I started running a few years ago and unexpectedly found I love it. Ever since, I am grateful for every mile and every moment it brings me.
Whether I’m catching the last light of the day or the first… I run to get some head space, to escape, to move, to breathe, to reflect, plot and plan. Sometimes I solve problems or work out talks whilst I run, other days I follow a training plan, sometimes I run to achieve a certain distance (hello, first few Half Marathons!) but most often I run to keep things balanced in my life, to be in the landscape in different seasons, feel heat, cold, wind or rain on my face.
This year had a lot of running lows, like struggling with breathing (yep, asthma) and dusty, noisy building sites springing up along every route (affordable housing being built where I live starts at 560k and requires a 4×4… otherwise I would positively welcome new developments) and also various injuries, aches and pains.
But there were more joyful, positive moments, a few races run, many sunrises seen, cats met and running friends made. There were light bulb moments as good ideas suddenly came to me at mile 4, improvised water stations prepared by my dad for long distance training during the heat wave, there were new trainers & kit (more than I would care to admit, but who can say no when it’s such a pretty colour ;)…
Besides the highs and the lows, there were all the miles that simply went past below my feet, step by step. Most were covered on roads and paths, some on more adventurous terrain, very few fortunately on the treadmill.
Running for me is a largely solitary pursuit but I like taking a picture when I spot something that I like on my way. So here are some of my favourite snaps from 2018, some of my favourite miles and sunrises – from me to you with my best for 2019.
It’s been interesting to reflect on the year in Learning Technology (previous post) and that has brought about the realisation that much of what I have done this year has been in open practice and collaboration (and all the better for it!). It’s also brought about another blog post… 🙂
Some of the work has been around governance and policy, for example in collaboration with Lorna Campbell, Martin Weller and Joe Wilson we produced a policy paper for ALT on openness in education. Since the paper was published I have been working to disseminate this call to action and one such effort was a recent post on Wonke, entitled Openness in education: a call to action for policy makers, with Lorna Campbell which was published on International Women’s Day. In the post, we examine the practical recommendations from the policy paper, how they could be implemented and discuss what policy makers could do to realise the benefits of openness in education in different sectors in the UK.
2017: What we have been up to [Image credit: Bryan Mathers]
Or together with the Chair of ALT, Sheila MacNeill, I wrote a Joint Report on strategic progress, 1 Feb 2018 – and we continue to publish minutes from Board meetings alongside all our governance information. Open governance is one of the most interesting areas of work and I have been particularly enjoying talking to other membership bodies like UCISA, ILTA and ETUG about their approach or sharing expertise in groups like ALT’s strategic working group for our journal Research in Learning Technology (some of which I shared in this Gasta at EdTech2018).
Collaboration beyond my #altc colleagues led to this collaborative project, about how Learning Technology professionals and start-ups can work together. It started with a blog post call to action written jointly by Anders Krohn, CEO of Aula and myself, and led to a series of consultation sessions with academics, technologists and innovators, resulting in contributions to the first version of the Edtech start up guide, which was published early in 2018. Anders and I then followed up with a second blog post on the altc blog, including a contribution from Peter Bryant, LSE, to launch the guide, share some of the case studies and lessons learnt we collated and to look ahead at future work with start ups on the guide and in the community.
My mentor, Margaret, and me, 2016
And also, later this year, as part of my commitment to an open approach to leadership, I’ve asked my mentor Margaret to collaborate with me on a three part series to share our insights into being a mentor and what it’s like to have one. This project turned out to be much more intense than I had first anticipated and reminded me that even with experience sharing practice openly can be really challenging. We focused on different aspects of mentoring, reflecting on what it takes to get through tough times, how we built a blended approach to mentoring and the real benefits of having a mentor.
