CA 9.1 – Desktop Research on Blogs

Although now probably somewhat dated the Williams & Jacob (2004) research showed that ‘shows students to be broadly in favour of the continued use of blogs as an effective aid to teaching and learning’ Williams & Jacob (2004, p.11). Compared with wikis Williams & Jacob (2004) suggest that Blogs boast a level of participation not previously experienced and a greater sense of community and debate is encouraged as a consequence. The delayed response to engage with blogs in the UK intimated by Corbyn (2008) suggests that ‘The appeal of academic feedback, as well as the opportunity for public engagement and the potential for enhancing reputations, has those who blog hooked’.

The blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Hiler, 2003, cited in Williams & Jacob, 2004). There are many different categories that blogs could be grouped into examples range from group blogs, personal blogs, community blogs, and corporate blogs. Some blogs are defined by their content and subject matter expertise. In his own blog Stuart (Brown, 2006) offers an alternative classification system for the blogosphere based on the type of content which is illustrated in the image below.

As this activity aims to categorise blogs encountered in the educational blogosphere my attempts are less elaborate than Brown (2006) and I offer the following for starters:

Personal Learning

Online diaries written by individuals to express an opinion, display research and reflect on the learning journey. They are primarily aimed for personal use although they often have intrinsic value for others who might be studying or researching similar lines of interest. Issues – learners may wish to set up personal learning blogs outside of the learning institutes own VLE which makes it difficult to manage or control access. Some learners might prefer to limit their personal thoughts and reflections to only a small group of other learners. In the case of learning with the OU the blogging tools are very limited when compared with Blogger or WordPress.

Collins, M. (2010) H808 Reflections – The Home Straight, Blog http://collinsmh808.blogspot.com/

Professional Learning

These blogs are aimed at informing a wider community of professional learners on a particular subject matter. Usually written by a subject matter expert who wishes to engage a large following to seek feedback and further develop theories, ideas and put them into practical applications. I have been following Clive for 18 months or so and find his posts extremely interesting and informative. Although I am not sure this is the case in Clive’s blog the main issue I would identify in some professional learning blogs is the content could be seen as absolute and can be taken as the gospel due to trust that is put into the authors professional standing.

Shepherd, C. Clive on learning, Blog http://clive-shepherd.blogspot.com/

Weller, M. The Ed Techie, Blog http://nogoodreason.typepad.co.uk/

Newsworthy

Newsworthy blogs in education and the wider world of learning aim to inform a very large audience of followers. Posts are very topical as authors aim to announcement or review the latest information on new subject matter. Most articles are well balanced and supported with research evidence as news blogs are usually institutional based the potential issue could be a particular bias or favour to one viewpoint.

This Week in Education, http://www.thisweekineducation.com/

JISC News Blog, http://www.jisc.ac.uk/blog/

Evangelist

Blogs established by individuals keen to promote their field of interest and encourage others to become involved. They are keen to establish threads that hook the interest of others. Blog posts can be very interesting but in some cases the author aims to be provocative and can breaks away from traditional learning pedagogy. In the example blog Donald Clark takes on a new view point which challenges long established methods of delivery. Whilst this does question our current learning practices the issue here is that it also questions and instils doubt about the value of our current training output.

Clark, D. Plan B, Blog http://donaldclarkplanb.blogspot.com/

As seen from the Blog Blackboard image above blogs and blogging offer different meaning and reasons for engagement with others. I am sure there are many more categories that will be introduced by other members of our tutor group this coming week, perhaps others might name them differently or even place the blogs I have identified above into different categories. The thought that I am considering this now goes to show that the range and diversity of the thoughts and views for each individual learner on H808 is valued and creates more online dialogue to help grow my own understanding.

References:

Brown, S. (2006) ‘The Blogging Spectrum - An alternative classification system for the blogosphere’, blog entry posted 8 August, 2006. Available online: http://modernl.com/article/the-blogging-spectrum

Corbyn, Z. (2008) ‘By the blog: academics tread carefully’, Times Higher Education, 9 October 2008. Available from: http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=403827 (accessed 6 August 2010).

Hiler, J. (2002). Blogs as disruptive tech: How weblogs are flying under the radar of the content management giants. [Verified 6 June 2004] http://www.webcrimson.com/ourstories/blogsdisruptivetech.htm

Williams, J. B. and Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232-247. http://www.ascilite.org.au/ajet/ajet20/williams.html (Accessed online 30 Dec 2010)

SA 8.2 A Knowledge Market Place – Dropbox

I have chosen to offer advice on Dropbox as this is the single most important piece of software that I use day-to-day not just to organise and store my documents for H808 but also share work documents with colleagues.

What is Dropbox?

Dropbox is a web based file hosting service which uses cloud computing to enable users to store and share files and folders with others across the Internet using file synchronisation. There are both free and paid services available from www.dropbox.com but as I am a student I am only interested at present in the free service.

