Hayley Johns ~ Learning Designer
Earlier this month, in a world first, the University of Barcelona announced that their students will take a mandatory climate crisis module from 2024. This development came in response to a sit-in by student activists as part of a protest to end fossil fuels and confront the climate emergency. A professor described the new course as a ‘change in the paradigm of university education’.
Similar changes are afoot in the educational technology (ed tech) sector. Back in June, ahead of a summer of record-breaking temperatures across the northern hemisphere, I attended a talk by Professor Neil Selwyn of Monash University, entitled ‘Studying digital education in times of climate crisis: what can we do?’. Sustainability in ed tech is an emerging topic but an important one, and Neil began by posing a key if troubling question – is digital education part of a realistic ‘liveable future’? Continue reading “‘Get engaged and enraged’: imagining sustainable futures for digital education in times of climate crisis”
Hayley Johns ~ Learning Designer
Feedback, according to Professor John Hattie, is ‘one of the most powerful notions we have’ in education – and also one of the most variable.
Earlier this year, I joined an instalment of Phil Anthony’s award-winning Digitally Enhanced Education webinar series to learn more about how institutions around the world are prioritising feedback as a key part of learning. Amid a wide variety of talks on assessment and feedback, a few really stood out. I’m particularly excited to share with you some of the wisdom of Professor Hattie on the power of feedback as a process of constant learning, of asking questions, and of low stakes ‘failure’ in a supportive environment.
Continue reading ““It’s OK not to know!”: Professor John Hattie and the power of feedback”
Mike Collins ~ Learning Designer
In the past couple of weeks, our colleagues over in the Learning Innovation team published the report of the Digital Working Environment Exploratory Project (DWEEP), an in-practice exploration of the use of virtual environments to support collaboration and hybrid working. The Learning Design team took a lead on the evaluation and reporting, and I had the pleasure of coordinating the effort.
The report itself is great, I heartily encourage you to go and read it. Andrew McDermott’s summary that accompanies it is also a nice accessible hopping-on point, bringing together the key points and narrative of the report into the wider context.
In this post, I’ll take a step back, and reflect on a few of the things that stuck with me from our findings.
Continue reading “Reflections on the Digital Ways of Working Project (DWEEP) evaluation”
The in-person ALT Conference experience
By Paul Astles
How did it feel to be at a conference “in person” again?
With the uplifting melodies and syncopated rhythms of some of my favourite bands soundtracking my journey to Manchester, not even the (at times) slow moving motorway traffic could take the shine off what I anticipated to be an interesting few days ahead. The last time I was in Manchester it rained a lot; this time was no different.
As I drove deeper into the city centre, the rain added a rather lovely percussive addition to the music in my car. I was not quite sure what to expect as I approached the conference venue, would there be a sense of community? Or would it feel like a commute on the underground in London?
Continue reading “Reflections on the ALT Conference 2022”