One of my favourite networks to collaborate with this year has been the growing #femedtech community and I have been advocating for the network at every opportunity at events as well as volunteering as a guest curator of the @femedtech Twitter account. Promoting equality in all its forms in Learning Technology is one of the most rewarding aspects of my work and there is always SO MUCH more to do. I also set up a TAGS Twitter archive and TAGSExplorer for the #femedtech hashtag, to help chart and visualise the conversation as it evolves:
TAGSExplorer #femedtech
This year I have published 30 blog posts on my blog and about half of these this year have been chronicling how my colleague Martin Hawksey and I have led ALT through its transition to becoming a distributed organisation and establishing a new working culture as a virtual staff team. Our monthly series of posts has been at the heart of all my work this year, touching on everything from people management and well being at work to the technical challenges of remote working and the nuances of working in the open. Writing these posts whilst everything is actually happening, rather than sharing output from work that is in the past, felt far more scary than similar kinds of work I had done before.
There is much of what I do day to day that I hadn’t managed to make part of my open practice before this collaboration – leadership, management… these are not the most straight forward topics to share (especially when you are everyone’s ‘boss’). It feels easier to share ideas, innovations, practical things others can use or read up on. Sharing how we lead a team is a completely different proposition and I am glad that following Martin’s initial prompt I have taken up the challenge to create an open approach to share and reflect regularly. In previous years I have blogged about it… this year it feels like I am actually DOING it.
It’s also taught me much about the value of collaboration itself, about really leveraging what each person brings to the table and to create something that goes beyond anything that could have been created on an individual basis – and that, I am particularly grateful for.
On that note of gratitude to ALL of my collaborators this year, I am going to end this post and make plans for 2019… .
Snapshots 2018: ALT Scotland, Glasgow; Blended Learning Symposium, Hong Kong Polytechnic; ILTA Annual Conference, Carlow, Ireland; CMALT Ceremony, Hong Kong; ALT Northern Ireland, Belfast; SEDA Annual Conference, Birmingham; OER18 Open Education Conference, Bristol, ALT’s Annual Conference & Awards Evening, Manchester, UK. Thank you to everyone’s who made my year.
Against a backdrop of much political, social and environmental upheaval I have spent the past year working hard for all things Learning Technology – always on a mission to make better sense of how we relate to technology as we learn, teach and live. Learning Technology is so interesting and challenging because the work we do is happening at the intersection of education and work, constantly negotiating our relationship with technology as a society, as human beings. It brings into focus some of the biggest questions that we face in this age, questions about the role of machines in our world, artificial intelligence, about how knowledge is produced and ultimately the forces that shape our lives.
Day to day the reality of supporting lecturers with a VLE or teaching adult learners how to get online is a little more prosaic than that, but if there is anything we have learnt this year it is that the legal, ethical and moral dimensions of Learning Technology are becoming ever more important. From the role of lecture capture in labour disputes to implementing GDPR and to safeguarding well-being online there is no shortage of examples that Learning Technology has indeed come of age and that we have to face these important questions in a manner that is not only practical, but equitable and fair for generations to come. And although this year has certainly brought with it much to be dismayed about, in Learning Technology there has been a new cause for hope as our work to create a more nuanced, a more critical and reflective discourse has gained momentum. No longer do we focus primarily on advocating for technology as a solution but on a more holistic approach that acknowledges the importance of people, of learners and teachers in every learning context.
So here is my year in Learning Technology in ten highlights for you to share, make use of and be inspired by:
My favourite part of this handbook (read the review) is that is has a section on evaluating what you are doing and reflecting on it. It’s useful for many beyond Further Education and it’s written by someone who really knows their stuff – Daniel Scott. If you haven’t come across it yet, put it on your reading list for 2019.
Beyond advocacy for change: developing critical & open approaches in Learning Technology #LTHEchat #altc
Extract from the LTHE Twitter chat
This twitter chat, which Martin Hawksey and I worked on together, brings together many of the themes from this year around the role of Learning Technology, how our work is changing and how we can take a more critical, open approach. You can explore the chat itself on Wakelet or read up on the follow up blog post.
