In a galaxy far, far, far away . . .

Do you ever get the feeling that you are living in a parallel universe? I do. Particularly this week when the “Major players in the MOOC Universe” infographic was published by The Chronicle of Higher Education this week. It was retweeted, google+’ed everywhere almost instantly. But this wasn’t a view of the MOOC universe I know of, there were quite a few bits missing. A bit like the “World Series” this was an almost completely U.S centric view. The big bang MOOC moment certainly didn’t happen slightly north of this universe.

Despite the efforts of informed commentators such as Audrey Watters, to correct the new revisionism of the history of MOOCs, the U.S centric vision seems to be winning out. Martin Weller’s response to Donald Clark’s take on MOOC developments eloquently states a number of my concerns about revisionism and the development of MOOCs and the so called MOOC wars.

But I can sort of see myself in this universe, all be it, in a very small dark corner. I can see, and know who the “big shiny lights” are in the centre, and dream of being part of the rebel alliance, and becoming an apprentice of Obi Weller Kenobi . . .

Yesterday though I felt almost like I had crossed into the 13th dimension. I entered a place where no-one had heard of MOOCs. Yes that’s right – they hadn’t heard of MOOCs. My colleague Lorna Campbell and I had been invited to the Scottish eLearning Alliance Local Authority SIG meeting to give an overview of our work. Lorna spoke about open educational resources, and as is my want of late, I did a bit about MOOCs. Unsurprisingly for increasingly cash strapped local authorities the free part of open was very attractive. Those in charge of developing and running training programmes are always looking for new ways to enhance their offerings. However as the discussion progressed it became clear that there is still one key missing ingredient that all the open content and courses in universe(s) don’t include, and that is time. You need time to engage with learning. Although online provision of education/resources has fundamentally changed access points, it hasn’t meant that we need less time to engage.

As you know dear reader, I have done my fair share of MOOCing over the past few months. It’s probably been the best (well actually it’s been the only) PDP I’ve done in my eight years with Cetis. But I am in an incredibly privileged position where I have been able to combine professional and personal development. I have been able to legitimately use some work time to contribute to a number of courses, and in turn in my own small way contribute to some of the wider discourse and dialogue. So although I was delighted to read that Coursera are now going to be providing course for K12 teachers, I couldn’t help but have a slight sinking feeling of this being staff development on the cheap. Will teachers be given some legitimate study time and recognition to take part or will it just be the really motivated ones (who probably aren’t the ones who really need this time of development) that will just “find the time” to take part? Will there be state wide flipped classrooms for teacher staff development ? Wouldn’t it be great if there was?

There’s also a huge assumption that everyone has the (digital) literacies needed to engage successfully with any kind of online learning. This was a key concern for some of the people at yesterday’s meeting. There’s a reason distance learning providers such as the OU have developed extensive study skills resources for their students. A MOOC on MOOCing isn’t daft idea, it just sounds slightly daft when you say it out loud.

Anyway I guess to end this slightly rambling post, that we need to remember that despite the hype in “our” universe(s), there’s a whole set of parallel universes that haven’t heard about MOOCs yet. They could very well benefit from MOOCs and from open education in general, but education is more than resources and courses. It’s about human interaction and time. In our rush to create new universes let’s not forget these universal principles and cherish the time that a University degree gives to students and indeed the time that any educational experience deserves.

Alone and together, thoughts on #edcmooc week 4

Week 4 of #edcmooc is drawing to a close and I find myself in a similar position to last week re articulation.  We are again grappling with what it means to be human but the readings and resources have pointed us in the direction of post humanism.  I think I may have made a small break through in that I have a suspicion that the course team are just teasing us and actually want us to sign up for the MSc so we have the space to reflect and write in proper “academese” about all of this :-)

