It’s been several years since I have developed anything using Moodle, mainly due to being in a non teaching role.
Returning to a teaching/assessing role has been great, however, qualifications move on and I am once again building resources and activities for my learners.
I have been allocated a group of learners who are part way through their qualification and struggling with gathering evidence for communicating via the internet.
I am also looking at learning design and narratives as part of my H800 OU module and thought it would be useful to view this activity as part of a learning design narrative. My learning design narrative is available on cloudworks. Here contains some screen shots of my initial activities and feedback from the learners who have been kindly testing this out for me.
Five Activities created in the module
Example of a forum post which included inserting a picture
Below is an extract from the Cloudworks page of the OU H818 ‘The Networked Practitioner’ Online Conference 2016.
Conference organiser Dr Simon Ball – Link to conference page below.
‘The Networked Practitioner’ is module H818 of the OU Masters in Online and Distance Education (MA ODE)
The H818 ‘The Networked Practitioner’ online module is part of the MA Online and Distance Education programme run by the Institute of Educational Technology (IET) at the Open University UK. This online conference is presented using OULive (the OU synchronous discussion platform – a bespoke version of Blackboard Collaborate).
- Terry McAndrew, Higher Education Consultant, former Academic Lead for Digital Literacies in the Disciplines at the Higher Education Academy and Advisor for JISC Techdis and the Bioscience Subject Centre.
- Bart Rienties, Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK.
- Helen Beetham, Higher Education Consultant and author of several key Digital Learning reports.
Below are the conference sessions I attended
Session 1: Saturday 13th February
|Start Time||End Time||Speaker||Presentation Title|
|13.00||13.30||Terry McAndrew||Keynote Presentation: An Open Future for all – how open education practices and resources can expand knowledge and skills for everyone.
|13.30||13.45||Nicki Berry||Individual Learning Plans: from paper to online|
|13.45||14.00||Tommy Ruiz||How forums and collaborative learning impact oral proficiency in a Foreign language class.|
|14.00||14.15||Anita Houghton||An Open space: A prototype to stimulate and capture the scholarly activity for FE practitioners delivering HE in FE centres.|
|14.15||14.30||Maxine Armstrong||A flipped classroom on flipped classrooms|
|15.00||15.15||Anna Orridge||Tackling Plagiarism Positively: An Online Resource Bank for Academic English Teachers|
|15.15||15.30||Laila Burton||e-Portfolios: innovative practice in higher education|
Session 2: Monday 15th February
|Start Time||End Time||Speaker||Presentation Title|
|18.00||18.15||Elaine Dalloway||Do you ever consider copyright when including images and other content from the web in your digital teaching resources?|
|18.30||18.45||Carol Waites||Writing tips for report writers globally|
|18.45||19.00||John Kerr||Can MOOCs propel the OER agenda for educators in South Africa?|
|19.00||19.15||John Baglow||Three Steps to a Collaborative Learning Environment: a module for teachers and trainers in the post-16 sector|
|20.00||20.30||Bart Rienties||Keynote Presentation: The power of (in)formal learning: a learning analytics approach|
|20.30||20.45||Peter Scott||Simple Sense. An alternative approach to Online Tutorials|
|20.45||21.00||Elizabeth Frost||Functional Skills English within Vocational Areas|
Session 3: Wednesday 17th February
|Start Time||End Time||Speaker||Presentation Title|
|09.00||09.15||Greg Keating||Online Safety: Can Parental Networking combined with Parent Guides assist in keeping Children Safe Online|
|09.15||09.30||Lisa Hale||E-feedback – supporting teachers in their use of Turnitin and GradeMark|
|09.30||09.45||Sarah Sneddon||Learning a musical instrument online – an experiment in learning to play an instrument using only OERs.|
|09.45||10.00||Kiran Gawali||Learning Acitivity Selector: a visual aid and tool for staff|
|10.30||11:00||Helen Beetham||Keynote Presentation: From digital capability to digital wellbeing: thriving in the network.|
|11.00||11.15||Lesley Hamilton||Motivating Learners: using video for Learning and Teaching|
|11.15||11:30||Chris Gray||Open Turf: The effective use of Web 2.0 technologies in creating a collaborative platform for self-determined learning|
|11:30||11:45||Jennie Augustyniak||How open is the digital environment for disabled students in higher education?|
The Research Councils UK, are responsible for investing public money in research within the UK. It is the ambition of The Research Councils UK “to ensure the UK remains the best place in the world to do research, innovate and grow business.” Research Councils UK (2014)
I would suggest that research is therefore seen as a major driving force for innovation and innovation in turn is seen as major driving force for business or economic growth.
“Russell Group Universities are responsible for the vast majority of UK’s world-leading research” The Russell Group (2014). The Russell Group’s prestigious member Universities are seen as the ultimate place to study and their culture is synonymous with the traditional view of research scholarship.