Policy Making in Action – A Senior CMALT portfolio by Melissa Highton
Melissa Highton‘s approach to achieving Senior CMALT was particularly inspiring as Melissa describes how she “delivered a session at AltC 2018 exploring the interplay between technology and teaching, and learning technologists and academic colleagues. In it I talked about the importance of working alongside colleagues from different backgrounds and I used a ‘learning from critical incidents’ framework for my reflection.”
The topic of Melissa’s work was “experience of writing, and consulting on, an institution-wide opt-out policy for lecture recording” and the context that “work with technology for teaching and learning… comes into contention during a strike” as was discussed in these blog posts [written during] during the strike can be found here.
When I grow up I want to be a Learning Technologist by Clint Lalonde
Skip to 22.28 min in for Clint‘s talk or even better sit back and watch all of them compered by the inimitable Tom Farrelly.
How and why should Learning Technologists engage with start-ups? A collaborative guide…
Working with industry in Learning Technology is not always easy and one of the collaborations I led this year was to write a guide for Learning Technologists about how to work with start-ups. At the outset of the project, we wanted to find out what makes a successful collaboration between Learning Technology professionals and start-ups, what barriers may get in the way and what experiences we can learn from. We also asked the question why this is important and how it might be useful to the wider community, both individuals and organisations. You can now access the guide http://bit.ly/altcstartupguide and read the related blog post.
25 years of EdTech by Martin Weller
In Learning Technology we have the history, evidence, research to shape a more critical perspective and there are an increasing number of voices that articulate how things are changing. Martin Weller’s inspiring series on ‘25 years of Ed Tech’ is a great example of this (and definitely worth reading if you haven’t come across it yet). Martin emphasises the need for taking a critical approach to our thinking in Learning Technology, to examine the (commercial) interest that influence its development, ‘for example, while learning analytics have gained a good deal of positive coverage regarding their ability to aid learners and educators, others have questioned their role in learner agency and monitoring and their ethics.’
A personal, feminist and critical retrospective of Learning (and) Technology, 1994-2018
…”Our session is based primarily on two perspectives.The first perspective is rooted in our analysis of the past 24 years of ALT’s Annual Conference — as represented in published websites for later conferences, and for earlier conferences, references to the conference in ALT’s Journal (now Research in Learning Technology). The second perspective is our own personal histories that both exist beyond that narrative and intersect with it. Our initial analysis of the conference has identified Open/Active Learning and Community/Communities of Practice as themes that have persisted over several conferences and many years. We will summarise the themes and trajectories, highlighting how these ideas have been represented within ALT’s Annual Conference, how they have evolved, which perspectives have persisted and which have become irrelevant or have fallen out of favour. In addition, we acknowledge that the personal is political. Our respective critical approaches to this work reflect our own varied histories within and beyond HE, IT, and learning technology.”… by Frances Bell and Catherine Cronin.
#CMALT #altc Twitter chat
CMALT Core Principles visualised by Bryan Mathers
This year has seen a lot of work on professional recognition and cpd for Learning Technologists and this twitter chat at ALT’s Online Winter Conference formed part of a broader effort of consultation and development to forge two new accreditation pathways. With input from over a hundred Members, work has progressed so that Associate and Senior CMALT are launching in February 2019 – exciting times ahead.
Openness in education: a call to action for policy makers
Article on Wonke
Together with Lorna Campbell I wrote this article on Wonkhe, which explains how 2018 was a “particularly important [year] for Higher Education as 2017 marked the anniversary of several groundbreaking initiatives that laid the foundations for what we now recognise as the open education movement. 2017 saw the 15th anniversary of the Budapest Open Access Initiative, and the release of the first Creative Commons licence, the 10th anniversary of the Cape Town Declaration, the 5th anniversary of the UNESCO Paris OER Declaration, and it was also the year that the new UNESCO OER Action Plan was launched.” Read more.
And finally…. in my own words: who shapes the future of Learning Technology?
