Today I am at the West College Scotland Information Technology Symposium at the Erskine Bridge Hotel in Paisley. I’ll be part o the e-Resources break out sessions this morning, and this afternoon but when not talking about MediaHub or Digimap for Colleges, I’ll be blogging the keynotes and presentations that are taking place in the main conference room.
As usual, because this is a live blog so there may be typos, spelling issues or the occasional error – please do just let me know if you have any corrections etc.
Welcome – Audrey Cumberford
I am delighted to welcome you all here today. We are also videoing the event for some of your colleagues who are unable to attend as student inductions are also taking place today. Using innovative technologies is core to what we do and we want to lead in the use of technology to enhance how students learn, that’s our ambition and today is all about that. And if we do not do that we may end up with disengaged students and we don’t want that to happen, so we want to give you a sense of what is possible but also to show you what we are already doing in this area. We are already doing a lot and you can see what others are doing, and how you might do that too. For instance this afternoon we have a session on Augmented Reality, and there are some schools and colleges already exploring how augmented reality can transform learning.
I know there are challenges about how we do this, we have challenges here around skills, competence, experience so we need to ensure that you are trained, equipped and supported to be able to take on those challenges. But those challenges are not an excuse not to take this innovation agenda forwards!
I also want to thank the team behind the event today, to Erskine, and to our sponsors. So, enjoy today and thank you!
As we turn to our next session my Twitter handle has been spotted on the event hashtag: #WCS_WITS.
Putting the “e” into e-learning – Becky Barrington, Head of e-Learning and Innovation at The Cornwall College Group
I have been at Barrington just a week, so much of what I say today will be reflecting my previous experience, most recently at South Devon College. I’m going to talk about a lot of possibilities but these are free, easy to use and very practical things! And this will be an interactive session – with some paper and device stuff.
I’ll mostly be talking about Enabling, but I will also be talking about Exciting and Extending.
I was going to use an app called Remote Mouse but due to wifi issues that won’t happen. However, I recommend it!
So, first up I am going to ask you to play “barrier bingo” – this is about removing barriers… We’ll draw a 2×2 grid and I have some things we hear a lot about barriers:
Access – “I am never in a computer room”
Skills – “I don’t know how to do it”
Time – “I don’t have time to do it”
Confidence – “It always breaks for me or goes wrong”
Ideas – “I don’t know what to do”
Now, I’ve loaded those five terms into a tool called class tools.net that will let you randomly pick a term… And the virtual fruit machine picks…
Often people want to know everything first… But that much information in a training session, that’s too much to take in sometimes. So you need to start small – don’t try and learn everything at once! You can also put the students in control, letting them work together to figure thing out – so you both do the things you have expertise in.
Another tool you can use here – Quizmasters (like Block Busters) allows to create games and quizzes for the classroom. The way that it works is that you have 2 teams. Team 1 have to get four questions right, team 2 have to get five questions right – works well for different abilities of students or unequal group sizes. So, when I use it teams take turns to ask each other questions…
Back to the fruit machine…
The confidence bit is about practising an knowing the its you want to do well, rather than trying to know everything. You can also get yourself a buddy – a student or a colleague. That can build confidence in the sense of “I will be there in case it goes wrong”.
Back to the fruit machine…
Try to do things that don’t require huge amounts of work ahead of time. Getting students making resources for you can be really useful. I have split classes into groups to create different quizzes, games, etc. It’s great for them as they have to think about the questions, and want to find difficult questions. Another great tool is the glossary tool in Moodle – a searchable bank of information that students can add too. So I will give students common words that will come up in a class. And they can then type in the information – whether to a light or very complex level of detail. That then becomes a resource for the rest of the year, but students also retain their understanding of the word(s) that they have looked up and added. And the glossary does automatic linking, so pop ups show up whenever that word occurs.
