Teaching and Learning in a Digital Age (TELEDA) – Page 7

Teaching and learning in a digital age; the myth of digital competence

Sue Watling / December 13, 2013 / digital literacies, PhD, Teaching and Learning in a Digital Age (TELEDA)

The human need to create, manage and control information and communication remains constant. It could be said books and Blackboard sites are different ways of doing the same thing and the gap between Gutenberg and Google is not as wide as it might first appear. In 370 BC Plato has Socrates bemoaning the introduction of writing as damaging to human memory. In 1981 Neil Postman predicted the rise of cable television would result in us all amusing ourselves to death. Back in 15^th century Europe the printing press caused such alarm the Catholic Church introduced censorship; all books were to be approved before publication. It’s not unusual for new technologies to be heralded with doom and gloom.

Marc Prensky’s concept of Digital Natives Digital Immigrants could come into this category. In 2001 he offered a provocative but enduring image of technology as the agent of changing brains and behaviors of young people. While his ideas have since been challenged the myth of the digital native remains persistent. Young people are imagined to be tech savvy while older ones struggle.

Teaching and Learning in a Digital Age (TELEDA) begins with Prensky’s Digital Natives Digital Immigrants paper. Online discussions get lively because everyone has a view on Prensky. Even colleagues initially unsure about contributing to virtual conversations find their nerves are partially overcome because they have something to say about the need to support individual digital literacies and how they cannot be taken for granted.

Confidence and competence with learner technologies cannot be anticipated. Early, mid or late career is no predictor of Blackboard use and engagement. There are older people comfortable with online collaborative working and younger ones unsure of how to insert a picture or attach a file. All roads lead to the same place. Digital literacies are too often assumed rather than addressed. Where technology plays a prominent role in people’s lives, it can create digital closeting which prevents awareness of the full spectrum of digital engagement. This is the myth of digital competence. More meaningful communication is needed between those who support, maintain and mandate the technology and those who use it as a part of their day to day teaching practice.

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image from http://www.heraldboy.com/how-does-innovation-in-the-digital-age-survive/

Prensky, M. (2001) Digital Natives Digital Immigrants. Available from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

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How broken email led to my discovery of the Landfill Harmonic Orchestra

Sue Watling / December 9, 2013January 18, 2014 / PhD, Teaching and Learning in a Digital Age (TELEDA)

Following my confession on the breakdown of my relationship with technology, these are the messages Web Outlook are giving me this morning.

It seems to have broke in the night although it’s probably my laptop. The most common response from colleagues is a variation on one of the themes below:

I’ve never seen that error message before.
It’s working ok for me.
It must be you.
Have you checked your leads?
err nerr? you got a right ‘ull accent!

When you’re disconnected you realise the enormity of your net affair. How it affects every thing. This is only a partial break; not like when the network’s down and there’s nothing to do but tidy desks or wash up. Looking at the piles of unread papers on my floor, I could probably do with a few days network-free. But am careful what I wish for.

I’ve mobile options but not everyone has. Last week a colleague was surprised to find three students in their class were dependent on campus computers for internet access. The TELEDA Induction forum contains references to not wanting smart phones, fearing work/life balances would blur. Some make a point not to connect evenings and weekends. Others find devious means to send sneaky email on Saturdays while for many Sunday evening is the new Monday morning. The time of an email reveals the owls or early birds. Colleagues stay up late, get up early, some seem not to go to bed at all. How many times do you check your mobile phone? Is it the first or last thing when you get up in the morning? Do you take your phone to bed with you?

Opinion is divided. Some say it’s professional to keep a permanent eye on email, others want a work/life divide which is a sacrosanct. Like all digital literacies there’s no ‘one size fits all’ model; everyone needs to decide for themselves the most appropriate management of email or social media used for work purposes. There’s also the Blackboard discussion boards. If you’re moderating a group of students participating in an online activity, how often should you contribute? Is tutor input wanted? Can it be a blessing or a curse on the delicate process of encouraging shared practice online?

My email is back. Before catching up, here’s a video I might not have come across otherwise. A useful reminder of the value of virtual communication for sharing what really matters; how in the middle of terrible conditions the human spirit and the power of music survives.

