OCTEL | fernfaux | Activity

fernfaux wrote a new post, #ocTEL Week 6 – How to enhance the effectiveness and efficiency of particular TEL approaches, on the site ocTEL 2014

Fri, 20 Jun 2014 14:16:24 +0100

Think about a TEL initiative you’ve been involved with. How did you know it had been successful or provided benefit?
When the outcomes match the aims, or when significant progress has been made in a related, though not necessarily specified, area.
Was the initiative evaluated? If not, why not?
Yes
If yes, what evaluation took place, what did you and your stakeholders need to know and how were the findings used?
The findings were used to ascertain whether additional monies would be found for further implementation of the project. To establish this, we needed to know how both teachers and learners were using the technology, as well as how they felt about such use.
Reflect on the different ways you have come across for evaluating the effectiveness and impact of TEL, using the headings below. What are the advantages and disadvantages of each approach? What do you need to know?
Where this is agreement, and where there is divergence, between the views held by both teachers and learners.
What evaluation methods could help you find out?
Interviews, focus groups, statistical analysis, online survey
What advantages do these methods have?
A triangulated viewpoint from a range of perspectives, providing information on a range of different aspects.
What disadvantages do these methods have? E
Technology dependent; time consuming

Activity 6.3: Exploring enhancement and evaluation in practice
Find an example of innovation in TEL which interests you.
The use of electronic badges.
Contact the innovator and arrange a short conversation to explore (at least) the following issues: – what was the impetus and rationale behind the innovation?
Gamification
what has the innovation achieved so far in terms of student learning?
For me, as a course attendee, the badges have acted as a driver. They’ve been useful in looking at what is required, then ensuring I’ve done what is necessary.
what has its impact been on the staff involved and the wider institution?
Implementation of badges in my own college.
how do you know it has had this impact? What evaluation strategies and methods have been used?
Discussions, meetings, agreement of ways forward.
Through discussion and screen sharing with Martin Hawksey I gained some ‘inside view’ of the practical implementation of electronic badges and the ways in which they are, or are not, compatible with different platforms. As a result of this discussion, I elected to implement badges through Moodle’s own system, rather than use an external one. Most helpful, Martyn, thank you!

fernfaux wrote a new post, FernFaux: @mhawksey ah right, thanks. I'll take a look at that then. #octel, on the site ocTEL 2014

Wed, 18 Jun 2014 12:32:51 +0100

@mhawksey ah right, thanks. I’ll take a look at that then. #octel— Fern Faux (@FernFaux) June 18, 2014

fernfaux wrote a new post, FernFaux: #octel using badges in an institutional setting - must all recipients have their own backpack account? Or can it be automated for them?, on the site ocTEL 2014

Wed, 18 Jun 2014 11:56:23 +0100

#octel using badges in an institutional setting – must all recipients have their own backpack account? Or can it be automated for them?— Fern Faux (@FernFaux) June 18, 2014

fernfaux wrote a new post, #ocTEL Week 5 – Leadership, Management & Keeping on Track, on the site ocTEL 2014

Fri, 13 Jun 2014 10:48:11 +0100

Who were your stakeholders?
The Project in question aimed to provide a web-based resource sharing tool. This was primarily aimed at teaching staff but the focus of the project was on the creation of the resource.
What resources were used?
Self-created resources as part of the project.
How clear/achievable was the project plan?
Very clear and very achievable in terms of resource creation, less clear regarding how to get teaching staff to actually use the end product. We had assumed they would be pleased to have such a resource and had not taken into account an unwillingness to share ‘their’ resources.
What methods did you use to evaluate your project?
A varied selection but, crucially, none which included end user uptake!
How did you measure project success?
Creation of the project resource and measurement of its use.
Did you celebrate your success and did this encourage further developments?
Yes we did, both internally and externally, but whilst this resulted in some minor, and temporary, external use, there was no uptake internally from teaching staff.
Reflection
From the outset, the project should have focussed on the end users, as much as the resource creation. Had this been built into the project design it may be that greater success would have been achieved in user buy-in to the resulting resources.

