I woudl be very grateful for your help in filling in a survey (yes I know – another one :)) It will take about ten minutes and has been developed by the Network for Trainers in Europe in which Pontydysgu is a partner.

The Network of Trainers in Europe is a European Commission sponsored project aiming to:

• Provide an opportunity for exchanging experiences and knowledge though an easy to use web portal. Enable policy makers, managers and trainers to access ideas, materials and opportunities for professional development.
• Undertake a small-scale survey of the work of trainers and their professional support.
• Provide access to research and ideas through the organisation of workshops and on-line conferences.
• Enhance the quality of support for trainers by sharing effective practice.
• Stimulate new approaches to the training of trainers related to the concept of lifelong learning, knowledge sharing and peer learning.
• Encourage researchers and trainers to share information and materials based on practical experience.
• Bring together research and practice from different projects and initiatives throughout Europe.will implement a survey on the work, situation, qualification and status of VET trainers in the 32 European countries.

The survey is designed as a a tool to assess the situation of trainers and project future trends as well as recruitment and qualification needs.

It is available as an on-line version in English, French, German, Bulgarian, Czech, Danish, Dutch, Estonian, Finnish, Greek, Hungarian, Italian, Russian, Slovak, Slovenian, Spanish, Swedish and Turkish.

The English language version can be accessed here. For other versions please go to the survey page on the network web site.

Josie and Scott have been putting some work into the F-Alt 2008 events – the Fringe at the ALT 2008 conference (please note this is not associated in any way with the official conference etc).

Why have a fringe? Well my personal take on it – given there is no offical organising committee – is that we want to build on those out of session happenings which always seem the highlight of conferences. And I want – selfishly – a quickk fure consultation with colleagues – on he issues which are bothering me in my work. Hence I have signed up for th e-Portfolio WTF session – see proposed session below. I am increasingly caught between the dilemmas of trying to provide structured ePortfolio spaces whilst learners are usning all kind sof different social software to discuss and presnet their work. I hope to get other peoples ideas on this. And I like the idea of quick fire sessions. And of sessions being participant organised and led. Social software and especially Twitter has great potential for letting us do this.

And I don’t think that the humour on the F-Alt wiki should take away from the serious nature of such discussions. Serious fun is one of our memes at the moment – and one i take seriously :). Sessions are being scheduled outside the main conference times – we do no want to take away form thse who are presneting in official paper sessions. So if you are coming to Alt-C – ad are looking for some serious fun, please sign up on the wiki. Better still offfer to moderate or speak at a session.

The line up to date:

• e-Portfolios: WTF?

Facilitator: Josie Fraser
Speakers: Graham Attwell

Facilitator: Scott Wilson
Speakers:

• Second Life: WTF?

Facilitator: Nicola Whitton
Speakers: Scott Wilson

• Edupunk: WTF?

Facilitator: Graham Attwell

Speakers:

• Microblogging WTF?

Facilitator: Su White
Speakers: Josie Fraser

• Not not re-thinking the Digital Divide

but thinking about the digital divide, using gender as a lens

Facilitator: Josie Fraser

Speakers: Frances Bell, Helen Whitehead

Yesterday I read “Designing for Change: Mash-Up Personal Learning Environments” by Fridolin Wild, Felix Mödritscher and Steinn Sigurdarson, who are working on the EU funded iCamp project. Thi is interesting stuff.
At the core of their arguement is the idea that “by establishing a learning environment, i.e. a network of people, artefacts, and tools (consciously or unconsciously) involved in learning activities, is part of the learning outcomes, not an instructional condition.”

They go on to look at AI and adaptive approaches to learning environments.

“Adaptive (educational) hypermedia technologies all differ”, they say, but “they share one characteristic: they deal primarily with the navigation through content, i.e. the represented domain specific knowledge. Information processing and knowledge construction activities are not in the focus of these approaches. Consequently, they do not treat environments as learning outcomes and they cannot support learning environment design.”

Their approach goes beyond personalisation.