How do I install it?

Dropbox can be used just on the Internet if you choose but to realise the maximum benefits it brings you need to download the Dropbox software to your own PC by visiting the website or use a link provided by a friend or colleague inviting you to set up an account. Using the following invitation link enables the user sending it (ie me in this instance) a chance to receive more memory storage space. https://www.dropbox.com/referrals/NTEwMDM4NTcyOQ?src=global0

How do I use it?

Once the software is install you simple drag and drop or save any file type into the dropbox folder and it automatically sync with the online backup storage providing you are connected to the web. If you are not connected to the Internet then file syncing will commence when next connect to the web. You can download this software to multiple computers to setup automatic syncing of files shared between them.

What are the main features?

• Allows you to sync files online and across your computers automatically
• New users get 2Gb of online storage free and can earn more storage up to 8Gb.
• You can sync files of any size or type.
• The sync facility works across Windows, Mac and Linux operating systems.
• File sharing allows you to share and collaborate on same files.
• Control who has access to your shared folders and set up links to public folders which non users are able to view your files.

So what are the Benefits as a Learner?

As a learner who is constantly on the go, before I started to use dropbox I stored files on three different PCs: my desktop at home, my laptop which I use when working away from home and my desktop at work. Very often I found myself not being able to get access to something I stored on a different computer, despite using a USB memory device on my own PCs this was not allowed to be connected in my work environment. For a while I used Google documents but this relied on me remembering to upload the required document which took time and additional effort.

Dropbox has enabled me to just store the file once in a folder system on any of my PCs and be able to access any time, any place and from any computer connected to the web. I have recently downloaded the Dropbox app to my HTC mobile and can view all files in my Dropbox. I often wonder how I managed to keep track of my files before using this brilliant piece of software.

CA8.1 Using New Technology

This activity requires the learner to practice gaining evidence which supports the technology-related competency requirement for the end of course assessment criteria.

Although I managed to produce a podcast in PodBean for a single H807 task back in Apr this year unfortunately I never found the time to revisit this popular technology until now. Last time I used some random audio recorder to record the audio file but this time I made the effort to download and try Audacity which to my surprise was fairly easy to use the basic functions. I made a fairly lame attempt to top and tail my spoken piece with a short sound track which probably could do with being cleaned up or imported to Audacity rather than being played on speakers and recorded through my microphone. Time permitting I would like to discover the mixing and editing facilities this new piece of software offers but for now I pleased to have produced the following podcast.

Powered by Podbean.com

Although my subject matter and content of the podcast could have been a little more interesting my first attempt to broadcast a podcast on H808 will hopefully not be my last.

CA 6.3 Knowing When to Jump In!

For me this collaborative activity has been a really good learning experience. Having managed to complete the study in unit 5 on time, for the first in H808, I was able to start reading the requirements for this task well before my normal weekend study routine. I was keen to get things underway but was not sure when would be the best time to jump in. The learning points that we mentioned in the previous collaborative exercise were still fresh in my mind so I planned out a simple method of attack taking them into consideration. A small element of me had hoped someone else would start the forum postings off and I could follow others but I had done that before and therefore I felt it was time for me to step forward and take the plunge. It is so pleasing to get positive feedback from others from the first forum post; I couldn’t help wondering if my fellow team members were also ready to get things started and I managed to sneak in before them or they were pleased someone else got the ball rolling as it were?

I am very pleased with the method that we attacked this task and have great confidence that we have produced a fine presentation. Perhaps my extended strength of leading the dialogue in some areas may not have given much room for others to jump in, for that I profoundly apologise as it might have been my military training that spilled into my OU online studies. I guess once you step forward into the line of fire you need to stand up, be counted and commit yourself to doing a good job. Despite having many modern tools at our finger tips the simple ones do seem to work best. I created the Google docs spreadsheet having realised that a fellow member uploaded an excel version to the forum but other members of the group were unable to edit and make comments. Although it took a bit of time setting up the hyperlinks in this spreadsheet it was of great benefit and thankfully much appreciated by the team members. Again taking forward the experiences and lessons learnt from a previous activity using Skype combined with Sync.in allowed us all to collaborate well and make our own inputs to shape the end result. Having had technical problems previously we managed to hold a 90 minutes synchronous session online with 4 of the 6 members which included a member from New Zealand despite the 13 hours time difference; for me this was probably the best and most enjoyable part of the whole collaborative experience.