Explorer Activity 5.7: Student involvement in TEL (how students in your institution engage with and influence TEL developments)
All TEL developments are initiated through the lens of what benefits they will bring to students. It is student need which drives such developments. However, with students who have a range of learning difficulties and cognitive impairments, it is often difficult to ensure their true understanding of project information, and project ideas rarely come from the students themselves. That said, students are included in all subsequent stages of project work. This includes user testing, product development, and the provision of both formative and summative feedback. Inclusion into project work holds value for the students in many ways, not least their perception of its value and status.

fernfaux wrote a new post, FernFaux: @mhawksey it tells me I'm about to send an #octel badge, then asks me to accept it, then it fails http://t.co/MrApc6GnAD, on the site ocTEL 2014

Thu, 12 Jun 2014 09:51:11 +0100

@mhawksey it tells me I’m about to send an #octel badge, then asks me to accept it, then it fails http://t.co/MrApc6GnAD— Fern Faux (@FernFaux) June 12, 2014

fernfaux wrote a new post, FernFaux: oops ... #octel badges - what am I missing? http://t.co/cztPlFnXXt, on the site ocTEL 2014

Thu, 12 Jun 2014 09:43:04 +0100

oops … #octel badges – what am I missing? http://t.co/cztPlFnXXt— Fern Faux (@FernFaux) June 12, 2014

fernfaux wrote a new post, FernFaux: Any course which asks me to watch a 4-minute Dilbert parody video on why projects fail, has to be a great course! #octel, on the site ocTEL 2014

Thu, 12 Jun 2014 09:32:00 +0100

Any course which asks me to watch a 4-minute Dilbert parody video on why projects fail, has to be a great course! #octel— Fern Faux (@FernFaux) June 12, 2014

fernfaux wrote a new post, FernFaux: Just testing #octel. Check out my OpenBadges at http://t.co/nk3oABPv6c via @OpenBadges, on the site ocTEL 2014

Thu, 12 Jun 2014 04:33:13 +0100

Just testing #octel. Check out my OpenBadges at http://t.co/nk3oABPv6c via @OpenBadges— Fern Faux (@FernFaux) June 12, 2014

fernfaux wrote a new post, FernFaux: @romieh and not just MOOCs, I'm sure! #octel, on the site ocTEL 2014

Thu, 12 Jun 2014 01:35:32 +0100

@romieh and not just MOOCs, I’m sure! #octel— Fern Faux (@FernFaux) June 12, 2014

fernfaux wrote a new post, FernFaux: Notice reduced attendee numbers each successive week in #octel webinars (which remain excellent!). Compensated by recorded session viewers?, on the site ocTEL 2014

Thu, 12 Jun 2014 01:21:20 +0100

Notice reduced attendee numbers each successive week in #octel webinars (which remain excellent!). Compensated by recorded session viewers?— Fern Faux (@FernFaux) June 12, 2014

fernfaux wrote a new post, FernFaux: #octel webinar: Leaders’ hormones change when in leadership to exhibit less sympathy and empathy. How interesting!, on the site ocTEL 2014

Thu, 12 Jun 2014 01:12:41 +0100

#octel webinar: Leaders’ hormones change when in leadership to exhibit less sympathy and empathy. How interesting!— Fern Faux (@FernFaux) June 12, 2014

fernfaux earned a week 0 badge: TEL Explorer Badge: There are three activities outlined in the Week 0 TEL […]

Thu, 05 Jun 2014 13:34:09 +0100

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fernfaux earned a quest: Week 0: Topic - Expectations, Familiarisation & Practice: Automatically earn this topic badge for completing at least […]

Thu, 05 Jun 2014 13:34:07 +0100

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fernfaux commented on the post, The changing face of assessment and feedback: How technology can make a difference, on the site ocTEL 2014

Thu, 05 Jun 2014 11:47:20 +0100

techtrumps reminds me of the LSiS Generator Tool for evaluating e-maturity – it’s probably just the design but I always liked that!

fernfaux posted a new activity comment

Thu, 05 Jun 2014 08:56:18 +0100

No, very few of our students produce ‘markable’ work, in the generally understood way. We use apps for activities such as cause and effect, for example. The progress of our learners is seen more often in soft skills. Actually, I’ll link you my blog post because I think that explains it better than I can do here. However, just because our…[Read more]

In reply to - learningtecgirl posted an update in the group South West UK Would be grateful if colleagues could take part in the following: http://learningtecgirl23.wordpress.com/category/week-by-week/week-four/

fernfaux posted a new activity comment

Thu, 05 Jun 2014 08:38:12 +0100

Well, yes, but more than that, there are no TEL resources which can be used effectively with our learners for formal assessment purposes; we use plenty of apps for wide-ranging purposes but NOT assessment simply because they are inappropriate for our learners but, then, to date all programs, not just apps, are inappropriate for them – it is a problem.

