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The beauty of an online conference: night and day, my pace

On Monday 26th April the Online Conference on Networks and Communities
organised by students of the Department of Internet Studies, Curtin University of Technology and Australian Open Universities started off and will be held until 16th May. 4 Streams with currently about 100 papers and an increasing number of comments centre on Communities and Web 2.0, Social Networks and Identity in Communities and Networks, plus a further still very skinny stream called Early Virtual Communities. The organisers have also set up a blog which lists all previews/ essay abstracts with links to the comments, full papers and the authors.

Briefly, a few key concepts which are discussed in the streams:
Trust, Self, ability, virtual bodies – dis/-embodiment, social marketing, virtual realities, control and privacy, gender, romance and dating, flaming, bullying, hacking, friending, socialising, addiction, activism, community, political impacts, education, collaboration, equity.

A few basic rules are in place which aim at maintaining a respectful and supportive spirit while critiquing those papers and commenting on each others comments. The related hashtag on Twitter is #netconf2010 and the event has also been listed on Facebook. The conference is open to the public, free of charge and a login is not required.

I haven’t been able to locate a Call for Papers nor has the panel of reviewers been made public. The ground covered in the papers I skimmed through and read in more detail is not based on empirical research but literature reviews. The conference blog unites all streams and comments, listed is a brief abstract and a link to the full post with word count as well as an estimated reading time – very handy. This is a fast way to search for keywords or authors within the entire online conference, alternatively there is also the more limited tagcloud.

Apart from the considerable amount of work that must have been spent on preparing and setting this up, the papers submitted all show a level of passion and writing skill that speaks for itself. From a university perspective, this conference is certainly a way to showcase student work but also a way to demonstrate the dedication and support lecturers and tutors have provided to their students. It is an excellent way to attract new students and foster networking within the student community. Moreover, it may – hopefully – inspire other universities to follow suit.

I certainly enjoy the length of the conference, the flexibility and the wealth of papers. What I truly miss, though, is the interaction that makes a real life conference so special: the coffee breaks, the sounds of a conference and the dynamics of space. Delegates rushing around, technology failing, tension and nervous gestures, relief and proud smiles when the presentation was received well. On the other hand, many conferences are marked by such a density of presentations and a very limited timeframe so that a hierarchy of questioning individuals inevitably evolves. In contrast, at this online conference I am looking at a name, just a name – no image, no CV, no bio, no list of publications.

The papers I have found particularly interesting so far and which I commented on are A Virtual Collision: When your private and professional worlds clash by Kaye England and Working Through Personal Identity Issues Using Virtual Communities and Networks by Stephen Harris. While the references provided, the author’s individual style and the structure of the article as well as the argument built, are the usual indicators for quality and credibility, I thought it would help to know a bit more about the authors. For instance their undergraduate degree or majors would be useful, even a simple line providing the research/ study interests would provide me with an idea of the broader background and author has and that would facilitate the structuring of my own comments.

But then, perhaps it’s just me who tends to stick to the usual thinking when I skim through a conference programme, looking for names, affiliations, keywords, key theorists quoted. Good to be challenged. I am curious whether attending an online conference (pop-in and out mode) will make me remember the papers differently – and whether I will meet some of those who have submitted and commented in a future RL conference.

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Tackfilm killed the hero

It was a short-lived celebrity status Tackfilm had bestowed me. In the early hours of Sunday morning I noticed Tackfilm had suffered and subsequently resorted to radical measures:

Thank you for visiting our International Hero Movie Application! Unfortunately, we’ve been forced to close this site for non-Swedish users due to the huge amount of visitors.

It seems, united we crashed it. United we mourn the short-lived existence of virtual heroes we were. Or perhaps we just flock to the next interactive video…supposed we find another one that promises just as much fun as Tackfilm had managed to give us.

Of course, Tackfilm is still available on its Swedish domain Use Google Translate in case you can’t make sense of the Swedish instructions. If you use Google Chrome you will be able to access the site by help of a new incognito window, in case your non-Swedish IP address excludes you.

Yesterday, I had also trouble accessing’s website, the producers behind Tackfilm. More details on them in my previous post about Tackfilm.

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Tackfilm Sweden features: You, the Hero

Staring in a Swedish film, takes less than 5 minutes and makes you look like a global hero in a professionally made short film. Tackfilm – tack means thank you in Swedish – is thanking Swedish citizens for paying their broadcasting fees. Subtitled and smart (upload your own pic, turn off sound and run the faster version if on slow connection) it’s a toy that can potentially teach more than clever marketing.