“Considering the learning environment not only a condition for but also an outcome of learning, moves the learning environment further away from being a monolithic platform which is personalisable or customisable by learners (‘easy to use’) and heading towards providing an open set of learning tools, an unrestricted number of actors, and an open corpus of artefacts, either pre-existing or created by the learning process – freely combinable and utilisable by learners within their learning activities (‘easy to develop’). ”

They go on to explain a set of tools beng piloted by the iCamp project:

“In this section we describe the development of a technological framework enabling learners to build up their own personal learning environments by composing web-based tools into a single user experience, get involved in collaborative activities, share their designs with peers (for ‘best practice’ or ‘best of breed’ emergence), and adapt their designs to reflect their experience of the learning process. This framework is meant to be a generic platform for end-user development of personal learning environments taking into account the paradigm shift from expert-driven personalisation of learning to a design for emergence method for building a personal learning environment.”

The tools and platform they have developed are based on a learner interaction scripting language (LISL) leading to a Mash-UP Personal Learning Environment (MUPPLE). I do not fully understand how the platform works (does it require users to understand the scripting language?) but it appears to be based on users describing a set of activities they wish to undertake. These activities then allow them to access a set of tools to undertake those activities. The focus on activities rather than tasks seems to me interesting.

I very much like the idea that the learning platform is seen as an outcome of learning and think the approach has great potential. I woudl be interested to hear what others think of the approach. I hope to get a look at the platform and will report back.

I’m having a happy afternoon playing with differents ervices for visualising data. I am looking at ways of showing data for use in careers counselling. I have created a very simple data set of employment by SOC rates in Kent in the UK. My first tries are using the IBM alphaworks tool which has the merit of being very simple to use.

Here is a matrix chart:

and this is a bubble chart:

No I haven’t been on holiday – although i did spend four days last week at the Cambridge festival (more on that soon).

Instead my excuse for no postings this week is taht I have been bogged down in bureacracy – doing the books. Pontydysgu is a small organisation and we cannot afford a full time adminsitrator. Hence, in addtion to my preferred job title as senior researcher, I also double up as office cleaner and administrator. And, I have to admit, I had taken my eye off the ball for a few months. So the result was a week of spreadsheets and filing. I know soem people like this work but I hate it. I don’t find it creative in any way – and to write in a blog you have to ‘think creative’.

One of the particular curses in our work and funding model is filing reports to the European Commision on collaborative projects. The various agencies responsible for checking these reports always seem to find soemthing wrong. This weeks gem was a request for an equivalent cost for transport from Luxembourg to the UK. Since Luxembourg was not a partner in the project they could not pay the real cost but only equivalents. And my crime had been to file them tickets with real costs. Hm…..

Last week I expressed concern that the development of the Open Univeristy SocialLearn project was being motivated by business concerns rather than learning. But it is not difficult to see why a university – especially the Open University which is based on distance learning – might wish to explore new business models.

I am struck by he growing avaiability of free online courses and opportunities for professional development. Just this morning I have picked up on an excellent free seventeen week course on on-line community facilitation being run by Leigh Blackall from the University of Otago on the Wikieducator and the weekly events around Metanomics – the study of economics and policy in the “metaverse” of online virtual world – run by…I am not quite sure who. I found about the first from Twitter and the second form Skype. These services are becoming the new global prospectus of learning opportunties.

Certainly in the field of Technology Enhanced Learning it is perfectly possible to follow an advanced professional development programme for free and engage with the best thinkers in vibrant global communities without having to enroll with a formal education institution. OK – we might expect this in such a technology enabled subject but how long before other subjects catch on.

It has been said for some time that the selling point for universities will be their certifcate granting powers. I am unconvinced. Our study some time ago of the use of technology for learning in Small and Medium Enterprises suggested that apart from in reglated occupations there was limited interest in certification. Both employees and employers were more intersted in competence in terms of what people could do and what they had learnt to do rather than their certificates. And as in one form or another e-Portfolios – or more likely individual eletronic mash-ups showing achievement – become more common then pressures for certification will lessen.

So what is the future for universities? Obviously they have an important role in research. And they could hve an important role in teaching and learning provision. That the Wikieducator is offering a programme in on-line facilitation for free is brilliant. The enrolled students are from all over the world. But how will universities fund themselves in this new world? This is where the rub of the problem lies. The recent trends in many countries towards devolved budgets and funding based on enrolled student numbers does not help. Far better to try to assess the value of universities to the economy and society as a whole and fund their activities accordingly. Of course that is not easy. And universities are not cheap. But we need to start developing new models and that probably requires far more radical thinking than just tinkering with existing funding models.

