Staffordshire University’s 2030 strategy aims to make it the UK’s leading digital university. It’s an ambitious goal and to achieve it the university is working on a large culture change project that has staff and student digital capabilities at its core. The aim is to make sure people are equipped with the skills they’ll need to make the most of all that Education 4.0 has to offer.
If you’ve spent any time thinking about complex systems, you surely understand the importance of networks.Networks rule our world. From the chemical reaction pathways inside a cell, to the web of relationships in an ecosystem, to the trade and political networks that shape the course of history.Or consider this very post you’re reading. You probably found it on a social network, downloaded it from a computer network, and are currently deciphering it with your neural network.But as much as I’ve thought about networks over the years, I didn’t appreciate (until very recently) the importance of simple diffusion.This is our topic for today: the way things move and spread, somewhat chaotically, across a network. Some examples to whet the appetite:
- Infectious diseases jumping from host to host within a population
- Memes spreading across a follower graph on social media
- A wildfire breaking out across a landscape
- Ideas and practices diffusing through a culture
- Neutrons cascading through a hunk of enriched uranium
In earlier posts I discussed
formative and/or summative assessments , and journaling as a good opportunity for implementing one form of formative assessment .
Several readers reached out and asked that I drill down into assessments a bit more to explain these processes. In this post I’ll describe the six categories, or criteria that can be used to describe assessments.
I was at one of the Microsoft Teams education road shows on Thursday (11th July) at their Paddington offices. There is clearly a lot of thinking to be done in this space but I wanted to put down some initial thoughts about what I observed, not just in terms of the presentations I saw, but in terms of the people who were there, their reactions and comments. In terms of who was in the room, it was a mix of IT, teaching, and e-learning staff. I think it is also fair to say the audience was mixed in terms of MS Teams “evangelists”, sceptics, and people there who were trying to get a handle on what they need to do to support teachers and teaching in light of their institutional strategy, and who were looking at Teams as a potential part of that picture.
Private journaling is a better alternative to meditation.
He/she who dies with the most death bed points, wins.
An overview of my current workday habits. (March 2017)
This report complements our recent student insights report: Digital experience survey 2018: insights from students in UK further and higher education. It is the first foray into uncovering how teaching staff in colleges and universities really experience their digital environment and although this is a pilot study with a small sample of institutions we think the voices of these teachers deserve to be heard.
The skills needed in the 21st century workforce will be driven by Industry 4.0 with the next industrial revolution fuelled by data and machine learning. In addition to meeting student and staff expectations, education leaders need to be confident that their digital environments can accommodate these technological advances.
Jisc believes that Industry 4.0 cannot truly succeed without a corresponding Education 4.01. Our role is to help colleges and universities make the most of the potential of new and emerging technologies. Our digital experience insights surveys help colleges and universities to see their digital environments through the eyes of their learning communities. They provide unique datasets that inform and support initiatives to enhance quality.
Digital experience insights gives you a unique view of all aspects of your digital environment through the eyes of your students and staff.
This Jisc service is important in amplifying the student voice, identifying what makes a difference to students and creating opportunities for meaningful discussions to take place. It provides opportunities for colleges and universities to work collaboratively with their students and staff in the quest to develop digital environments, experiences and skills that will help them to prosper in an increasingly digital world.
The PAH Continuum: Pedagogy, Andragogy & Heutagogy
Guest post by Fred Garnett
In my teaching practice, mostly with socially-excluded kids attempting to get some qualifications in college, I developed a number of techniques for showing them how to be successful on their own terms. College is classically a context in which an andragogic approach works best, where you negotiate with your students to find an agreed learning path. In the department where I worked, at Lewisham College in London, we had developed a universal entry test, followed by an interview, which everyone took. We had found this process to be a better predictor of success that their school results, which usually just measured their dissatisfaction with an education system, which was designed to fail them. We then offered to the prospective student what seemed to be appropriate courses and subjects on which they might be successful.
However, over time, I developed a technique that I now call brokering that was much more about negotiating with the learner in the learning context of the subject that they had chosen. I had started teaching in the USA and one of the aspects of teaching there which I particularly loved was that for any subject that you taught you developed your own syllabus. It went through a quality assurance process so that the University approved what you taught, but you had designed the learning. When I started teaching in England I took it for granted that you would write your own syllabus. Consequently I was soon on all the course committees and before long had written a unit on the social impact of Information Technology, still my favourite course of all the many that I taught.
Writing the syllabus and developing the schedule of delivery along with the work to be completed meant that I was, in effect, building the framework of what I was teaching. Consequently I really understood what the boundaries were and so could better broker between the formal requirements of the education system and the personal desires of my learners; I had found that all these ‘failing’ students wanted to learn.
This case study focuses on The Sipping Point – a space for conversations at Dublin City University (DCU) to facilitate the sharing of teaching practice and the spread of new ideas.
Large class size and plenary type lectures have been features of teaching and learning in higher education for many decades. However, the phenomenon of massification, a term used to describe the rapid increase in enrolment of students on many university programmes in recent decades (Hornsby & Osman, 2014) has placed the issue of class size firmly in the spotlight. This phenomenon can be partly explained by the imperative to increase access to and participation in tertiary education thus moving higher education from being considered an elite model to one of universal participation (Kerr, 2011). However, that change has occurred in the context of other demands (Kerr) including funding crises and reduction in the number of full-time faculty per full-time equivalent student.
We don’t always know what we think about things, so how on earth are we supposed to know what others are thinking and feeling?
Class Central has identified six different tiers that MOOC providers monetize on. To be clear not all MOOC providers monetize their courses at all six tiers. Even those platforms that do have offerings that fit our model don’t necessarily follow it for all of their courses. Still, we do think it is helpful to talk in general about a six-tiered monetization model. To illustrate, we will look at the example of the iMBA, produced by University of Illinois at Urbana–Champaign and offered on the Coursera platform.
Today is my last day at CELT, for a while.
From next Tuesday I will be working with the Irish Universities Association (IUA) in the role of Project Manager for Enhancing Digital Capacity in Teaching and Learning in Irish Universities. It’s a three year secondment. I am very excited, and quite a bit daunted, to start the new position. But I am very much looking forward to getting started and to work with some amazing people involved in the project.