The Landfill Harmonic Orchestra

Digital illiteracies; institutional or individual responsibility?

Sue Watling / December 6, 2013January 18, 2014 / digital literacies, PhD, Teaching and Learning in a Digital Age (TELEDA)

It’s been a digitally illiterate week. Personally and vicariously. I’ve empathy for colleagues in buckets. Professional accreditation as a learning technologist (I’m ‘certified’ by the Association for Learning Technology) means nothing when something doesn’t work. In case you didn’t know, it’s a truth – universally acknowledged – where computers are concerned, if they can go wrong for me they will – and invariably do. ALT accreditation is – fortunately for me – more about pedagogy than hardware!

Is it me or the technology? Why are MobiGos all different? What controls the sound when speakers are activated but silent? Between a blank projector screen and your resources is the loneliest of places. There isn’t always time to check everything is working. Sometimes you have to go on a wing and a prayer. I’ve had videos refuse to play, files refuse to open and colleagues report similar experiences. You want to use multimedia in public to enhance and engage but it can be risky. Stick with text I tell myself after each technical disaster and invariably ignore my own advice.

This week I tried to join an online meeting from my laptop. I forgot to check the hardware. As the meeting opened found I couldn’t use the webcam. Here is the message.

Sometimes you can go into online meetings with sound only but not this time. The link to the meeting wouldn’t let me in. Ping! An email asking where I was. How embarrassing to suggest an online meeting and find yourself excluded. About 11 on a scale of 1-10. Ping! A text this time. Skype was off, nothing was running in the background, I shut down, restart, same error message. In the meantime the meeting is going on without me and I’m feeling stupid.

The next day I want to demonstrate a WordPress blog in front of staff and students. I can’t log in. The error message has a yes/no option. I guess it’s asking if I want my details saving and say no. Try again – and again. Then I click yes and get to the dashboard, select the blog, have to log in again and the same error appears. By now time is running out. I log onto WordPress most days but where it mattered it wasn’t happening. Belatedly I realise it’s probably a browser issue but haven’t time to run advertised programmes to install Chrome. Again I feel stupid.

The scariest story this week came from colleagues who’d designed an interactive lecture using an online voting system to encourage participation. Everything worked fine during practice but not in the lecture theatre. The software needed Chrome which wasn’t downloaded. Fortunately they had a Plan B. Unfortunately Plan B is a necessity.

Browser issues are increasingly common. Not everyone is browser aware. The response to the question ‘Which browser are you using?‘ is often ‘I don’t know‘. It’s easy to think you should but how? Where do we draw the baseline of digital competence? Digital literacies are assumed yet the opposite is more often the case. The majority use a computer like they drive a car. Switch on the engine and go. Petrol in the tank and air in the tyres but that’s about it. Where do digital literacies belong? Are they an institutional or individual responsibility? Staff and students may be the best people to ask. Searching for the correct spelling of Mobigo I found this from student Stephen Fisher on http://ictadev.blogs.lincoln.ac.uk/projects/mobigo/

“There are alot of potential solutions and maybe asking lecturers what they feel most comfortable with and would want from the MobiGo’s could prove beneficial cause as computing students we tend to think about what we know about computers and such whereas the average user may be confused and not fully aware / trained in optimal use of systems.”

Couldn’t have said it better myself.

PhD crisis: what value can be extracted from failure?

Sue Watling / December 3, 2013 / digital literacies, PhD, Teaching and Learning in a Digital Age (TELEDA)

PHd crisis? I don’t think I can manage another one 🙁 The process of narrowing down my research focus is taking forever. I’ve enough dead ends to populate a cemetery.

The solstice is coming. The coldest, darkest place in the year. This is the time…. for reflection. Reading my PhD log back to 23 January 2013 has depressed me. It confirms the absence of essential literature on digital pedagogy and staff development. Surrounded with piles of books I haven’t read, and hundreds of thousands of words I’ll probably never use (I am prolific in one area at least), my reflection on the year’s progress isn’t reasuring. In spite of evenings and weekends of clandestine relationships. Me and my laptop. Me and the internet. Me and the accusations – Oh god, you’re not working again.