Pretty crazy and scary video recommended by Cristina Costa. Director Micheal Wesch says “My videos explore mediated culture, seeking to merge the ideas of Media Ecology and Cultural Anthropology.” This video, Tiwtter and teh World Simulation “demonstrates the use of Twitter and Jott in the World Simulation, a radical experiment in education coordinated by Michael Wesch, Kansas State University.”

I am greatly intrigued by Martin Weller’s presentation on SocialLearn yesterday. One of the advantages of Elluminate is it allows you to watch a recording of the presentation afterwards, although it is very frustrating not being able ot take part in the rolling chat channel. SocialLearn is a UK Open University project. According to the SocialLearn blog: “Some learners will be happy running 20 web apps [for their Personal Laerning Environment], while others will want to access this ecosystem via a coherent web interface. Currently one would do this via iGoogle, Netvibes, Facebook etc, if the apps have widgets in these different walled gardens.

In SocialLearn, we aim to move beyond web-feed based interoperability and visual clustering of apps on the webtop, with SL-aware apps communicating via the API, so that the learner’s profile can track and intelligently manage the flow of information and events to support their activity.”

This seems a great approach and I particularly liked Martin’s demo of their alpha software. two things stood out for me – the focus on people as a recommender for resources, thus allowing Open Educational Resouces to be accessed in context. Secondly the idea of supporting micro and episodic learning.

I do have concerns. The OU appears to be positioning the project as an experiment in exploring new business models in a world of competition by multiple learning providers. I am not sure that this is the ideal starting point but I suppose innovation is driven by many concerns and motivations!

When I watched the presentation last night I was also not happy with another of the core assumations behind the project – namely that “there is a major shift in society and education driven by the possibilities new technology create for creating and sharing content and social networking.” This seemed to me too technology centerd. But looking at it again in the cold light of a Friday morning the emphasis on the possibilities of new technology seems right. What then becomes interesting is that if such possibilities exist and if we assume that technology can be socially shaped, how do we use such possibilities in facilitating learning.

And in that respect, the SocialLearn project looks to be a very important initiative.

I have been reading a lot more blogs lately. For one reason, I have been in one place for a week so have had a little more time to explore ideas. But the main reason is twitter. True, it gets a bit of time to get right who you are following. On the one hand you need to follow enough people to gain a range of ideas on what the community is saying – to follow the Zietgeist. On the other hand you want to get rid of those annoying people who twitter endlessly about nothing (one well known educationalist posted that the swimming pool in his hotel was closed for a second time in a week for a private reception and he was going to demand a discount on his bill – do I really want to know that?). This takes a little time in weeding and tweeking the list of people you are following.

But then twittier becomes a wonderful resource – not just of access to live feeds and events – but of recommendations of blogs and paper to read. And so far I have found it that – most of the things people recommend are worth reading. Much better than any of the repositories or collections. twitter seems to me another step towards a Personal Learning Environment. I make the choice who I am following – nobody else. And with Open Sourrce Identi.ca mini blogging service, it should be possible to develop organsiational networks or networks to support communities of practice for communciation and learning.

What would be cool though, is a way of harvesting the resources being recommended and somehow of classifying them. I have been messing around with using rss feeds from twitter search and that is proving quite useful but there must be better ways of doing it. Be nice if some of this stuff could somehow be displayed in a wiki.

The other feature which would be cool would be a Shoutout service. What is a Shoutout? It is when someobne says – “Does anyone know” or What do “People think about”. The results of the Shoutouts could be another very neat resource if they could be sensibly harvested.

This is indeed an assumption many tend  to make when they are introduced to it. Is it because at the first sight it doesn’t seem to comply with the traditional ways of teaching? Is it because learning technologists sometimes may sound like geeks – when getting involved with social media in a rather overwhelming way? Is it because one doesn’t feel comfortable using these new media which are meant for our “kids”? Is it because one doesn’t care about new approaches that will make them “lose the expert” seat once again? Or maybe it is all/none the above… who knows…

The fact is that lately every conference I have taken part in, I always meet these brilliant minds who are thinking of doing something fantastic with educational technologies. They are usually people who either are developing a new piece of software or came up with this great idea to approach their practice differently. It also turns out that 9 out of 10 of those people I meet in these conferences call themselves Learning Technologists, Learning Technologies researchers, Lecturers in learning technologies, and so on!  Although there is nothing wrong with it, the fact is that we end up preaching to the choir; talking to those who have already perceived the potential and educational side of learning technologies. And all of a sudden everything seems so easy because our audience nods with conviction while we enthusiastically present about our topic. However, outside the conference building, our audience is not always like this.

