoking question. A new statistic, survey or media comment might have set your thoughts running.
Whatever muse has spurred you into action, just take to the keyboard and send it through to me, Manjit Ghattaura at UCISA Marketing. We will consider each blog carefully and notify you if and when it is likely to be published.  Whatever your topic, I’m sure you’ll be pleasantly surprised at the number of other members who will really appreciate and value what you have to say.

 

Key take-outs:

  • Any member can put forward a post for consideration for publication

  • A new guide to writing blog posts for publication on UCISA’s website is now available here

  • Be informative, be engaging. Offer a personal perspective

 

UCISA welcomes blog contributions and comment responses to blog posts from all members. If you would like to contribute a new perspective or opinion on a current topic of interest, simply contact UCISA’s marketing manager Manjit Ghattaura via manjit.ghattaura@it.ox.ac.uk

 

The views expressed on UCISA blogs are the authors’ and do not necessarily reflect those of UCISA

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.

Award winner reflects on the value of a UCISA bursary

Emma Fletcher
Technology Enhanced Learning Advisor
York St John University

 

 

EDUCAUSE 2017 Conference, Philadelphia

Emma Fletcher was funded to attend this event as a 2017 UCISA bursary winner

Receiving a UCISA bursary allowed me to attend the EDUCAUSE annual conference in Philadelphia during November 2017. I believe it has had a number of positive effects on my personal development in higher education, for the directorate I’m a part of, and for colleagues within the university that I work with to support and advise.

Professional development

In terms of benefits to my personal CPD, I chose a number of relevant and useful sessions to attend at the conference. I selected sessions that aligned well with my role (and the University’s foci) to ensure it was a worthwhile experience. Some of the sessions have impacted on my practice at the University, such as the sessions focussing on video and recording academic staff. One of my team’s current projects is the digital transformation of a particular school, which involves recording staff talking about key themes in their modules. I have used some of the suggestions and ideas from the conference to develop these recordings which have been beneficial to the academic staff, along with the students who will be using the videos.

The overall experience and the information I gained from attending Educause has helped me in my own career and I have since applied for a technology enhanced learning (TEL) role at another institution. I used reflections from my time at the conference during the interview process and was successful.

Institution

Prior to attending the conference, the Director of my directorate was extremely positive about my being awarded the bursary and told me that Deputy Vice-Chancellor knew about it and was impressed. After the conference, I was given time during the directorate team meeting to speak about the conference with my colleagues. The team includes our educational developers, who work with academic staff on their teaching and learning. The team showed a real interest in some of the sessions and as a result I have had one to ones with some colleagues within the directorate about the sessions I attended and have shared some of the resources I collected whilst I was there.

I have spoken with my line manager about my experiences at the conference. We discussed the learning spaces and active learning sessions, as the former session was one I was asked to attend. Learning spaces is a particular area of interest, with my line manager overseeing a project at the University involving a redesigned learning space.

I have been able to informally present a number of times to colleagues at the university about some of the sessions I attended that relate to them. Along with the UCISA blogs I produced covering areas such as active learning spaces and universal design for learning (UDL) and learning management systems (LMS), I wrote a separate blog for the University, which highlighted sessions that I thought would be more relevant to the institution such as: learning spaces, universal design for learning and learning management systems, active learning, microlearning and social media, video creation and working with academic staff for technology innovation. When meeting colleagues across the University, I have spoken about the conference or sessions that I feel are relevant to them and hope this has impacted positively on them.

HE IT community

My attendance at the conference has broadened my knowledge and understanding of TEL, particularly from an international context, and allowed me to draw comparisons with the UK sector, and in particular the external factors influencing decisions we make about TEL (for example, Teaching Excellence Framework (TEF), apprenticeships etc.). This has impacted on my interaction, for example when speaking with colleagues across the university. I feel more confident in my knowledge of HE and Technology Enhanced Learning (TEL) (something which has been a steep learning curve after spending most of my career in secondary education) and I believe colleagues have seen the benefits.

