Mastering your DSLR

I spent the day learning how to use my camera. I know what a lot of the words mean but not necessarily how to use it properly. Our instructor was Kate Green, you can see her work here. Today was great fun and I learnt a lot. My photos are definitely going to be improved! Thanks must go to the University of Warwick for offering personal learning account vouchers that can be spent on the masterclasses at the Arts Centre. If you’d like to see the photos I have taken since the course see the most recent posts in the photography category.

These images were taken on my Canon EOS 1200D.

I am licensing these images as creative commons so feel free to use them but remember to attribute!

Creative Commons License
This work by Kerry Pinny is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

We got 99 problems…

dinosaur

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 and it seems like a good time to take a moment and think.

(The featured image for this post has little to do with the content but I liked it. I’m sure there’s some joke about dinosaurs and technology use at HEIs but I can’t be bothered to think of one. But a T-Rex chasing you would definitely put your problems in to perspective. But remember what Meat Loaf tells us, objects in the rear view mirror may appear closer than they are. (Caution, this video contains some hard-core mullet game.)

As a student

I was terrible. I put no effort in to my a-levels and my results certainly reflected that. I originally applied to do ancient history but decided “I’d never get a job doing that” and took a year out to decide what to do with my life. It was the expectation that I went to University although careers advice at sixth form was poor at best. So I decided, in my infinite wisdom, that media was the right path for me. I like TV shows and film so why not do something I enjoyed. I naively thought it was really easy to become Steven Spielberg. I applied to a few places with my terrible results and eventually got in somewhere.

I did not become the model student. Despite being amongst the first cohort to have tuition fee loans. I am still paying that back now and will do so for what feels like the rest of my life. I imagine the Student Loan Company will be knocking on the coffin lid. Anyhoo, I turned up to most of my lectures but if I couldn’t be bothered I certainly wouldn’t force myself. I ‘phoned it in’ for most of the first year. I think it’s easy to underestimate how difficult it can be to make the transition from a-level to ‘academic writing’. I was really disappointed with my first essay mark. I’d always been good at essays. I really don’t remember there being much help with that but that might be my memory or more likely I just didn’t look for or take any of it up.

Second year I did put in more effort but again I wouldn’t say I pushed myself. I eventually came up with a bit of a formula for writing essays that seems to have helped me through to present day. I would admit that I approached every essay, project and took every test with the question “what’s the bare minimum I have to do to get a decent mark”. I did nothing in my spare time. I didn’t gain any of what we would now describe as employability skills. I didn’t practice, I didn’t make a showreel and I didn’t get involved in any voluntary projects. I did the bare minimum. I do kick myself for not trying harder on a couple of projects which would have pushed me up to a first but I got a high 2:1 without putting much effort in so I guess I got a good return on investment. By the end of my third year I was very ‘done’ with education. I did not want to do a Masters or step foot in education again. I was going to be a successful director don’t you know (despite not deserving or earning that success).

Working in Higher Education

So how ironic it feels now to be sat in a University and having worked in them ever since. Despite my sincere belief that the world owed me my dream job I was summarily disappointed. Surely the path to greatness is paved with negligible effort, a non-existent showreel and no experience? Apparently not. It would seem that a degree isn’t enough to be the next Steven Spielberg. Apparently you might also need talent. So devoid of talent, armed with only a piece of paper claiming some level of competency and with no clue what I was doing, I put forward my CV. You will not be surprised to hear that I had no success. So a change in approach was required.

I turned to graduate internships in the desperate hope that someone like the BBC would be stupid enough to employ me. When you’re going up against hundreds of other graduates, who are more talented and went to a better University than you it’s unlikely you’ll succeed. But I had the good fortune to get a job at Harper Adams University. A stop-gap I thought before Hollywood calls. Hollywood did not call.

It was this job that got me hooked. I enjoyed talking to academics about teaching. I enjoyed talking to them about technology and how they might use it. I even liked training. I was able to combine my love of making stuff with a wage. Like Honey Nut Corn flakes Higher Education was ever so moreish. I was hooked.

So here I sit writing this post in my fourth HEI and despite MANY challenges over the years I still love it.

So how did I get here?

