Month: September 2014

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25+ apps to make your everyday life easier

TED Blog

Favorite_appsAt our small, fast-moving nonprofit company, everyone does a couple of jobs — and productivity apps help us manage roles that shift between coding, writing/designing and running a full-scale conference twice a year. We asked the TED staff what apps they can’t live without. And beyond the classics—Instagram, Google Maps, Spotify, Uber, Seamless—we found some great apps that might help you too. (A star denotes that the app is free, or at least has a free version.)


For random life stuff…

Dark Sky
A weather app with startling accuracy, its interface tells you things like: “Light rain starting in 22 minutes.” It also shows you beautiful weather maps that let you play local-news weather expert. “It’s like a wizard,” says our CTO, Gavin Hall. “If this app were available in the 1600s, it would have been burned at the stake for witchcraft.”


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liveblog: Predicting Giants at #altc #altc2014

Here are my notes from this afternoon’s session at the ALT-C 2014 conference. There were three presentations in this session.

Richard Walker (University of York) – Ground swells and breaking waves: findings from the 2014 UCISA TEL survey on learning technology trends, developments and fads

This national survey started in 2001 and has since expanded out from a VLE focus to all systems which support learning and teaching. The results are typically augmented by case studies which investigate particular themes. In 2014 there were 96 responses from 158 HE institutions that were solicited (61% response). Some of the findings:

  • Top drivers for TEL are to enhance quality, meet student expectations and improve access to learning for off-campus students
  • TEL development can be encouraged by soliciting stuent feedback
  • Lack of academic staff understanding of TEL has re-emerged as a barrier to TEL development, but time is still the main factor
  • Institutions perceive a lack of specialist support staff as a leading challenge to TEL activity
  • In future, mobile technologies and BYOD will still be seen as significant challenges, but not top as in last year
  • E-assessment is also a leading concern
  • Moodle (62%)is the most used VLE, with Blackboard (49%) the leading enterprise solution
  • Very small use of other open source or commercial solutions
  • Institutions are increasingly attempting to outsource their VLE solutions
  • Plagiarism and e-assessment tools are the most commonly supported tools
  • Podcasting is down in popularity, being supplanted by streaming services and recorded lectures, etc.
  • Personal response systems / clickers are up in popularity
  • Social networking tools are the leading non-centrally supported technology used by students
  • There is more interest in mobile devices (iOS, Android) but only a handful of institutions are engaging in staff development and pedagogic activity around these
  • Increasing numbers of institutions are making mobile devices available but few support this through policies which would integrate devices into regular practice
  • The longitudinal elements of the study suggest that content is the most important driver of TEL for distance learning
  • Less than a third of institutions have evaluated pedagogical activity around TEL.


Simon Kear (Tavistock & Portman NHS Foundation Trust; formerly Goldsmiths College, University of London) – Grasping the nettle: promoting institution-wide take-up of online assessment at Goldsmiths College

When we talk about online assessment we need to encourage clarity around processes and expected results but learners don’t need to know much about the tools involved.  Learners tend to want to avoid hybrid systems and prefer to have alternative ways of having their work submitted and assessed.

There are many different stakeholders involved in assessment, including senior management, heads of department, administrators, and student representatives.

Implementation can be helped through regular learning and teaching committees. It’s important to work with platforms that are stable and that can provide comprehensive support and resources.

Simon concluded by advancing the claim that within 5 years electronic marking of student work will be the norm.  This should lead to accepting a wider variety of multimedia formats for student work as well as more responsive systems of feedback.

Rachel Karenza Challen (Loughborough College) – Catching the wave and taking off: Embracing FELTAG at Loughborough College – moving from recommendations to reality

This presentation focused on cultural change in FE and the results of the Feltag survey.