fernfaux posted a new activity comment

Thu, 05 Jun 2014 08:23:22 +0100

Hi
Can’t do this as none of them are relevant for ‘my’ learners – just wanted to explain that I wasn’t ignoring your post though!
Sorry!

fernfaux wrote a new post, FernFaux: Looking forward to hopefully being able to (simply!) export #octel badges to wordpress in the future, on the site ocTEL 2014

Thu, 05 Jun 2014 04:24:07 +0100

Looking forward to hopefully being able to (simply!) export #octel badges to wordpress in the future— Fern Faux (@FernFaux) June 05, 2014

fernfaux wrote a new post, #ocTEL Week 4 – Supporting learners through assessment and feedback using TEL, on the site ocTEL 2014

Wed, 04 Jun 2014 13:11:57 +0100

http://dilbert.com/strips/comic/2010-10-03/

Why did/would you choose a particular type of e-assessment? Describe why you think it is effective and how it can help deepen knowledge and understanding.
InStep is an Open Source video database assessment tool. Whilst InStep can be used for a range of learners, in diverse settings and contexts, it was originally conceived as a tool to provide reliable assessment measures for non-accredited learning for learners with learning difficulties and/or disabilities (LLDD), with an emphasis on learners being supported to recognise and record their own progress and achievement (RARPA). Many of these small steps of progress go un-measured, yet it is essential that learners are able to evidence progress which they have made. InStep combines an assessment continuum with a video database, where pedagogical aspects of implementing such a tool enhance learner development.
In your experience, what type of approach creates an environment conducive to self-directed learning, peer support and collaborative learning? How might technology help?
Traditional assessment methods are rarely appropriate for learners with LLDD, nor do they recognise that these learners make progress in many ways – particularly in increasing their confidence, in posture, social and life skills. Given the important role of appropriate and relevant assessment in special needs education – with stroke patients, those in rehabilitative recovery, and within speech and language therapy, for example – it is essential to develop additional forms of assessment which capture the achievements and attainments of such learners with authenticity, fairness and validity. Various e-portfolios offer a video database, however these are not combined with formalised assessment measures and, for learners with LLDD, they are largely inaccessible, being text-based. Whilst the use of video technologies in assessment is gaining momentum, and there is some clear evidence of the benefits and potential in using these devices as a tool for learning and teaching, further discussion around the development and implementation of video assessment is required.
What opportunities and challenges does this approach present to tutors?
Overall, the assessment continuum is seen as a valuable educational tool, though staff confidence in making assessment judgments based on video footage varies. Whilst the focus of developing InStep had been on the use of video evidence and the development of an assessment continuum, technical aspects played a more dominant role than had been anticipated. Initially, some staff had difficulty in capturing the required steps of progress within the limitation of 50 seconds per video clip and others had difficulty in taking quality, reliable video footage and performing basic editing and trimming procedures independently. However, all staff commented that as the project proceeded they learned how to limit their filming to that which was immediately relevant and pertinent. This is important because the ability to make an assessment judgment against a video clip is largely dependent on the quality of the video clip itself.
(Edited extract from: Fern Faux, David Finch, Lisa Featherstone in Computers Helping People with Special Needs (2012). InStep: A Video Database Assessment Tool)

fernfaux wrote a new post, FernFaux: silly question time! #octel badges have points associated with them - for what purpose? (Do points make prizes? Sorry!), on the site ocTEL 2014

Tue, 03 Jun 2014 11:08:45 +0100

silly question time! #octel badges have points associated with them – for what purpose? (Do points make prizes? Sorry!)— Fern Faux (@FernFaux) June 03, 2014

fernfaux wrote a new post, FernFaux: #octel badges. Had assumed they wd be an optional extra for me yet find they act as a driver & I (obsessively) want to have them all!, on the site ocTEL 2014

Tue, 03 Jun 2014 10:14:21 +0100

#octel badges. Had assumed they wd be an optional extra for me yet find they act as a driver & I (obsessively) want to have them all!— Fern Faux (@FernFaux) June 03, 2014

fernfaux wrote a new post, Week 3 – Materials & Platforms for Learning Technology (#ocTEL), on the site ocTEL 2014

