Don’t think you are brilliant? Think again…

Certified Member of ALT

… and yes, I am thinking about you 😉

But, before we get too far ahead of ourselves, let’s go back to the beginning and how I came to (nearly) write those words on an assessment form.

As a Certified Member of ALT I act as a peer assessor for portfolios submitted by candidates hoping to gain the accreditation. It’s part of my continuous professional development in Learning Technology and in the most part it is a rewarding, equitable and collegiate activity that I really enjoy.

In recent months I’ve graduated from learning about the assessment process and gaining experience in collaboration with Lead Assessors to becoming a Lead Assessor myself and now that I am doing more assessments I have started to reflect on the professional practice I am seeing through various submissions. It’s interesting to see what others do, what they specialise in and how they reflect on their practice or research. Personally, however, I am often taken aback by how little confidence or sense of achievement is conveyed in the work being presented. So much that should be celebrated can be overlooked or left unacknowledged. So few seem to have the confidence or awareness to recognise their own achievements or even present them as such. In short, I often find myself wishing to convey congratulations or compliments alongside more practical feedback.

And then, there are the blog posts or thoughts of others in my field who seem to find it hard to feel their voice is important, that their perspective is worth listening to and that their work goes beyond the ordinary. Like so many before me I find again and again that those who shout the loudest about their own accomplishments are usually least deserving of our time and attention. Which makes it even more critical that those who need encouragement and support receive it.

I think a peer-based accreditation process like CMALT that has a strong element of self-reflection can help you realise that you’re brilliant (and yes, again, I do mean you…).

Why is that you ask?

Here are three examples:

Firstly, making a long list of all you have done can help you gain a sense of perspective. In Learning Technology we often move on from one project to the next so quickly that we forget to pause and recognise what we’ve achieved and what difference it has made.

Secondly, building a portfolio in a format and manner that you choose, that you can tailor to your preferences and style, can help you build a narrative of your professional development that you take ownership of. It’s not someone else imposing a structure or crediting specific actions – you choose and shape what you present.

Thirdly, reflecting on what you are good at might surprise you, might point you in a different direction than the one you thought you were heading towards. You might realise that you are great at something that you never even realised before. You might be able to see your professional practice in a new light.

You might not have time or the inclination to engage with a scheme like CMALT. But you should make time to reflect and recognise your own strengths and achievements.

Celebrating #AdaLovelaceDay 2017 and promoting equality

Ada laptop sticker

Today we are celebrating #AdaLovelaceDay and for me this is a good reminder to acknowledge all the brilliant women I work with in Learning Technology and beyond. We may have a lot still to achieve when it comes to equality, but there is something we can all do to help achieve it. Earlier this year I talked about how openness can be a tool for Learning Technology professionals to promote equality at the ILTA Annual Conference (slides and transcript).

The closing thought of my talk feels very relevant today:

Days like today give us that opportunity, to reflect on how we, as individuals, as a professional community, can take action to achieve greater equality through openness, to harness technology to do so – and then to go and make a difference.

Re-post #altc: my autumn report to Members as CEO of ALT

Maren Deepwell, Josie Fraser and Martin Weller

You can read all my reports to Members of ALT on the #altc blog by following this link. The blog is always open to new contributors, for full details about how to write for the blog, see the information posted here.

Dear Members

I’m starting this report by looking back briefly at the 2017 Annual Conference which took place in Liverpool in early September. If you haven’t already, I’d like to encourage you to explore the inspiring list of posts and resources shared by participants to get a flavour of this year’s highlights and read posts about the conference by keynote speakers and award winners. Equally recommended reading is ALT’s Annual Report which was approved by Members at the Annual General Meeting and this year contains a new report written jointly by Trustees reporting on progress made delivering ALT’s 2017-2020 strategy. I am proud to see how much progress we have made in the last twelve months.

A personal highlight for me was the Honorary Life Membership awarded to Josie Fraser, a richly deserved honour for an outstanding member of our community. As always, I am grateful that alongside the hard work and time contributed by everyone involved, my colleagues, Martin, Jane, Kristina, Tom and Jane, were recognised for their efforts making it all happen. You can read my personal take on organising the conference on my blog.