At Harper Adams I was part of a team of graduates who were tasked with introducing new tools and assisting staff to make effective use of them. I also learned more than I’d ever need to know about sheep. I’ve worked at the University of Portsmouth as an Online Course Developer and Assistant IT Trainer. At the University of Lincoln as a Digital Education Developer. I am now an Academic Technologist at the University of Warwick.

I think I am here more through luck than judgement. I realised after my internship at Harper Adams ended that I would be more likely to get a similar role at another University. I was lucky that the University of Portsmouth Business School was looking for someone and on the day of the interview a load of people dropped out. So with little competition I got the role there. After a while a job in IT services came up and I thought, “Hey, I like training so I’ll give it a go” and I did. It gave me so many skills that I am so grateful for now. Confidence to stand up in front of people, techniques to persuade the most negative trainees and the opportunities to work on other projects. After a couple of years I felt it was time to move on. I also knew I’d never be able to afford a home in Portsmouth (ironic given where I now live) and needed to find somewhere more affordable.

After a search of areas we settled on Lincoln. As luck would have it the University had already tried to recruit three Digital Education Developers. The lucky part was they had only recruited two. So they advertised the third vacancy again and they were silly enough to give me the job. I had a wonderful time at Lincoln, and while every place I have worked has shaped me in some way, Lincoln has by far had the biggest effect on me. I joined a new unit tasked with improving all aspects of teaching and learning, including the digital aspects. The digital element was a part of teaching and learning not adjunct or as a ‘thing’. I worked with the most dedicated, hard-working and intelligent people. They were also great fun and pleasures to work with. Each one of them has shaped me in some way, challenged me and supported me. I would not be who I am today without them. They made me question my assumptions, made me read and broadened my knowledge. Sadly after a review of the department and other changes, that I will not detail here, I felt Lincoln was not the place for me anymore.

I selected a number of Universities that I wanted to work at and Warwick was one of them. Again as luck would have it an internal promotion resulted in the perfect vacancy for me. So here I am, in my 7th week at the University of Warwick. I am very comfortable here. I work with great people. The biscuit banter is top notch…

Is the grass always greener?

Nope, but as someone said to me, the grass is always greener if you have no grass in the first place. Moving jobs is scary. You have no idea who you are going to be working with, interviews are no indication as everyone’s on their best behaviour, but in my experience people in this ‘business’ are usually lovely people. You have no idea what you’ll be walking in to but everywhere has its challenges. I don’t think you’re ever going to walk in to a University that has it all figured out. If anything  I would find that quite boring.

99 problems…

So, after that long read, I finally get to my point. Every University I have worked at, this is my fourth, has the same problems. Every person I speak to at conferences etc. has the same problems. Fundamentally our problems are all the same. When I came to Warwick everyone would tell me something then say “oh I don’t mean to put you off” and I would laugh and tell them it didn’t. It didn’t. In HE “you don’t have to be mad to work here, but it helps” should be on the job descriptions. You have to embrace the lunacy or you’ll lose your mind. If I had a Pound for every time I’ve asked why something is done that way I’d be a millionaire. Rarely does the explanation make sense but hey, you have to live with it.

Few of us have enough funding to do anything interesting. Few of us have the senior support required to really make fundamental change. Few of us have enthused and engaged staff. Few of us have technologies that work perfectly for everyone. Few of us have it all figured out. Few of us have got it all sorted.

Culture is a hard thing to change. It is an incremental thing. Small victories. It’s gentle, it’s thoughtful and it’s supportive. Some are braver than others but I’d rather make change the right way and it take longer than do something knee-jerk and ill-conceived to get the job done quicker. Here is the challenge we all face. How do we bring about change quickly, to satisfy management, but do it the right way? We’re all working this one out at our different institutions. Our approaches will differ but we can all learn from one another.

I’ll let you in on a little secret, every university is weird. Every university has its problems. Every university is still working on it. Some are traditional, some are running before they can walk but their problems are the same. Some have managed to cover the poop in a little glitter but deep down they’re still wallowing in the poop with the rest of us.

Losing my ALTc virginity

I have just returned from my first Association of Learning Technologists conference, so I thought I’d write a little blog about the experience. There was a lot of choice and I saw a lot of presentations so forgive some of the vague descriptions.