I found the scale and programme of the conference made it difficult to connect with other attendees, however I discovered a lot of great people on Twitter and have developed my personal learning network a great deal. It has been particularly interesting to see TEL in an international context and I hope to cement some of the links I made over time.

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

Supporting student learning in a digital world – opportunities and obstacles

Beccy Dresden
Senior TEL Designer
Open University

 

 

 

DigPedLab Vancouver 2017 – Day Two

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

For the first half of the afternoon on Day Two of DigPedLab 2017, we had a choice between one of five workshops delivered by the DigPedLab Fellows:

or a lightning talks session.

Three of the five workshops appealed to me, but Leonardo was happy to share the resources used in his, and Penny and Kris were both in my track, so I figured I could pick their brains another time (especially Penny, who is based in the UK), so I went for the lightning talks. These are detailed at the link above, but to save you clicking, I have included the summaries here in italics.

Interdisciplinary Solutions

Michelle Clement, Associate Faculty in the School of Business at Royal Roads University, will offer a talk and case study about how tackling homelessness isn’t a one disciplinary approach. The case study will show how sociology, marketing, mental health and nursing students worked together across disciplines and cultures to better understand homelessness in their community.

I noted the following:

  • Working in multidisciplinary teams, students felt that sharing different perspectives deepened their understanding of the problems.
  • Michelle is now living their experience by participating in the Writing track here!
  • Organising this kind of thing is administratively complicated, but focusing on making it a meaningful experience for students is key.

New Media and Pedagogy

Hannah McGregor, Assistant Professor in Publishing at Simon Fraser University will offer a lightning talk as a provocation: to explore how new media forms (podcasts, social media feeds, etc.) allow pedagogy to take place beyond the university. What would happen if we thought of our role, as academics, to be pedagogy (not research) first? How do forms like the podcast allow us to enact a public-pedagogy-first praxis? How the heck will we convince universities to get on board?

I noted the following:

  • Hannah loves podcasts, but hates the male-dominated maker culture, coding-boot-camps stuff.
  • Maker culture can be too focused on the production of a thing, as opposed to processes, community building, pedagogy, etc. (Is this a male vs female thing?)
  • Where are the women in podcasting? (Hannah referred to an article in Forbes that seems to claim people hate the sound of women’s voices.)

Open Pop Ups

Verena Roberts, Learning Specialist at Rocky View Schools, will discuss open learning networks. From September 2017 to June 2018 she will be connecting learning communities with open learning networks by facilitating serendipitous and planned ‘Open Pop Up’ learning activities with a K-12 contextual lens. She will be completing a pilot version of the ‘Open Pop-ups’ at her school district in the hopes of using the pilot to inform her doctorate research the following year.

I noted the following:

  • Um, what is K-12?! (I Googled it for you: https://en.wikipedia.org/wiki/K–12)
  • We need to keep talking about the differences between OERs and open(ing) learning
  • Stick metaphor – what children see (same with cardboard boxes?) [sorry, I have no idea what I meant by this!]
  • ePortfolios for high school students – not résumé building, but creating relationships and apprenticeships
  • Verena gave a couple of examples of her open pop-ups:

– Kindness ninjas – promoting sharing behaviours among children in underprivileged area

– Assembling diverse groups of students.

Daagu

Carolyn Steele, Career Development Coordinator at York University, Toronto, will discuss Daagu. Daagu is an online platform that offers holistic and collaborative eLearning opportunities to students. Developed at York University in Toronto, Daagu is designed to promote student choice and engagement, community dialogue and meaningful application of conceptual content. It’s very much a self-directed way of learning. This session will introduce Daagu and provide information on how to learn more.