Also think about group working that you can just get up and go with. So two I’d recommend there are Padlet and Twiddla. Paddlet is a virtual pin board basically – can be used in class or as pre-work/homework. It embeds nicely into Padlet too. I can plan and create in advance, but I can create a Padlet ad hoc. And anyone can access that, either from their own device, or from a shared main computer/presentation machine in the room. Twiddla is similar – this can work better for remote activities as it has a chat room and has a white board type space. You can make private Twiddla spaces, but you can also do this ad hoc too.
Back to the fruit machine… Possibly someone will shout Bingo! now…
An IT room enables use of IT, but not necessarily needed for learning technology. You don’t always need one computer per student. Most teaching rooms will have a computer and projector these days, and there is a lot you can do with that. Again some games activity work well for this sort of set up, for instance Penalty Shoot Out (£250 for a site license) lets you set up a multiple choice question as part of a “penalty shoot out” – getting a question right, lets you attempt to score a goal!
Another tool you can use is Flip Quiz… This lets you set up a quiz with various scores available…
Our side of the room picks General Knowledge for 500 points… And the question is “What does SQA stand for?” (deemed a wee bit too easy!). The other side picks Technology and also 500 points and gets the question “Name your plagiarism software?”. Now back to our side… Teaching and Learning for 500 points, the question is about which theorist has a taxonomy based on levels of understanding, which is of course Bloom. Back to Team 2 – which is the closest loch to the hotel? It’s Loch Lomand… And then get a bonus question to which the answer proves to be Jisc. A nice illustration of the engagement of these quizzes.
So, that’s one way to deal with access. You can also get students to use their own devices. There can be concerns abut risk, but you can work around that. If you are worried about distractions, only use it at the end of the lesson. Or you can get students logged in early, then leave them on the table and only have them pick them up again as needed.
This is what today is all about!
So, how do we Excite our students? Lots of options. I’ve been working on gamifying lessons. For some students they can only aim for an A as the highest achievement, but for students for whom that isn’t a realistic goal gamifying means you can use class points, issue badges for achievements etc. to put people on a more level playing field in terms of motivation, and highlighting and celebrating students’ skills. And in general that highlighting and celebrating has huge value for students, and for potential employers.
So, another thing you can use here is Kahoot.it. You set up a game. To set up a game you go to getkahoot.com – you add in questions and answers to automatically create a game. Players use their own devices to login, using a pin, and then questions appear on phones, and you find out if you are right or not. (Number of players in this room is 136 ish). So a question shows up, you pick a colour on your device… And on the main screen the number of correct/incorrect answers shows… What happens at the end is you can download the results and see who has gotten which question right or wrong – it means students are not embarrassed by what’s on the big screen but you get a sense of how students are getting on. (Cue questions whizzing past). At the end of the quiz each player sees their score, and then as asked for feedback on how the quiz worked. That’s all free, very easy, and works well but relies on access to the internet via mobile devices or computers.
I also wanted to mention Classtools.net which enables students to use in their own work and self-assessment. You don’t get feedback but students get feedback on their performance. You can provide questions etc. and then the student can choose which of several games to engage with those questions.
So, thinking about Extending learning, I want to talk a bit about Moodle. Moodle really can extend learning beyond the classroom. You can set things for the student to get on with. We tend to think about putting content online in Moodle, but there is much more you can do. For instance depending on grade you can release additional information to the learner. You can track progress, to manage students learning, and for students to understand their own learning. Particularly for Flipped Learning model, where homework is ahead of class, you can see how students do ahead of the lesson to inform your teaching and to understand what the students are and are not understanding.
So, the things we’ve seen:
- Teachers Direct
- Poll Everywhere
I’m going to finish with Poll Everywhere. This is again completely free – for up to 40 responses. You can pay for more but for most classes 40 is a reasonable number. So, for our example, which idea will you be using in your classroom? The answer resoundingly seems to be Kahoot.
