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Best Lecture

Tony Karrer

I just read George Siemens post Will online lectures destroy universities? He makes the point that despite articles like Why free online lectures will destroy universities – unless they get their act together fast : Statements like “universities are obsolete” or “universities are dying” are comical. And this is something that I’ve been thinking (and writing – see Physics Lectures ) about for a long time. Here’s the point: It’s incredibly easy to capture and distribute lectures. Instead, we should be looking for the Best Lecture and work our specifics around that.

Inspire to learn

Learning with e's

Universities are replete with lecture capture tools, interactive media, web based content and personal response technologies; students arrive equipped with social media and mobile devices; technology supported distance education has been long established; universities are experimenting with flipped classrooms, gaming and MOOCs. plan to discuss our possible responses to this.

Year in Review / 2013

Dont Waste Your Time

January 2013: Creative Commons Infographic: Licenses Explained. July 2013: Reading: “Student use of recorded lectures”. Keep the creative juices flowing and work on my other ideas on paper- and e-books and publishing / self-publishing in general – I have more ideas than time so this will be tough, especially when/if the MSc starts. May 2013). What about you?

eLecture (cartoon)

Dont Waste Your Time

Creative Commons explained (video). Presentation: “Creative Commons: What every Educator needs to know” eLearning Cartoon Echo360 LectureImage source: sandraschoen on Flickr. Related posts: Infographic: Maslow’s Hierarchy of Needs & the Social Media that Fulfill ‘Em.

Opening Pandora's box

Learning with e's

It started off in sedate style a few years ago, when several students began to ask if they could audio record my lectures and seminars to play back later. Next came the introduction of the lecture capture tools, video and audio as well as the ability to synchronise these in sequence with slides. All of these can be seen as positive spin offs of lecture capture.

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You are what you tweet

Learning with e's

related the story of a student with a protected Twitter account , who felt it was acceptable to post disparaging tweets about his lecturers and university. Image by Zakeena on Sketchport You are what you tweet by Steve Wheeler was written in London, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Take care. You are what you tweet.

Visions, values and video streaming

Learning with e's

The schedule of sessions is here (all times are British Summer Time - GMT+1) 19 April (1630-1800) Dave Strudwick (Headteacher of Plymouth School for the Creative Arts ) and Steve Wheeler. Over the next few weeks at Plymouth University we are running a module for our third year student teachers about the philosophy of education. There are two ways you can join in. Unported License.

Streaming learning events

Learning with e's

We are live streaming all of the keynote lectures for the next few weeks for our Visions and Values module - with a focus on educational philosophy, theory and practice. The next lecture in the series will be tomorrow, at 1600 BST (GMT +1) when our speakers will be Kelly Davis (One size fits all - or does it?) The YouTube link for tomorrow's learning event is here. Unported License.

Digital capabilities and curiosity

Learning with e's

My own pointed comment later in my own keynote was that disengagement and distraction during lectures is probably more a symptom of the dull nature of some lectures than it is about the attractiveness of personal devices. Our keynotes were presented in a large traditional lecture theatre with tiered seating. Again, this is something that all educators should be aware of.

Question Time!

Learning with e's

Education lecturers Kelly Davis, Phil Selbie, Miles Opie, James Bettany and Kath Vineer all featured, taking the stage to field questions about education, testing, curriculum, philosophy and politics. Photo from the video by Benji Rogers Question Time by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

I live and work in the future, but I come home at weekends

Learning with e's

It has been the subject of a number of research collaborations over the years, and is something he lectures upon to students on a range of Education courses within the University. All of these are now embedded into everyday use and have been applied to enhance and enrich learning experiences. As I remark in my interview, 'I live and work in the future, but I come home at weekends.'

The open access debate

George Siemens

At the EDUCAUSE 2011 conference today, I had the pleasure of attending a lecture by Hal Abelson – founding director of Free Software Foundation and Creative Commons. He presented on the state of openness in education. While on the surface openness is gaining traction through scholarship and publication, content providers and journal publishers are starting to push back.