A year of trying to find myself philosophically. I have to face facts. My PhD has got lost. I need to rethink and restart.

My research is like water. It spreads. Isn’t contained. I may have said this before. For the past year I’ve been trying to get a foothold. An ontological and epistemological position. Some of it has been positive but I haven’t got there yet. My feet are still looking for their philosophical standing place.

Positives include rediscovering postmodernism. When academics began their deconstruction of reality, the internet didn’t exist, Today digital reality is endemic yet few people talk about postmodernism. I’d like to apply a postmodern lens to the presentation of self online, to reconstruct my 3P model of Professional, Personal and Public identities, but this would be a research byproduct, not the primary function. I need a practical solution to embedding research into my practice.

Times change. I shifted my PhD focus from the community (year 1) to the HE sector (year 2) to my practice (year 3). Maybe I wrong footed myself from the start because with every passing year the panic has increased. Maybe I’m simply not good enough. I wanted a research topic which informed and enhanced my practice. What’s wrong with that? Not finding my doctoral feet feels like a failure. I’ve read the books, gone to the workshops and study schools, but still can’t find a fit. I talk about digital exclusion and people switch off. Maybe it’s the way I say it. I don’t know. But exclusion and its invisibility is my thing and at the start of this year I thought I’d found a research space to slip into.

With regard to teaching and learning, I knew engagement with a VLE was an under-researched area. The VLE is unpopular, maligned as clunky and linear, unfairly compared to more visual software like Wordpress, used predominantly as a document repository and largely ignored as a tool for enabling and enhancing learning. Embedding virtual pedagogy into my PhD would not only shift my practice from being research-informed to research-engaged, it would show case the VLE’s pedagogic potential. I’m pragmatic. I work in the present where the application of theory to practice matters. As does the day-to-day experience of staff and students doing the best they can with the tools they have.

Recent discussions around digital education and the VLE at Lincoln seem to confirm I’ve got lost in the PhD landscape – again. The sense of loss is reinforced through Teaching and Learning in a Digital Age (TELEDA) which stretches use of Blackboard and reminds me of a need to embed digital literacies into staff development and teacher education as well as the curriculum. This is where I want my research to be focused but I’m not sure how to get there. My action research methodology needs grounding in the relevant literature. It’s looking like I need the end of year break to begin a new review with a focus on staff development in higher education, on the pragmatic and pedagogical aspects of digital education rather than the political. What value can be extracted from failure? Once more, I’m about to find out.

Hello laptop. Hello internet. Do you come here often?

Revising the myth and reversing the risk of the digital native

Sue Watling / November 30, 2013January 18, 2014 / PhD, Teaching and Learning in a Digital Age (TELEDA)

Teaching and Learning in a Digital Age (TELEDA) begins with a reading of Digital Natives Digital Immigrants. Written in 2001, Prensky’s paper offers a provocative but enduring image of technology as the agent of changing brains and behaviors of young people. I’m interested in the persistence of this myth of the digital native. In particular the conceptual leap it assumes between access and understanding. It reminds me of the medieval helpdesk video (2.44) direct link http://www.youtube.com/watch?v=pQHX-SjgQvQ

I like the line at 1.38 ‘When you’re used to paper rolls it takes some time to convert to turning the pages of a – book.’ Consider the conversion from pen and paper to a keyboard and screen. Technology is about people not machines. the problem is those promoting machines forget they’re the minority.

Put the word native into a thesaurus. It offers citizen, inhabitant, dweller, resident. Language is like yeast. It grows. Meaning can be cultivated but the surrounding conditions must be right for change. Today the term native can be defined as to live in one place, to be positioned or located. Today we are all digital natives. One way or another we engage with technology. Prensky’s distinction needs revision. The dividing lines have changed.

The physical ability to use a computer and access the internet, the cognitive knowledge of how to maximise usage and stay safe online are 21st century literacies. Society evolves. It rarely jumps. The gap between Gutenberg and Google is not so wide after all. They are different ways of doing the same things. Communicating. Disseminating. Excluding.