To maximise full inclusion with the team using google doc presentation enabled us all to use a familiar tool (ie powerpoint) only on more simplistic scale. Before making the suggestion to use this tool I quickly cobbled together a rough outline of the slide titles to help guide team members to see how we could structure the presentation. Once everyone could see the action plan everyone rallied to deliver their individual slides with much enthusiasm. Some very valid points were made in the forum about the look and free of the presentation to help readability and printing. The final Skype session held two days before the proposed deadline helped to not just engage the two team members who could not make the previous live online session but also cemented our way forward to completion. I like to think that this allowed all members to feel their views, thoughts and contributions were valued and appreciated by all team members; I know I did and I’d like to thank those who collaborated with me.

TMA01 Results – Does good feedback give you lift?

Despite the last minute rush I made to construct my reflection the doubts I had about submitting my first assignment for H808 have now completely disappeared. I am very pleased having achieved 73% and received the overall comments that I had produced a well-balanced essay with numerous discussion points for and against, ending with sound conclusions. The feedback was very constructive and positive which has helped to build my confidence to write meaningful post graduate material. Although I am not comfortable being a last minute person in this case I was lucky that the lack of time enabled me to be more task focused leading to identifying and ticking the right boxes for the marking criteria. I must get a head and plan TMA02 early by developing a structure and division of word count into the appropriate sub sections before tackling each area.

This week has been an academic high for me with TMA01 in the bag I also found out that the OU have accepted my credit transfer of 60 MCATs towards MAODE. To top the week off I also received feedback from my latest master’s assignment in Consultancy with the University of Portsmouth. These guys are extremely hard markers in comparison to the OU so I am extremely pleased to get 75% for this module and find myself another step closer to an MSc in Training Management and Consultancy.

The negative dip I felt a few weeks ago has diminished (well may until the next roller coaster ride). I am now looking forward to getting the most out of the collaborative activities with my fellow group members in the next two weeks.

CA5.5 The CMALT and LSN certification schemes

A few days ago I commented on the forum in response to what does ‘Learning Technologist’ do? Having only just thrown myself into unit 5, I was blindly not aware we were to explore this in more depth over the coming activities in part 2 but actually when I go back and read this I am content with my reply. Please see my below for details:

I currently work within a small team who were collectively labelled as a Technology Based Training group, over the last year we have been aiming to modernise the military training methods by promoting a variety of electronic media and mediums to delivery training across defence. The main resistance to chance has been one of culture ie why change the way we have been delivering training for centuries? To seek acceptance and be able to operate within financial constraints we now offer a range of technologies that are both old and new methods providing a more accepted blended approach. Since making these improvements and still managing to conduct training within our defence system approach to training we have been renamed as the 'Learning Technology' group so does that make me a learning technologist? Well I do research and introduce the use of new technologies that compliment older practice with the view to improving performance and engagement from the learner but also seek to make best use of the appropriate technological processes and resources to make the management of training more efficient for the organisation. IMHO combining the understanding of learning theory, training/instructional design and selecting an appropriate technological method of delivery is what a learning technologist would do.

Now having read through the CMALT and LSN competence lists I am able to add extra value to my initial thoughts but surprisingly to me they were not far off the mark. Completing the comparison grid enabled me to identify the gaps in my own personal development plan so I updated this include the ability to monitor, assess and evaluate the appropriate use of elearning. It is only upon reflecting I was able to see we need to be able identify if a particular technology is working or not and know when to move on or push harder for success. Am I right in thinking that my own PDP should be a living document and can be amended when I choose?

CA 5.4 The Profession of Learning Technologist

Lisewski & Joyce is an interesting read but I found they only touched on some of the skills required of learning technologists. Citing (Beetham et al. 2001: 24) they identify that ‘to achieve the right balance between the pedagogical approach and the appropriate use of a given technology within the prevailing resource and environment, learning technologists require effective tools, processes and discourses to establish their professional identity’. If this is the case then how and what should they train for?

The suggestion made by Lisewski and Joyce that Learning Technologist’s must bring their skills to bare and inform the process of teaching and learning online is further enhance by the requirement to cater for a wide spectrum of capability. Is this not touching on the teacher’s skills to be able to adapt their teaching styles to fit the learners individual learning needs? I agree a learning technologist must be able to deploy the whole multitude of online educational provision to meet the requirements of a variety of learners but is this not just an extension of toolset a teacher should be able to call upon or are learning technologists just restricted to technology based learning means? Conversely should learning technologists therefore not engage with the conventional learning techniques used by teachers in the classroom?

I am finding it difficult to place the learning technologist in a specific professional group. They deliver training by their assistance of moderators and selection of appropriate technology, yet they do not manage and do not deliver teaching to ‘pupils’ in the conventional sense. Research read so far appears to limit there employment within HE. More technically involved than a teaching assistant and their exploitation of an acquired knowledge and skill-set pushes them towards the definition of ‘professional’. Learning Technologist’s appear to be a new perhaps emergent profession born out of necessity to engage in modern learning techniques through the use of technology. The question for me is, are they a subset of the elearning professional previously discussed in CA5.2 or a subset of the teacher role?