This year I have a handy way of letting my work do the talking because much of what I am most interested in and many of the things that I feel are important came together in my keynote talk. This was a very special keynote to me and I was grateful to the Trustees of ALT to invite me to speak at ALT’s 25th Annual Conference. This post shares the slides and some of my notes for the talk and you can also watch a recording from the conference here . Thanks to James Clay for this video sketch note of the talk.
Keynote: Maren Deepwell – Beyond advocacy: Who shapes the future of Learning Technology?
This post continues the series on openly sharing our approach to leading a virtual team – a joint project with Martin Hawksey (cross-posted here) for which we write a monthly blog post.
November
This month we discuss checklists, how each of our staff invented their own scale to rate their week and treating others with kindness.
Maren: I’ve been thinking about how to make time for both urgent and important things, and at the same time to reserve enough space for impromptu collaboration. This article on using G Suite to improve team performance via intermittent interaction for example argues that agile communication and collaboration is more effective than regularly scheduled interactions – but it’s much harder to do well in my experience. Following on from last month’s post in which we discussed trello and jamboard one of the things we have since implemented are some new checklists, for areas like payroll, GDPR and tech maintenance that cover regular, important tasks for the team, but aren’t related to urgent deadlines. I’m a big fan of checklists (and their history in aviation and healthcare in particular) and find them very effective in a team like ours and in particular for things that we don’t work on every day. We complete the checklist individually but we have a prompt at team meetings and then review the results together, which gives us space to raise questions. For me, another upside is that I spent less time on something that’s routine, if important, freeing me up for other things. As a recent development in our approach to leading the team, what are your thoughts on this?
Martin: An aspect of checklists, particularly if they are shared, I hadn’t really considered until recently was how they can be used to ‘nudge’ team members. Nudge theory was something I first heard about many years ago talking to a contractor who worked with the UK Government, in part supporting the British Cabinet Office Behavioural Insights Team, also known as the “Nudge Unit”. It was only recently at the Scottish ELESIG that I first heard it being referenced in a learning and teaching context. This also got me thinking about nudges in distributed teams. I’ve no experience in behavioural science and I should also say I can see the dangers of going down a ‘nudge management’ route, but I can also see the value in exploring some aspects of ‘nudges’. An interesting paper I came across was Nudge management: applying behavioural science to increase knowledge worker productivity (Ebert and Freibichler, 2017). This paper highlights a number of nudge tactics and it’s interesting to see that things like quarterly reporting of goals/milestones is something we already do. I can also see parallels with some of the examples reported and the G Suite article and models of collaboration you mentioned earlier. It is unlikely we will get a Google style micro kitchen and I always wonder if there is more we can do to create opportunities for the informal exploration of ideas. Back to checklists I see one advantage of using these is it becomes easier for us to see who has and hasn’t completed activities … nudge, nudge, wink, wink say no more.
Maren: I don’t like the term nudge management much, but it’s a very useful idea and so is the article once I got past the terminology. One benefit of using approaches like this in a small team rather than in a huge corporation like Google is being able to take an agile, informal approach to reiterating checklists: for example when a colleague added something new to their own checklist this week, we identified this as a gap and added it to the template for everyone. Two minutes work resulted in an immediate improvement. Similarly, being able to see an overview of everyone completing a monthly GDPR checklist makes the process more transparent and shows that everyone is participating. It improves communication in a very time effective way. Being a small team we can sometimes take a more playful approach as this week’s team meeting demonstrated. We often incorporate a check-in into team meetings, where we quickly and informally share how we are doing and how busy we are. That started as rating your week out of 10 (10 = the busiest) and has gradually turned into everyone rating their week on their own scale, be that a colour or phrase or similar metaphor. With a small team, that works because it still fulfills the purpose of the exercise: taking a step back and checking in with yourself, sharing that with everyone without being competitive and giving us a better sense of how everyone is doing. How individuals choose to rate their week, what scale they apply, also tells you a lot: it reflects their personality or mood, how they integrate with the team, how much of a sense they have of how they’re doing… it helps to fill the gaps formal reporting or catch ups can’t. We have established such a strong foundation in the team meetings process that we can now have more freedom to ‘personalise’ parts of it, like the check-ins. The way I see it, the better the structures we as a team have are and the more we trust them, the more freedom we have. I’m really interested in the relationship between those structures and the agility they can bring. Does that make sense to you?