The Annual Conference sets the tone for the next few months at ALT and one of the outcomes of this year’s event is a renewed focus on policy, which was reflected in David Kernohan’s Wonkhe article ‘Edtech? It’s all about policy’ and my keynote contribution to the FELTAG 2017 Forum, on workforce development to maximise Learning Technology impact . Also this month, ALT Trustee Lorna Campbell and Ambassador Joe Wilson alongside others took part in the 2nd World Open Educational Resources (OER) Congress in Ljubljana, Slovenia, sharing their insights via social media and reporting back to the wider community. This focus on policy across sectors will continue in the run-up to this year’s ALT Annual Survey and the now established Winter Online Conference in December.

The work of ALT is largely led by Members who give up their time to get actively involved and lead ALT’s governance and activities across sectors. It is always important to acknowledge how much Members contribute, but sometimes a special thank you is in order. That is why I’d like to join the Trustees of the Association led by Prof Neil Morris, Chair of the Editorial Board, would now take this opportunity to say a thank you to the Editors of the journal, Lesley Diack, Amanda Jefferies, Peter Reed, Fiona Smart and Gail Wilson. Throughout the unprecedented difficulties with the journal the Editors as a group have played a key part in supporting the journal during this year of transition and their tireless efforts have ensured that we have weathered the transition as well as possible and supporting authors and readers throughout. Having published eight articles since July and processed dozens of new submissions I am glad to say that the journal is now operating fully.

In October we convene ALT’s Operational Committees and the Editorial Board of the journal as we begin the work of the new academic year. More Members are now actively engaged in the work of the Association, taking part not only in our governance, but leading activities and establishing new Members Groups across the UK, most recently in the North East of England.

This year’s Annual Report reflects that alongside our efforts to meet our strategic aims, we must continue to put our values into practice. In addition to what we set out in our strategy, that we value participation, collaboration, openness and independence, we also work to achieve greater equality and diversity in our community of Members and helping us champion this are this year’s winners of the Learning Technologist of the Year Awards.

Leading professionalisation in Learning Technology is about setting standards and recognising achievement on a national scale. It is also an opportunity to shape our professional identity and this year’s conference really brought home to me how powerful an example our Members are setting.

Making it happen… leading a community conference

Where do we go from here

It’s the weekend before the biggest face to face event that the organisation I lead runs each year. It’s our Annual Conference and between an inbox that doesn’t sleep, aching feet and a planning spreadsheet with a row for every detail my excitement is mounting. This is the week of the year when both online and in person our community comes together.

My job as CEO, at least on paper, is to carry the responsibility. To manage risk, to keep oversight, to make decisions and provide leadership. But alongside this, after nearly a decade of Annual Conferences, I have also developed my particular approach to leading the way through this busiest and buzziest of weeks in my calendar. This year again I have tried to improve what I do, so in this post I want to share with you some of what I do to get ready #altc:

Everyone has a voice, so listen: one of the most valuable aspects of the conference for me is to hear all the different voices from across sectors, different institutions and professional practice. Whether it’s an apprentice just starting out in Learning Technology whom I sit next to during dinner or an Awards winner from a prestigious institution, I try to listen.  It’s critical discussion of current issues that I am most interested in – finding out how we are approaching some of the difficult questions around ethics, consent, equity, skills or policy.

Only 400-500 people can participate in person, so this year I have worked directly with supporters to open up the conversation further, for example via podcasts, radio broadcasts, virtual participation, articles and tweet chats in which speakers, organisers and participants can all get involved openly.

Make time to enjoy meeting people: the most common way in which my conference conversations start is by someone saying “I know you must be busy”… or “I know you don’t have time…” – and sometimes that is true. If there is a problem I need to deal with, then you will have to excuse me. But that’s not usually the case and I try to make myself as visibly available as I can and meet as many people as I can, both in person and virtually (and you can always tweet @marendeepwell and say hello). I serve the Association and its growing membership of over 2500 individuals as well as the interests for the wider community we work with. I am here to meet you, find out how your first presentation went, what product you are pitching or what research you are looking for. During most breaks you will find me at ALT’s stand so look out for me and say hello. On the last day of the conference you can also meet me virtually via VConnecting.

Conferences are not about perfect: together with a regular army of volunteers, Co-Chairs, Trustees and a small team of colleagues I get to host hundreds of people next week and we have worked for 18 months to try make everyone have the best possible experience – but conferences are not about perfect and more likely than not I will be the recipient of any grumbles or complaints so that we can deal with them and improve. There’s always small things that can go wrong and so I try and pick a handful of things for each day I really focus on and if they go right, then the day is a success. I use the same approach when I attend an event as a participant, and it works well for me. Meet 2-3 specific people, get to a few particular sessions, ask a question – have some fun… and you have had a good day. I have read many of the blog posts others write about preparing their presentations, planning their programmes and getting ready to network, share and connect. If you are contributing, good luck to you and I hope it is a rewarding experience.