So I’m just going to pull out a few random thoughts which have been running around my head this week.  Post humanisim – my very basic response is “it’s all a bit scary” but I am as they say a bear with little brain.  Having had a few days to mull things over a bit, I’m not sure we can ever actually know what it is to be post human as we are always evolving.  What the course has illustrated of course is that now, more than any point in our history, technology is becoming closer to being an integral part of our human evolution. Science fiction is increasingly becoming science fact.  The launch of testing of google glasses with “ordinary” people this week highlighted how virtual/enhanced reality is another step closer to our everyday reality. We are increasingly creating, curating our digital trails. We are recording and sharing our activities (memories?) more than ever before. As an aside  I got access to my twitter archive this week and spent a half hour or so laughing at my first tweets from 2007. My 2013 self was slightly distrubed by the “open-ness” of my 2007 self. Back then I only thought I was “tweeting” to four or so others. But back to #edcmooc.

True Skin one of the recommeded videos for this week illustrated potential of technology to track, share, destroy and rebuild. Going back to science fiction/fact, it, and the other recommended videos, highlighted how visual effects technology is allowing us to depict increasingly realistic future scenarios.  True Skin is a world where you can pay to store  your memories and then download them into a new body when your (often technology enhanced) body has worn out. A sort of techo enabled re-incarnation, except you don’t have the random element of maybe coming back as a tree.

Thinking of reincarnation got me thinking about religion and wider (non digital) culture.  I have a nagging worry that the resources in this course have been very western (and in particular North American centric). Is this really where the next evolution of humanity will be driven from?  Are we just consuming a homogenised version of our potential cultural evolutionary path? What about views from the BRIC countries? I can’t make an informed comment because I honestly don’t know. Could our western dystopian fears be reduced by some input from other cultures with different views on what it means to be human, the role of reincarnation, views of the soul etc? 

One of the other recommended readings this week was an well known article from 20008 by Nicolas Carr called “Is google making us stupid?”  

In the article he laments the loss of his own and others concentration to read for prolonged periods of time. We are all so used to hyperlinks and multi-tasking and bite sized consumption. It’s a view which still worries many, particularly those involved in education.  I freely admit that I am becoming increasingly adept at skimming and scanning, and quite often don’t read things ‘properly’. But I do love the fact that I am able to read reports, books etc on my ipad and don’t have to damage my shoulder even more by carring heavy books/reports around.  Conversely I relish reading ”real books’ now and do make a conscious effort to take time away from the screen to do that.

Checking up on what Nicolas is writing about just now it is quite intersting that his latest blog post is about how students actually prefer real books to e-text books.  We like the convenience of ebooks/readers which techology has brought us, but we still like good old bounded paper.  

As I was reading this and thinking about increased connectivity, switching off etc I was reminded of Shelly Turkle’s Alone Together Ted Talk where she highlights the paradox of our “culture of distraction” and how being increasingly connected with the ability to “mult-life” gives us the “illusion of companionship without the demands of friendship.”

The alone together concept is particularly relevant for MOOCs.  As a student, you are (in the the #edcmooc instance ) with over 40,000 others, sharing, debating, tweeting, facebook-ing, google+-ing, google-hangout-ing, (or to use the proper terminology, students are increasingly becoming transliterate). Despite the frenzy of activity there are, imho, only a few real touch points of engagement. I would argue that this is a good thing.  

Despite the normal drop off in activity after the first week, there are still over 7,000 people contributing. I’ve been quite up-front in a number of posts about various MOOCs I’ve been involved in about being, to put it bluntly selfish, about  my input.  I can’t work on a 1:7,000 ratio, so I engage as and when it suits me.  I have made some really useful new connections and strengthed some exisiting ones.  I work within my digital literacy comfort zones in a way that suits me. I can wander away from the set curriculum and work within my context. I don’t really like online forums, so I don’t use them. I have made a couple of posts to #edcmooc but I find them a bit scary and potentially confrontational. I’m probably missing out on some great stuff – but I am comfortably with that.

I like to think that what MOOCs have actually done is allowed me the space to be alone AND together with my fellow students. Just now in my personal evolution, that’s a place I’m very happy to be in.
  