Mon, 02 Jun 2014 15:05:33 +0100

Explorer Activity 3.5: Evaluating a resource in your area
As I am not currently in a teaching position, I have used the questions above to discuss an on-line repository (developed by specialist colleges) for easy read and accessible adult focused resources for teaching and learning for use by learners with a range of learning difficulties. Specialist colleges working with post 16 learners who have learning difficulties and very low levels of literacy find it difficult to find adult appropriate resources for a range of learning themes critical for independence and personal development and so http://www.ark-hive.co.uk/ was developed to help to address these problems. As can be seen on the site, learners can feed in comments and rate each resource against a set of criteria. The resources include visual, kinaesthetic and auditory materials and are categorised in such a way that quick searching accommodates the location of resources pertaining to both subject matter and pedagogical approach. Resources, which can be created and assessed by both staff and students, provide a copyright-free resource bank.

The impact of the provision of resources which are appropriate for learners both chronologically and developmentally, and which also meet specific learning needs, will be to greatly contribute to enhanced learner understanding of the subject matter. In order to achieve this, all resources undergo quality assurance where the following criteria are applied to all submitted resources:

Adult Focussed (post-16 age group) resources based on chronological rather than developmental age
Content Quality clear, unbiased, and accurate
Presentation Design not college specific/branded; consistent fonts; consideration of colour schemes; good quality audio and video
Accessibility single colour, plain background; clear fonts, suitably sized
Standards Compliance as per site copyright/terms and license; no unauthorised screen grabs

fernfaux wrote a new post, #ocTEL Week 3, on the site ocTEL 2014

Thu, 22 May 2014 15:12:27 +0100

Take the perspective of a learner and spend some time using:

Khan Academy’s YouTube videos

I looked at http://www.khanacademy.org/humanities/philosophy which was very clearly structured and, for as far as I watched it, maintained my focus with its range of different uses of explanatory media (speech, image, media activity and so on). Also, the post video interaction possibilities are designed to further engage the learner, offering opportunities for authentic discussion, and hence learning.

ElearningExamples e-learning games

I selected this example: http://waterlife.nfb.ca/#/ and, actually, it is very lovely (well, with music by Eno what else could it be!) but, as a ‘user’, I was very passive. It could do with working on aspects of its accessibility too! Nonetheless, I can see that for some learners with cognitive impairments this might be a very good way to introduce a subject, or discussion around a subject.

the iEthiCS simulation

I chose to ‘Play the Virtual Patient’. We use this approach for some CPD at college and that, I think, is its proper role. It is extremely useful for training (as opposed to learning) and generally popular with staff. Although the user must make decisions along the way, ultimately, regardless of their decisions, all roads will lead to Rome, that is, to the required destination point. However, when I have completed training of this nature, I generally race through the screens to get to the end, where I know I will find some summative testing – the sooner I can get that done, the sooner I’ve completed my ‘learning’.

Really … horses for courses!

fernfaux wrote a new post, FernFaux: #octel badges added to blog - getting there!, on the site ocTEL 2014

Thu, 22 May 2014 04:37:52 +0100

#octel badges added to blog – getting there!— Fern Faux (@FernFaux) May 22, 2014

fernfaux wrote a new post, FernFaux: thanks to week 3 of #octel, I now have a creative commons license on my blog!, on the site ocTEL 2014

Thu, 22 May 2014 02:57:14 +0100

thanks to week 3 of #octel, I now have a creative commons license on my blog!— Fern Faux (@FernFaux) May 22, 2014

fernfaux wrote a new post, FernFaux: struggling to make enough time for #octel ..., on the site ocTEL 2014

Wed, 21 May 2014 03:21:35 +0100

struggling to make enough time for #octel …— Fern Faux (@FernFaux) May 21, 2014

fernfaux wrote a new post, #ocTEL Week 2, on the site ocTEL 2014

Mon, 19 May 2014 15:03:34 +0100

This week’s aims

Reflect on the nature of learning and fundamental differences in how learners undertake learning (see ‘If you only do one thing…’ below)
Distinguish between the different expectations and needs that individual learners can bring to learning and learning online, and explore the general implications for supporting effective online learning (Webinar, Activity 2.1, Activity 2.2, Activity 2.3)
Apply what we’ve explored in the above areas in the design of ‘authentic’ online learning activities that can engage learners in a ‘authentic’ learning experience (Be a TEL Explorer activities)