It conveys a sense of how easy it is making someone look pretty good – in this case it’s me who’s the hero: Tackfilm features Britta – in no less than 8 (!) appearances…stunning, almost convinced myself of being Sweden’s hero 😉

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challenges, passion – and Higher Education

Alone in walled cyberspace: I was working on a collaborative project today and made some interesting observations. The university forum was quiet, as so often now. We are six groups of 10 students each, each group works with an allocated associated lecturer. They could potentially get discussions going but debate has decreased to a degree where 3-5 students per week at best contribute, it’s rather monologues than debates. The current project is a group presentation based on notions of definition of professionalism, excellence, best practices and related illustrating material in educational contexts. It’s fairly straightforward and I have already selected my case studies, summarised the key points which I think justify calling them excellent and posted that. So I can concentrate on a paper due next week for the course on accessibility.

Wiki and Moodle: We use a Wiki within the Moodle environment. Even though Moodle is open source, the technology is rather hindering than facilitating efficient and enjoyable communication and collaboration. The course is 100% online, i.e. no printed material, no audio or video conferences. A huge minus, it means you don’t talk to any student or lecturer over the course of five months, you won’t see them if they opt for those object-centred avatars, the least personal thing anyone could possibly come up with.

Online collaboration: Based on these premises, the collaboration is mediocre, we try, of course, to hit the deadline, and produce something that will pass. But we depend on each other (which would be a lot more fascinating to study…) and what happened over the past few days was quite amusing. People were reminded to show up in the forum and collaborate on the project as this is a must-do activity – one of the many that are not mentioned in the course description when students sign up for splashing out a four-digit amount on this course just to end up being frustrated but end up not daring to express it.

Power and Panopticon: The forums could be linked together rather than running individual walled gardens where a group of no more than ten students watched by their lecturer makes for a spirit of a Foucauldian panopticon because lecturers neither engage in debates (other than ‘oh, that’s a good point’) nor do they share conference announcements, their own publications or anything that I think would be normal to do in an online course at post-graduate level. I found myself posting conference announcement until I noticed that all lecturers and course authors attend plenty of conferences but remain utterly shy when it comes to sharing. No papers, no ideas beyond the course content, no events. Make your own way if you want to be one of us.

Sharing practices 1.0: Now, people emailed the lecturer asking to get their email address distributed. The Open University does not support student contact lists we were told, which means you have to email the lecturer and ask them explicitly to email that to other students. Once they have done that students get an email with one email address of a fellow student addressed to an undisclosed recipient list. Now to me that is so web 1.0 and so control-freakish that I couldn’t help but post my email address straight into the course Wiki – which is, you guessed it, behind walls, password-secured, of course.

Dependent learners: I found the Wiki work so far not exactly inspiring, you get an impression there are students who throw into it whatever they can think of – or the opposite, nothing at all. We are asked to collaborate with regard to cleaning up etc but it feels a bit like reinventing the wheel – there are publicly accessible wikis in the net, so why not having a look and getting inspired? Oh, self-directed learning, critical and independent thinking and questioning minds, are we ready for them or shall we rather re-produce the well-tried docile bodies and minds that come in so handy in consumerist societies that just suffered a major blow to the unquestioning buy-now, let the next-generation-pay attitude? It’s so convenient to not being questioned, and to not engage with some of those tireless students who are such a nuisance…

The administrator-lecturer:The whole course would greatly benefit from more critical thinking, concerted action and a much less administrative attitude of lecturers who see their role obviously in copy and pasting individual snippets of the course guide following the pattern ‘activity 2.4 – please discuss…’. It’s all asynchronous and students tend to ramble away, everyone under considerable time pressure due to all those exercises that focus on rhetoric rather than substance. So far I have been missing theoretical frameworks that required a bit of work and dare I say it? Thinking, just thinking through ideas, not one single concept that was hard to grasp.

Inter-disciplinarity? No thanks: Boring, over-priced and somewhat hysteric with all its pieces of 300 or 500 words of reflective practice. This course does not allow us to reflect on the institutional agenda, the politics of academia or the self-centred assessment obsession we are presented with. Nor do lecturer or authors make any references to auto-ethnography, auto-biography or reflexivity. I was told, it’s another discipline and hence we won’t discuss it, so no chance to get the course anywhere near inter-disciplinary approaches or harness the power of collective student knowledge in academic crowd-sourcing style.

