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The Spring EMLT meeting took place on Wednesday 18 May at the University of Derby. We would like to extend our thanks to Derby for hosting the event, and to Claire Gardener \u2013 Senior Learning Technology Adviser at Derby who organised the event.<\/p>\n
The day was kicked off by Rob Weale who introduced the theme \u2013 Training and Development in the use of Technology for Teaching, Learning and Assessment. Rob\u2019s brief intro offered some food for thought in terms of the skills and knowledge that an educator is perhaps\u00a0required to possess in order to effectively use technology to enhance teaching, learning and assessment. Such as the ability to use, implement and operationalise particular technologies; knowledge and understanding of the pedagogic effectiveness of technology; the ability to articulate the pedagogic rationale for the use of technology to learners; and the ability to support learners in their use of technologies. All of which requires careful consideration with respect to training and development.<\/p>\n
Presentations<\/strong><\/p>\n Mark Berthelemy \u2013 Houston, we have a problem<\/strong><\/p>\n Mark\u2019s presentation asked\/posed some fundamental questions that have an impact on how we might approach training and development. He argued that perhaps the problem, in terms of driving engagement with TEL via training and development programmes is not a lack of content or lack of people willing to help – it’s a problem of motivation. Why should people change their practices? What’s in it for them? So given this, how can we persuade, cajole, influence and drive people to change their behaviours and adopt new systems & practices?<\/p>\n As part of his answer Mark proposed that it is important to consider what motivates people to learn. His three suggestions were: Fear \u2013 e.g. my work\/employer\/situation requires that I learn this; Personal\/professional advancement – e.g. learning this will offer more opportunities for me to advance; and Curiosity \u2013 e.g. I\u2019m just interested in this thing, so I want to learn more about it. The problem is not lack of content or lack of people willing to help. It’s a problem of motivation. Why should people change their practices? What’s in it for them? How can we persuade, cajole, influence and drive people to change their behaviours and adopt new systems & practices?<\/p>\n As part of his answer Mark proposed that it is important to consider what motivates people to learn. His three suggestions were: Fear \u2013 e.g. my work\/employer\/situation requires that I learn this; Personal\/professional advancement – e.g. learning this will offer more opportunities for me to advance; and Curiosity \u2013 e.g. I\u2019m just interested in this thing, so I want to learn more about it.<\/p>\n http:\/\/berthelemy.github.io\/reveal-houston-problem\/#\/<\/a><\/p>\n Rachel Challen \u2013 Enigma<\/strong><\/p>\n Rachel\u2019s presentation offered a broad overview of recent strategic approaches to training and development at Loughborough College. Their approach seeks to immerse staff in an experience which uses technology to develop digital capabilities to underpin teaching and learning in general, but also in areas of the curriculum that are being given a specific strategic focus, e.g. Maths and English.<\/p>\n Rachel demonstrated how their model incorporated a team approach strand, and an individual approach strand, both of which were combined to underpin a distinctive and innovative whole college approach to training and development.<\/p>\n Examples of recent whole college initiatives were given, including the latest (2015) titled Enigma which targeted Maths and English provision –\u00a0http:\/\/www.loucoll.ac.uk\/enigma\/<\/a><\/p>\n View presentation slides<\/a>\u00a0(pptx)<\/p>\n Joanna Webb – Use of virtual reality in Health and Safety Assessment<\/strong><\/p>\n Jo gave an overview of virtual reality and augmented reality technologies, and approaches to the use of these technologies that have recently been developed by Pearson (PLC). The technologies included a virtual reality style headset that facilitated a 360 degree\u00a0immersive video experience \u2013 the focus of which was health and safety at work. The augmented reality solution was presented through the lens of the teaching and learning potentials offered by such technology. Jo\u2019s presentation also inspired some further discussion about how such \u2018physical\u2019 technologies can\/might impact on approaches to training and development in their use specifically for teaching, learning and assessment purposes.<\/p>\n View presentation slides<\/a> (pptx)<\/p>\n Sue Pears \u2013 Developing staff to develop online discussions for blended learning purposes<\/strong><\/p>\n Sue offered a detailed overview of a strategy that she had used to evolve a pre-existing five week training and development course to effectively meet the changing needs of the learners.<\/p>\n The re-development strategy that was employed used an iterative process of \u2018reduce, reuse, and redesign\u2019 which involved reflection on the course by those delivering it as well as those taking it. Each iteration generally resulted in a streamlining of the course, which meant some components of it were rejected \u2013 however, these components were not simply binned, but where possible and appropriate were re-used in other training and development situations.<\/p>\n After several iterations it was felt that the course has arrived at its optimal current state for the learning requirements of the current learners. However, the iterative process would be continued as it was seen to be an effective means of evolving a training and development course to meet what are the dynamically evolving requirements and abilities of learners over time.<\/p>\n View presentation slides<\/a>\u00a0(pptx)<\/p>\n Helen Crump \u2013 The potential of Work Out loud and Work Out Loud Circles for professional development<\/strong><\/p>\n Helen presented an overview of the Work Out Loud initiative about which she is currently conducting research for the Open University. Work Out Loud concerns making your working processes visible as an ongoing process, in an open and accessible format. Such that others can follow it and potentially contribute to it – in process, rather than retrospectively. It has a dual function in terms of: 1. articulating approaches to working practice for others to learn from and; 2. inviting comments and suggestions as to how one might approach a current working process. Helen noted that as a relatively small, underground and little-known practice, it is one that appears to be gaining significant attention and traction. Such as the emergence of Work Out Loud Circles which are small peer groups, focused around the particular individual goals of its members \u2013 and not solely confined to working practice.<\/p>\n Helen\u2019s presentation also raised some interesting discussion around the notion of ownership of ones individual working practices and processes and the extent to which there is an emerging trend for these to be co-opted in organisational, corporate and institutional settings via the Work Out Loud ethos.<\/p>\n