And with that Rebecca concludes her presentation and hands over to…
RSA Animates – Jamie Cook, Head of RSA Scotland
It sounds grand, but I am the only member of staff at the moment! As an organisation we have been around for over 200 years, and have fellows across the World. We have many interests but pinning it down I would say we are fascinated by ideas, and how we respond to problems. It emerged from the coffee shops of the Enlightenment. We used to set “premiums” – prizes to solve those problems that arose – for instance successful growth of particular crops; machinery to clean chimneys so that children did not have to do this, etc.
We want to use technology, and innovative ways to solve problems. But how can we take the ideas we have and share them to maximum success. One of our solutions to this came from sitting down for a coffee. At our headquarters in London we have over 150 talks a year from experts on a variety of topics, they are live streamed to the world but that is not particularly innovative. We were wondering how to engage people with these ideas – there is so much to engage with, how do you identify which ones you should engage with yourself. Those videos are maybe 40 minutes, and although we have an app, they are not always as easy to access. Sitting and listening to talks on complex ideas are not always the best way to get information flowing. At that coffee meeting someone suggested that it would be lovely to just draw the talks, and one of our fellows, an artist, said “yes, I could do that”. And that has become our “RSA Animate” videos. These are the idea of taking lectures, condensing them, and putting them across to a condensed form. The speaker is still there, in edited form, but you also have a visual way in.
My favourite is “21st Century Enlightenment’ and our director Matthew Taylor used his annual talk in 2010 to talk about this concept of a 21st century take on the enlightenment. There was a really interesting reaction about the balance of philosophical and political content in his talk. They didn’t entirely get it. We then produced the animate, of 10-15 mins and what was interesting was that the use of those cartoons made all the difference, they got what he was talking about.
We have hundreds of staff, thousands of fellows – we are not that big – but we now have the most YouTube subscribers of any non-profit organisation. We have over 484k subscribers, and nearly 70 million YouTube views. These videos are being used in classrooms, apparently Yoko Ono tweeting about us, and the US Department of Defence is now using animate as a form (but we are not sure what they use them for).
That has been a fantastic success, but the popularity of Andrew and his team, who makes these, means we can only really do 2 animates a year. But also like anything we have to keep innovating… What is the next animate? So we now have a new series called “RSA Shorts” – these are even shorter videos (2.5-3 mins) to summarise key ideas coming out of key pieces of work. One of the key aspects of the shorts is that they can be a variety of formats and styles. We have had competitions at RSA to produce these. This is an interesting way to engage people who would not otherwise engage with us. Those shorts are, as we put it, an “espresso of the mind”.
These shorts are also changing how we present ourselves to the world. What we do is now set out in a short video. It’s not just about portraying information or being gimmicky, but also to explain what we do and what we are about not only to the outside world, but to ourselves. These are snapshots that capture what we do.
Please do have a look and feel free to make use of these resources in your own work.
And with that, we head to a quick coffee break…
WCS Showcase – WCS Staff
YES: Your Essential Skills – Grant Taylor, Head of Essential Skills
I’ve created a short here to explain why we do… This is for the 7 people who didn’t know what YES was earlier on.
The video is outline the portal, which is system that West College Scotland students can use to understand required essential skills, that matter as much as academic and subject areas to employers. We use a universal language of skills, having that universal skills of what are important, that covers these 40 skills areas, enables a really global language.
The portal acknowledges that students learn in different ways, at different paces. Students have different skills, they may coach each other, they may do something more practical… They may all have the same lesson but we all experience that differently, so the ability to self reflect and your experience of learning at that moment, gives you a real chance for ownership and understanding. And you can articulate your skills in the language of the wider world, of employers etc. Students have ownership and puts learning back in the hands of owners. We want to try to change educational culture, a long term view across the whole of Scotland. Those essential skills have parity across the board, and are so important for jobs and for employers.
A student notes that it is hard to know you have those skills, but reflecting on those enables you to say what skills you have, to understand those skills, to tell employers what you can do.
WCS Sport: how we use Turnitin AKA The Helensburgh Incident – Pat Shearer
The Helensburgh Incident was known locally as “Hurricane Bawbag”… At the time we had a student that took about 2 and a half hours to get into college through all the disruption just to hand in a piece of written coursework. I felt really bad for them and so we started looking at an easier way for them to do that. So, we started off looking at Turnitin software, which is a tool for “fighting against the internet” and the plagiarism it had enabled.