‘C’ stands for Community: for me, our conference is all about community, a community of shared values. Yes, there is a rigorous peer review process, an emphasis on research and academic knowledge sharing, networking and showcasing innovation. But with 24 years of leading professionalisation in Learning Technology behind us we also get to influence and shape our part of education. We help set the tone, we colour the future, we point the way to what Learning Technology is through research, practice and policy – but also through how we put the values we share into practice. Values of openness, independence, collaboration, participation and, at the heart of it all, the Members of our Association.

Earlier this year when we launched our new strategy, Bryan Mathers helped us articulate these values afresh through visual thinkery, and for me the conference is the biggest opportunity I have to put those values into practice. So while you may not see me wearing actual ALT trainers (although I may have some of those…), I will be doing my best to walk on the path that our vision set out. And I am really, really looking forward to it.

P.S. If you’d like to read what I have written about in the run up to the conference, including recent articles on skills development, accreditation and professionalisation, see my previous post.

Re-post #altc: my latest report to Members as CEO of ALT

Images from ALT Annual Conference

You can read all my reports to Members of ALT on the #altc blog by following this link. The blog is always open to new contributors and at the moment there is also a special call for new editors to join the Editorial Team.

“Dear Members

I’d like to start this report with a warm welcome to everyone who’s joined ALT this year. It’s great to see the number of Learning Technology professionals growing across sectors and we are pleased to have you on board!

As a Member we’d like to encourage you to get involved and we are currently inviting expressions of interest for a range of different roles, including our governance, events, publications, professional development and accreditation. Following the launch of our strategy for 2017-2020 earlier this year, there are a lot of new initiatives getting underway as well, so whether you have just joined or are an established member there is, I hope, a rewarding way for you to engage.

Further particulars are available on ALT’s website and you can also to sign up specifically for Pathways to CMALT, expanding the accreditation framework.

I’d also like to use this opportunity to give particular thanks to Members who edit and run this blog. Since its transition from newsletter to blog the readership and output has increased significantly and from event reports to case studies and reports the blog is going from strength to strength. I invite you to meet the editors and consider joining the editorial team or to write for the blog.

Another important development in the last month has been around ALT’s journal, Research in Learning Technology, and our new partnership with Open Academia.

As a Member you also have the right to vote in the elections run by the Electoral Reform Services which determine who becomes a Trustee of ALT and joins the Central Executive, the committee that governs the Association. Look out for an email with details of who is standing for election and how to vote. The results will be announced at the AGM on 6 September.

As I am writing this we are also preparing for what looks like a busy Annual Conference in Liverpool in September. The largest of our three annual events, with the OER Conference in April and the online conference in December, has received a record number of submissions this year, 230 in total, which is the biggest number in five years. Full information, the programme and registration is on the conference platform.

As a staff team we look forward to supporting the conference this year and since my last report we have welcomed our new Events Manager, Jane Marsh, who will be running the event this year. We are also pleased to be supporting one of our senior staff, Martin Hawksey, through a period of research leave, and you can read more about what Martin will be doing on his blog.

Together with my colleagues and Trustees I am heartened to see our work make a difference and our community grow despite the significant challenges we are facing as individuals, within institutions and on a national scale. I look forward to meeting many of you in Liverpool and more online as we gather, discuss and critically reflect on the role of Learning Technology in our future – ‘beyond islands of innovation’.”

You can read all my reports to Members of ALT on the #altc blog by following this link.

CPD #cmalt as a springboard into openness and ownership

Water colour drawing of a pool and diving board

Recently there have been a lot of interesting posts on Twitter #cmalt about how compiling a portfolio of your professional practice can be an open process (if you have not come across the #cmalt accreditation scheme, have a look at the ALT website or watch this).

My own portfolio was accredited through CMALT in early 2016 and since then I’ve shared both posts about the process and the portfolio itself. But reading the recent posts made me think afresh about how undertaking CPD like compiling a CMALT portflio can be a springboard into openness and ownership – and some of the considerations I had when deciding on these issues.

Considering others: in the context of a portfolio that describes and reflects on professional practice taking colleagues into consideration is key. Even though the CMALT process requires you to focus on writing in the first person, to reflect on your individual practice, anyone with management responsibilities or who works as part of a team, needs to consider how others are portrayed in what they share. In my case, I asked colleagues for permission if it was necessary to refer to them directly and I chose examples of practice specifically because they were suitable for sharing.