#edcmooc week 3 – computer says no

It’s been a very reflective week for me in #edcmooc as we move to the “being human” element of the course. In week three we’re being specifically asked:

“what does it mean to be human within a digital culture, and what does that mean for education?”

and more specifically:

“Who or what, in your view, will define what it means to be human in the future? Who or what defines it now? These are crucial questions for those of us engaged in education in all its forms, because how we define ‘desirable humanity’ will inform at the deepest level our understanding of how and why education might be conducted and why it matters. Paying attention to online education foregrounds these issues in a new way, helping us look at them afresh.”

Fantastically chin stroking stuff :-) As usual there are a good range of readings and videos. David Hopkins has written an excellent critique.

I’ve had quite a surprisingly emotional response to all of this and I’ve been finding it difficult to articulate my thoughts. Maybe it’s because the resources and questions are making me question my own humanity. As educational technology is central to my job and takes up a huge amount of my life, and I am a fairly optimistic wee soul perhaps what’s been nagging away at me is a fear that I am contributing, without thinking of the consequences, towards a horribly dystopian future where we those that can afford it are bio-engineered up to the max, controlled by technology which allows us to think humans are still in control whilst it plots humanity’s demise.

On the other hand, my other reaction is that this is all a load of academic nonsense, which allows people to have never ending circular discussions; whilst in the ‘real world’ the rest of humanity just get on with it. We’re all going to die anyway and our species is just a blip in the history of our planet. For some reason this phrase from Little Britain keeps running through my head, it seems to sum up the wonderful way that humans can subvert technology.

As I’ve been reflecting on my experiences with technology in an educational context. I have to say that overall it has been the human element which has, and continues to be, the most rewarding and most innovative. I’ve seen online education offer alternative access to education at all levels from the most under-privileged to the most privileged. Technology has allowed me to connect with a range of wonderfully intelligent people in ways I would never imagined even less than 10 years ago. It has in many ways strengthened my sense of being human, which I think is fundamentally about communication. I still get very frustrated that there isn’t equal investment in human development every time a new system/technology is bought by a school/college/university, but I’m heartened by the fact that almost every project I know of emphasises the need for time to develop human relationships for technology to be a success and bring about change.

Learning from our MOOC-stakes and sharing learning designs

It had to happen at some time, and not sure if it was karmic retribution or chaos theory, or plain old sod’s law that this week the first high profile MOOC collapse occurred with the pulling of Georgia Tech’s Fundamentals of Online EducationCoursera MOOC.

As many have already commented the route of the problem was the actual course design and implementation. From what I have seen on the twitter and blog-o-spheres, some very fundamental issues such as trying to promote group work without a clear reason as to why it was necessary coupled with technical problems with the chosen technology to facilitate the work general lack of guidance and support, all ask question of the underlying course design and quality assurance processes of (in this instance) Coursera MOOCs. But there are more fundamental questions to be asked about the actual design processes used by the staff involved.

As readers of this blog will know, I’m documenting my own “adventures in mooc-land” at the moment, and I’m in week 4 of #oldsmooc, which is all about learning design. This week is very much focused on the practicalities and planning stages of a design – be that a whole course or an individual activity. The week is led by Professor Diana Laurillard and Dr Nial Winters of the London Knowledge Lab with Dr and Steve Warburton from the University of London.

The week started with a webinar where Diana introduced the PPC (Pedagogical Patterns Collector). Designing for MOOCs were inevitably part of the discussion, and Diana raised some very pertinent points about the feasibility of MOOCS.

which led to these questions

Well it would seem that the design used by the Georgia tech course is one that shouldn’t be shared – or is that case? Elements of what they were suggested can (and have worked even in MOOCs). So can we actually turn this round and use this in a positive way?

I always get a slightly uneasy feeling when people talk about quality of learning materials, as I’m not convinced there are universal quality controls. What on the surface can look like a badly, designed artefact, can actually be used as part of a very successful (and high quality) learning experience -even if only to show people what not to do. Perhaps this is what Coursera need to do now is turn this thing around and be open so the whole community can learn from this experience. Already many, many experienced teachers have shared their views on what they would have done differently. How about using a tool like the PPC to share the original design and then let others re-design and share it? As George Siemens said so eloquently

“the gift of our participation is a valuable as the gift of an open course.”