I’m a bit of a pragmatist: technology has to help the student, and has to help me otherwise it would be a waste of time. We’ve now been using Turnitin for the last 4 or 5 years but I was surprised that few in the college use it yet. We use it particularly in HNC and HND work, particularly for the written assignments, reports and presentations. We use it conveniently enable them to upload their assignments so that they can submit 24 hours a day from anywhere in the world.
Once they have submitted we do 4 or 5 things. We don’t have huge amounts of paperwork for our subject, this system helps us capture all of our students work in one easy to explore place. It also means our wonderful course admin Debbie doesn’t have to be inundated producing time and date evidence. And actually this system helps us reduce paper and printing costs. The last thing we really use it for is to check for people trying to cheat – and that isn’t just about catching them, it’s about helping them to understand that they can’t just paste text from the internet, and to understand why. Before Turnitin we were finding that issue arising more, and being more challenging to do that. So we use Turnitin as a reference, so they understand how an assignment should be putting together an assignment, what’s expected of them at university etc.
So we use it for sustainability and for plagiarism detection and education. I also have a break out room – come and find out more!
Weekly Class Websites – Riona Rushton
Weebly is a way to build websites, for students to build websites. It’s a free tool – as long as you go to education.weebly.com – and you get 40 student accounts for free (so you have to delete and start again each session or use the paid for version). You can manage those sites but students can create sites, show evidence of research, etc. You set up your own account, set up classes and students within each class. And you have control of what they can and cannot post.
Once you have set up your account you can use templates and PowerPoint like tools. Students can create a blog, share things they have made, add content etc.
So, you set this up yourself – so good to have a standard format for naming those students in a consistent way. Students can change their password, but you can also reset as needed.
It’s a very simple process to use. Students take ownership and do their own creative thing… And students enjoy using it.
You can choose whether you want those sites to be public, or private which means behind a password. Students can only set up 5 pages – but they can be quite substantial, for instance one page can be set up as a blog. Students can choose the format they use – whilst a lot is in written form they can also embed and link to other types of materials.
Using Weebly as a reflective portfolio space encourages self direction and organisational skills, how to group information by topic etc. And provides some IT skills and experience for students.
Viewing a student site here we can see a student of Games Design share their five pages, things they are experimenting with, etc. (and it looks lovely).
The Use of Virtual Patients in Pharmacy Education – Suzanne Thompson, Science Team
Our pharmacy education course at Greenock requires students to ask patients about their needs, but many students do not like role play, which is what we would usually do. So, in 2013 I undertook some work to look at alternatives and I will be talking about some work, based on Keele University tools, that enable students to engage with real patients. These enable students to consider the interaction, the way that questions were asked. There are also activities to test and use underpinning knowledge. They can also then use that knowledge and experience to decide what kind of medication a patient requires. This helps students improve their knowledge and understanding but also to understand patients ongoing needs.
At the time of the study there was huge use of this tool – including away from the classroom. And these activities improved confidence in role play – which helps to prepare students for assessment which includes aspects of role play. Students also understood the reason for those role plays, and how to engage in them more effectively. And that tool is now embedded in the course as a core tool, and the students are really enjoying and benefitting from that.
And an excellent use of Powtoon for that presentation there!
I’m presenting in the e-Resources session but will summarise anything exciting later.
What do our students want? – Goerge Jonson, WCS
We ran a survey of our students and had a very good response of 685 participants, it was a really good sample from across the college and included both full time and part time students. I’m just going to talk a bit about some of those responses.
We asked students what type of learning students wanted, and they were keen on some or wholly online, that’s a priority for them. In terms of supporting their learning students want to use their laptop in class, online activities, but also face to face interaction. They want to use smartphones in class (about 85% have smartphones) and to use social media in teaching and learning.