Off the record – student feedback: In 1:1 conversations behind other walled gardens I get to hear that this course is a ‘raw deal’, that the references we are presented with are predominantly freely accessible government reports, papers produced by academics who don’t work with the Open University or other material that has been licensed under a Creative Commons License and was intended for non-profit purposes – but who dares to cry wolf when they have spent a considerable amount of money on degree courses they try to do to get on with careers that are not exactly exciting? Clearly, it takes another kind of student to get a bit of protest than the ones the Open University usually attracts and manages well to keep as far apart as possible – networking outcomes are incredibly poor at the Open University, any conference or workshop will provide a better opportunity. In this way, though, any student rebels remain under control, I haven’t seen anything remotely resembling what I witnessed on a regular basis in Berlin’s universities – where students do have to pay at worst a minor fraction of what we are being charged here – but still seem to have fierce critical thinking for breakfast and never get tired pointing out what’s wrong with ‘the system’.

Not understanding social media practices: Technology, after all, is not a panacea. To me it seems, some academics discovered social media as cash-generating holy grail, so they came up with online courses that require students to do a lot of administrative work that course teams used to do in the past. Lecturers have started blogging, some of them explored the liberating effects of reflecting over compromising personal material they declare they don’t want to share in the student forums but you will find them on Google within a minute. Others don’t trust any applications which are freeware or shareware or anything that requires interaction between peers, no matter where you are in the hierarchies in real life. I feel like attempting to educate educators who lack experience in social media and think that a bit of blogging in pseudo-anonymous style and a few friends on facebook are all that’s to be known about social media. Elearning itself is so overrated and yet so misunderstood and under-harnessed in this course that I wonder what comes next. The exciting aspects of studies based on books and papers? The unquestioned technological determinism that has been creeping into the study material compiled by people who barely know anything about building networks and resolving conflicts or getting into such in social networks is shocking. What qualifies these people to teach us in this top-down manner (in particular as they request us to provide evidence even in cases when we argue we haven’t made any personal or professional progress)? Why should I be content with this after experiencing experts in the field sharing on Twitter and in blogs in a constant stream of enthusiasm? Why should I trust experts in online edcuation when they do not even have a sound online identity (or none at all)?

Before we hyped elearning: Non-online courses at the Open University were provided as heavy packs of audio, video and paper material (one of them delivered numerous interviews with Stuart Hall -perhaps I need to let the Open University know that these courses were the ones which educated me towards the demanding student I am nowadays, that was at half the fee I pay now and just 4 years ago). Now, this is gone, though. Whenever my internet connection is down, I am lost. The entire material is provided as html sites, lots of links, so please check them and if you intend to highlight or work with the material offline, happy copy and pasting. Whenever the student server is down, the same applies.

Harnessing the limitations: Over the past 11 weeks or so I have been through a number of angry moments, and I wasn’t shy in expressing my frustration. The aspect that infuriates me most is the lack of challenging course work, the total obsession with assessment and the massive lack of flexibility. This is new, in previous courses (under-graduate and post-graduate) the Open University provided enough room for personal planning around other commitments – after all that’s why busy people study there. Now it’s every week another 3-5 activities we’ve got to do. Plus essays and projects. Write 500 words on this or that, post it on your blog (and mess up your online identity) and debate in the forum – where noone will respond to what you say – beyond oh yes, good point – because people are busy ticking all the boxes of this ‘new’ micro-management teaching style. Flow, the kind of immersed happiness that comes with getting deeply into studies, does not kick in. I assume, that is what I miss most and that’s why I am angry. I feel betrayed for the best that learning has to offer.

Flows of learning: In all my disappointment (there are more aspects that make you laugh out loud in disbelief, check my Twitter channel) I noticed I have been fuelled with – supposedly – negative energy and a lack of inspiring and driven debate that poured right into my spinning activities. We spinners in London’s Soho Gym Camden are blessed with a remarkable individual. I have come from weak to outstanding (I get to hear) over the past 10 months and keep having amusing conversations about personal development and informal learning – unexpected, unplanned, all down to someone who is outstanding in his teaching, motivational and observational skills. Our instructor will not break a spinner, but he will yell at us in complete passion ‘fly! fly!’ and we will. He will observe your progress and won’t push you beyond your personal maximum limit but he will get you very close. That’s a rare skill, too many lecturers either don’t challenge you or too much or only in all the wrong aspects.