The community can help you Coursera if you let it.

Analytics and #moocmooc

This is my final post on my experiences of the #moocmooc course that ran last week, and I want to share a few of my reflections on the role of analytics (and in this case learning analytics), primarily from my experiences as a learner on the course. I should point out that I have no idea about the role of analytics from the course teams point of view, but I am presuming that they have the baseline basics of enrollment numbers and login stats from the Canvas LMS. But in this instance there were no obvious learner analytics available from the system. So, as a learner, in such an open course where you interact in a number of online spaces, how do you get a sense of your own engagement and participation?

There are some obvious measures, like monitoring your own contributions to discussion forums. But to be honest do we really have the time to do that? I for one am quite good at ignoring any little nagging voices saying in my head saying “you haven’t posted to the discussion forum today” :-) A little automation would probably go a long way there. However, a lot of actual course activity didn’t take place within the “formal” learning environment, instead it happened in other spaces such as twitter, storify, google docs, YouTube, blogs etc. Apart from being constantly online, my phone bleeping every now again notifying me of retweets, how did I know what was happening and how did that help with engagement and motivation?

I am fortunate, mainly due to my colleague Martin Hawskey that I have a few analytics tricks that I was able to utilise which gave me a bit of an insight into my, and the whole class activity.

One of Martins’ most useful items in his bag of tricks is his hashtag twitter archive. By using his template, you can create an archive in google docs which stores tweets and through a bit of social network analysis magic also gives an overview of activity – top tweeters, time analysis etc. It’s hard to get the whole sheet into a screen grab hopefully the one below gives you and idea. Follow the link and click on the “dashboard” tab to see more details.

Dashboard from #moocmooc twitter archive

From this archive you can also use another one of Martin’s templates to create a vizualisation of the interactions of this #hashtag network.

Which always looks impressive, and does give you a sense of the “massive” part of a MOOC, but it is quite hard to actually make real any sense of;-)

However Martin is not one to rest on his SNA/data science laurels and his latest addition, a searchable twitter archive, I feel was much more useful from a learner’s (and actually instructors) perspective.

Again it has time/level of tweets information, this time clearly presented at the top of the sheet. You can search by key word and/or twitter handle. A really useful way to find those tweets you forgot to favourite! Again here is a screenshot just as a taster, but try it out to get the full sense of it.

#moocmooc searchable twitter arcive

#moocmooc searchable twitter arcive

Also from an instructor/course design point of view you, from both of these templates you can see time patterns emerging which could be very useful for a number of reasons – not least managing your own time and knowing when to interact to connect with the most number of learners.

Another related point about timing relates to the use of free services such as storify. Despite us all being “self directed, and motivated” it’s highly likely that if an assignment is due in at 6pm – then at 5.50 the service is going to be pretty overloaded. Now this might not be a problem, but it could be and so it worth bearing in mind when designing courses and suggesting submission times and guidance for students.

I also made a concerted effort to blog each day about my experiences, and once I was able to use another one of Martin’s templates – social sharing, to track the sharing of my blogs on various sites. I don’t have a huge blog readership but I was pleased to see that I was getting a few more people reading my posts. But what was really encouraging (as any blogger knows) was the fact that I was getting comments. I know I don’t need any software to let me know that, and in terms of engagement and participation, getting comments is really motivating. What is nice about this template is that it stores the comments and the number other shares (and where they are), allowing you get more of an idea of where and how your community are sharing resources. I could see my new #moocmooc community were engaging with my engagement – warm, cosy feelings all round!

So through some easy to set up and share templates I’ve been able to get a bit more of an insight into my activity, engagement and participation. MOOCs can be overwhelming, chaotic, disconcerting, and give learners many anxieties about being unconnected in the vast swirl of connectedness. A few analtyics can help ease some of these anxieties, or at least give another set of tools to help make sense, catch up, reflect on what is happening.

For more thoughts on my experiences of the week you can read my other posts.