As an aside, I loved ALTc. I genuinely enjoyed it. Although the amount of choice was baffling and I can’t say I learnt anything ‘revolutionary’. I met lots of lovely people, saw some interesting practice and listened to thought-provoking keynotes.

In the Valley of the Trolls

Josie Fraser

Josie started us off with a timely keynote about trolling. There is an increasing amount in the news about incidents of trolling and having spoken to a few attendees the talk reflected a number of personal experiences.

Josie showed us some recent examples. Take for example Microsoft Tay, the artificial intelligence Twitter robot, who was targeted by internet users and descended swiftly in to posting vile racist, homophobic and outrageous views. Josie cited the book This Is Why We Can’t Have Nice Things by Whitney Phillips. Look at Tay and Boaty McBoatface, when we put stuff on the internet people love to ruin it. WE are the reason we can’t have nice things. The internet is not the problem. We are.

The media, Josie says, is part of the problem. They ‘feed the trolls’ by publishing articles about them, by paying them attention. They make light of something serious. They use it to fill their pages with sensationalism that makes, those of a certain generation, tut loudly at the ‘yoots’ (youths) of today. The media likes to make out that the internet or video games or music is the problem. It’s not. We are.

Josie talked about the motivations of the troll. Seemingly simple – power, notoriety and just plain old bigotry, but also somehow complex. A world of anonymity where lines are blurred and there are more shades of grey than black and white. James Clay asked whether there is a scale or spectrum of trolling. It’s definitely not simply you’re a troll or you’re not a troll. Like bullying and harassment it can be subtle, almost imperceptible. Who knows what is or isn’t trolling. I suppose it’s in the eye of the ‘trollee’.

When we use the word troll we legitimise bullying, harassment, threats, bigotry and racism and reduce it serious behaviours in to something seen as acceptable. It’s not as bad because it’s on the internet. It’s what you deserve if you put stuff on the internet. No. No-one deserves to be trolled. But let’s start calling it what it really is. Trolling is bullying and harassment and it should not be trivialised.

Open and flexible learning opportunities for all? Findings from the 2016 UCISA TEL Survey on learning technology developments across the UK higher education sector

Richard Walker, Julie Voce, Martin Jenkins, Jebar Ahmed, Elaine Swift, and Phil Vincent

UCISA released the findings from their 2016 Technology Enhanced Learning Survey to which 110 UK HEIs responded. The full report can be found here:

UCISA 2016 Survey of Technology Enhanced Learning for higher education in the UK

From the discussion we had in the room uptake of open and flexible practices seem low, with limited increase in MOOCs and open badges, but I haven’t read the full report yet to fully understand the results.

Disruptive Technology Enhanced Learning

Michael Flavin

This was a fascinating talk. I wish it was recorded because I’d like to go over it again. Michael talked about disruptive innovation amongst other theories. To poorly paraphrase, sustaining technologies are those that improve the performance of existing technologies. Disruptive technologies bring something not seen before. Michaels talk showed how few disruptive technologies have, in reality, existed in educational technology. The VLE wasn’t despite what everyone said at the time. To be honest I think we’re using much the same technolgy as we always have done just lsightly differently or more than before.

Disruption is a feature of practice not product. So essentially, the reason educational technologies have not been disruptive is because, the underlying practuce of teaching, has not changed. Or at least that was my interpretation.

Can WordPress function as a VLE?

David Read

Short answer is yes it can. There are lots of things that can be used as a VLE. However, each comes with a list of challenges and limitations, just like our current VLEs. They are none of them perfect.

Some time ago we haled the death of the VLE. But oh look, they’re still alive and kicking. I’m going to do some work around ‘Why won’t the VLE die’.

Education and Neuroscience: Issues and Opportunities

Lia Commissar

Another brilliant end to the day. Lia talked about the fascinating field of neuroscience and, to everyones delight, blew apart some of the myths that surround how we learn. So you know how people will tell you your brain shrinks without enough water, well, nope that’s wrong. Only using 90% of our brains? Nope. Learning styles? Nope.