My project, Open Space was created to stimulate and capture all forms of scholarly activity. When constructing the site with personal examples it was of no surprise that my forms of scholarly activity reflected Boyer’s (1990) application and teaching areas.
In considering whether my project was innovative, I looked at two definitions of innovation as “The process of translating an idea or invention into a good or service that creates value or for which customers will pay”. BusinessDictionary.com (2016). The Collins online dictionary (2016) defines innovation as “something newly introduced, such as a new method or device”. In both these definitions my project is innovative in respects that it produces a new process, a new combination of tools.
However, when considering the bigger picture, will the innovation within my project lead to business growth? I can’t see currently how, as it is just a prototype platform, however, if the platform became widely used and successful collaborative projects were developed through the platform then potentially yes.
The second reflection regarding the theme is linked to the four areas of Boyer’s scholarship and further makes me question why research is seen as the ultimate scholarly aim.
I tried to put this in a diagram below to demonstrate the point. The big question is how does innovation lead to economic growth without the integration, application and teaching? I am not sure if it can (but would be interested in other views). A very important secondary point here is that the act of integration, application and teaching can lead to innovation and also potentially economic growth.
I conclude therefore that all four areas of scholarship are very valuable and although research can start innovation without the other areas the ultimate aim of economic growth will not be reached without integration, application or teaching.
Webinar – 18th January 2016.
I have listened to many of Nick Linford’s webinars. He speaks on behalf of Lsect. Often they are in response to funding changes with Apprenticeships or first reactions to white papers etc.
Below are the key points which I think are important from the New Year, New Apprenticeship webinar. The full set of slides is here http://goo.gl/mUNAtV. (Link added to this page after permission gained from Nick Linford).
|Points Discussed||Possible impact|
|Apprenticeship LevyTo be paid by large employers by April 2017.
This represents 2% of employers in the UK. For a company the size of Tesco this may represent in the region of £50 million contribution.
Still uncertain how the smaller (98%) of employers will pay for their Apprentices.
|Large employers paying into the pot will be keen to use their allocated money so will be likely to become pro-Apprenticeships (if not already)
May have an impact of organisations targeting programmes at large employers. This seems to at odds with the work over the last few years to provide incentives for small employers to hire Apprentices.
Public sector targets
If an organisation has 250 plus employees there will be a target of 2.5% of employees to be Apprenticeships.
NHS is already committed to more Apprenticeships than the 2.5% target (aiming for 6%)
The size of public sector organisation in terms of funding terms is always subjective. In terms of funding requirements currently, schools are not seen as part of the Local Authority, even though staff are employed by the local authority. Some organisations my use technicalities to ‘opt out’ of being a large organisation.
Levels 2 and 3 will continue to be inspected by Ofsted
Higher levels will be monitored by the HE quality regime.
Will this lead to providers segregating the different levels?
|Functional skills requirements
Level 2 Apprenticeships remaining requirement to achieve level 1 Functional skills, with working towards level 2.
Level’s 3 and 4 Apprenticeships must achieve level 2 functional skills before the end point assessment.
New functional skills qualifications due to be published in 2018.
Level 4 requirement has changed as currently not included in the framework. This I imagine has the potential to change. Functional skills were included in Apprenticeships at Higher levels up to July 2013. They were then removed from the frameworks (with the understanding that candidates could demonstrate competence at level 2 before enrolment).
|New standards/Old frameworks
There are 71 new standards ready to deliver. Government would still like to switch off the old frameworks but a date for this hasn’t been confirmed.
At first glance of the list it appears that the generic skills of business admin, customer service and management have been segregated to different professions. E.g. a financial customer advisor, financial administrator.
There seems to be a lot of higher level Apps in the list. On the current frameworks there are good progression routes. E.g. in Leadership and management there is a level 2,3,4 and 5 Apprenticeships. The new standard is a level 6 degree Apprenticeship with a four year duration. This may be off putting for some candidates but the chartered Management status will appeal to others.
|Institute of Apprentices
Small board, fully operational by April 2017. Will be maintaining the standards.
Digital Apprenticeship Service
Will help employers find providers aiming to be fully operational by October 2016. (pilot starting in April 2016). This will be seen as a business critical system.
All organisations delivering Apprentices need to engage with this.
Any grade provider can now provide these. If an organisation doesn’t use its allocation it will be reallocated by the SFA.
|National Apprenticeship Service
Employer support function, may return to a broker relationship. Providers should let NAS know if they are interested in working with large employers.
Piloting destinations to be added to the success criteria. Increase minimum threshold from 60% to 65% success rates.
Research is often seen as the ultimate aim of the scholar, Boyer (1990). Universities pride themselves in leading the way in the field of research, the forerunners of innovation and discovery. In the UK, there are several types of organisations which deliver Higher Education. These comprise Universities (including the prestigious Russell Group), training providers delivering Higher Apprenticeship and also Higher Education (HE) Centres based in Further Education (FE) colleges.
