‘Get engaged and enraged’: imagining sustainable futures for digital education in times of climate crisis

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”

“It’s OK not to know!”: Professor John Hattie and the power of feedback

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”

Reflections on the ALT Conference 2022

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”

Will wonders ever SiSE?: Designing for Students in Secure Environments

by Hayley Johns

During my work with the Open University so far, I’ve been really privileged to work with students from all walks of life. One key part of the OU student community, and a new one for my own practice, is students in secure environments. The OU’s work reaches over 200 prisons and secure hospital units around the country, and students who are studying from these institutions can take undergraduate modules across all four faculties (FASS, FBL, STEM and WELS), as well as Access modules for those who are new to higher education or haven’t studied at university level for some time.

Continue reading “Will wonders ever SiSE?: Designing for Students in Secure Environments”

This blog is protected by dr Dave\'s Spam Karma 2: 171 Spams eaten and counting...