I noted the following:

  • Carolyn has been working in blended classes for the last 5 years, and teaches 7–10pm – she tries to end at 8.30/9pm so the rest – the reflection part of the learning, mainly – can be done online. [This interested me because some Open University (OU) students complain about the timing of synchronous online teaching events.]
  • Daagu was developed for the nursing programme at York.
  • To me, students’ posts look like a combo of Pinterest and OpenStudio [an OU collaboration tool]
  • Students could provide emotional feedback, but they’re very resistant to doing that.
  • Quality vs quantity of posts? Assessing/grading that? How do you create a rubric for that?

Overcoming Digital Obstacles

Christina Chavez-Reyes, Professor in the College of Education and Integrative Studies at Cal Poly Pomona (California State Polytechnic University, Pomona) will discuss digital obstacles to learning and teaching. In her teaching, she has discovered college students’ fear of the digital domain (distraction and breach of privacy) impedes their use of and ability at digital media, particularly social media, to become 21st-century college-educated citizens and professionals. This circumstance undermines the concept of students as ‘digital natives’ and begs the question how colleges can better prepare students with the necessary digital skills and knowledge of the digital domain. An added element is college faculty’s resistance to develop their digital skills to incorporate tech appropriately in classrooms. These converging factors create an equity crisis for first gen college and low-income students (perhaps all students) who likely do not readily have available social and cultural capital in their homes and communities to supplement the lack of learning in college. Many will earn a degree without a model of professional and civic engagement for the digital age.

I noted the following:

  • Christina is a Faculty member plus department chair. She feels working class at heart and, being in a new leadership position, has to play two different roles/apply two different lenses.
  • Social mobility for its students is a key achievement of her institution.
  • The focus is on educating students to undo inequalities and inequities when they become educators.
  • Use of social media: 30% like it, 60% fear it as a distraction, and 10% have privacy concerns
  • Risks are real – going online involves a third party, and creates a ‘non-rival, non-excludable good’
  • To sustain democracy, there needs to be a clear and protected boundaries between civil society and markets
  • Empowerment—intention—confidence is a key continuum.

How Christina described her students really chimed with the challenges I know many OU students faced – demographically they are quite similar, I think, which was interesting, as my impression was that many of the other participants work with students who more closely resemble the UK stereotype of undergraduates than OU students do.

Net Neutrality

Brian Weston, Director of Distance and Accelerated Learning at College of the Canyons will discuss strategies for keeping information accessible for online education.

The main thing I noted from Brian’s presentation was his question ‘What happens if students don’t have top-tier internet access?’. This is a problem that many OU students in rural/remote parts of the UK still face – contrary to government claims of widespread high-speed broadband availability!

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

Educating students for media literacy

Beccy Dresden
Senior TEL Designer
Open University

DigPedLab Vancouver 2017 – Day Two

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

Back to the classroom on Day Two of DigPedLab 2017 and Bonnie Stewart, Co-ordinator of Adult Teaching, University of Prince Edward Island and leader of the Digital Literacies track, warmed us up with a couple of images that generated horrified laughter:

 

 

 

 

 

 

 

 

 

 

 

(Slide courtesy of Bonnie Stewart)

These images illustrate all too clearly that media messages are constructed, so rather than accepting (mis)information presented as fact at face value, as media literate educators (and/or students), we need to be asking the following key questions:

  1. Who created this message?
  2. What creative techniques are being used to attract my attention?
  3. Who is the audience?
  4. What values and points of view are represented and omitted?
  5. Who gains profit or power if I accept this message?

These prompted a brief sidebar about snopes.com an on-line fact checking site – a site that, I confess, I only became aware of en route to Canada when various people I follow tweeted about it. (UK readers, is it more of a North American resource? I don’t recall ever hearing about it over here.)

Two more important questions to ask about the ‘news’ we’re served up

 

 

 

 

 

 

 

 

 

(Slide courtesy of Bonnie Stewart)

What’s interesting to me about this is the language: any news report that includes the phrase ‘hulking brute’ immediately sets off my credibility-questioning alarm! It takes me back to one of my favourite undergraduate English modules on stylistics, an area that I don’t hear mentioned much these days, but one that I think has a lot to offer media literacies

The aesthetic fallacy

Next Kris Shaffer talked to us about the aesthetic fallacy. My notes on this are a bit thin, so I just Googled the term and found this:

Put simply, the aesthetic fallacy is the belief that if it looks convincing, it is convincing; or, to refine it slightly, if it looks scholarly, then, agree or disagree with it, it is scholarly and must be taken seriously and allowed a place at the scholarly table.