Informal learning: I have learned an enormous amount from these spinning classes that have made me see skills I possess but never thought I would have. I have became a lot braver, trusting, confident in the unknown – I have started exploring the mental space that is between getting on that bike and the 5th minute after getting the body into a different mode. I develop ideas in a non-intellectual way when I work through the 70th minute on a Sunday morning, the body in ecstatic sweatiness, the mind sharp and ready to tackle whatever may come. I have learned to be in a state of very happy meditation, a state of deep fulfilment, generated by nothing but physical work and focus, focus, focus. Don’t let go! The mantra that wipes out any doubt in the manipulating power an instructor can have over you. Don’t let go! – the same few words Rose got to hear from Jack on the Titanic. You know how far she got after he drowned in the icy sea…(that’s another story though).

Transferable social skills: I have learned to trust an instructor who’s got the power to make or break (and I wasn’t aware of this before) by manipulating us. I have also learned that a good and passionate teacher is not shy of sharing what they do learn from us learners. And they do. In fact they may even discover things in learner they envy as they haven’t had that experience yet. It’s been a rewarding and fantastic journey that has got me to look at learning and teaching even more from a sharing and equality angle. I am less than ever before willing to buy into the assessment-driven micro-management teaching I experience in my university.

Producing docile minds versus the greed for a challenge: Studies that lack enthusiasm and the kind of inspired atmosphere that leaves people happily exhausted are something we all should learn to criticise a lot harsher. Too many have been educated to be docile, to not question the power and hierarchy, the funding politics and institutional agendas embedded in learning practices that protesting for harder student work and more challenges do not seem to come naturally to many students – and I mean qualitative harder studies, not just a mind-numbing quantity of easily assessable tasks. I find this sad, even more so ever since I have been joining these spinning classes which are always fully booked and transform people over an hour into happily exhausted perma-grinners, excited in the experience and keen on coming back and progressing. Fly, fly!

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ePortfolios: useful in web 2.0 times?

The [UK] Assurance Agency (QAA) defines Personal Development Planning (PDP) as

a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development.

Ideally, an ePortfolio would help a range of users to identity and manage learning progress: the learner her/himself, potential colleagues and employers, teachers/lecturers, administrators, course/programme managers in educational institutions. Below I have embedded the discussion which is also available on

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PDP and ePortfolios: key drivers

Professional Development Planning (PDP) is driven by a range of different reasons which are related to wider pedagogical, technical, and corporate discourses. The Lifelong Learning Agenda has become increasingly dominant and shaped the supportive use of ePortfolios which can provide evidence for skills and achievements. The electronic transfer of such data and increasingly mobile students and employees in a gloablised world are among the push factors recognised in nation’s driving forces at the stage when they started setting up their PDP frameworks. My summary of key drivers for the UK, the USA and Europe is also available for download on Slideshare.

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ePortfolios: policy drivers, reflections

These reflections relate to some work in the post-graduate eLearning professional course we started doing on the course wiki. We have been trying to collate the various policy drivers which push the debate in the UK, US and Europe as well as other countries towards the adoption of ePortfolio systems. The work has been marked by some restrictions imposed by the Moodle set-up which currently does not allow students to start new subjects in the forums and which meant to jump straight into wiki authoring without first debating with peers. This is based on the rather rigid sticking to the timetable – which may change in due course and the Moodle upgrade next week, as announced today.

So basically, it was pretty straightforward, gathering the data, doing a bit of research on the current state of affairs. I got stuck at some point when I reflected on my role (imagined or real) in relation to the Framework for Personal Professional Development.

H808 framework

We were asked to consider the completed template as

  • (i) evidence of our department in the technology competency area (because it is about ePortfolios)
  • (ii) whether it could also be evidence of our proactivity (because you have created it collaboratively)? and
  • (iii) which areas of the framework we would personally consider the most relevant.

Clearly, different weight is given to the varying aspects in different situations. Imagine an unemployed person who is studying the course, someone who is a researcher – or someone who is retired and just studying out of interest. Why ‘the department’ was mentioned is equally unclear – but it made me think about the imagined audiences the course authors must have had in mind – and how I apply the terms ‘eLearning’ and ‘professional’ to myself: I rather de-contextualise them and see them less tightly and exclusively linked to the field of education and educators.