*Day 1 To MOOC or not to MOOC?
*Day 2 Places where learning takes place
*Day 3 Massive Participation but no-one to talk to
*Day 4 Moocmooc day 4
*Day 5 Designing a MOOC – moocmooc day 5

Dev8ed – building, sharing and learning cool stuff in education

Dev8eD is a new event for developers, educational technologists and users working throughout education on the development of tools, widgets, apps and resources aimed at staff in education and enhancing the student learning experience, taking place in Birmingham on 29 – 30 May.

The event will will include training sessions led by experts, lightning presentations and developer challenges.

Confirmed sessions include:
*Understanding and implementing the IMS Learning Tools Interoperability specification
*Exploring and sharing tool for learning design through a number of design challenges
*Widget store: Sharing widgets and tools to help you design, build and publish your own widgets
*Mashing coursedata xcri -cap feeds
*Node js
*Human Computation related to teaching and learning

All participants will be able to share their own examples, expertise and opinions via lightning sessions, workshops and informal networking opportunities. So, if you have an idea or something you’d like to share, then sign up!

The event (including overnight accommodation) is free to all participants and is being organised by DevCSI and supported by the JISC e-learning, course information, open educational resources programmes and CETIS.

We hope to see many of you in Birmingham in May.

(Open) Educational practice and (digital) literacy

I’ve been dipping in and out of the JISC online conference this week. As usual, there has been a great mix of live presentations and asynchronous discussion. Two themes have risen to the top of my mind, (open) educational practice and (digital) literacy. I also recently attended the Mainstreaming Open Educational Practices Forum co-hosted by the OPAL and Concede projects and UNESCO. So this post is a sort of summary of my reaction and reflections to issues raised during both these events. Apologies, this maybe a bit of rambling rant!

When working in any new or niche area, terminology and or jargon is always an issue. I’ve always disliked the term “e-learning”, and prefer to talk about “learning”. However I do realise that there are valid reasons for using the term, not least political ones. During both events, the disconnect between practitioners knowledge and understanding of both OER and Open Practice was “openly” recognised ad and discussed. Both terms have meaning in the research world, and in funded projects (such as UKOER, OPAL etc) but for the average teacher in FE/HE they’re pretty meaningless. So, how do we move into mainstream practice? Answers on a postcard, or tweet please :-) The work being done by the UK OER synthesis team on Open Practice is one way of trying to address some of these issues, and sharing experiences of developing practice and use of open, or indeed any, content in teaching and learning.

I was somewhat surprised at the UNESCO event that an assertion was made that open educational practice is mainstream, and I was equally reassured via my twitter network that it isn’t. Marion Manton made a really good point “I think it is like the OER use, aspects have always happened but not necessarily called OEP”. This distinction obvious and is crucial as it’s often forgotten. I think we in the educational research and development field too often alienate ourselves from reality by our insistence on using unfamiliar acronyms, jargon etc, and looking at small parts of the picture. Instead of focusing on “open” educational practice, why aren’t we looking at general “educational” practice? “Again, I know there are reasons for doing this, and there a lots of people (and projects) doing excellent staff development work to try and close the gaps. But I keep coming back to questions around why we continue to need to have these false constructs to allow us to get funding to investigate teaching and learning practice.

During the discussion session on digital literacies at the online conference, the notion of empowerment was raised. Increased digital literacy skills were recognised as a key tool to empower staff and students (and indeed everyone in our society). At the open education practice session this morning, the notion of OER literacy was raised. Now this isn’t the first time I’ve heard this and I have to say I kind of feel the same about OER literacy as I do about e-learning. I see the literacies needed for using/creating/sharing OERs as being part of a wider set of digital literacies, which have much wider application and longevity.

Learning objects also came up during today’s discussion, in the context of “does anyone use the term anymore ?” Now, I’m not going to open up that particular can of worms here, but actually the fundamental issues of sharing and re-use haven’t changed since the those heady days. I think the work done by the open community not only has made great developments around licencing materials but has allowed us to look again at the core sharing/reuse issues and, more importantly engage (and re-engage) with these more challenging issues of educational practice.