  • Students want VLE materials to be of high quality because it makes them feel valued
  • The report recommends that all publicly funded programmes should have a 10% component which should be available online
  • SFA and ILR funding will require colleges to declare the amount of learning available online and this will not include just any interaction which takes place online (like meetings)
  • There is a concern that increasing the amount of learning that takes place online might make it harder to assess what is working
  • Changing curricula year by year makes it harder to prepare adequate e-learning – a stable situation allows for better planning and implementation
  • Ultimately, assessment requires expert input – machine marking and peer assessment can only get you so far
  • In future they intend to release a VLE plugin that others might be able to use
  • Within 5 years the 10% component will be raised to 50% – this means that 50% of provision at college level will be without human guidance and facilitation – is this reflective of the growing influence of the big academic publishers?  Content provided by commercial providers is often not open to being embedded or customised…
  • Ministerial aspirations around online learning may ultimately be politically driven rather than evidence-based.

Liveblog – Catherine Cronin keynote at #altc #altc2014

For one day only I’m at The University of Warwick for the ALT-c conference where I’m speaking on OER Impact Map.   (You can access my slides for today here.)

Catherine Cronin (National University of Ireland, Galway) – Navigating the Marvellous: Openness in Education

Catherine began with a quote that illustrates her view of eduction:

“Education is inherently an ethical and political act.” (Michael Apple)

Catherine spoke about growing up in New York and the political milieu in the 1960s (including the assassinations of Martin Luther King and John F. Kennedy that helped her to grow to political awareness and the role of education for supporting healthy political life.  Different people have different parts to play in the political process.  Education thus conceived necessitates criticism of what exists, pointing to what has been lost, and identifying possible futures.

Openness: Catherine identifies this with sharing resources and thoughts in a freely available way.  Lots of resources that claim to be ‘open’ aren’t necessarily licensed in appropriate ways, and open practices should be understood as a more radical level built on top of this.

“Openness is an ethos, not just a license.  It’s an approach to teaching and learning that builds a community of learners” (Jim Groom)

Catherine was keen to identify openness with a kind of humility rather than the hubris of seeking greater attention for one’s work:

“I don’t think education is about centralized instruction anymore; rather, it is the process [of] establishing oneself as a node in a broad network of distributed creativity.”  (Joichi Ito)

As networked individuals, we need to overcome the distinction usually recognised between formal and informal learning.  Students come with different expectations and experiences that they bring to the spaces within which they learn.  Couros (2006) refers to the ‘networked’ teacher who makes use of a range of digital technologies.

from Couros, A. (2006). Examining the open movement: possibilities and implications for education. (Doctoral thesis, University of Athabasca.)

Learning spaces can be physical or online, and tend to be bounded in different ways. Different spaces can facilitate community building to different degrees, but in any space there will be some voices that are privileged and some which are excluded.  When online we experience fewer markers of identity, with differing ideas about the effects of presence and telepresence on pedagogy.  Open online spaces tend to disregard institutional, national or physical barriers to entry and so facilitate greater sharing and connectivity.

The network is the organising principle of open online spaces – but how should this work in practice?  Openness here refers not to licensing but to the practice of facilitating this connectivity.

When students enter institutions, we can ask them about the tools they use and their views on transparency, privacy, and experimental pedagogies.  These discussions can be open, and help to form a shared understanding and expectation.  Open discussions can take place on social media which draw on the idea of networked learning. Students should be encouraged to connect across cohorts and levels to build community and learning skills.

We can minimise the power differential between student and teacher through open approaches, though it should be noted that some students worry  about being judged for thoughts and contributions shared in the open.  Identity is key to understanding these concerns because identities are constructed through dialogue and sharing.  Students should be supported in building and trying out different identities because so doing will help build digital skills and confidence.  Online identity doesn’t so much transform one’s own sense of self but it can help us become more aware of the contingent and contextual nature of our identities, and help us to see possibilities for being otherwise.

We can see open learning spaces as ‘third spaces’ which are neither formal nor informal but draw on both the skills of formal learning and the informal identities that have a kind of authenticity.  One risk with developing e-learning is in believing in a kind of subjectless learner who does not bring their own identity to  their learning.  We need to recognise difference: gender, race, religion, disability and other potential sources of ‘Otherness’.  Open practices are a brilliant first step towards this.