There is an ever-present tension in the provision of technology in Education; who should we aim to please? The innovators and early adopters, who are the vocal minority? Or should we be seeking out the late majority and laggards, the silent majority? Who is the silent majority? By silent majority, I refer to those staff […]Read More The silent majority vs the deafening minority
This was the presentation I did, alongside fellow learning techs Rosie Hare and Marcus Elliott, at the Association of Learning Technologists (ALT) conference 2017. The full title was Kevin Costner is a liar: Field of Dreams and other EdTech fallacies. The session culminated in a discussion around the question: Is limited innovation, impact and staff engagement […]Read More Field of Dreams and other EdTech fallacies
When is critique just negativity? Is criticism banned? Is technology above reproach? Do we have to constantly espouse its virtues? Is there no room to consider negative aspects? This post relates strongly to my previous post In defence of technology in which I rant on about the attitudes of ed tech people around evidence. I will endeavour […]Read More The criticism of criticism
and the TEF is one. Disclaimer: this post has nothing to do with the TEF. Sorry if you came here looking for a scholarly article on the TEF. I’m afraid you will not find that here (or anything scholarly for that matter). Instead I will reflect on my Higher Education journey. I’ve recently moved institution […]Read More We got 99 problems…
The defence of educational technologies can be so vehement that any question of its importance or impact is met with a barrage of indignant responses, as though ed tech is somehow above questioning. It is perhaps the default position of those of us who work with learning technologies after-all, that work pays the bills. I […]Read More In defence of technology
Technology is people. If we were saying (and doing) the right things technology would be embedded in teaching by now. You wouldn’t need people like me. I have spent years encouraging and supporting staff to use technology in their teaching. I have delivered and watched others deliver ‘technology’ training, CPD, presentations etc. with varying success. […]Read More Technology: the wrong conversations
To lead or not to lead? That is the question. How radical can you be? That’s also a question. How much change is too much? That’s another question. To find our professional equilibrium we need to find the answers to these questions. So why am I writing this post? My colleague, and at work sanity saver, Marcus Elliott […]Read More A Learning Technologists Dilemma
But just because it does the job, doesn’t mean we can’t seek something better. Should discussions about next-gen digital learning environments be restricted by a “what we have now works” mentality? The conversation so far Jisc recently began a Co-design consultation which seeks the next big ideas on their six challenge areas. Details of the challenges […]Read More The VLE works just fine
Ever since the inception of the VLE it feels like we have been asking ourselves this question. We await the next generation, the technology that will save us all from the tyranny of the VLE. VLE (or LMS for my American friends) systems are a divisive technology in education. Some people hate them, others love them, most tolerate […]Read More Why won’t the VLE die?
A recent Guardian Higher Education article titled It’s hard being a carer and a PhD student. My university couldn’t care less has inspired me to ask the question; when does inclusive practice become preferential treatment? I love the Guardian Higher Ed articles, they are always thought-provoking. So what compelled me to write about this one in […]Read More When does inclusive practice become preferential treatment?