Continuous reflection doesn’t have to be open: one of the key benefits of gaining CMALT for me is that it prompts me to continue my reflections on an ongoing basis as I collect evidence of practice for the update to my portfolio every 3 years. Some of this is work in progress or hastily written, so I don’t share it. I choose what I share, when and with whom and it’s valuable to have safe, closed spaces within my CMALT folders and documents that encourage critical reflection as well as recording achievements. The process of deciding what is open and what is less open in itself is a valuable experience.

Contributing to our understanding of professional practice: as well as sharing my portfolio I have also added it to the sharing initiative run by ALT. It’s not openly accessible to everyone, but only to members or individuals registered for the cmalt scheme. I think this offers the advantage of being able to contribute to a wider picture of what professional practice in Learning Technology looks like as well as helping others find useful examples in their sector, job role or specialist area. It also provides an alternative way of sharing practice instead of putting your portfolio out on the public web.

Taking ownership of what you share: I compiled my portfolio using Google Apps for Education (more info) and I use the same tools now to track my CPD and collect evidence as I go along. Loosing access to portfolios or evidence on institutional systems is a real risk for many and I wanted to keep my content for the long term. Recently, I have decided to take that a step further and started transferring my portfolio onto this site, my own domain (thanks to Reclaim Hosting!).

Some of it is already available now at http://marendeepwell.com/cmalt/  and in the fullness of time it should enable me to take even more ownership of my professional practice and the recognition I gain.

Input welcome: promoting equality in Learning Technology through openness

Image of cover slide of the presentation

I am working on a slide deck to give a short presentation at the upcoming EdTech2017 conference (1-2 June, Institute of Technology Sligo, Ireland)on promoting equality in Learning Technology through openness. The proposal I submitted already includes a number of examples, but the inspiring (and still growing!) list of blog posts following the OER17 conference has made me consider what else I might include. In particular, there are two aspects of my talk I am going to be researching further and if you have any suggestions or references any input is most welcome:

  • “Where are we now”… in terms of equality in Learning Technology. I am thinking both about the edtech sector in general and the way in which the use of technology for learning, teaching or assessment can help promote equality;
  • Reading and ideas for good practice. As this is a short talk I’d like to include a list of where to go next so that participants can follow up further.

If you can contribute any references or other ideas, please leave a note in the comments or via Twitter to @marendeepwell . Thank you.

 

Time to be… open #OER17

Image of oer17 watch face

We’re getting ready for the OER17: The Politics of Open conference this week. As one of the organisers of the event my main focus has to be on making sure everything runs as well as it can – but it’s also an opportunity for me to spend a few days with a community who shape the future of open education around the globe. And this year the conference has a stellar line up across 2 days with sessions set to challenge the politics of openness from the personal to the national.

Image of ALT laptop stickers
Stickers featured in the workshop

There already is a plethora of blog posts by practitioners reflecting on and setting out their thoughts, hopes and inspirations. It makes for inspiring reading and personally I can’t wait to see some of these conversations play out at the event. I might have to write a follow up blog post (with a particular focus on a workshop I will be running jointly with Bryan Mathers called ‘From Voice to Visual – the making of an open strategy’ ). For now, here is what I’ve got in mind for my own #OER17, beyond the running of it:

First, I’ll be looking out for new opportunities for Learning Technology to scale up, support and strengthen Open Educational practice. Technology isn’t always the answer, but I often think it can do more for openness.

Second, I’ll be making time to have conversations. This year I am prioritising people over the programme… so if you are at the event in person or joining into one of the streamed sessions (or my first venture into Virtually Connecting thanks to Maha Bali!) come and say hello.

Third on my list for this week is to enjoy OER17. That might seem like an obvious one, but it’s worth remembering. Over the past 12 months I have seen volunteers and colleagues pull together an event that has grown in participation, influence and voice. It’s going to be an amazing opportunity for everyone to come together and hopefully translate into practice and policy what they experience this week – taking action for open education.

Equality, empowerment, accreditation and beyond. My fantasy conference proposals… #altc

snapshot of a mic and presentation slide

Every year around this time when I encourage my peers to submit proposals to the ALT Annual Conference, I reflect on the fact that as one of the organisers I can’t submit a proposal myself. And given that as a Learning Technologist this is one of the key events in my diary each year, I have often thought about what I would submit if I wasn’t affiliated with ALT. So here are some of my fantasy proposals, ideas in the making, that I won’t be submitting (again) this year. If you have your own ideas then your chance to submit your 250/500 word proposal is still open until 20th (or soon to be 27th) March. Take your chance & make your voice heard.

