I just finished doing a PGCert in Digital Education, and I thought I'd post a few of things I wrote for it here. This essay was written in April 2016 for the course Introduction to Digital Environments for Learning. A teacher in a secondary school classroom raises her voice above the chatter. “Ok everyone, settling down… Continue reading How should MOOC designers respond to student silence?
Standardisation Standardisation makes many administrative processes better. If people are submitting forms, it's easier to process those forms when they follow a standard design. If students want to find out the time and place of their lectures, they want that information in a standard way. Technology has a bias towards the pursuit of standardisation, partly… Continue reading Standards: sometimes good, sometimes bad
Car design Henry Ford famously dismissed listening to his customers, saying that if he'd bothered asking them, they'd have asked for faster horses. An early episode of The Simpsons riffed on this idea: Homer was brought into his brother's car company as a man of the people and asked to design exactly the kind of… Continue reading On listening
"Try again. Fail again. Fail better." A suitably morose quote from Samuel Beckett: you're always failing, but you can at least fail better than your previous failures. I think it's fair to say that modern education has a difficult relationship with failure. On the one hand, failure is and always has been a bad thing.… Continue reading The unbearable permanence of forums
This is adapted from a comment I left on The three biggest (perceived) problems with Open Badges by Doug Belshaw. I really like David Wiley's points about quality and OERs, and agree they apply equally well to badges. I think Timothy Freeman Cook makes good points about motivation and badges here, especially where he says "Let… Continue reading Issuing an Open Badge is easy, but making it valuable is hard
Narrow Flipped teaching is sometimes presented narrowly, like this: Traditional = teacher spends class time lecturing, then students do exercises at home. Flipped = students watch video lectures at home, then do exercises in class. Wide You also see it presented more widely, like this: Traditional = teacher spends class time on content coverage, then students apply… Continue reading Flipped teaching: narrow and wide definitions
In the recently published Really Useful #EdTechBook, a range of people from the educational technology sector each get a chapter to write about a chosen issue. It was an interesting read, especially as I have the same job as many of the writers. In some cases, they write about the results of some research they have carried out, while others use… Continue reading “We’ve always done it this way”