If incorrect beliefs were ice cream then this picture sums up Lias presentation nicely:

nope

Code Create Collaborate

Ian Livingstone

Another brilliant keynote. If you don’t know Ian he founded Games Workshop, had European distribution rights for Dungeon and Dragons, wrote the Fighting Fantasy role play book series and even founded the company that created Lara Croft. That is to name but a few of his accomplishments. There was lots of nostalgia watching old video games and remembering the fun we had as children.

Children should be enjoying themselves while they are learning – Ian Livingston

Ian’s keynote showed the power of games. Games are his passion and he champions them whenever he can. Video games get a lot of bad press but he espoused so many of their virtues in education. The problem solving, continuous assessment and contextualises the real world. He also talked about his horror at the marginalisation of the arts and creative industries. We should not underestimate their power he says, I couldn’t agree more.

Building digital capability through mapping and collaboration 

James Clay, and Lawrie Phipps

I could be described as a James and Lawrie groupie, for which I am not ashamed. James and Lawrie are incredibly generous with their time, expertise and advice in support of our work at Lincoln and I always feel I should return the favour. If I can contribute to their sessions then I will.

We began with their usual double act, explaining the work Jisc has been doing around digital capability. The framework,  discovery tool and their online offer. They talked about the importance of digital capability and how it underpins everything that we do. We all completed visitor and residents exercises that helps us to map, and better understand, our digital practice. There wasn’t really time in an hour to do that properly, which was a real shame. Here’s our V and R.

vandr

I will write a post about my digital capabilities journey soon.

Flipping heck! Be careful what you wish for

Andrew Raistrick, and Steven Bentley

Andrew and Steven talked about their approach to CPD. They flipped the classroom by asking participants to watch a video before attending the CPD session. By doing this they were able to shorten their sessions to an hour and run them over lunch time. The videos detailed the pedagogy of the TEL tool whilst the face to face session did all the ‘where to click stuff’.

I would suggest this is the wrong way round. Andrew said doing the clicking training was both boring and tiring because the most interesting part was the pedagogical conversations. I would argue you should do the pedagogical exploration face to face and the click training via video. The pedagogy is, after all, the most important bit.

ALT Learning Technologist of the Year Awards

We were highly commended in the ALT Learning Technologist of the Year Team Awards. We were very touched and honoured to have been recognised. There were very worthy winners and I was honoured to stand on the same stage us as.

Copyright and e-learning: understanding our privileges and freedoms

Jane Secker

Jane talked to us about copyright. Yawn I hear you say? Well Jane made it very interesting. Copyright is important. It’s the law. It’s our responsibility to stick to it. Jane talked about its origins and the various types of copyright laws and exceptions. A very complex subject.

Technology causes us a problem as breaking copyright has become very easy. She described the sense of injustice that surrounds copyright, the feeling that we are somehow being limited by it. But at its essence copyright is about respect. Respecting other people’s ideas and hard work. Copyright is seen as someone elses problem.

Jane tells us to look at copyright from an emotional perspective. Consider the owners feelings. Imagine yourself in that position. Put yourself in their shoes. No-one likes to have their ideas stolen. So why is it OK just because you go it from the internet?

We insist students reference work in their assignments. Why should staff be the exception?

How best should a VLE be designed to enhance learners’ experience? 

Emmanuel Isibor

In short the research shows that students want to be able to adapt the VLE to their needs. Do VLEs allow that? Not really. They are controlled by the tutor and content is consumed as they see fit rather than how it will work best for the student.

Evaluating Webinars as a Tool for Delivering Lectures and Seminars at Distance in a Healthcare Setting 

Daniel Metcalfe

Some very useful tips here from Daniels research on students feelings on webinars as replacements for lectures and seminars. Students on the whole reacted positively and surprisingly, felt the level of interaction with staff was much the same as in face to face sessions. His advice on running online sessions:

  • Don’t run lectures as traditional lectures
  • Be interactive
  • Add activities
  • Familiarise the students with the technology as early as possible
  • Have a colleague to help

Designing for Flow

Leonard Houx

Clutter is a barrier to learning. Clutter makes your learning less attractive, less credible, and more difficult to engage. Clutter is a disruption to flow. Poor flow leads to students feeling distraction, discontinuation, disengagement, dissatisfaction, dislike, distrust & disputation. It leads to staff site hacking, jazzing up (poorly), tragic resignation and antagonism with IT. Leonard has rebuilt parts of his VLE and it looks fab. A shame we didn’t get to see more really.