If you only do one thing…
Approaches to learning
Are you leaning towards one approach in particular on ocTEL, and if so why might that be? Perhaps you are employing strategies from more than one approach?
My natural approach to any learning which I decide to engage with is to take a ‘deep approach’ – anything else would be pointless. However, that would always be in line with a ‘strategic approach’ – that’s only sensible! But, in the case of #octel, there is a huge danger that I will veer mostly towards a ‘surface approach’ because of the limitations of time and circumstance in relation to my job role. Also, I find the amount of time I spend trying to navigate the course also makes a huge dent in the time which is then left for actually acting on the course. I do wonder if this is a particular danger of a MOOC …
Are learners who tend to take a ‘surface’ approach likely to learn more or less effectively online versus face-to-face?
Well … based on my own hectic schedule, it is much easier to take a surface approach to learning in an online environment where the immediacy and importance of the learning is far too easily pushed back behind other seemingly more imperative deadlines. And this leads to a hasty scanning of material and pithy responses – such as this one! I can much more easily be ‘invisible’ in this environment whereas in a face to face situation fear of public embarrassment would drive greater involvement. And, ultimately, that will certainly result in less successful learning.
How might we encourage ‘deep learning’ in online contexts?
This paper (http://www.ascilite.org.au/ajet/e-jist/docs/vol8_no1/fullpapers/balancing_economies.htm) provides a really interesting discussion of these issues. It suggests, for example, mandatory participation in interactive/contributory activities but I am achieving that, whilst still only really applying surface learning to what I am doing. At this point in my life, I would not register for any formal accreditation because I recognise it is not the right time for me to be undertaking such work; however, for some reason I’ve yet to fathom, it seems that I do not count online learning obligations in the same way, and I am sure I am not alone in this!

fernfaux wrote a new post, FernFaux: Great webinar from #octel this week, though I think I need to re-watch it to really gain from it!, on the site ocTEL 2014

Fri, 16 May 2014 11:08:11 +0100

Great webinar from #octel this week, though I think I need to re-watch it to really gain from it!— Fern Faux (@FernFaux) May 16, 2014

fernfaux wrote a new post, FernFaux: After a great week with #enableit14 , tomorrow will be playing catch-up with #octel - oh & the rest of my 'day job'! ILT Strategy looming!, on the site ocTEL 2014

Wed, 14 May 2014 11:01:15 +0100

After a great week with #enableit14 , tomorrow will be playing catch-up with #octel – oh & the rest of my ‘day job’! ILT Strategy looming!— Fern Faux (@FernFaux) May 14, 2014

fernfaux wrote a new post, FernFaux: #octel on the back burner until Friday whilst #enableit14 takes place - a busy week!, on the site ocTEL 2014

Tue, 13 May 2014 07:28:05 +0100

#octel on the back burner until Friday whilst #enableit14 takes place – a busy week!— Fern Faux (@FernFaux) May 13, 2014

fernfaux wrote a new post, octel Week 0, on the site ocTEL 2014

Fri, 09 May 2014 14:22:06 +0100

#ocTEL Reflections for Activity 0.1 Big and little questions
Whilst I am a qualified teacher, I rarely teach these days as my job role focusses on supporting others in the application of technology to teaching and learning. So I don’t have any explicit ambitions for using ocTEL to develop my teaching, but I do hope it will enhance my knowledge sufficiently that I am then able to share what I learn with those who may be in a position to apply it. However, even that is unlikely as I work in a specialist college where learners are largely unable, for a variety of reasons, to take part in much online learning. But all knowledge is good knowledge! And for a long time I’ve wished I had an authentic reason to immerse myself in a MOOC and experience it first-hand so that I might better understand it – ocTEL now provides me with that authentic reason. My questions are a long way from being ground-breaking, but they work for me, and I imagine that is what this is all about. So, they are:
Big Question? How to blend diverse modes of communication (different platforms/social media etc.)
Small Question? What is it like to be an active member of a MOOC?
My initial thoughts are that even as someone practised in technology use (it is a very large part of my job role) I feel a little overwhelmed by the sheer size of this site, of the amount of content, by the range of technological platforms, and all that it draws in through various feeds. Learning to navigate this may well take some time, or perhaps it would be truer to say that feeling comfortable in navigating it may take some time – we shall see! But I have already enjoyed seeing different uses of technology, for example the fantastic Twitter map, and this is exactly the kind of thing I want to learn more about.
I certainly can’t tweet all of this so I suppose I’m now forced into using the blog I set up years ago and have never really used! Still, a Friday afternoon reflective writing session …I like this! (So long as the day job continues to allow time for it!).