There is a fair amount of blended learning going on – and about 66% of students felt their area of learning used technology effectively. We also saw that 75% use Moodle and most were very positive about this experience. We also asked about devices and 75% had a laptop, 58% owned a tablet, 88% owned a smartphone (fairly even iOS and Android split, a few other operating systems in minority use). The students did identify opportunities but also barriers for the use of smartphones (slow network connection and battery life were top concerns there).
In addition to the survey we also ran focus groups with our students and messages coming through there included: issues with reliable access to IT; lack of awareness of Office365 and their cloud storing there; effective use of Facebook groups – this came out of every campus.
So, some conclusions: there is demand among students for a blended approach to learning and teaching; there is widespread but not universal ownership of smart phones; and there is opportunity to do more with students own devices.
Angela Pignatelli – Creative Industries, WCS
I am going to talk a bit about the experiences our students have, and drawing upon Marc Prensky’s work on Digital Natives and Digital Immigrants, but first a show reel here about how technology is the norm (Currently watching this – sequence of images collaged together and making effective use of the Humans title theme music).
[Note here that, as usual, I’m capturing the speakers comments in this post, something that mention of Marc Prensky always reminds me to flag up as I share the widespread concerns about the problematic nature of the Natives/Immigrants work. It’s worth reading some of that critical commentary, not least Prensky’s own more recent writing].
So, we have 3D printing becoming commonplace, robotics and augmented reality are all here. We were all raised in an education system with a start, middle and end, but these students coming in have a very different experience… As they arrive take a moment to see that you are tapping into those students cognitive processes: we have an unprecedented level of technological development, we need to make sure students are learner centred, are able to contribute and share their own voices. In some work we’ve been doing with Glasgow University, we’ve found that “digital natives” have “twitch speed” – swiftly understanding ideas; random access; parallel processing; image first; play orientated.
There is huge amounts of theory on games design and the theory of game design. I’m not a gamer but we apply that experience of being a gamer to their educational experience, to our curriculum design. Complex levels, structures in gaming are familiar and comfortable with. So how can we give them ownership to understand short, medium and long term goals. And we talk about pedagoguey, but we also need to talk about whotagoguey.
This image shows my 9 year old relative who is creating their own exercises whilst face timing her friend. We have to be prepared for students who operate like this.
There are various tips and techniques for dealing with digital natives. But be professionally discerning about what is applicable to you and your teaching and learning context.
And I’ll end on a quote from Steven Johnson, author of “Everything bad is good for you” who points out that many of the new technologies make more demands on us, improving our capabilities.
Making a difference in the short term for today’s and tomorrow’s students – Jason Miles Campbell, Head of Jisc Scotland and Jisc Northern Ireland
I’m not particularly an expert in teaching and learning but I can tell you, from my perspective as Head of Jisc Scotland and Jisc Northern Ireland, what others are doing, what works well…
So I will talk about how you can make a difference in your students’ lives. So…
1. Take the quick wins
Do the things that are achievable. One small change that is put in place can make a huge difference. For my example… Is an image of the three rail lines that run near Edinburgh Airport… Can you get a train there? No! There was a huge expensive diversion plan that didn’t happen but if they’d just put in a path or a shuttle bus, that would be great. So… Do what you can! Do what makes sense!
2. Rely on the Internet
Things can go wrong with technology, and sometimes you have to find a work around, but as long as you can divert, adjust, be flexible, it will be fine.
3. Listen to your IT people
Jisc, as you may be aware, provides the internet for your college. Your needs change and so we are always working to ensure we are fit for the future. And I would say that you should listen to your IT people. There are a huge amounts of attempted hacks etc. so if someone tells you that you should change your password every 6 months, then there’s a reason.
4. Use what you’ve got
We have students with smartphones and tablets, there are cheap tablets available… use what you’ve got. And there are Jisc resources you can use, there is Creative Commons stuff you can use, there are free things – like Beccy said, that you can use.