(Source: Trueman, Carl R. (2010) Histories and Fallacies: Problems Faced in the Writing of History, Illinois, Crossway)

I’m not sure if this is how Kris would describe it, but certainly looking beyond plausible surfaces, using the questions noted above, seems like a key aspect of media literacies. Or, as Bonnie put it: ‘what does this do to our democracy if we don’t educate students to recognise and deal with the crap?’.

Another new-to-me angle was that of ’empire literacies’ – empires are constructed from money, territory and information. Consider…

 

 

 

 

 

 

 

 

 

 

 

 

(Slide courtesy of Bonnie Stewart)

… and then ask yourself, who owns them? Follow the money! In relation to that, Penny Andrews talked us through a slide that showed how the neutral-seeming information provider you rely on for your work could actually be funded by rather less benevolent backers…

(Slide courtesy of Bonnie Stewart)

(I’m pretty sure that in the midst of that Penny explained why Ashton Kutcher may be evil – hopefully I’ve expressed that vaguely enough to avoid either of us being sued – but I was too busy laughing to note the detail, so you’ll have to ask Penny if you want to know more!)

 

 

 

 

 

The point is, some messages have way more power and money behind them, and way more reach than may initially be apparent (e.g. you and Trump both have twitter accounts, but…). However, there is a degree of democracy on some media platforms, e.g. Twitter may be the only space where you can directly speak back to Rupert Murdoch.


(Slide courtesy of Bonnie Stewart)

Contribution literacies – e.g. how to use Twitter for activist public speaking

 

 

 

(Screenshot courtesy of Bonnie Stewart)

Catastrophe literacies – e.g. the ‘breaking news consumer’s handbook’

 

(Slide courtesy of Bonnie Stewart)

 

 

 

 

 

 

 

 

 

 

 

And this might be my favourite…

Crap detection literacies

Another participant, Sajni Lacey Learning and Curriculum Support Librarian, University British Columbia, Okanagan, talked us through an activity she runs in her first and second year classes when she is asked to come in and teach ‘the library stuff’. Rather than giving a traditional point-and-click session on accessing Library resources, she likes to try to get students thinking about the information that they consume in their own lives, and how that relates to what they are being asked to do for academic research.  She kindly shared this activity on the DigPedLab Slack channel, so these are her words.

Activity

“I start by having students get into small group, anywhere from 2 to 5 depending on the size of the class and come to consensus in their groups of the top 3–5 places they go in their personal lives to get information. I stress to them that I would like to see where they actually go for information not where they think I want them to tell me they go (i.e. the library website, books etc.). I ask them to rank these places from the most frequented places to the least. I then, when possible, ask the students elect one person to go to the board and write out the list. You could easily do this in a Google Doc, or Padlet if you have a large group or want to start keeping a record.

I then ask the entire class to tell me what stands out for them on these lists. Usually this is that Google and Wikipedia are at the top, followed by YouTube and various social media sites; currently the most frequent is Instagram.

I then ask them (depending on time) what it is they like about getting information on these platforms. Sometimes I do this in groups, and sometimes I just have a class discussion about it. I use their responses to get an idea of what, how, and why they like to consume information in this way. I use this to start the conversation on thinking about how they smell the crap in the information they are getting. Here I ask them to get back into small groups and list 3–5 criteria they look for in ‘good’ information on the sites they had previously listed and how they ‘smell the crap’ of bad information. Of course, this is very subjective as to what is ‘good’.

