Success is on the far side of failure
At the recent ASCILITE’2019 there was a common refrain throughout the conference, which started with the original keynote as captured in the following tweet #ASCILITE2019 Keynote Speaker Professor Emeritus Mike Sharples – "focus on pedagogy not technology" as ""it's not what you use (technology) but how you use it (pedagogy)" pic.twitter.com/d2BFyAY5xK — Michael Volkov (@volkov_michael)
Continue reading It’s more than how you use the technology – authoring online content
The following are associated with an ASCILITE’2019 presentation. A full copy of the paper is available from this blog or the conference proceedings PDF. Below you will find: Copy of the abstract; Embedded version of the presentation; (Download the updated Powerpoint original for the full animated glory) Pointers to the relevant github repositories; References used
Continue reading How to share design knowledge in design for digital learning?
The following has been accepted for presentation at ASCILITE’2019. It’s based on work described in earlier blog posts. Abstract Higher education is being challenged to improve the quality of learning and teaching while at the same time dealing with challenges such as reduced funding and increasing complexity. Design for learning has been proposed as one
Feel free to play around with the following h5p interactive (one of the examples provided on the h5p site). I’m testing out if and how it tracks people’s engagement with the interactive. What does it do when someone who doesn’t have an account on this blog (and/or doesn’t login) interacts? What data can I see?
This post continues an on-going exploration of knowledge reuse in design for digital learning. Previous posts (one and two) started the exploration in the context of developing an assemblage to help designers of web-based learning environments create a card interface (see Figure 1). Implementing such a design from scratch requires a diverse collection of knowledge
Continue reading Exploring knowledge reuse in design for digital learning
My last post introduced some early steps in exploring how to increase the reuse of design knowledge in design for digital learning (i.e. designing course websites). That post outlined the specific problem, the solution and linked it to work on constructive templates and patterns from the Hypermedia Design literature (Nanard, Nanard and Kahn, 1998). It
Continue reading Digital learning templates – adding context and configuration
In October last year I started a new position at Griffith University. A role designed to help improve the quality and quantity of use of the institutional learning ecosystem. An ecosystem that includes Blackboard (both 9.1 and soon Ultra), Office365, PebblePad, Echo360 etc. Pretty early on it became apparent that there was some problems with
Continue reading Improving reuse of design knowledge in a LMS
This post is test of some technology and an opportunity to save the following quote from (Solomon and Black, 2008) In order to ‘try out’ new ways of thinking, we need to perceive ourselves as having some agency in or control over what we are doing. As long ago as 1976, Barnes identified a ‘performance
Happy to see the end of 2018. Time to figure out what 2019 holds. This is a first step. I start 2019 as a meso-level practitioner in a new university. Hannon (2013) describes meso-level practitioners as the “teaching academics, learning technologists, and academic developers” (p. 175) working between the learning and teaching coal-face and the
Continue reading Meso-level practitioners and generative technologies?
Playing with h5p.
Thinking outloud