It’s the second time I attended the ALT conference since the one in 2014. I’m glad to have the opportunity to join again.
In Bonnie Stewart’s keynote speech, the most interesting norm for me is “adaptive change”, which was originally defined by Ronald Heifetz (1998). He stated that change has technical and adaptive elements. Technical challenges require changes in our skill sets. The current knowledge, expertise and resources are enough to deal effectively. Adaptive challenges require changes our mindsets. The problem is not clearly defined, and there are no clear answers. The current knowledge and expertise cannot solve the problem, but require risk taking, creativity and the ability to use “failures” as learning opportunities. (Jillian Lohndorf and Patrick Sanaghan). This may be the reason why we are unable to resolve the challenges, as we keep using technical means in adaptive challenges.
Another interesting term is “Cyborg”, which Donna Haraway used as a metaphor in her essay “A Cyborg Manifesto”. Without knowing the background of Haraway and her feminism opinions, it’s hard for me to fully understand her essay. However, I have been fascinated to find the “Life with extra Senses – How to become a Cyborg” presentation. It makes a lot of sense for me to understand where Cyborg is from and why it is a norm. It opened my eyes up to accessibility. How amazing it would be if I could sense the nature as other creatures do? I will explore the cyborgfundation later. Right now, the colours on the website is a kind of harsh for me eyes. I don’t know if this is because I’m sensitive to certain colours.
It’s a busy day. I used twitter, offline Word document, and web browser bookmark to quickly make notes. The WiFi wasn’t good, so I switched from using Google doc to an offline Word document.
In Cardiff University, we provide Staff induction module and Students induction module about Learning Central (our VLE platform). However, it is open only to the University users. What I like about the York TEL Handbook from Richard Walker and Wayne Britcliffe’s session “Facilitating student-led teaching and content creation through technology: Use cases, instructional design & delivery responsibilities ” is that it has embedded in their University learning and teaching strategy, and the handbook is almost completely open to public. The session resources are accessible from http://bit.ly/uoyaltc2017.
I was pleased to sit next to Fiona Handley (University of Brighton) at lunch time after attended her session of “Student technology ambassadors schemes: their impact on roles, relationships and digital skills training in UK higher education ”. One unexpected finding from her research was students talked digital skills as general; they often relate to specific technology/tool, but they do not see knowing of using a technology/tool as gaining digital skills.
The findings from the Student digital experience tracker definitely help me to see the differences between students’ perception and my perceptions about students using technology and is useful for me to refer to when support staff to adopt a new technology in their teaching and learning activities. For example, we should be careful of giving suggestions when staff said almost all my students use their own devices according to the finding of 88% HE students are using personal laptops and 66% HE students are using institutional desktops.
Daniel Roberts and Tünde Varga-Atkins from the University of Liverpool presented how they bench-marked the VLE baseline in their presentation “Are we serving from the baseline? Student and staff perspectives on an Institutional VLE Baseline requirement. ”. We have released the minimum standards for Learning Central this year, and this is the University of Liverpool’s core VLE baseline. Aha, this video shows we were discussing our own practice about VEL minimum standards in the session.
My colleague Simon Wood was mentioned by Lawrie Phipps and Simon Thomson in their presentation of “VLE to PLE – The next generation of digital learning environment. ”. Personalised User Learning Social Environment (PULSE) is a HEFCE funded project being led by the Centre for Learning & Teaching at Leeds Beckett University. I like the idea of changing “the ownership model of educational technology from predominantly being institutionally owned systems to ones which are personally owned by the student”. However, I think it challenges us to question how active and self–actualisation the students are to be able to take the ownership. The session polling results can be seen in the open document, and their findings from student feedback of VLE is very useful for other universities. For me, PLE is much wider than VLE which we seem to construct students’ learning in certain structure. PLE doesn’t need to be formal like the VLE which most universities are offering. It has been created informally and are changing of its forms with the learner tailors what are the most efficient ways for themselves.
I attended Peter Bryant, David White, and Donna Lanclos’ (The London School of Economics and Political Science) workshop of “Be in the conversation, not just the room – Hack your way to influencing pedagogical and technological strategy ”. In the session, I learnt that Future Happens can be a practical method for helping learning technologists to propose changing solutions to steering groups and respond to questions from senior managers. I haven’t fully worked out how we can use it in our work, but I like it’s rules, such as “We are here to build not smash”.
More useful resources and tools I learnt in the day:
Good and bad:
- I know it’s impossible to attend all sessions. The good thing is some session videos or slides are available soon, and I can view them after the conference.
- I wonder if it’s just me who think there is little time for reflecting on each session I attended. Four sessions in an hour are a lot to take on. I would prefer to see more in-depth discussions/debate between similar work from different universities and hand-on workshops. I also wish the programme instruction provides the author’s institution.
- The WiFi keeps disconnecting. Eduroam should work in most universities, unfortunately it isn’t. I have been in sessions required a quick online poll and Google doc group writing. No good Internet connection interrupted people. The lesson I learnt is to always prepare a Plan B of non-online activity to quickly resolve the problem of being unable to take online activity that is caused by poor WiFi.
- Funny enough, we thought people have mobile phone or watch to check time. The reality is, people including presenters do look for a clock in the room to check time. Must be something psychological relating to this behaviour.