fernfaux wrote a new post, #ocTEL Week 1 – Concepts & Strategies for Learning Technology, on the site ocTEL 2014

Fri, 09 May 2014 14:13:19 +0100

Activity 1.1 My Practice
I’m not sure it is always a good idea to shift quadrants. In fact, some of the least successful uses of technology that I’ve encountered have been because people have tried to squeeze technology use into a place where it simply doesn’t fit. So to use the quadrants to justify technology use seems to me to be ill advised. That said, using the quadrant to establish in which sector the activity naturally falls, and in what ways technology can then be used to support and enhance it is exactly what should be done. In this way, the learning aims and objectives take the lead role, supported by the technology. However, these days teaching is not something I undertake as part of my main job role. The closest I can come to it is the provision of some small parts of CPD training but then, of course, everything needs to be assessed individually.

Activity 1.2 reflect on a strategy relevant to your own context (and webinar)
As ILT Coordinator, I am currently writing the ILT Strategy to cover the next 3 years. Whilst its main focus is learning technology, this is always within the context of teaching and learning, that is the requirements for technology are driven by the needs of teaching and learning. Whilst the strategy is rewritten every three years, amendments are made as required, on an on-going basis. In my own job role, the strategy acts as a ‘Bible’ to ensure I’m meeting targets in a timely manner – these targets also include development and innovation. More widely, the document helps to ensure that people from a wide range of job roles are all aiming for the same end result. The following is a draft outline for the strategy, the executive summary will be no more than 2 pages long:

Influencing – A Culture of Excellence
Prospects – The Way Forward
Including – Access and Empower
Integrating – Technology in Living, Learning and Work
Innovating – Research, Development and Income Generation
Sharing – Training, Resources and Systems
Focus – Leadership and Management
Strategic Objectives Matrix (Operational Plan)

If you only do one thing…
Share your thoughts on practice and strategy from the first of this week’s activities (choose from activity 1) and join the small group discussion forum on strategies for Learning Technology. Comment on or contribute to at least three posts made by other participants, examining or comparing how your practice relates to theirs.
In my own job role, ‘the’ strategy acts as a ‘Bible’ to ensure I’m meeting targets in a timely manner. More widely, the document helps to ensure that people from a wide range of job roles are all aiming for the same end result. So I certainly go along with Kathy’s notion that it is a: global plan for accomplishing specific goals. To a large extent, the way in which we interpret it is inevitably bound up with the particular part it plays for us, I think. As someone who writes the LT Strategy, one of my difficulties is ensuring that I don’t write it as ‘The World According to Fern’ (yes, it does take the views and contributions of staff across college into account) which could well result in an assumption on my part that others will be reading it from the same mind-set that I applied when writing it. For this reason, a shared and overarching ethos is essential. http://octel.alt.ac.uk/2014/forums/topic/how-would-you-define-strategy/#post-13582

Great post and I love the ‘Gringott’s Bank’ notion. However, in ‘MY’ world, the iPad is most definitely in the bank! I work in a specialist college where learners make a lot of use of iPads, primarily because they are well suited to the personalisation absolutely essential to our learners, not only for cognitive purposes, but also for accessibility reasons. That said, I think you summarise it neatly in your comment, “it is merely dependant on which vault we need to access and which treasure we value at the time”. http://octel.alt.ac.uk/2014/forums/topic/must-we-choose-a-side/

My difficulty with pedagogy is that I am one step removed from teaching! I offer advice and support on ways in which technology might be used to enhance learning but it is then handed over to the individual tutor and I have no way of shaping the way in which delivery takes place. So with the best will in the world, something I design to be used in one sector of the quadrant may well end up being used in another! http://octel.alt.ac.uk/2014/forums/topic/activity-1-1-dimensions-that-affect-teaching/#post-13593

fernfaux posted a new activity comment

Fri, 09 May 2014 11:55:17 +0100

Thank you 🙂
Must admit I feel a bit octel-calmer now I have a ‘home’ here!