The risk of the myth of the digital native is less about young people born into a technology enabled world, it’s about what happens when they grow up. It’s less about education having to shift its parameters to cope with changing brains and behaviours. It’s about remembering and respecting human diversity and difference. The risk is those who work with technology are losing this memory. As Prensky’s digital natives become creators of 21st century reality, the risk – where technology is concerned – is they might not have the memory in the first place.

If technology has a prominent role in your life, and the lives of family, friends and colleagues, you become protected behind digital walls. This digital closeting prevents you from seeing how the daily struggle with technology is the rule not the exception. This is particularly evident within higher education where those who teach and support learning are employed for their subject specialisms not digital literacies.

Prensky calls for the world to adapt to the requirements of the digital natives but I think this needs to be reversed. Those born into the world of google specs not gutenberg text, whose digital parameters mean they’re unable to see beyond a browser window, need to go and talk to real people face-to-face and find out how the other half live.

Half? Maybe more. Those for whom technology is a daily challenge and struggle probably accounts for most of us.

Two-tier tourism; King Tut’s tomb to be (or not to be) real

Sue Watling / November 9, 2013January 18, 2014 / nothing to do with work, PhD, Teaching and Learning in a Digital Age (TELEDA)

The picture on the right is the original tomb, the one on the left is the replica.

King Tutenkamun’s tomb is being recreated. The copy will be next to Howard Carter’s house on the hill at the entrance to the Valley of the Kings. Initially tourists will be asked to choose which one to visit; the real or the fake. I wonder how many will make the journey to Egypt then opt to visit a replica of the most famous tomb in the world, when the real one remains open less than a mile away. The intention is to protect the original, damaged by the impact of tourism. It makes sense to appeal to the fragility of ancient burial sites, sealed up with the intention they would never be visited again, designed for darkness. It also raises questions about the difference between the real and the imitation.

In France the prehistoric cave paintings in Lascaux were discovered in 1940 and opened to the public in 1948. Visitor exposure created rapid air change. Body heat and breath were blamed for rapid growth of fungal mould threatening the 17000 year old pigments. The caves were closed within 15 years and the replica Lascaux II built nearby. Tourists can experience the colour, size and impact of the paintings without damaging the quality of the original.

What happens next? Maybe a tomb or cave for tourists to visit which isn’t a copy of an original but a synthesis passed off as authentic. Here is a way to alter history. A gradual seepage from the real to the artificial, in the name of preservation, with visitors no longer knowing the difference. Signs and simulations encourage us to feel we familiar with places and people we know nothing about. Consumers are saturated with media images of significance rather than substance, continually pressured to buy a product or engage in activity for what it represents rather than what it is. I think visiting a replica must be preferable to not having access at all. Education substantially depends on text and images which are facsimiles. I’d visit Lascaux II for the experience and probably not over-think the reconstruction. Soon I won’t even have to go to France because there are talks about Lascaux III which will go on tour.

I’ve stood in King Tut’s tomb and doubt the ability of any fake to replicate that sense of awe. Tut is a plain place. The tomb of Ramses VI is far more visually stunning. With Tut it’s the history which bestows the meaning. Knowing this is the place where the most fabulous of all Egyptian treasure was found. Authenticity like this can’t be duplicated but authentic experience is not sustainable if it risks destroying it. There are no easy answers; least of all what happens to the original? Preserved and protected, visited by a privileged few, secreted away behind locked doors and security systems. What price will be put on an original experience? Sounds like two-tier tourism in the making.

TELEDA; an exercise in the pedagogy of uncertainty

Sue Watling / November 1, 2013January 18, 2014 / PhD, Teacher Education, Teaching and Learning in a Digital Age (TELEDA)

As the TELEDA Induction period comes to a close, the discussion forum is feeling the linear stretch. Participation has been high. It’s a long way to scroll down on a single thread. Future discussions will use different techniques but colleagues don’t know this yet. One of the intentions of TELEDA is to explore Blackboard; not only the hardware itself but the ways it’s used by colleagues on the course. There is no one size fits all model. We are as different online as we are off it. The aim of TELEDA is enhancing teaching and learning – like the old TQEF mantra for those who remember the days of the Best Practice Office – but it’s not without risk. New course nerves are high. I know what lies ahead but colleagues don’t. I know the different effects the learning blocks aim to achieve and how activities are structured to demonstrate poor practice as much as good – we learn as much from errors as successes – don’t we? 🙂 but at the moment no one else knows this. There’s always the risk of the risky going wrong.

