Reading Chapter 16 HEA / TEL

10 06 2013

Chapter 16: Transforming higher education through technology-enhanced learning is about DeMonfort’s pathfinder project

It describes how Web 2.0 technologies have transformed the learning context and argues for a debate on the challenges that have emerged. Case studies are also provided.

Page 225: How can an HEI begin to make sense of the proliferation of read/write web tools and approaches available to both staff and students, and the concomitant growth in networking opportunities available to users, in order to lever pedagogic gains?

HEA Chap 16 p224

P224: For Anderson (2007), the relationships between individuals, their PLEs and their networks will become more important both socially and educationally, because they will “challenge conventional thinking on who exactly does things” (p.57). Managing a possible disconnect between old and new cognitive models of the curriculum will need thoughtful planning, so that flexible curriculum strategies can be implemented. This, in turn, requires a shared institutional framework for understanding the rationale for change.

Anderson, P. (2007) What is Web2.0? Ideas, technologies and implications education. Bristol, UK: JISC.

P232: the DMU Pathfinder project demonstrated that the learner can be empowered to make effective decisions about their learning where read/write web tools are used to catalyse pedagogic innovation (DMU, 2009; Napier, 2008). Such innovation is driven by learning and teaching cultures that emphasise starting with the learner and her/his aspirations and conceptual understanding, and encourages students to find spaces within which their personal, critical, learning literacies can be enhanced and extended…the read/write web can proactively shape the means for the production of educational outputs by shaping the creation of personal learning spaces.

Information Obesity: Why it’s not just about having too much

10 06 2013

In the webinar for week 4 (I think) the term ‘information obesity’ (Andrew Whitworth) made sufficient impact for me to note it down, along with the term info-whelmed (see youtube clip: as I think we really need to give our learners the heads-up on this.  This takes me back (yet again) to Rheingold’s literacies.

This is a great visual from one of his powerpoints on-line:


He goes on to describe the filters we need to make ourselves and learners aware of, describing them as three domains of value: Objective Subjective Inter-subjective

Objective measures of value guard against ‘counterknowledge’ (Thompson 2008)

Subjectivity is how we make information personally relevant and meaningful. 

Intersubjectivity is how we validate information with reference to morals, ethics, community standards.



He goes on to advocate critical, collaborative review of the filters in use through participation in CoP

There are lots of Whitworth  presentations online e.g.


ocTEL week 4 – resources (activity 4.1)

10 06 2013

Activity 4.1 challenges us to compare resources.  I chose to do this using Jorum and open-learn.  I listed design thinking, textile testing and textile properties as the resources to search for.  Obscure but needed, this is no easy task…

Design Thinking – neither did well, but I could take a 60 credit OU module, which was interesting to note but not very useful.

I did find this 90 minute activity from the DSchool with is great and I plan to do with my colleague:

So textile testing  / properties then:

Again Google won:

So a blank or an opportunity…

ocTEL week 3 – 3E Framework (Keith Smyth webinar)

10 06 2013

I know ocTEL advise us to keep jogging along and I am already on catch-up from week 7 but I’ve decided to head back to week 3 in order to capture the 3E framework which I think is a brilliant resource.  I have just watched the webinar again and got just a much on the second run-through – so thanks ocTEL.

The full details of the 3E framework  can be found here:

But the useful resources are here:

As explained in the webinar, it is all licensed under creative commons – they are actively encouraging creative use.

Described as a continuum – I do love a continuum!


Linking to a previous posting on using Peer-wise is

There is a PowerPoint introduction to use of peer-wise at the foot of the resource.


ocTEL week 3 resources – Best Practice Models for e-learning

10 06 2013

From Keith Smyth webinar (ocTEL week 3)

This page gives more information about the Best Practice Models project run in the Learning Development and Innovation team at Staffordshire University and details of how you can get involved.

Helen Walmsley


Catching up , ocTEL week 7

7 06 2013

I am a bit gutted at missing week 7 even though a holiday was lovely.  The running to stand-still feeling comes back too quickly, doesn’t it?  Anyway this week’s (week 7) content is my ‘thing’ so I am attempting to get straight.  I have reviewed the webinar but would have definitely had to put myself on the fuzzy end of the white board question ‘is this making sense’.   This resonates with me, it would be my default setting but I feel I need more evidence / proof so will do the reading before posting on that. Let’s see how that goes…

Liberating structures1

Anyway, somewhere along in either the to-do list for the week or in the webinar I stumbled across this which looks great. It is a resource of simple, easy to learn and use structures to enable individuals to release their creative potential when working together.

Liberating structures3

Gilly Salmon webinar in ocTEL introducing Carpe Diem workshop

22 05 2013

Good resources from the webinar today:

For me this resembled a deign-thinking creative workshop but it was useful to see it applied to the process of learning design rather than product design.  The resources are good too and include examples.   For me, the useful take-aways of the 5 stage process were:

  • ‘focus on the end-point’ i.e. LOs and
  • the reality check stage of the process – as all creative people can get carried away in the moment

These are visually depicted in the resources as per below.