Strategies for supporting effective student engagement with lecture recordings

Matt Cornock

Matt talked about his research in to the ways students connect live lectures with lecture capture content. Matt suggested one of the biggest barriers to the effective use of captures is the timetable. That students do not have the time between lectures to use the captures. He said students in lectures thought they were supposed to take notes, whilst staff felt they should listen and get a holistic overview of the content then use the capture to explore the detail. He questioned whether we should continue to see the lecture as central to everything. Another barrier to students embedding captures in their practice is that not all lecturers use captures, let alone use them in the same way.

An experiment in open-access, micro-learning for educational technology training

Kate Soper, Catherine Wasiuk, Colin Mcallister-Gibson, and Christopher Meadows

If you don’t follow @1minutcpd on Twitter or haven’t visited their website, then you should. Their approach to CPD is so refreshing. 1 minute  CPD videos tweeted out and hosted on their blog. It’s beauty is its simplicity. The number of participants, views etc.

Using Microlearning to Drive the Adoption and Mainstreaming of Technology Enhanced Learning Tools in Higher Education

Shane Cronin, Darragh Coakley, Roisin Garvey, and Gearóid Ó Súilleabháin

Here is another brilliant CPD resource you should check out: telu.me

TELU is a high quality collection of free online micro-courses designed to help staff use technology to support their teaching and learning.

Keynote: Donna Lanclos and David White – Being Human is Your Problem

I always love to see Donna and Dave present. (Although Dave wears awful shoes) I find their partnership very refreshing as they don’t always agree, so often we see presenters who, to borrow a phrase from Donna, spend the entire presentation blowing smoke up each others arses. Donna and Dave do not do that. In fact they quite openly bicker, disagree and argue with each other on stage. They are yet to draw blood but we all wait with bated breath.

What I love most about their talks is that they always challenge me,they always say something that blows my mind and yesterday was no exception.

Digital technologies will no more solve the ‘crisis in education’ than airbags will stop drivers from having accidents. David Price – OPEN

In a sense I feel ALTc can sometimes support the kind of thinking described above. Let’s be frank here, ALTc is full of people whose jobs rely on such nonsensical thinking. I am going to write a blog post on what will happen to us when the technology bubble bursts. Donna and Dave do not believe in this rhetoric and I am so glad they don’t. Technology will not fix anything. It can support, it can create efficiency and it can sometimes enhance but it is not a panacea for all ills. It is not a sticky plaster to cover the cracks. As Peter Bryant says:

There simply isn’t a single out of the box solution for the challenges we face. We can’t rely on growth through systems support and development. There are significant and intractable tensions between the dynamic epistemological shifts that are fundamentally changing the way media is consumed, knowledge is constructed and learning engaged with. Peter Bryant ‘I don’t want to change the world’ – a call for a personal revolution’

They talked about responsibility. It is EVERYONE’S responsibility to talk and think about teaching and learning. I still find it ridiculous that teaching and learning is at the bottom of priority lists in HEIs. It is fundamental to what we do.

Digital is people. Digital is not a salvation from our problems as humans. Donna Lanclos

There was a strong link to the earlier trolling keynote. In that our behaviours online are simply an amplification of offline behaviours. We need to fix people. Technology won’t fix anything.

They won’t let us is not legitimate. Donna Lanclos

That sentence came like a metaphorical kick in the balls. We find it easier, to channel all of our challenges in to an ‘other’, a shadowy figure who stops us from doing all the things we want to do. ALTc was full of lamentations along these lines. As Dave and Donna said, there’s nothing stopping us really. We can do what we need to do, and as a community, should stop making excuses. It was a wonderful call to arms to end the day on.

Venue

warwick

University of Warwick is beautiful, miles away from anywhere but full of lush green spaces. I was quite enamoured. Everything basic need you have is catered for there are banks, a cinema, hairdressers and eateries and cafés off all kinds. The accommodation, eatery’s and main venue were all in easy distance of one another. It all flowed really well and didn’t feel stilted or hard work moving around.

Food

The make or break of some conferences, the food, was not great. Fine if you like brown food, bad, if you like vegetation or green food. The Pimms at the drinks reception was fab though!