I guess I would like to know how a learning technologist like myself can most effectively support teachers and students to use TEL. How to help ‘more learners do more learning and learn more’ with technology. And with the idea that technology should be easy to use and just one
Augmented Reality in Education: Developing Augmented Reality for Teaching and Learning workshop 2nd July 2014 Manchester A practical introduction to Augmented Reality that will give you the knowledge and skills required to develop pedagogically sound Augmented Reality experiences. The event is offered in partnership with MIMAS and run by staff
This looks useful form Jisc: the Developing Digital Literacies infoKit which includes practical guidance, tools and approaches to digital literacies as well as top tips for different groups involved in digital literacy work and a set of illustrative case studies. Drawing on Jisc’s Developing Digital Literacies work, the Infokit
Interesting that both the #octel MOOC this week and our university’s Spaces and Technologies for Learning conference on Friday #uonspaceconf have mentioned Socrative. Looks like a really good tool, free for educators and an easy way to do quizzes or polls or the like during live sessions. Andy Fisher demonstrated
https://appear.in/ A useful tool for group meetings. An alternative to Skype (which doesn’t have video for all) or Google Hangouts, which is good but can be complicated. Use for cross-institution planning, quick chats where an email won’t do, or for students, particularly on distance and online courses, to keep in
I haven’t been much of a believer in bucket lists up until now. But as I’ve been working hard and and haven’t had a proper holiday this year, I thought I really need something to look forward to. This aims to be the beginning of a list I can look
Apparently there is a quote in the Talmud that goes: First learn, then teach. I would go further: First learn, then teach, then carry on learning!
I really am not sure that it matters that a lot of the participants in MOOCs do not officially “complete”. Yet a lot of the furore around MOOCs centres on the fact that only a small proportion of the students actually complete the course. I’d like to argue that it isn’t necessary for students to complete the MOOC to get something out of it.
Legitimate peripheral participation (lurking!) is a phenomenon that has been studied in traditional online courses and communities and is particularly relevant in MOOCs. Someone like myself may well join a MOOC and take from it what I need and have time to get, and be perfectly satisfied with the learning I have achieved, yet perhaps not have completed very many assessment activities or indeed any at all.
Coping with cooking oil is something I am always pondering. It’s not supposed to go down the drain so how do you dispose of it? Hubby keeps broken cups by the sink and lets the fat cool and set before throwing it out, but I don’t like the constant messy look, as there always seems to be one or two around.
A couple of recent tips I read about:
Pour grease into egg shells and dispose of them when set
Reuse oil where possible – it can be filtered with kitchen paper or coffee filters.
Always worth a reminder of places one might forget in the cleaning schedule:
Keyboard
Mouse
Phone screen
Light switches
Remote controls
Doorhandles
Toilet handles
Rubbish bins (especially the kitchen bin)
And remember to replace:
Pillows
Toothbrush / toothbrush head
Nottingham’s NOOC was an online course on Perspectives on Sustainability open to all staff and students at all three campuses of the University of Nottingham. Here’s the presentation from my talk about it at the Association for Learning Technology conference this week (sorry it’s a bit late!). Click into post for NOOCing Nottingham PDF