In reply to - fernfaux replied to the topic Introductions in the forum South West UK Hello All, ILT Coordinator at National Star Specialist College in Cheltenham. Is that brief enough?!

fernfaux replied to the topic in the forum

Fri, 09 May 2014 11:09:01 +0100

Hi Gary,

Didn’t take your comments as ‘iPad Bashing’ 🙂

Yes, a Specialist College where learners have physical difficulties, learning difficulties, sensory impairments, life-limiting medical conditions, profound & multiple disabilities. Speaking for our college we make incredible use of technology for a whole range of purposes. It’s p…[Read more]

fernfaux replied to the topic in the forum

Fri, 09 May 2014 10:04:27 +0100

My difficulty with pedagogy is that I am one step removed from teaching! I offer advice and support on ways in which technology might be used to enhance learning but it is then handed over to the individual tutor and I have no way of shaping the way in which delivery takes place. So with the best will in the world, something I design to be u…[Read more]

fernfaux replied to the topic in the forum

Fri, 09 May 2014 09:34:54 +0100

In my own job role, ‘the’ strategy acts as a ‘Bible’ to ensure I’m meeting targets in a timely manner. More widely, the document helps to ensure that people from a wide range of job roles are all aiming for the same end result. So I certainly go along with Kathy’s notion that it is a: global plan for accomplishing specific goals. To a large ex…[Read more]

fernfaux replied to the topic in the forum

Fri, 09 May 2014 09:21:30 +0100

Great post and I love the ‘Gringott’s Bank’ notion. However, in ‘MY’ world, the iPad is most definitely in the bank! I work in a specialist college where learners make a lot of use of iPads, primarily because they are well suited to the personalisation absolutely essential to our learners, not only for cognitive purposes, but also for ac…[Read more]

fernfaux replied to the topic Introductions in the forum South West UK

Fri, 09 May 2014 09:03:44 +0100

Hello All,

ILT Coordinator at National Star Specialist College in Cheltenham.

Is that brief enough?!

fernfaux joined the group South West UK

Fri, 09 May 2014 09:01:00 +0100

fernfaux earned a week 0 badge: Webinar Badge: Tune in or watch the weekly recording of each week's webinar […]

Fri, 02 May 2014 15:53:25 +0100

Tune in or watch the weekly recording of each week’s webinar to achieve the this badge. To receive this badge click on the badge link and enter the code given during the webinar in the submission box.

fernfaux earned a week 0 badge: TEL One Badge: Each week we award a TEL One badge for completing 'If you […]

Fri, 02 May 2014 15:22:38 +0100

Each week we award a TEL One badge for completing ‘If you only do one thing…’. As week 0’s one thing is to join/watch the webinar this badge is awarded to TEL One (other thing), which is to record your reflections for Activity 0.1 Big and little questions. Click on the badge link to enter your submission.

fernfaux wrote a new post, FernFaux: Amazing how much simpler #ocTEL seems once you can log in!, on the site ocTEL 2014

Fri, 02 May 2014 12:53:51 +0100

Amazing how much simpler #ocTEL seems once you can log in!— Fern Faux (@FernFaux) May 02, 2014

fernfaux wrote a new post, FernFaux: @A_L_T this is brilliant! Good to see its use for #ocTEL & would love to try creating one myself, at some point ..., on the site ocTEL 2014

Fri, 02 May 2014 12:04:10 +0100

@A_L_T this is brilliant! Good to see its use for #ocTEL & would love to try creating one myself, at some point …— Fern Faux (@FernFaux) May 02, 2014

fernfaux earned a week 0 badge: Check-in Badge: There is debate about awarding credit for attendance but […]

Fri, 02 May 2014 11:51:15 +0100

There is debate about awarding credit for attendance but given the style of this course we feel it’s important to find mechanisms for you to see who also is active within each week. Click on this badge link to ‘check-in’ and see who else is also active in this topic.

fernfaux changed their profile picture

Fri, 02 May 2014 11:46:49 +0100

fernfaux wrote a new post, FernFaux: Just one thing for #ocTEL try to navigate site and actually get my login working!, on the site ocTEL 2014

Fri, 02 May 2014 11:13:24 +0100

Just one thing for #ocTEL try to navigate site and actually get my login working!— Fern Faux (@FernFaux) May 02, 2014