Twitter in the classroom

Learning with e's

If I wanted to hide behind technology, I would stay at home, and use my laptop and ''death by PowerPoint'' to lecture to my students from a safe distance. Large plenaries are presented with guest speakers in lecture theatres, and then they are split into 6 or 7 smaller seminar groups where discussion, debate, and other forms of discursive learning are supported. about Twitter.

Going off road

Learning with e's

always have an idea of what I'm going to cover in my lectures and seminars, but I rarely write anything down, preferring to keep several ideas in my head so that I can respond quickly and flexibly if the situation demands it. Veering off the beaten track is something I often do. Beaten tracks are too 'safe' and restrictive for me. can't help it. have never been comfortable when I'm confined.

Agile 54

Capturing the moment

Learning with e's

In the room there were lecturers in economics, politics, sociology, psychology and education. I had some very interesting, and at times intense conversations with a number of delegates as between us we tried to navigate the future of higher education from our various perspectives. You can look up the Twitter hashtag for the two day event which is #HEASocSci15. Unported License.

I Believe that Learning is Inherently Social

Tom Spiglanin

When professors finished their lectures, the real learning began in study groups and teaching assistants’ office hours. This work by [link] is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 This work by [link] is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 ” 5. Clark Quinn. Thanks for reading!

The State of Instructional Design

Tom Spiglanin

Once someone has become expert using a particular tool, whether it’s bullet-point slides and lecture, classroom facilitation skills, a fully featured elearning production suite, or a rapid development tool, they tend to use it to the exclusion of all other solutions. This This work by [link] is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0

Teaching and learning through dialogue

Learning with e's

Most importantly, they conversed with me rather than lectured. One of the lecturers in the first year of my undergraduate degree inspired me to learn more and to push myself to my limits to become more knowledgeable in my subject area. "Dr Ken Gale did this using nothing more than a whiteboard and pen, along with constant discussion and questioning. Unported License.

Opening the box

Learning with e's

Many lecturers, he argued, were 'walking tape recorders', imparting content. Photo by Richard Wheeler on Wikimedia Commons #LearningIs creative by Steve Wheeler was written in Paris, France and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Don't even think about it. Unported License. Posted by Steve Wheeler from Learning with e's.

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This time it's personal

Learning with e's

If you are a student you may be sat in the same classroom or lecture hall as many other students, and listening to the same content, but you interpret it differently to everyone else. Photo by Adib Wahab This time it''s personal by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Personal. Idiosyncratic. Individual. Separate. Unique.

Narrative pedagogy 2: Maintaining the suspense

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inform my students that I'm going to tell them a deliberate lie at some point during my lecture. They listen more attentively during the lecture to see if they can detect the falsehood. Except of course for the red herring - that I promised I would tell a lie at some point in the lecture. The video above shows a version I recorded several years ago during a lecture.

Student voices unheard?

Learning with e's

How many lecture halls have adequate wifi connectivity, or charging stations/power sockets near to seating areas? by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 In yesterday's post I mentioned the Youth Media Team who featured at the ICT in Education Conference in Ireland. Are these supported?

Voice 39

#LearningIs making

Learning with e's

Nick's entire lecture is available to view on YouTube below: Photo by Hans Hillewaert on Wikimedia Commons #LearningIs making by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Many sound bites from his talk can be seen on the Twitter #EEES613 hashtag. Unported License.

Making a case for creating Open Educational Resources for use in Higher Education


consent of lecturers, participants and patients for the re-use and distribution of OERs). To stiffen this mentality up it could be argued especially in the UK that given that lecturers and the institution are funded in large part by the public purse then lecturers are honour bound to spread their educational resources to the wider public. Consider the following: 1.

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What makes an inspirational teacher?

