Category Archives: leadership

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

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

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

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

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

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.

#edtechReflection: getting started, reflecting on failure & other ideas

In the previous post I talked about how the aspect of professional practice I have most conversations about is reflection. Whether it’s discussing how useful it can be, questioning how you can safely reflect openly with others or how to get started, it seems to be a key topic for many. For me it’s become clear how important a part of my professional development it really is and so I want to share my approach in the hope that it might prove useful or indeed prompt others to do likewise.

I have included tips for getting started, reflecting on failure and reflecting in the first person as well as developing reflection as a professional habit:

Have a look at the slide deck below and do send me your thoughts or feedback:

You can also access the slide deck together with my CMALT portfolio at https://goo.gl/44I4Bd .

#CMALT 1 year on: #edtech reflection & professional practice

It’s been nearly a year since I gained CMALT accreditation and I have been using the start of the year and involuntary free time caused by a severely sprained toe (which causes more mischief than I would have imagined) to look back at my CPD activities over the past year. There are three things I learnt I want to share and in the process I have come to make this slide deck on reflection.

What I have been up to CPD-wise: I have continued to use my CPD log to record activities over the past year and from that I have discovered that it’s quite difficult to keep track of these things. The log prompts me to record courses or blog posts or conferences more readily and usefully highlights the need to record/back up evidence. One course I took part in removed access rights quite quickly after it ended, making it difficult to record much of the experience retrospectively. Similarly, informal learning or development has been harder to record unless I write a blog post or personal reflection on it at the time. The kinds of things I have recorded meanwhile paint a picture of interests explored and ideas that I have had, which provides me with insights I didn’t have before (and hopefully should make it easier to update my CMALT portfolio when the time comes).

Finding gaps: keeping a log of my CPD and writing things down has also led me to find gaps. Areas in which I haven’t done enough or thought I did more than I actually have done. One such area for example is publishing beyond my own blog and making more of an effort to find time to attend conferences I haven’t been to recently. While it’s a bit late to make new resolutions for this year I aim to do better in the coming year.

Reflection: the aspect of professional practice I have most conversations about is reflection. Whether it’s discussing how useful it can be, questioning how you can safely reflect openly with others or how to get started, it seems to be a key topic for many. For me it’s become clear how important a part of my professional development it really is and so I want to share my approach in the hope that it might prove useful or indeed prompt others to do likewise. I have included tips for getting started, reflecting on failure and reflecting in the first person as well as developing reflection as a professional habit.

Have a look at the slide deck below and do send me your thoughts or feedback:

You can also access the slide deck together with my CMALT portfolio at https://goo.gl/44I4Bd .

Getting into the #23things habit – team update

img_3141I’ve been writing quite a bit for the #23things course, some of the posts were about my personal experience, while others included reflections on my experience of taking part as a team together with my colleagues.

My first post about this shared venture is dated 16 September, so it’s been over two months since we started and we have been participating pretty much every week since.

We have taken a very flexible approach as a group, giving everyone express permission to take part in whatever manner they see fit. We have a shared scratchpad (Google doc) and at our weekly team meetings we talk about one of the 23 things, usually picked by one of the team who have a particular interest and questions. We have also had a guest or two join us for these discussions and that’s been particularly interesting (special thanks to Ewan!).

However, while each week is different and sometimes we spent more time and others less, there is one particular impact that I am delighted about: we have started to get into the habit. The weekly spot in our team meeting agenda has become part of what we do as a group, the conversations becoming more lively and wide-ranging as we share our different perspectives and questions. It’s quite surprising to come upon topics where some know much and others have questions.

As a team we have become more comfortable at being challenged by topics we know little about or tools we haven’t tried. It’s a lot of fun for me personally to be part of the process, because in a leadership position and as everyone’s boss I don’t always get a lot of time with my colleagues in that kind of context.

So, whilst there are plenty more things to discover in the course itself, I am also thinking about how we can expand on the 23 things to maybe a weekly thing, a topic or question or tool or technology we can talk about. The kinds of interactions the course has prompted us to have regularly are definitely a habit I want to keep.

#LTHEchat reflections: metrics of success vs. stories of succeeding

img_4487This post is inspired by taking part in a recent #LTHEchat tweet chat. If you haven’t yet discovered this excellent chat and have an interest in learning & teaching, go and explore their website before reading this. The topic of the chat was ‘what motivates us to use digital tools for learning and teaching’ and while the conversation was thought provoking the exchange that set my mind on a different tangent was the tweets pictured here with David Hopkins (@hopkinsdavid). Incidentally, if you haven’t already done so, this is a good time to discover the ‘Really Useful Edtech Handbook‘ David has edited.

But now, back to my thought tangent. We tweeted about how reflection is useful and how reflecting on and sharing when things don’t go well is important. David then suggested that we can sometimes learn more from things that went wrong than what worked because we reflect more. And that got me thinking, because I reflect on why things worked or didn’t work all the time and and my working life is filled with ghantt charts, project plans and risk assessments that are all designed to help me understand and shape processes and why they work or otherwise. But I don’t think I reflect more on things that don’t work, because often I cannot afford for something to go really wrong – there aren’t a lot of spaces in my work where it is safe to fail. I am in a leadership position where a big failure can have serious consequences and my job is to make sure that this doesn’t happen. Instead, I think most about the things that went right for all the wrong reasons. And that is what this post is about.

It’s a bit like the ‘known knowns’, the ‘known unknowns’ and so forth. There are things that go to plan and succeed, those that go to plan but fail, things that don’t go as planned and fail and then there are things that don’t go as planned but still succeed. You can easily imagine a pie chart that would show how all activities or projects can fall into these categories. If my plan is a good one it probably has enough flexibility built in to ensure that it can adapt to changes or unforeseen circumstances and still succeed. But it also happens that we arrive at the desired outcome, be that a successful project, resource or lesson, despite things going wrong. For example, if you end up having fewer people to work on something than expected, you might identify non-essential tasks and eliminate them. Or when faced with a problem someone might come up with an innovative solution. Or you might be able to reach your goal in a way that’s more efficient. The key for me is not in following the plan, but to reflect on the reasons why it had to change and to learn from them for next time.

Yet, there is a difficulty when you succeed despite things going wrong I find, because when you report on success your audience will not question it in the same way as they would failure. Whether it’s a colleague, a customer or an Executive Board – successful outcomes are  noted and sometimes recognised, but also they can be taken for granted. When something works out we are quick to move on to the next thing, the bigger project… without really understanding why something has succeeded. Often the metrics of success do not reflect what it took to really deliver a successful course or new technology. The measures we set out are often reflective of impact, engagement, income… not usually of the number of times things had to change, how often plans amended or approaches adjusted. In very few instances do you wish to highlight to your audience all the things that went on behind the scenes to make what they are looking at possible. The final presentation, event or report is usually a sanitised version of what we went through, lessons learnt showing what we did right rather than wrong.

I am generalising to a degree, but I do think it’s valuable to consider how we can learn from what succeeds and what doesn’t in a manner that is not as focused on outcomes. Openly sharing practice takes a lot of confidence and determination. Openly sharing the stories behind success AND failures even more so. Taking part in communities like the LTHEchat or indeed those organised by Members of ALT, the organisation I work for, can help with that I find. There is strength in numbers and reflecting on our experiences together can make it easier to share the more personal, less polished stories of we have in common.