Martin: Being able to express ourselves is a good thing, I’ve never considered if it was more or less important for distributed teams. I think it certainly helps when there is work pressure on and the degree of informality perhaps provides a foundation in creating a culture for the ‘informal exploration of ideas’. I can also see the benefit of moving to a more abstract and personal scale. I think one issue with a 1 to 10 scale is it can potentially become a little divisive, particularly within a virtual team context. For example, Bob says he’s a 9, Margaret thinks ‘how is Bob a 9!?’, in part because in a distributed setting it’s hard to see how hard Bob is working. Equally John might feel like a 6, but at the same time feels guilty that Bob is a 9. With everyone using their personal scale it becomes less quantifiable and more of a personal reflection which is less open to judgement. Using scales hopefully also creates opportunities for the ‘humble brag’. I know this month you’ve shared a post on the ‘Virtual no Distant’ blog on sharing success. In this post it highlights, perhaps on questionable research, the increased importance of sharing when things go well. As someone who usually has to be reminded to share my achievements I can see the benefits of this approach. In particular, where I see this fitting in is you might be ‘code red’, but that because the thing you were working on has been a huge success, the downside being it’s created more work. How do you feel about the ‘humble brag’?
Maren: Hmmmm. I’ve written posts like How to share credit and praise yourself… reflecting on the value of (deserved) recognition and Don’t think you are brilliant? Think again… – so I have given this quite a lot of thought. Alongside terms like ‘imposter’ or ‘lurking’ I have ambivalent feelings about ‘humble bragging’ (i.e. to make an ostensibly modest or self-deprecating statement with the actual intention of drawing attention to something of which one is proud). On the one hand, modesty and humility are good qualities to have. On the other hand, it’s essential to learn how to assess one’s professional achievements and articulate them. Too often, particularly in our cultural context, professionals are unable to do that effectively (and incidentally this is something I come up against frequently as a CMALT assessor). I find that sometimes ‘humble bragging’ is less a reflection of personal modesty and more to do with not really reflecting on progress, or not being able to understand one’s role within a team, one’s contribution and why it is important. Not being able to say ‘I did this…’ or ‘It’s my responsibility to…’ can make it much harder for others to understand what the other person’s role is and to respond accordingly. That’s why a few years ago we introduced 360 degree feedback for everyone as part of our annual appraisal process. It’s a regular opportunity to practice giving and receiving feedback, both good and bad. That said, any form of sharing the highs (and lows) of our work is important and welcome, ‘humble brag’ included! I’m generally very communicative at work and I’m confident enough to share both success and failure. I try to be honest about things that go wrong because I want to show that it does happen and how to deal with it. But I appreciate that this is much harder for some and at times maybe a ‘humble brag’ is the best strategy, maybe the only way to communicate. Our job, leading a team, is to listen and acknowledge that achievement no matter how loudly or quietly it may be voiced. For me, it’s also about treating others with kindness (which is also why I am mentioning our postal Secret Santa, sending a little kindness to each other each December).
Martin: As tempting as it is to put ‘Secret Santa’ under the lens of ‘nudge management’ perhaps we should end here and show dear reader some of our own kindness and wish you all a wonderful holiday season and we look forward to sharing more of ALT’s journey in becoming a virtual team in 2019.
Since we started this monthly blog series openly sharing our approach to leading a virtual team, Martin and I have often talked about how useful the process of writing the monthly posts in itself has become: it makes us make time to focus on things we may not otherwise dedicate as much time to, it prompts a joint process of reflection and improves communication.