The framework does seem to offer a fairly holistic range of significant aspects – but the column proactivity raises questions. Just because you engage in a collaborative task after being prompted to do so, it does not provide evidence for your proactivity. At least not in the age of web 2.0. So going further, I start questioning the framework – what sort of people had the developers/architects in mind when they designed it?

Clearly not those who shape the practices and policies that set the standards for technologies, research and communication. Let’s say, I am a researcher who is interested in informal learning and how engaging in affinity spaces (c.f. Henry Jenkins for instance) contributes to some of the skills and competencies mentioned in the framework. Would I be able to make use of pieces of work not generated within the context of the course? Would these pieces be validated by this particular framework? Subsequently, would I review my decision to argue that technology-related competencies are the most relevant ones in favour of communication-related skills or would I perhaps argue that a combination of skills depending on the audience/recipient is most important – at a certain point in time, in a certain cultural context. Now, this would mean to face relativism as a dilemma – but on the other hand, not questioning the framework itself would mean to comply with an absolutist approach in this case.

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accessibility – definitions and reflections

Here are my 1-sentence definitions and notions around accessibility:

How would you define ‘accessibility’?
Access marked by non-barriers in technical, social and navigational terms as well as the absence of dangers, difficulties and fears.

Who do you think is responsible for accessibility?
All stakeholders, including society as a whole; more precisely, the engineers/architects of knowledge (educators/lecturers/researchers), management, designers, administrators, learners, regulators, quality assurance auditors, financing bodies, marketing agencies, publishers.

What do you understand by accessibility in an educational context?
Infrastructure, hardware, software, applications and content that is accessible without barriers due to physical, technical, design-related restrictions or settings which prevent learners from accessing the spaces in question.

What do you understand by accessibility in the context of online learning?
Online Learning spaces that offer access to web-based learning content which also take into account that individual settings and requirements differ and restrictions can be imposed by hardware, software, applications, corporate settings as well as country settings.

Why is accessibility a concern today in your context or country?
Predominantly, due to EU/UK/German legislation and subsequent changes of social practices and discourses, i.e. social, technical, financial as well as legal/policy-related factors changed and developed towards a new attitude.

And some reflections on the application of the concept:
Even though, this course is all about accessibility, I just notice it is actually more restrictive than any other OU courses I have studied so far. It asks me to post material on my blog, i.e. publish material to the public, and hence interfere with my personal notion of what should be published on my blog and what remains private. I am also asked to work according to a schedule that does not allow any flexibility – supposed, I want to gain some marks for online collaboration and wiki-authoring which means I can neither work ahead nor fall behind. Usually, the key advantage of online education is exactly this kind of flexibility in cases of commitments other than studies, such as work load, conferences, travel etc.

On top of this, a limited range of only a few weeks’ study material is accessible in the learning space, making it impossible to skim through all the material and grasp the wider ideas. So it goes, bite by bite – independent learning in an online course? We need to develop this further, I feel, preferably in a collaborative manner between disabled students and non-disabled students, educators, administrators and managing staff – as well as the web designers. However, so far I wasn’t asked to provide any feedback – here, my blog comes in handy and I feel I can give myself a voice.

If accessibility is supposed to be more than ‘just’ a legal obligation, but a lived practice, I would also suggest to make transcripts available in addition to video material to be watched by learners. Not only because some students might be visually impaired but also because non-disabled students may not be equipped with the technological gadgets or run older computers etc. Can assistive technology actually stiffle learners and impose new restrictions due to technological limitations, resulting in new and additional problems, hence, make it actually less accessible than in hardcopy/conventional formats?

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Repositories of evidence – The eLearning Professional

As I said yesterday – two new post-graduate courses started, with ‘The eLearning Professional’ (the OU’s H808, developed by the Institute of Educational Technology, a leader in the field of online teaching and learning) being the second post-graduate course I am currently working on towards an MA in Online and Distance Education (MAODE).

Also for this course, all study content is available online, this time sources are rather widespread – with no convenient reading list on Delicious readily available or a neatly compiled eReader. I had seen some criticism on the OU’s site by previous students regarding the lack of clearly communicated learning outcomes. This issue no longer exists: there is a whole document available which clarifies learning outcomes. It definitely helps when working through the study guide and the calendar. It may also help getting back on track later, when I am getting lost somewhere between networking, prosuming and a looming deadline…

This is a course that seems to cover a lot of ground: technically and theoretically. It’s also been my first course ever at the OU where, within a few hours after engaging in the forum, someone asks me to network outside the OU boundaries (Twitter! Blogs! Delicious!– great! I did miss that bit during my undergrad studies).