Poster, Theme: Wildcard: Poster showing how peer accreditation for Learning Technologist works based on the CMALT framework, which is mapped to a number of other accreditation pathways including the UKPSF, the Jisc Digital Capabilities Framework and Blended Learning Essentials. CC licenced so that the model can be adopted by participants in their own contexts.

Lightening Talk, Theme: Empowerment in learning Technology: Empowered #edtech governance. A fast paced, visual take on how to work collaboratively with decision makers to build new strategies, using work with cross-sector stake holders as examples. Would include a 1 page “recipe” handout to take away and try out in your own organisation.

Presentation, Theme: Learning Spaces: this presentation would be led by three apprentices/interns whom I have worked with in the past year and they would take participants on a tour of their learning spaces, both physical and virtual. The tour guides would explain how spaces are used and lived in, why and for what purpose. We would reflect on issues like privacy and agency in different spaces and importantly what happens in the spaces and time periods between things, i.e. between institutions, between life stages, between qualifications. We’d question how Learning Technology can provide continuity for life long learning both online and in person.

Panel, Theme: Empowerment in Learning Technology: Working in Learning technology one of the things I am passionate about is equality. Particularly for those working as open practitioners there are so many ways in which inequality and discrimination can impact on our ability to achieve our aims. This panel would bring together 5 exceptional practitioners to share their own strategies for empowered practice in Learning Technology and to reflect critically on how their approaches are challenged. We’d invite participants to contribute their own tips and tools in advance and during the discussion, ending up in a series of posts providing practical information that would be useful to both learners and professionals.

Workshop, Theme: Wildcard: Learning Technology: top 10 complete failures. This is one of the sessions I’d like to go to but somehow it doesn’t seem to make it onto any conference programme. Presumably because no institution pays for their staff to go and share the details of how they lost money or worse when Learning Technology failed. And indeed because no one wishes to have this particular reference added to their CV. Still, other conferences now include specific sessions where we explore what happens when things go wrong. What happens when projects don’t deliver, students don’t use the tools or academics simply don’t co-operate. The list of forgotten, crumbling Learning Technologies is long. This workshop then would include the brave colleagues I have known and worked with over the years who would be prepared to share their perspectives so that we don’t have to make the same mistakes over and over again. Participants would be contributing their own stories. Ideally one or two policy makers and industry experts would be contributing, too.

You probably have your own ideas as to what sessions you’d like to go and see at the conference. Submit them… .

The Future of Education in the House of Stairs…

I am looking forward to participating in the OEB Midsummit in June. Speakers have been invited to provide a quote about the future of education and you can read what others have written already on the event’s website (click on a speaker’s name to see their quote).

Whilst I was thinking about what I might say, I read through what the others have written and one quote from Audrey Watters is “I’m afraid that the future of education will be built by people who read dystopian science fiction novels and liked the “innovations”.” That made me think about books I have recently been reading by William Sleator. I am only familiar with his young adult novels and one book in particular has stuck in my mind for the past 20 years or so: it’s called House of Stairs and was published in 1974.

When I read it as a young adult I was most interested in the individual characters, five 16-year old orphans, trapped in a seemingly endless space that is filled with white stairs. The stairs become their world, the landscape in which they negotiate each other and themselves. As their struggle to survive intensifies their relationships do, too. At the end of the book [spoiler alert…] they are rescued. Yet despite the relative safety they find themselves in, their experience alters their behaviour and lives irrevocably. Some resist, others comply, and all pay a high price. It is not a happy ending and the vision of a dystopian future where even the most basic of rights and choices are beyond the characters’ control stayed with me.

Reading it again recently I thought less about the individuals, although the story is still gripping, and more about those in charge. Those who watch over their experiment as it comes to its gruesome conclusion. The powers that be (political or economic) have needs that this experiment must meet and the fate of the young protagonists is only incidental, it is revealed, to the wider effort. They have no agency, no say over their fate or future.

To be able to think, analyse and reflect is empowering. Having agency, having the power to determine the shape of things to come, seems to me to be a purpose of education. In the House of Stairs only extreme resistance offers the chance to exercise your own will, to have any form of agency.

I just hope that the people Audrey Watters is talking about don’t have the same bedtime reading as me.