Reflection on workshops

This week I ran 2 workshops and seconded on another. These are my reflections and constructive criticisms.

In terms of my own style:

-I need to slow down more.

-Vary the pace

-Work on diction

The workshops could be improved by

-change of pace

-Change of voice

- Change of activity - get people to work in pairs.... Try to encourage this more. It seems hard to get to happen in Durham compared to Bristol. I think the rooms we have do not encourage this sort of thing. We also get a mixed audience, some of whom are administrators rather than teachers. Perhaps I could point out that the room isn't ideal, but could they have a go any way. THis is one area where some instruction sheets would be helpful.

- I have mixed feelings about providing detailed printed sheets detailing the steps needed to complete sometihing., I often think that the step by step approach to doing things on screen is not really learning, I prefer that they understand why it is they are doing what they are doing, and have a go, and ask if they need any help. A person can better explain what is happening than a work sheet can.

- I was interested to see that a colleague felt that the online layout of web pages was something that would be inate to teachers. In my experience, this is not the case. I think teachers are remarkably good at writing papers and reports, but not necessarily at thinking about the difference between onscreen and offscreen provision of materials.

To Build on the workshops, I would like to plan a program, map the learning objectives against the HEA professional standards and the ITS objectives.

Write some protocols/guidelines for the workshops

Start running the follow up sessions

Start running 1 2 1 duo drop ins.

Digital Divide 2.0

As part of the PG Certificate in Education, we were lucky enough to hear a fascinating account Sian Bayne from Edinburgh University. Sian outlined her semiotic analysis of Virtual Learning Environments, and their employment of analogue, rather than digital metaphors (books, chalk and blackboards and classrooms) probably consciensly or unconsciously designed to have meaning for people working in Education who may be less at home with the digital world.

She also described the use of Web 2.0 technologies that are employed on the eLearning Masters program she runs, which includes tagging, blogs and the use Second Life to meet online for tutorials. The students on this course are of course keen to take on and learn about the cutting edge and the new attitudes associated with Web 2.0. It would be fascinating to see work with these ideas and tools , and we should try to explore as far as possible what can be achieved.

It struck me though that Web 2.0 may be reopening the digital divide that exists between those who can use online technologies and those who struggle. This divide may be lengthening not on economic lines, but through a cultural divide between those who are growing up with delicious, YouTube etc. and those who are more confortable with solid artefacts and structured knowledge. The former category will increasinly include the majority of students. The latter will (for a while to come) account for the majority of Higher Education lecturers. Will we therefore ask students to work in the physical and web 1.0 world, or will lecturers and academics have to take the best of web 2.0 and add it to thier discourse and practice?

First Posting

I am keeping this blog for myself to reflect on learning technology (the field I work in) and practice with Blogs. If anyone else finds it useful, that's great.

I will post any ideas and reflections on learning technologies, training and anything else that comes to mind.

The blog should also help me build up a record which I can use for the portfolio section of the Post Graduate Certificate in education that I am required to take as part of the job.