5. Take Risks
There are many ways we take risks every day… We do it when we speak in public. We do it when we use technologies that can fail. Sometimes we can be far too risk averse, when we are better benefitting from what we have available. We allow power tools on College campuses, but can be over restrictive on copyright?! I’d rather take my chances with copyright than power tools!
6. Immersion therapy
Try things out, experiment, immerse yourselves and see what ideas comes to you. My colleague spent an hour with Google Cardboard triggering huge amounts of ideas and excitement. You can use these sorts of tools to more literally immerse yourself – to look virtual patients in the eye for instance.
7. Use your students
Ask them how they want to learn, what they want to do. A great source for ideas, inspiration, etc. is to just directly ask your students. Students can also tell you the tools that they like using, and which are suitable and accessible to them. One of the advantages of Bring Your Own Device lets the students decide what they need, and set up in the way they like.
8. Embrace shared services
Now I would say that, Jisc is essentially a huge set of shared services. They enable co-operation, shared use of technologies etc. Even quite simple technology can be useful.
9. Enable, enthuse, inspire
There is so much potential in smart phones and there are such ideas there to play with. Mobile and home internet connections enable virtual meetings, web cams, mics, etc. You can access the world essentially, without even needing to travel. Technology can free you up to focus on what matters.
And that’s me… To find out more do get in touch!
Now onto Joe Wilson, who our compare feels strongly has the best Twitter avatar in the world…
Open, Collaborative, Sharing Practice in the FE Sector – Joe Wilson, Chief Executive of CDN
I’m an old codger in FE terms (I remember working for local authorities), which means I’ve seen lots and lots of changes and I’ve always used technology. I started off with photocopiers, OHP projectors, epidiascopes, electronic typewriters…
But soon word processors arrived and, soon after, similar commands let me use webpages… So back in 1996 I was able to share links and presentations and materials on my (demon.co.uk) website. By 2000 I was playing with Blogger, to blog to share ideas… All I do, maybe once every two months, is sit and reflect on stuff. Sharing what I’ve learned, what I’ve taken away… You build up a community. I started to work with Jisc and started using Jiscmail in 2001. It amazes me how few colleges who don’t know or engage with the communities on Jiscmail. You will find a huge range of communities who are sharing resources all the time…
All the things on my list here, I still use now. So I am still using delicious to capture groups of links… Built up over time… collected and curated. Pinterest is great – my kids do it all the time. Think of the subjects that showing a good weld, or a merit in cake decorating might look like… This is all about co-creating. Your head would spin if you looked at it all. I always think free is good. I started off as an adult literacy in Arden, outside of Comely Bank. They were quite cut off… But this isn’t about being technology, but what you do with it. I think that you should be on Twitter to build up a personal learning network – share good stuff, you get better stuff back. It’s about sharing and working globally, not only engaging locally.
Looking at the NMC Horison Report 2015 highlights major developments. The future, at the moment, are blended learning. All the statistics here about the take up of smart phones, tablets, broadband.. the challenge for us and our learners is to address the issue of the digitally excluded – those without internet, tools etc. But that should not hold us back, even if we are also looking at how we bridge that gap.
If you think about where learners are going, and what they want… Students want learning on demand to fit work and life schedules. They want self paced learning, and learning from home. They want to know that what they are learning is relevant to their career and life now and for the future. We need to reflect global learning and local needs, which means it has to be more collaborative. And we need to be meeting and listening to experts – high value but good value.
We also need to take our heads out of the sands and address the facet that education is changes. In terms of who is doing best Universities probably lead right now. Colleges were doing well, with VLEs, but all the changes and restructuring they fell behind little. Schools are moving on now, Glow is getting bigger and can be a great way to build a personal learning network.
So, for an example, I’m going to mention the Glasgow ? of Art. You also have things like Phonar – an open undergraduate photography class – not a Scottish example but a great one, this guy just opened up his class online.
Another example, Tute… When I was a head of education you’d get asked to tutor struggling students. I have a friend in Glasgow, and this example down south, who provide tutoring online, they pay the same as other tutors, they work through Skype etc. So questions that might have come to you, may be going there already.
