For over 20 years I worked at the Open University (UK) which is a world leader in online distance education. Over the last few years I have had the privilege of spending time at a number of predominantly face-to-face universities in Australia that were at various stages of developing their online provision, including over the last few months when most courses went online due to COVID19. I have been struck by the vast range of different approaches to online course provision I have seen, and thought it would be useful to try to categorise them. ...continue reading "From F2F to Online Courses – models of provision"
This book by Neil Selwyn looks at the reality and rhetoric around AI in education. It feels like an easy read but it raises a number of complex critical issues and questions that anyone involved in education or developing AI based tools should engage with. ...continue reading "Review of ‘Should robots replace teachers?’"
As nobody wanted to give me a review copy I went out and bought this book, and I’m glad I did. It is a good book – it is an important book – indeed I think every researcher (whether coming from a positivist or interpretivist standpoint) would benefit from reading it. ...continue reading "Brief review of Quantitative Ethnography (Shaffer 2017)"
Collins English Dictionary defines curriculum as "all the different courses of study that are taught in a school, college, or university". This is a rather narrow definition, focussing as it does on the explicit curriculum. I am going to redefine curriculum as what students need to learn (with my focus being specifically on what school age learners need to learn). ...continue reading "Some thoughts on curriculum"
Collins English Dictionary defines pedagogy as "the study and theory of the methods and principles of teaching". Personally I think that is too teacher centric, so I am going to use pedagogy to mean the theory and practices of (effective) ways to support human learning. ...continue reading "Some thoughts on pedagogy"
One of the challenges facing the NP3 team was how to describe and differentiate between the pedagogical practices in the classrooms that we were researching. In essence, what were the key features of practice that needed to be considered in order to differentiate between the teaching in each setting? The obvious answer seemed to be to use core theories of learning and development as the basis for a framework to help us compare pedagogy across contexts. ...continue reading "The Innovative Pedagogy Framework"
How do you describe how young people are using digital technology outside school in ways that are concise yet comprehensive enough to allow meaningful comparisons across instances? ...continue reading "The Digital Practice Framework"
How do you describe how digital technology is being used in education in a way that is concise yet allows useful comparison across contexts? The Digital Technology Impact Framework highlights key elements of practice involving digital technology across three dimensions. ...continue reading "The Digital Technology Impact Framework (DTIF)"
Point of Learning (PoL) is both a reflective learning tool and a means of collecting evidence about performance against agreed targets.
PoL is an alternative approach to assessment that ...continue reading "What is Point of Learning (PoL) – moving beyond standardised testing"
Some call this vertical learning (not to be confused with virtual grouping/mixed age teaching)
Stand up learning has 6 key elements: ...continue reading "Stand up learning"