This year the ALDinHE conference had as its theme – “Engaging Students – Engaging Learning” and was a series of small, diverse but very practical sessions ranging from identifying successful work-based learning models to the effective induction of non-traditional learners. In amongst all of that I ran a small workshop on Wednesday 20th April using a single webpage on the wordpress site for the DiAL-e Project.
I had two posters at the conference, a solo effort with the SOLE model and a joint effort with Kevin Burden from the University of Hull featuring the DiAL-e framework work we have been doing since 2006. There was an excellent response to the SOLE poster and considerable interest in its potential use as a staff development stimulus. I was particularly keen to suggest it form a useful tool for course team development in the broader context of course design, but every conversation helps me refine my own ideas, which is after all why we go to these conferences!
The SOLE model was presented to colleagues in Zagreb (via Webinar) on December 8th as one possible way to explore staff preparedness for each cohort of learners they must design for.
I am delighted to be continuing my relationship with colleagues in Croatia at Centar za e-učenje and SRCE. I was 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.
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 revision, 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.
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 technology solution to meet the ‘current’ perceive need.