We often come away from those venues reassured we have made important contributions to the educational world and that this will probably trigger more practitioners to follow our steps. In a way – YES – but we also tend to forget one thing: most times it’s researchers presenting research finding to other researchers. And although this is not bad, this is also not all we can do. Where are the teachers and all those lecturers who are preparing our youth to a future which more and more relies on technology? Well, they are probably attending and presenting at conferences of their own area of expertise, talking to other professionals who share the same interests and most probably the same kind of experiences. And this is not bad, but we can do better than this, especially at a time like this when we all seem to believe collaboration and cross-discipline cooperation is important.  Apart from the foreign language learning and teaching contexts of which I am part of, I don’t come across a great diversity of examples where learning technologies have been applied to the curriculum in a rather impressive way. Usually, I only come across new approaches by the same small group of  people. However, However, I am well aware that a wider variety of excellent practices exist both in number and diversity, and that there are lots of educators doing great stuff. The problem is that they tend to present the ideas and the results of their projects at conferences of their own subject, which is only fair. But more collaboration across sectors and disciplines is also desirable.

The example I am about to report is one of these cases.

The MSc in Advanced Occupational Therapy is a programme “totally delivered online” – so was it yesterday announced during the launch event of this new Masters programme hosted by the Faculty of Health and Social Care- University of Salford.

This programme has been a dream that after two years of hard workfinally come true.   – Angela Hook and Sarah Bodell – occupational therapy lecturers – have done a magnificent job by putting it all together. In their own words – two years ago they ”knew nothing about learning technologies and powerpoint hadn’t been part of their practice for that long either”. Today this seems hard to believe, if we bear in mind these two ladies have just projected and launched a magnificent programme which incorporates the latest approaches such as podcasting for content deliver and discussion trigger, blogs for reflection, wikis for peer collaboration, SL and Facebook for socializing and skype for personal tutoring, because in the end it is the individual who really matters! The student’s assessment will even be negotiated by students themselves!! How cool is that?

As Sarah stated yesterday in the launching ceremony, this programme aims at putting occupation in occupation therapy. She also emphasized their passion for learning and the awareness that in this new century new ways of pursuing further development have to be taken into consideration, in order to provide professional people with the opportunity to engage with the latest development in their field of practice and also get updated qualifications.
Angela also excelled with the way she presented the structure of the programme. Before emphasizing the learning approach mentioned above, she said the programme was aimed at anyone who wants to engage with it and they only need very little ICT skills to do so. As she put it, “if you know how to use word, if you can manage email and you use the Internet to search for information, then you will be able to do this, because you already master the hardest part of technology.” And I could only agree. The hardest part is to get started. Once you do, everything will become easier, all the time. And to reassure learners of that and also make sure they will be looked after, this programme will provide their students with a four week induction period where they will have a chance to try all the tools and overcome all the fears they might have while doing so. ANd all of this with the personaizedl support of a team. Is this something or what?

This is indeed a great initiative. It becomes even more relevant, when you think that this team has been working on this for quite a while now, engaging themselves with all the applications and technologies they decided to include in the programme. It is like the old saying: Don’t expect others to do, what you yourself are not ready to. And in this case I think they can expect a lot, because they are guiding – and inspiring I’d say –  by example.

They themselves have meaningfully engaged with the approach they are trying to pass on to others and they are doing a great job at it. Example of that is their blog which has already enabled them to collaborate with other practitioners in their area who just happen to be on the other side of the globe. They even have already had the chance to write a paper together and present with them at a conference dedicated to Occupational Therapy issues, of course!

I am sure there are many other great examples like this one out there. Like I said before, I know quite a few in the Language learning / Teaching field, but apart from that my knowledge is quite limited to the people I usually engage with. I would be interested in knowing about other instances of outstanding practice in many different areas.