Learning with e's

Almost a third of those who voted said they were inspired by those lecturers who were genuinely excited about their subject. One student said about their lecturer: ''He excitedly cites relevant material from memory, rousing students'' interest and maintaining their attention as if it were vital to their existence - and sometimes, I am convinced of it.'' Unported License.

What's love got to do with it?

Learning with e's

The lecture my colleague Phil Selbie presented this week to my final year primary education students was quite unusual in a number of ways. His message was clear - what you are about to listen to is not an ordinary lecture. In fact Phil''s lecture was about an unusual subject - at least, unusual in that we don''t often hear about it in education - love. Unported License.

A growing divide?

Learning with e's

The classroom is no longer the unique centre of learning, based on information delivery through a lecture." Traditionally, learning has been situated in classrooms or lecture halls, where the presence of an expert or specialist in a subject takes to the stage and delivers knowledge directly to the assembled students. In his blog on Learning Ecosystems, Daniel S. Unported License.

Narrative pedagogy 4: Connecting the dots

Learning with e's

The approach helps students to connect together the elements of the lesson or lecture and to see a more holistic view. Photo by England on Flickr Narrative pedagogy 4: Connecting the dots by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Teachers can learn a lot from the techniques writers use.

MOOCs in Workplace Learning - Part 2: Designing a MOOC

ID Reflections

It is important to check for IPR and creative commons license, and in some cases, permission from the original content creator may need to be sought. Synchronous Learning through Video Lectures Imagine the potential impact of such lectures should holographic technology enter the scene. All of these are putting organizations and individuals in a tough spot.

The power of love

Learning with e's

This mini series on love was inspired by a lecture from a colleague entitled ''What''s love got to do with it?'' The key take away from his lecture was that all good relationships have a basis of love and good teaching needs good relationships. Photo from Wikimedia Commons The power of love by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

Personal devices in higher education

Learning with e's

This is because learners are intimately familiar with the capabilities of their own devices, and are able to use them to learn in creative and productive ways. Bring your own device'' is now common place in universities and students no longer need to study in a single location. Are today''s lecture halls designed with enough power sockets within easy reach? Unported License.

Visions and values #EEVV351

Learning with e's

believe it''s the toughest thing many of them have had to face in all of their time at the Plymouth Institute of Education. I''m very fortunate to be the module leader of this presentation, and although it was initially a daunting prospect to manage a final year module for 200 students and an excellent team of around 15 lecturers and seminar leaders, I''m really warming to the task.

Taking risks

Learning with e's

Rigid standards and curricula, and a growing culture of strict health and safety in schools has militated against a lot of risk taking. ''You can''t do that'' has become the commonly heard phrase when someone tries to innovate. Kate Galloway , a lecturer at James Cook University in Cairns, Australia, argues that there is no real learning without some form of risk. They are not taught.

Flipping the teacher

Learning with e's

The work of Harvard University professor Eric Mazur supports this approach, because, as he says - instruction is easier than assimilation, and advocated coaching rather than lecturing as early as the 1990s. For centuries, innovative teachers have been trying to find other more effective methods of pedagogy that can take the place of lecturing and instruction. We learn by teaching.

Extreme learning

Learning with e's

Others work extremely hard, giving up their sleep and sacrificing their comfort to ensure they secure the best possible outcomes. I see this happening all the time as a university lecturer. Photo by Laura F on Flickr Extreme learning by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

Cut and thrust

Learning with e's

Were we to hold such a debate we would not require a room or lecture hall, and there would be no need to invite an audience. Photo by Cut and thrust by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 I saw a thought provoking blog post this week. Not many, says Peter Ford.

Maker pedagogy

Learning with e's

My own students become familiar with researching, problem solving, decision making, team working and expressing their creativity. Teachers often believe they should lecture, to directly instruct so they can impart important content to their students. They learn from their own mistakes and express themselves more creatively through their own endeavours. Unported License.