On reflection, I think my attitudes and leanings towards the wider, general use of terms such as practice and literacy, are really down to my own development and practice. I am an unashamed generalist, and not an academic specialist. When I actually created educational content it was always openly (in one form or another) available. When I’ve been involved in staff development it has always been centred around sharing and (hopefully) improving practice and enabling teachers to use technology more effectively. And I hope that through my blogging and twittering I am continuing to develop my open practice. I do feel though that right now it would be timely to step back and take a look a the bigger picture of educational practice and literacies, not least so we can truly engage with the people we ultimately want to benefit from all this work.

Exploring learning in transition, latest JISC Radio Show

In the run up to this years JISC online conference, a selection of the key note speakers have contributed to the latest JISC radio show, JISC Online Conference explores learning in transition. As well as giving some insights into their views on some of the key topics the conference, during the show keynotes also share some of their experiences of being a participant in an online conference.

Touching on topics from open education and the use and development of OERs to curriculum design to increasing learner engagement, the podcast gives a tantalising taster of some of the issues these keynote speakers will be raising. For example, Ewan MacIntosh poses the challenge to universities and colleges of providing learning maps, compasses or ulitmately GPSs for students for their learning journeys, whilst Mike Sharples highlights the importance of the “co-evolution of learning and technology” to create truly engaging and effective learning experiences. All in all a great way to warm up and get thinking about the discussions and debates which will take place during the conference week.

The podcast (and transcript) is available from the JISC website, and it’s not too late to register for the conference itself, more information is again available from the JISC website. If you’re still in two minds about participating in an online conference, there’s also a nice little video from past participants sharing their experiences at the bottom of the main conference page.

Outputs, deliverables and other stuff

Sustaining and embedding changes to curriculum design practices and processes was the theme for the Curriculum Design Programme meeting held last week in Nottingham.

The projects are now in their final year of a four year funding cycle, and the focus of the activities and discussions were to:

“*Explore how projects can best ensure their activities result in real and sustained changes to curriculum design processes and practices and how to evidence this impact
*Showcase innovative practice from the Curriculum Design programme and explore and discuss how these outputs can assist in transforming curriculum design more widely in other institutions
*Further explore how projects can contribute to the programme level narrative around how institutions are changing the processes and practices relating to curriculum design and the role technology plays within this”

So that by then end of the two days, projects would (hopefully) be able to:

“* outline a clear approach to sustaining their innovations and changes to the curriculum design practices and processes
*outline benefits realisation proposals for embedding their outputs to support institutional enhancement and realising the benefits of their projects more widely
*all projects will have a clearer understanding of the good practice, innovation and findings which have emerged from programme and how this can enhance their own projects and practice.”

Unsurprisingly all the projects have been on quite a journey over the past three and half years. There have been changes to project staff; most projects have had at least one change of Vice Chancellor had to deal with the various re-shuffling of senior management teams which that inevitably brings. For projects concerned with institutional level change and indeed with any project tasked with embedding a change in practice these changes at senior management have been particularly challenging. Set this against the current political climate we have to give credit to all the projects for managing to navigate their way through particularly choppy waters. But will projects leave a legacy which actually is able to sustain and embed changes to practice?

Paul Bailey and Peter Chatterton led a session on managing change and used a really nice visual metaphor of a snowball to represent the different push-pull and self momentum that projects can often find themselves in. I think it’s fair to say that most projects have found that in their discussions and base-lining activities that the “curriculum design” space was ripe for conversations. A number of projects have had to deal with some significant pressures of scope creep, and being seen as the panacea for whole host of related issues.

Stephen Brown and the projects from one of the programme cluster groups then led a session on sustaining change. This allowed for a very useful discussions around project identity, outputs and deliverables and how to “hand on” using that great catchall term, the “stuff” projects have produced. Helen Beetham has written up this session on the Programme Blog far more eloquently than I could. From the marketplace activity where projects were given an opportunity to show off their wares, there is a lot of great “stuff” coming out of this programme.