I bring the groups back, and through a class discussion start constructing a list of what they identified in their groups as good and bad information. These lists are usually pretty good, and I can use this to start a conversation about why we need to be critical of the information we consume, any authority structures that appear here (depending on what pops up in the list), and how this applies to academic research as well as their own lives.”

One point Sajni made in our class that stuck with me was that, as a librarian, she can’t professionally recommend Wikipedia, but actually it’s a really good resource for gaining broad context on an unfamiliar subject.

Incidentally, some of the things that Sajni’s students question are:

  • Breadcrumb trails
  • Location/domain
  • Media bias
  • Adverts
  • Visual literacy – aesthetic fallacy.

Deepening media literacy practices

The session ended with Bonnie asking us which media/digital literacies we could deepen in our own practices or classes.

(Slide courtesy of Bonnie Stewart)

Within our table I said I was struggling to link a lot of this stuff to the Open University context. David White from The University of the Arts London, challenged that and I said it felt like we were often ‘hiding the vegetables’, when I wanted us to more explicitly acknowledge that students should be ‘eating their 5 a day’, and to find engaging ways to support them in that. Is that a challenge at your institution?

Après ski

In the evening I sampled the delights of Seto Sushi. If you ever find yourself in Richmond, I highly recommend it: wild salmon for the price of the farmed stuff in the UK, yum!

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

The five social media literacies

Beccy Dresden
Senior TEL Designer
Open University

 

 

 

DigPedLab Vancouver 2017 – Day Two

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

Following on from a busy Day One of DigPedLab Vancouver, by Day 2 my jetlag had subsided, and I’d got my bearings in Richmond, so I was ready for some serious learning!

Morning session: media literacies

Our main focus for the Day Two morning Digital Literacies session was reviewing and responding to some of the suggested readings that had been provided.  Bonnie Stewart, Co-ordinator of Adult Teaching University of Prince Edward Island, who was leading the Digital Literacies track, asked us to think about how our chosen article(s) shaped our perspective on what it is to ‘be’ in digital culture. We broke into small groups to do this, and my group spent most of the session analysing the Rheingold (2010) article.

Rheingold focuses on what he calls five social media literacies:

  • attention
  • participation
  • collaboration
  • network awareness
  • critical consumption.

We took one of those each, and I noted the following…

Attention

Rheingold’s starting point is that people in class should be paying him attention! This led us to briefly discuss differences between acceptable behaviour in face-to-face (F2F) educational environments and ‘remote’ behaviours; the latter was of particular interest to me, as Open University students have relatively little F2F contact with their educators, and it’s quite normal for them to have multiple demands on their attention while they are studying.

Participation

The digital literacy aspects of this section were about:

  • how to participate with value
  • being active citizens rather than passive consumers
  • creating vs consuming
  • assumptions about education of citizens, and ‘proper behaviour’
  • moving from the literacy of participation to a literacy of collaboration.

Collaboration

This was the section I looked at, so I didn’t take many notes! The one thing I did write down was ‘negotiating goals – positive or negative’: make of that what you will!

Network awareness

This section tied in quite nicely with Bonnie’s literacy timeline from Day 1. Rheingold’s key points were that:

  • networks essentially amplify and extend our abilities and capacities – for better or worse, and that
  • basically technology itself is an amplifier – going all the way back to the printing press.

We briefly discussed differences between networks and communities (with reference to a recent online debate between Kate Bowles and Stephen Downes), speculating that perhaps communities change, as well as amplify? One member of the group suggested that shared values and beliefs are required for true collaboration – that it’s easy to be communal but harder to be collaborative. Do you agree?

Critical consumption

This section seemed to buy into the cliché that print (offline) resources are innately trustworthy, and online resources innately dubious: as a group we vehemently disagreed with this.

We had a bit of time left, so we also looked briefly at the Tressie McMillan Cottom (2017) article, focusing on one of her six takeaways, ‘master platforms’, and the concept of micro-celebrity.

