Key messages, you’d think, would be carefully thought out before they go into public view. Driving into work one recent morning I was following a van that proclaimed proudly “Fast Response Services”. Laudable, I thought, are these services anything I might want, like plumbing or boilers or cars? But nowhere
Category Archives: online learning
I was struggling to write multiple choice questions for a course until I reminded myself of the key rules for writing these tests. #1 Keep the answers as short as possible If the question needs a lot of text put most of it in the question introduction or stem. This
Using SWOT analysis to evaluate sustainability strategies (Sustainability, Society and You MOOC starts again Mon 16 June)
In order to succeed, companies’ strategies for sustainability need to be informed by their context, aware of internal and external factors, and able to adapt with these in mind. A commonly used technique in developing strategy is SWOT analysis, based upon an assessment of ‘Strengths, ‘Weaknesses’, ‘Opportunities’ and ‘Threats’. These
Waste audits can be useful in helping you to consciously think about what you are producing/disposing and why? Do you know where your waste goes? Are you aware of the energy and water required to create the products you are using and then throwing away? In the Sustainability, Society and
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
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.
I sometimes wonder: am I seen as a geek, working as I do with technology? If so, it seems an odd thing for someone whose primary interest is in people, learning and words. So how did I get into this learning technology thing? When I was young I read a
Posts from my Learning Technology Blog in April: Three ways to tighten up your Moodle module for next year April 30th, 2013 Perspectives on Sustainability is truly international April 8th, 2013 10 things you can do today to improve your Moodle module April 5th, 2013
Every time a new technology comes along, it take s time to really utilise its potential because we view it through the lens of previous technologies. This was the “digital artifact” I submitted for the assessment of EDCMOOC, the Coursera MOOC I did recently. It was well received, although obviously
This week I was looking at OERs as part of Week 6 in OLDSMOOC. I tried to find some OERs related to a Moving on with Moodle training course I’m preparing. I’d say this has been a very useful exercise because it’s made me think how I might incorporate OERs