The pressure for retention and completion on blended and distance courses is high. In spite of elearning’s failure to live up to its rhetoric, the echo of the promise remains. MOOC are creating renewed interest in blended and distance delivery but e-paths are strewn with lost intentions. ppt and doc files don’t constitute motivation and excitement. T&L can be difficult to achieve face to face – online they’re ten times harder. Blackboard can’t smile or be empathetic. The human aspect of teaching and learning is seriously challenged by digital technology.

I hope TELEDA – with its stress on experiential learning – shows what it’s like to be a distant student with all the work overload, competing priorities and inevitable technology blips (these are not intentional I promise!) I hope the potential for loneliness and frustration is balanced by an eclectic mix of resources and the sharing of practice through discussions and activities. I look forward to seeing how the interaction on the first learning block develops. One thing I’ve learned about having your own programme is you can’t see it for the first time. Like missing your typos when someone else spots them immediately. Writing online resources is like authoring a paper or a poem. You reach the point where you have to let go.

TELEDA is an exercise in the pedagogy of uncertainty. I can’t predict participation or responses to my methodology. Staying out of the online introductions was deliberate. I worried it looked like I was ignoring everyone when in reality I’ve read every post and journal and found it hard not to respond to the funny, relevant and thought provoking comments. What will colleagues do in their own practice? Will they join in the initial introductions or stay away? What was it like to go into an online discussion for the first time? How can you design for students unless you can walk in their shoes?

On the cusp between Induction and Learning Block One I’m holding my breath, looking forward to summarising the induction discussions, commenting on reflective journals and getting in there. This is TELEDA on Blackboard. An experiment in teacher education. An idea which, with the help of PGCE tutor and colleagues, grew into a pilot and is now standing on its own digital feet, raring to go.

TELEDA begins; teaching and learning in a digital age

Sue Watling / October 25, 2013January 18, 2014 / Teaching and Learning in a Digital Age (TELEDA)

Teaching and Learning in a Digital Age (TELEDA) is the university’s first online teacher education programme. It offers 30 M level cats and a second course is being designed to create a PG Certificate in Online Education for commencement next September. Exciting times ahead!

TELEDA 2 opened with a ten day induction period on 23 October. Participants are virtually gathering. Induction is the first step of any online learning experience. It’s time for settling into the course and introducing the tools and outcomes. TELEDA is heavy on reflective practice as well as communication and collaboration. Underpinned with the principles of staged interaction based on Salmon’s Five Step Model and Laurillard’s Conversational Framework, TELEDA has evolved from my experience supporting virtual education as well as being an online learner with the OU.

The new updated Blackboard is an improvement aesthetically. Visual elements influence participation and I find the discussion boards look better. I’m not saying the new Blackboard is perfect but poor design can contribute to resistance and these forums are easier on the eye, have a neat link to unread items plus a facility for bunching conversations. I also like the notification feature which gives an overall indication of new content.

Contrary to what the rhetoric of elearning would have us believe, online education is never an easy option. Garrison and Anderson identify three key presences; teaching, cognitive and social which need to come together, venn diagram style, for successful digital pedagogy. Building an online community (a la Wenger) for sharing practice can create powerful learning experiences. Over the years I’ve seen courses which build online participation through discussions and activities have the highest retention and completion rates.

TELEDA evolved from Embedding OER Practice as well as being a concious decision to multiple-task in resource strapped times. Rather than advise colleagues about creating online environments, I thought the experience of being an online student might be more effective. Using the same principle, I’m designing online workshops for the School of Journalism to precede discussions around developing blended and distance learning. Stepping out alone is challenging but feedback suggests experiential learning as professional development has potential. The internet is here to stay. VLE’s are not going anywhere – regardless how some days we wish the technology might get up and leave the building! For all their problems and difficulties, the vle supports widening participation. The policy worked for me. Now it’s my turn to support whatever any-time any-place any-where format needed to ensure widening higher education experiences remain achievable aspirations rather than impossible dreams.