The first block of 4 units is to be studied over a period of 8 weeks, it contains a diverse range of external online sources, it required signing up for an Open Access Journal (usually we’ve got access to the vast range of journals via the OU’s online library) – I did not encounter one single broken link. That’s brilliant (and not taken for granted). The remaining blocks are not yet accessible (which I feel is micro-managing us), so planning and working ahead will be limited – and that’s a clear minus as my schedule is going to be packed over the next few months.

Applied to the ‘4 areas of competency’ as the course team calls them, i.e. practice, communication, technology and research, is a framework of skills, reflection, critique and proactivity. Hence, the pieces students produce for blogs, wikis, podcasts and eportfolios will become objects (or artefacts) for the ‘repository of evidence’. They will, at least to me, also become subject to extended scrutiny:

  • theories of power,
  • knowledge construction,
  • the politics of identity as well as
  • other sociological concepts

have already been crossing my mind while I skimmed through the material which has been written from an elearning/educational perspective. Apart from this, students will be developing their own personal portfolios, and they will be evaluating various systems and templates in this respect.

Assessment is multi-faceted. There is academic writing required but also reflective commenting, report-writing, forum-discussions in relation to online [asynchronous] collaboration which may entail some synchronous debate on Elluminate Live! which enables audio-conferencing and real-time online collaboration. The collaborative production of podcasts towards the end of the course in January 2010 will probably be located in there, at least in part. The first paper is due in early November, it covers 2,500 words, the following is to be submitted by mid-December, word limit is 4,000 – this one is double-weighted. The last one is an examinable component of 5,000 words, it’s a composite of ePortfolio, essay and commentary and counts 50% towards the overall mark.

There is also guidance as to copyright restrictions in this context, which I think useful to discuss at an early stage. Not least because plagiarism used to be an issue in undergraduate courses where exam marks for a considerable number of students tended to mysteriously drop down towards the fail-barrier – which regularly resulted in claims ‘papers must have been messed up by external examiners…’ I do hope to find some more in-depth material on attribution in particular in relation to online collaboration in this course – and hopefully a lot more fellow students who blog, tweet – and raise questions as to what accounts for 21st century literacies from an eLearning professional’s perspective.

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accessible online learning: supporting disabled students

While still in revision mode for the statistics and research skills course, the exam takes place in mid-October, two new courses have started today. Apart from getting considerably under pressure, I notice there is a huge difference in teaching (and learning) approaches implied and I can’t help but feeling excited about the challenges ahead. This kind of pressure is a welcome challenge, then.

Both courses make use of a whole range of social media. This means students are asked to reflect on learning progress and expectations in our blogs. We are going to collaborate on wikis, produce a podcast – as self-contained learning resource that can be used by other students – within one of the Master courses (H810 “accessible online learning: supporting disabled students” as part of the MAODE, MA in Online and Distance Education at the Open University) which is concerned with the role of assistive technologies in addressing accessibility challenges for disabled learners. I started with looking into the linklist on Delicious, the social bookmarking site H810 Reading as provided by the course team. All study material, including audio and video material, is available online, which is fantastic. However, there is also one source of conventional learning: a book! Those who would like to have the entire material rather than the relevant chapters only which are made available online, will need to purchase that (online probably…).

Seale, J.K. (2006) E-Learning and Disability in Higher Education: Accessibility Research and Practice. Abingdon: Routledge.

It will be interesting to think about accessibility and disability in a broader sense – as in the online world access and disability seem to apply to many levels other than the physical ones (think digital divide, literacies, corporate barriers etc.) Poor practice is going to be a main topic, I think, and I feel we are going to look at the internet and access to learning environments from a different and a lot more informed angle towards the end of the course in January 2010.

The course requires 3 assessments, they are due in mid-October (1,500 words), end of November (3,000 words) and the last one that contributes to 50% of the overall mark towards the end of January which has a limit of 6,000 words. As usual at the OU (and in contrast to conventional universities), the distinction barrier requires us to be awarded at least 85 marks out of 100 (rather than 70 out of 100).

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