I’ve often written about how important reflection is to my professional practice, and I use different tools for different types of reflection: this public blog, a private blog, some drawing/making activities, walks and conversations and I value each one for different reasons. But recently I have found that I have struggled to write down/type everything I have on my mind, and so I have started to use the dictation tool on my phone – with interesting results.
Mobile instead of laptop: First, using dictation allows me to use my phone rather than a laptop to write my reflective posts. I much prefer that, particularly at weekends or in the evenings as it makes it feel less like work. Although the interface for one of the blogging platforms I use isn’t optimised for mobile, I still find this way of producing a reflective post much more convenient and comfortable.
I talk faster than I can type: and thus, I now add a lot more than I did before. The posts are longer and more spontaneous because instead of carefully constructing sentences, I speak my mind more. It’s a different tone and takes less time than typing the same amount of narrative would have done.
Less self-editing: although most of what I use dictation for ends up in a blog which I don’t share with anyone else, I find the process of talking about my day or week is far more frank now than when I was typing. Not something I had expected, but it is an interesting by-product of this way of working.
More like a conversation: one of the real benefits of writing collaboratively is that it is more like a conversation. But not everything I reflect on lends itself to being shared and I find talking to my blog rather than writing in it is much closer to the kind of dynamic that I might get from having a conversation or telling someone about things on my mind. I say more things that I may not have expected, realise that things are important or have bothered me more than I would have done when I was typing the words. I have hundreds of posts to compare from the past few years and the tone of the voice posts is very different.
Saying it out loud: for me, reflective blogging has always felt quite similar to writing a journal and over the decades I have written many journals in different formats. But sometimes being good at writing things down can make it harder to talk about something, to say it out loud. Dictation like this can really help you practice articulating your thoughts to someone else as well as to yourself. It also improves self realisation in my case. The other day I felt angry about something and when I said it out loud I realised how angry I really was. It helped me better reflect because it helped me understand more fully how I felt – to pause and realise, that is how things are in my mind. The feelings dissipated quickly, but the realisation stayed with me.
Some pitfalls: dictation does require privacy. At least in my case there would be no point doing this if I felt someone else might be listening. Also, the voice recognition in iOS, which is what I am using, is pretty good – but it’s not perfect. It’s worth reading along or reading through the text afterwards as there can be some funny mistakes to correct. It takes only a few minutes, but still effort.
It’s actually recording a podcast episode earlier this year that made me try voice recognition for reflective blogging and I am curious to see how future editions of the joint series may develop as we revisit that format. For now, I am going to keep experimenting in my own practice.
I was delighted to be invited to speak at this year’s SEDA conference. It’s a special honour this year, as both SEDA and ALT are celebrating their 25th anniversary and my talk followed inspiring keynotes by Pauline Kneale, Pro Vice-Chancellor, Teaching and Learning, from Plymouth University and also Julie Hall, Professor of Higher Education and Deputy Vice Chancellor, Solent University Southampton as part of the conference programme.
Here is the abstract of my talk:
This talk will address the major themes of the conference – ‘meeting challenges’ and ‘supporting staff’ – from the perspective of learning technology, exploring recent developments in this area and discussing their relevance and implications for educational development and for the work of educational developers. For example, my review of initiatives and key developments from the work of the Association for Learning Technology (ALT) will include exploration of our new pathways to professional recognition and accreditation and discuss how these are mapped to other frameworks, including the UKPSF, QTL and Jisc’ Digital Capabilities. There are significant strategic challenges facing the sector and this talk will critically reflect on how we are solving these, sharing examples of research and practice from the ALT community and relating these to the larger questions they pose in relation to ethics, student welfare and the future of technology in education.
As well as looking at some of the challenges, my talk explored how we meet them and how things are changing, specially in relation to how we engage students – and how that has changed professional practice.
![2017: What we have been up to [Image credit: Bryan Mathers]](https://marendeepwell.com/wp-content/uploads/2018/02/2017.jpg)