I also wanted to talk about OER and ukoer vision, and I’d like to encourage you to share your learning resources online. But it’s not just Scotland or the UK, it’s global. The drivers are various but the idea of education as a common good. If I can share my materials and benefit other people for free, that’s great. And there is loads of content coming, I want Scottish content in there. I chaired the UK FE Skills Window down south, and I’ve seen some of the content that is coming.
We also see the FELTAG objectives pushing a strong aspiration for content to be partially available online. That is making a big difference even though theses sorts of top down initiatives are not always successful.
There is so much out there already, and we should use them, but it should be us creating soon.
Open Scotland is a cross sector initiative that aims to raise awakeners of open education, encourage the sharing of open educational resources and explore the potential of open policy and practice to benefits all sectors of Scottish Education. Universities in Scotland will be capturing lectures and sharing on YouTube, and there is so much you can do with this.
And Opening Educational Practices in Scotland – this is from Caledonian University, take a look. Publications are increasingly open, and teaching materials can also be shared that way, and should be.
See also: Re:Source – a repository to deposit and find stuff; glow; ushare – collecting useful websites etc; Mozilla open badges.
But what can you do in the future? What can you do this sugar to provide additional support for your leaners? How can students create things themselves. I think in the the University of West of Scotland might be useful here. I suggested they should talk to West College Scotland… And I’ll say the same again – why don’t you start that conversation.
Think about what you can do to promote open practice across institution and figure out business model? And as an individual practitioner, how do you start the learning journey, and building your personal learning network.. How do you begin that process? In this college you have three big sites, so you are part of the way there already! For me, on Twitter, I’ll ask a question and all these people come back and tell me, it’s brilliant!
Things you need to think about, are you ready? Do you have a social software policy – and which are yours (and your students) personal and professional digital identities; think about digital literacy and digital participation for all – thats the closing the gap part (and students can tell us their needs here); think about who your digital leaders are? Some will be leaders in the staff room, some will be leaders in the classroom but this is less about learning technologists and more about social learning. Do you have any open practitioners? Which apps do you use? (There are some great ones out there!). And where and how do you share, reuse and remix? It’s not about trying to copy Harvard, it’s about smart reuse and remixing of relevant materials.
Now, I have to do the promotional thing for College Development Network – we can help you get there! Increasingly you don’t need to come in person to Stirling to see us, as we will have lots of online webinars and other ways to engage. We have 31 development networks all connected up here, and those communities can all help and support you and share experience. And colleges are in a great place – that’s been clear today. As colleges we make people who fit into the future… You can do this.
Through places like Re:Source locally, and other things beyond, we can crack this.
Going back to my hardworking classes in Arden, we created a local history book and they got communication by stealth around communication! But what would they do now? Well they would have a choice of any book they wanted quickly. That information would be through Wikipedia pages, and they would be talking to the world. They would be doing something real. Some would be engaging with blogs but all would be participating and creating. We might even have a YouTube or similar. It would be so different – and we can do this now! So, do it! We will be with you all the way, hopefully leading with you all the way!
Again, I’m presenting in the e-Resources session so the blog will go quiet for a bit…
Plenary and Q&A – John Collins, Speakers and WCS Senior Management Team
Q1) Becky, you showed us loads of examples today, where can we find those all?
A1 – Becky) I’ll send my slides to WCS and then that includes all of those resources.
And with that we are out of questions, mainly because things a somewhat overrunning, so finally it is back to
Thank you to our main sponsors Prometheus, to our other sponsors. Thanks also to our guest breakout session presenters from Borders College and EDINA, to all of our external speakers, and to all of our West College Scotland presenters. And thank to John for his MCing today. Last but not least thank you to George Johnson and his team working to organise today.
Today is just the beginning!
And with that, we are all wrapped up… Thanks to West College Scotland for having me along to talk about MediaHub today, and to all who came along to those sessions!