One of the high points of the meeting was the debate, where the quite challenging motion proposed was “This house believes that this programme will not actually change the pedagogic practice of curriculum design”. I won’t go into details on the substance of the debate here, however one question that I should have raised (but of course didn’t ) was – if this programme can’t, then what will? When JISC did fund a programme specifically around changing pedagogic practice (the Design for Learning Programme) one of the clear messages that came out was that projects couldn’t make any sustained impact on practice if they weren’t embedded in wider institutional processes around the curriculum design process. Whilst I can see that some projects maybe don’t see themselves as having direct impact on practice as they are more focused on the business process end of things; at a programme level I believe there is growing evidence that overall there are quite significant impacts being made. I’m not sure if this was planned or just one of those serendipitous coincidences but I think this post from Martin Weller whilst the meeting was in full swing is a good example of precisely how the programme is changing the pedagogic practice of curriculum design.

More information about the meeting is available from the Programme Blog and the storify version of the meeting and projects are continuing to share their outputs and “stuff” in the Design Studio.

The future of technology in education (FOTE11)

What is the the future of technology in education? This is the premise for the FOTE conference which was held on 7 October at UCL.  And the answer is . . . . 42, a piece of string? Well of course there isn’t a single one, and I don’t think there should be one definitive answer either, but parts of the complex jigsaw puzzle were highlighted over the day.

A few suggestions which were aired during the morning morning sessions included: it’s the standards and EA approaches on the latest Gartner education hype cycle; it’s “cool stuff” combining the physical and digital world to create engaging, memorable experiences (as exemplified by Bristol Uni); it’s predictive analytics; it’s flipped and naked; it’s games; it’s data objects; it’s the user – v – we don’t know as we haven’t figured out the purpose of education yet; it’s about better communication between IT departments and students. It’s about providing ubiquitous, reliable wifi access on campus and plenty of power sockets.

It’s probably a combination of all of these and more. But if we in education are to truly reap the benefits of the affordances of technology then we also need to be ensuring our culture is developing in parallel. As James Clay pointed out, people inherently don’t like change and this can be exacerbated in educational contexts. Why change when we’ve “always done it this way” or “it works, why change it?”. Students are powerful change agents – but only if our institutional processes allow them to be. Although there was knowing laughter around the room when he pointed out that “students are dangerous”, there was a serious underlying message. We need to be working more effectively with students to really uncover their needs for technology, and have meaningful interactions so that those in charge can make the most effective decisions about the services/hardware and software institutions provide. James rightly pointed out that we need to be asking students “what do you want to do” not “what do you want”.

There was also a lot of discussion over the day about students and “BYOD” (bring your own device). I think there is a general assumption now that students going to University will have a laptop and least one other mobile internet enable device (probably a phone). Which raises the question of institutional provision. During the day, I have to say I did feel that this panel session didn’t work that well, however it is actually the session/topic that I have spent most time thinking about since Friday.

On several occasions the student reps (and others) brought up the fact that often students don’t actually know if/where and when they can use their own devices in H/FE. Given the fact that in school all hardware is provided and personal devices are openly discouraged, this uncertainty isn’t that surprising, but I was glad to be reminded of it. Again this relates to the importance of recognising and allowing for cultural change and the importance of communication. Is it made clear to students when, where and how they can use their own devices (mobile, laptop and/or tablet)? How easy is it for students to find out about logging in to institutional services such as email, printers etc? How safe is it to carry your laptop/ipad to Uni? Do staff encourage or discourage use of personal devices in their classes? I’m sure that even amongst the technology savvy audience on Friday there were a few people wishing others weren’t constantly staring at their phones, laptops and predictably ipads and were listening to what the speakers were saying :-) After spending Tuesday at the Developing Digital Literacies Programme start up meeting, the issue of digital literacies is also key to the future technology in education.

All in all I found the day very engaging and thought provoking and the organisers should be congratulated for bringing together such a diverse range of speakers. I wonder what the future will look like this time next year?