[Sonya Powney]

Hello everyone. I’m Sonya Powney and I’ve been working as a learning resources developer for the Royal Veterinary College since 1996. I really enjoy my job, working with academics to enhance their teaching and often getting new toys to play with.

I think my big question would be how to make sure that online resources are better than what they replace (usually traditional contact time). I’m interested in the idea of ‘flipped’ learning e.g. students watching a pre-recorded lecture, and then using the hour with the lecturer to develop/improve their understanding. Before ‘flipped’ learning was trendy we developed something similar at the RVC – students work through interactive scenarios in their own time and are prompted to record what they are struggling with, and the lecturer uses this feedback as the basis of a face to face session.

If I’m allowed another big question. I’d also like to think about how to make sure that the tools/techniques we implement are fit for purpose, and not necessarily those that seem the most new and shiny?

[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).

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