Education Keynotes: Curriculum Change -2009 (8’31”)

This excerpt (8’30”) is from the ‘wrap-up closing keynote delivered by Simon Atkinson at the Estonian e-Universities Conference held in April 2009 in Tartu, Estonia. Simon builds on comments made by conference contributors to reflect on issues such as media environment, cultural priorities, and the breadth of the state curriculum.

Webinar – Developing Academic Staff to Integrate e-Learning

It was a great pleasure to work with colleagues at SRCE in Zagreb on Wednesday 8th for the 2nd National e-Learning Day.  It’s always interesting to watch yourself but I do feel confident at least about the argument. There is a need to ensure that teaching staff see the process of professional development as one that prepares them to support the learning of each successive cohort of learners in an appropriate way, not as needing to find a technological solution to meet the ‘current’ perceive need.

Webinar Image Screencapture
Webinar 8th December









It was a great pleasure to be virtually present.

Croatian National e-Learning Event 8th December

I am delighted to continue my relationship with colleagues in Croatia at CARNet and at Centar za e-učenje and SRCE. I have been asked to present Webinar on staff ‘integration’ of e-learning in their contemporary practice. The presentation for the Croatian National e-Learning Event on Wednesday 8th December comes at a rather opportune time as I have been writing about the myth of the ‘net-generation’ and the extent to which we are preparing academic staff adequately to work within contemporary expectations.

2005 Workshop at CARNet, Zagreb
2005 Workshop at CARNet, Zagreb

I’ve written a draft presentation entitled: Developing existing and new academic staff to integrate e-learning into their practice that explores the need for each cohort of academic staff to revise, revitalise and reposition their teaching to suit the appropriate context in which they teach. It, therefore, becomes less an issue of whether there exists such a thing as a ‘net-generation‘ (I think not) but rather whether they have the reflective skills to enable them to position their practice appropriately and whether there exists learning design models that can support that practice. I cite the SOLE model as one possible approach but others certainly exist.