Master platforms

The article states that ‘social media platforms are designed to facilitate certain kinds of behaviors. Twitter amplifies. Facebook brands. Tumblr remixes. Instagram illustrates’. We agreed that what was important for digital literacy was to think about strategies for dealing with the negative aspects of each platform.

Academic microcelebrity

We identified a tension between the desire to take academia into the public, and achieving effective communication, when ‘lots of academia is deliberately pointless and esoteric’.

We also talked about:

  • gaining currency through identity
  • achieving impact vs social change, and
  • claimed values vs demonstrated behaviours.

After the session, participants shared related resources via our teaching in digital Slack channel – you might like to take a look at the following:

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

New ways of thinking

Emma Fletcher
Technology Enhanced Learning Advisor
York St John University

Highlights of EDUCAUSE 2017

Emma Fletcher was funded to attend this event as a 2017 UCISA bursary winner

As a UCISA bursary award winner, I was able to attend this year’s EDUCAUSE 2017 conference. Some of the highlights included several general sessions as well as break-out sessions and a visit to the exhibition hall.

The general session for the second day of the conference was given by Katherine L Milkman, an expert in behavioral economics, and covered decision biases or choice architecture (which has some similarities with nudge theory). She covered the six principles to promote improved decisions:

  1. Set helpful defaults
  2. Prompt people to plan
  3. Leverage social norms
  4. Create accountability
  5. Capitalise on fresh starts
  6. Allow pre-commitment.

Other highlights from that day included:

The final session of the third day of the conference was the general session “Developing Students who have Different Kinds of Minds” delivered by Temple Grandin, a professor and author, talking about ‘visual thinkers’ and ‘pattern thinkers’. During the presentation, she talked a lot about her own experiences, thoughts and opinions.  She also discussed education at K12 and how children with different minds can struggle especially with fewer opportunities for hands on learning.


 

 

 

 

Overall, I enjoyed the conference experience although it was, at times, overwhelming due to the sheer scale of it. I personally found the breakout sessions more engaging and useful than the general sessions, although I still have FOMO about the parallel sessions I didn’t get to attend! The conference hashtag was full of reflections and discussions during the conference and is a good place to catch up.

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

Breaking the ice and digital literacies at DigiPedLab 2017


Beccy Dresden
Senior TEL Designer
The Open University

 

 

 

DigiPedLab Vancouver 2017 – Day 1

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

Breaking the ice

(One minor quibble though: not enough coffee on Day 1!)

At any really cool educational event these days, there has to be Lego, right? Well DigPedLab was no exception. As an icebreaker, each table was given a box of bricks and bits, we were instructed to introduce ourselves to our neighbour and, based on what we said and the available Lego, they had to create an avatar for us. The lovely Greg Chan gave me abundant shiny hair and a dog: what more could I ask for? NB My less-than-beaming smile below is due to horrific jetlag and a dislike of being photographed, not dissatisfaction with my avatar!

 

I can’t resist sharing this one with you too…

A speech and a song

To formally kick off the institute we were treated to an amazing, inspiring speech and a traditional song from a Kwantlen First Nation elder (the institute was sponsored by and held at Kwantlen Polytechnic University’s Richmond campus, just outside Vancouver).

DigPedLab co-founder Sean Michael Morris then made us laugh by commenting that this event wouldn’t have happened without Trump – the Virginia Institute,  which took place a week or so after Vancouver’s, was meant to ‘bring everyone together in one place’, after three separate DigPedLabs in 2016, but the President’s travel ban made it impossible for some key participants to get to the USA in 2017.

Morning session – Literacies track

Bonnie Stewart kicked off the digital literacies track with a bit of activity: getting us to vote with our feet (Runaround style!) on a digital literacies ‘survey’ and emphasising (with reference to Lisa Simpson) that there were no ‘right’ answers.