Florence Face; a 21st century version of Stendhal’s Syndrome

Sue Watling / October 24, 2013 / Teaching and Learning in a Digital Age (TELEDA), Travel

I thought Italy didn’t get better than Venice or Rome but I was wrong. Florence tops them. Anyone with a passion for art and history will feel at home walking in the footsteps of Donatello, Leonardo, Michelangelo. Galileo, Rossini, Brunelleschi worked there. The piazzas are unchanged. The same church bells ring the hours and call for mass. Cobblestones are original. If ever you wanted to kiss the ground, go to Florence where the essence of the renaissance spirit is alive and well. Although the practice of attribution makes me nervous, I risk suggesting people unaffected by Florence have no soul.

The 19^th century author Stendhal, pseudonym of Henri-Marie Beyle,wrote the travelogue ‘Naples and Florence: A Journey from Milan to Reggio’ in 1817. Stendhal described his emotional reaction following a visit to Santa Croce, where highlights include frescos by Gaddi and Giotti dating from the early 1300’s. The frescos did it for Henrie-Marie. I was in a sort of ecstasy, from the idea of being in Florence, close to the great men whose tombs I had seen. Absorbed in the contemplation of sublime beauty… I reached the point where one encounters celestial sensations… Everything spoke so vividly to my soul…I had palpitations of the heart..Life was drained from me. I walked with the fear of falling. In the 1970s, Dr. Graziella Magherini at the Santa Maria Novella hospital, observed tourists overcome with physical and cognitive responses to the Florentine experience and named this Stendhal’s syndrome.

I didn’t suffer SS but did contract my own version. Now known as Florence Face, FF is to be open mouthed while lost for words. It was sensory overload. Accustomed to a world of digital simulations, which can dilute the impact of a ‘first-time’ experience, standing in the Uffizzi, inches from Botticelli’s Venus, or seeing Michelangelo’s David in the Academia, were useful reminders of the power of authentic objects. Iconic imagery fails to capture the essence of the original. The Other is not the same as the Real. For someone who lives too much life online, where anything is available in digital format, being in Florence was to experience the impact of reality.

The virtual experience of teaching and learning can never be the same as a one-to-one tutorial or small group seminar. We have to accept the limitations. The rhetoric of the 1990’s was over ambitious and doomed to disappoint. Technology can’t smile but has definite advantages. Content can be accurately repeated. It doesn’t get tired. Links open new doors. Make unexpected connections. Reflective journals can be as comprehensive as necessary while remaining private. Cut/copy/paste commands make it easy to edit. Tools like blogs, wikis and discussion forums support online discussion and collaboration. Online assessment is neat and tidy. Online feedback legible. 24/7 access across traditional boundaries of time and distance widens participation. There are lots of positives to offset the downsides of mechanisation. While the virtual can never have the impact of the real, this doesn’t mean we should dismiss it. I still have my photographs and postcards of Florence. They are permanent reminders of what can only ever be a transitory experience.

Digital photography and WordPress; a better solution required

Sue Watling / October 23, 2013January 18, 2014 / digital literacies, Teaching and Learning in a Digital Age (TELEDA)

I liked the NetGen Gallery WordPress plugin for photos. When you’ve had an event or been to a conference it’s useful to have an easy way to show pictures, especially if you’re a snapaholic blogger. It seems there’s no longer anything reliable for creating WordPress albums. I’d be happy to be proved wrong.

Digging around my computer drive revealed a folder of images dated 2008. They included this one which seems to have escaped all my backup strategies. I haven’t seen it since possibly 2008. This is relevant because it reinforces the risk of image loss. I backup my photos-to-keep on cd and external hard drive but only print out a few. There are no guarantees our digital images will survive. I used Flickr but the increased data limit separated my old and new sets – the newer ones have recently vanished! I tried Picasa but didn’t like the way it controlled image display on my computer. I dabbled in Pinterest but take a lot of photos and there aren’t enough hours to continually recreate image galleries in different places. Facebook albums offer a useful solution; they can be made public to non-Facebook users but the link won’t get through Firewalls where Facebook is excluded. Keeping all my images together on WordPress would be ideal.