HE Centres within FE colleges serve a different purpose than traditional Universities. They are often responsive to local labour demands, specialise in technical and flexible part time programmes and increase participation in Higher Education, (Association of Colleges (AOC) 2015). Fostered from these differences are cultural differences. HE centres are born out of the FE (teaching) culture and not the HE (research) culture.
The AOC (2015) in response to addressing these differences are overseeing a Scholarship Project aiming over the next three years of building a framework to support staff in HE centres become more scholarly. The project proposal outlines Boyer’s (1990) four areas of scholarly activity, namely, discovery (research), integration, application and teaching.
The Education sector is facing a considerable amount of change. FE colleges are undergoing area reviews which could lead to college mergers, (Dept for Business Innovation and Skills 2015). Becoming more research focused and firmly establishing themselves in HE is strategically desirable as HE taps into different funding streams. Within Universities there are proposals for a teaching excellence framework to focus on the teaching within Universities, (Times Higher Education 2015). The result of these developments may result in FE becoming more research focused and HE becoming more teaching focused.
The development of digital technologies is also driving change within education. There are an increasing number of tools available which can deliver and promote learning in innovative ways. Jisc (2015) and The Russell Group (2015) both discuss open access policies which encourage data sets to be published. Digital technologies have enabled data sets to be available quickly in a global arena. Jisc (2015) state that the open access policy will promote innovation and economic growth.
Perhaps now marks a new era of education, traditional organisational culture is blurring and technology is driving openness. It is with these drivers in mind that I aim to deliver a resource that can stimulate and capture any type of scholarly activity.
Open Space is a platform which can be built by any practitioner regardless of institution, using free web based tools. It will engage practitioners in digital and open practices which mirrors the era that students are now learning in. The prototype will include an area to create an individual online library, use networking tools to keep up to date in their field and an area for reflective blogging and collaboration. Using these tools will not only stimulate but capture scholarly activity irrespective of institutional culture – current or future.
The presentation will be an overview of how these tools are combined within one platform to engage individuals without institutional boundaries. It will show examples of activity which can be captured to demonstrate all the four types of scholarly activity.
Open space: A prototype to stimulate and capture the scholarly activity for FE practitioners delivering HE in FE centres
Association of Colleges (AOC) (2015) – https://www.aoc.co.uk/teaching-and-learning/college-higher-education-scholarship-project/about-the-scholarship-project last accessed 29th December 2015)
Boyer, E. (1990) Scholarship Reconsidered: Priorities of the Professoriate. New York: The Carnegie Foundation for the Advancement of Teaching.
Department for Business Innovation and Skills (2015) Policy paper, Post-16 education and training institutions review, published, July 2015 https://www.gov.uk/government/publications/post-16-education-and-training-institutions-review (last accessed 29th December 2015)
Times Higher Education (2015) – 4/8/15 Teaching excellence framework (TEF): everything you need to know https://www.timeshighereducation.com/news/teaching-excellence-framework-tef-everything-you-need-to-know last accessed 29th December 2015
Image – Mastermlndsro – https://www.flickr.com/photos/9216660@N02/12780929034
Thank you Simon Ball (OU tutor) for the valuable feedback.
Good question…. and also a chance to try out a way of collaborating via google docs.
“Blogs are like Marmite” This was a comment I received when I first floated the idea of using blogs, to capture scholarly activity. Our love/hate relationship with blogs is a sentiment I can relate to. I have avoided writing blogs for a long time. However, over the years I have gained a great deal from reading blogs, both personally and I’m fairly sure to some degree professionally. However, if I was asked to pin point what I have gained, I probably would struggle to identify an individual blog or its impact.
Looking into the issue of how vocational practitioners can capture scholarly activity, blogging I believe is the logical answer. An academic may embark on a research project what does a vocational practitioner do? Commonly, we attend update events regarding the qualifications we deliver. We aim to partake in industrial updating (although this can be hit and miss). At best an NVQ assessor can assess part time and continue working in the profession. Other forms of activity in the vocational world include, standardisation and moderation activities and also expanding the qualification range. All these can be captured easily on a CPD log, however, where is the impact of these activities and do they represent scholarly activity? I am hoping that through a series of blog posts on this site, I can demonstrate that these activities can capture scholarly activity.
So why is a blog the logical answer? It’s reflective nature has greater potential to capture impact than a more traditional CPD log.
How often will I blog? I have a list of over ten blog topics which I would like to produce immediately. These are based around one activity each blog with the aim of relating the said activity to a scholarly aim. After this initial flurry of activity I will be scheduling writing once a fortnight and keeping a log of activities to blog about.
How to blog? I am new to blogging, this is my first attempt. I have read the below two blogs on blogging (and there will be plenty more openly available). I am hoping that my skills will evolve with time.
Learning to blog is one of my scholarly activities, how to measure its success is a different story.
Image obtained from – Image obtained here