 

(Click on image to enlarge)

 

 

 

These were my favourite questions/answers…

I need to find resources to teach/write with. I do the following:
0=nothing. Last year’s notes are fine.
1=check the library
2=Google stuff
3=crowdsource my digital network

I know what the following mean/do:
command f
404
PLN
swipe right
LMGTFY

When I Google myself I find:
0=Google myself?
1=An ax-murderer with my name
2=Vaguely embarrassing pictures my buddy tagged on FB  3=Traces of my work on the first search return page
4=A fair & cultivated representation of who I am and what I do.

As you can probably imagine, this activity caused lots of laughter and a few revelations.

We then sat down and went round the room briefly introducing ourselves and explaining our experience/interest in digital literacies. The Literacies track had proved extremely popular, so rather than being a small group, there were actually nearly 30 participants for Bonnie to wrangle. Two Brits apart from me – David White from The University of the Arts London, and Penny Andrews, a PhD student at the University of Sheffield (and a brilliant follow on Twitter) – 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.

Digital literacies defined?

Having let off some steam and started to get to know one another, the teaching began in earnest. As I write this, I’m looking at Bonnie’s PowerPoint, and wondering what I can possibly say that’s more useful/informative than just sharing her slides verbatim, but I’ll try to limit myself to just a handful, and share my observations/responses to them.

(Slide courtesy of Bonnie Stewart. Click on image to enlarge)

The cluster at the top left represents the institutional model, whereas the bottom rightish cluster is the present. The idea of education as market is not necessarily progression, and these shifts are only loosely tied. Dealing with data/ information/ knowledge abundance is arguably the biggest challenge for digital literacies to overcome.

 

 

 

Key points to remember in the context of digital literacies:

  • (access to) content does not equal literacy
  • web does not equal digital
  • tech does not equal digital literacy.

The concept of ‘literacy’ is changing, because there’s so much more than literature now, and the goal of education is handling data, rather than just accumulating it.

Bonnie then summarised what she planned for us to explore over the next three days.

 

(Slide courtesy of Bonnie Stewart. Click on image to enlarge)

She gave us a timeline of literacy: from considering it as a threat to the knowledge of classical scholars in 400 BCE, to the control of knowledge via the spread of printing presses throughout Europe in 1500 CE, to the management and synthesis of knowledge we’re dealing with in the present day. A quote from educational researcher Doug Belshaw neatly encapsulated this:

 

 

“Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpose.”

Or, as I noted it down at the time, thinking about technologies vs being a techie!

Bonnie highlighted more benefits of developing your digital literacy:

  • improving your capacity to analyse a medium’s affordances
  • identifying ‘thinking tools’ to help you manage knowledge abundance – I think this is a particular challenge for those of us working at the interface of education and technology, where abundance can all too easily become overload.

This led us on to thinking about networks…

The power of networks

 (Slide courtesy of Bonnie Stewart. Click on image to enlarge)

 

 

 

 

 

…and another fun stand-up activity about one-to-one, one-to-many, and many-to-many interactions, and how we become network nodes, forming webs of visible (and invisible) connections.

 

(Slide courtesy of Bonnie Stewart. Click on image to enlarge)

 

 

 

 

Finally, we discussed the ‘price of admission’ to these networks: public identity. Bonnie’s references here ranged from Jon Ronson’s So You’ve Been Publicly Shamed to Walter Ong’s work on oral traditions vs literate traditions:

  • oral traditions – participatory, situational, social, formulaic, agonistic (conflict based), rhetorical (vs the ‘artificial memory aid’ of writing)
  • literate traditions – interiorised, abstracted, innovative, precise, analytical, indexed.

If I understood correctly, how this relates to social media is that we experience the instant message, the tweet, in an oral way – although they are textual verbal exchanges, they register psychologically as having the temporal immediacy of oral exchange (Ong, 1996). But the flipside of this is that because these ‘speech-based activities’ on social media can be captured as if they were print literature, we end up with a call-out culture that treats flippant remarks like gospel.

 

(Click on image to enlarge)

 

 

 

 

The takeaway from this session for me? Digital literacy is about knowing how to manage audience, visibility and publics.

 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.