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naive newbies?

Home Forums Induction ("Week 0") General discussion naive newbies?

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    I am surprised by how many people on this course already work in e-Learning or TEL and seem to have done so for some time. I expected a course that was directed at staff new to the theory and practice of TEL, but am concerned that the course is not going to be at ‘introductory’ level – should I be?


    I am as naive as they come with this stuff so glad that there are least two of us….

    Sonya Powney

    Hi, the intro blurb says ‘The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges’ so I expect it will be aimed at an introductory level. I’m pleased that there are ‘real’ academics here – I find quite often at training/dissemination events it is mostly learning technologists that turn up rather than the academic staff they are actually aimed at! (I should confess I’m a learning technologist but am lurking about to experience my first MOOC and to see what I can learn).


    As Sonya says – the course is aimed at newbies, but us learning technologist types just can’t stand to think we’re missing out!

    For me, I’m pretty new to the profession, and in a pretty niche area, and very much come from a practical ‘having a go’ background so I’m looking forward to getting stuck into some of the theory.

    I see having other experienced people around as a bonus – for me the interesting part is finding out how people relate what they’re learning to what they’re already doing.

    James Little

    Everyone should be able to learn something new from this experience – ‘newbies’ and more experienced practitioners – and whatever experience or role someone has – we’re all in it to improve and think about improving and providing great education and enabling learning.

    One of the benefits of the MOOC format is that, assuming a large number of participants, there will be enough groupings of different ideas, interests and roles so that people can pick and choose how and at what level to engage and learn.

    Perhaps it is due to the profession of learning technologists (LTs) being so new or simply varied from role to role – but I do think there is often an assumption that theory and deeper understanding is the realm of academia and that LTs are the ‘do-ers’.  I like to think that just as academics may have their own subject specialism in order to be professional practitioners an understanding of practice, theory and people skills are essential.
    My favourite way of externalising this is:

    When working at the meeting of education, technology and change it always boils down to fundamental questions about education: for whowhy and for what purpose:
    Technology can either enhance existing pedagogies and methods or be transformative.
    Theory combined with practice is an essential part of a learning technologist role.

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