To block or not to block?

Talking about blocking again?  Yes, this is one of the dilemmas facing educational institutions.  How should we juggle between educational, social and safeguarding needs?  Today I’d like to extract some discussion from a mailing group on YouTube in this regard.

A colleague on the Curriculum Champions mailing list invited others to share their colleges’ practice of YouTube usage.  While we might expect YouTube being banned in many institutions, it doesn’t necessary be the case.  Some colleagues did point out the rich media resources one can get from streaming videos such as YouTube and TeacherTV.  Quite a number of colleagus saying their colleges have unblocked these sites for a while and it worked out fine.  Some colleges also adopt flexible AUP to cater the educational needs, which can be a good reference for us:

• Youtube is available in the classroom and open learning areas; access monitored by the teaching staff and open learning staff.
• Student can access these websites by using their own devices, connecting to the open wireless internet connection in most non-teaching areas of the college (e.g. reception areas and refectories), and via college PCs in learning centres before 9.00am, between 12.00-14.00 and after 17.00 (i.e. before teaching starts, lunch time, and at the end of the core teaching day).

Technical issue might still be a concern for some colleges, e.g. bandwidth to support multi-media files.  However, it shouldn’t be a problem which can’t be tackled.  In last week FutureLab Conference, a staff member from a local authoriy mentioned that the stipulated network policy allowed some flexibilities, so individual institutions could enable access to streaming videos site if necessary.  I assume the same should apply to JANET, who support the network for colleges and universities.

To block or not to block – the choice is yours!

Note: Curriculum Champions mailing list is a mailing list managed by Becta and supported by JISC.  It gives a platform for e-learning professionals to discuss emerging technology and various issues on ICT in education.

Being creative – Cornwall College’s video

A while ago we’ve talked about how we could use video to “spice up” the communication with your students, and you were invited to check out Cornwall College Students’ Union YouTube Channel.  Alex Ledbrooke, their Communication and Participation Officer, has shared with us their latest video production on the result of exit survey for 2008/09 academic year:

How did you come up with this idea?
The ideas were a combined effort.  The content itself was generated by the survey.  I took the “you could fit xx double decker buses…” idea to the students who gave me the topical themes to work around. 

What about the actual production of the video?
I then did the creation (which is using powerpoint and very simple animation) and finally the music was recorded by a student at our Camborne campus.

Although Alex explained his work in very simple terms, I’m sure you’d agree that there’re lots of creative work and effort in it.  Not only did the students’ union manage to report “boring” figures in an interesting, easy-to-understand way, the cooperation between students’ union and other students with talents is also brilliant!   And of course their committment to follow up the negative experience is encouraging too!

So have you been inspired?  If so, don’t sit and wait – make your own media today!

Virtual Learning Environment

Throughout the last weeks, we’ve been looking at how various technological tools can help us engage and communicate with learners.  While external tools such as social networking sites, blog, independent websites are effective and mostly free-of-charge, your organisation might wish to use something with can sit within the institutional infrastructure.  If that’s the case, what can you do?  The answer is Virtual Learning Environment (VLE)!

Virtual Learning Environment?

JISC defines a VLE as “a collection of integrated tools enabling the management of online learning, providing a delivery mechanism, student tracking, assessment and access to resources” (Quoted from JISC infoNet – Effective Use of Virtual Learning Environments).  Majority of colleges, and many learning providers, now have a VLE in place to support learning and teaching.  VLE can be a single platform (such as Blackboard and Moodle) or an integrated set of tools.  Many institutions are now looking at, if not already, connecting the VLE together with intranet and library catalogue, so staff members and students can use all the facilities with a single-login, anytime and anywhere.

When using effectively, VLE is a powerful tool to make learning more flexible, interactive and personalised.  There’re a lot of discussion on the role VLE can play in learning, and we’re not going to repeat it here.  Have a look around in the internet if you’re interested, sure you’d be able to acquire lots of insight.

Why VLE?

One of the reasons for VLE’s popularity is its security.  Your institution has control on who can access to the platform, which means your staff members and students can conduct activities and exchange ideas in a safe environment.  This is particular useful when safeguarding issues are taken into consideration.  Most VLEs support a wide range of functions, which is also a strength.  You don’t need to use site A for blog, download software B for instant messaging, and register page C for an online forum – You can have all the functions together in one place.  VLEs allow you to upload and store files, so you can have podcasts and videos, without using external host such as YouTube.  As you can probably imagine, if enough traffic can be driven into the VLE, it can serve as an information hub, as well as a starting point to establish a strong online community.

How to use VLE to strengthen learner voice?

Using Moodle as an example, the basic functions you need to create dynamic and interactions are all in place.  For example instant messaging, survey, forum, blog and wiki (Wiki is very useful if you wish to have collaborative writing with a group):

To use VLE effectively in engaging your students, it’s important to:

• Be interactive: a lot of students find their VLE systems “boring”, like a “warehouse” which stores materials only. To attract students to actively log-on and use the system, it’s essential to make it interactive, so they can participate and feel being part of it.  Online forum and “user-generated” content are always good points to start.
• Have a presence: most institutions use their VLEs with a discipline-based approach (it’s natural, as VLE primarily supports learning). While as sudents’ union or student support unit you can’t control how others use the system, but it’s definitely helpful to establish a presence in the system.  Having a quick link or a pop-up box right after students login the system can definitely catch their eyes!
• Link up: Even if you’ve an independent website, a Facebook group, etc. it’s still worth to link them up with the VLE, so as to maximise your chances to reach out to your students.

Remember to work closely with your colleagues at the IT department, they’ll be able to give you advice and support that you need!

FEstival

Two days ago, NUS hosted the first annual networking event for FE student officers and learner voice professionals.  We had altogether 80 participants joining us to share experience and ideas on various campaigns and issues in the FE sector.  Becta is also very pleased to support the event as sole sponsor.

As this blog is about using technology to strengthen learner voice, I’m sure you already expected something about technology!  Yes technology played an important role in facilitating the whole event - We’ve built a social networking site using Ning, for delegates to check out agenda, discuss different issues and share thoughts before, during and after events (Ning is a good platform if you wish to have more customised and secure environment for a specific target community).  Some delegates volunteered to use flip cameras to record their fellows’ actions and feedbacks throughout the day.  We also had a breakout area with laptops, so delegate could comment, blog or upload files onto the Ning website real time.  Besides, we also had a Twitter hashtag (#nusfestival), and invited delegates to text us feedbacks at the end of the day.  As some delegates mentioned, technology was everywhere and it proved to be very effective in creating and facilitating the dynamic!

We’ve also held a workshop on how technology could help engage students.  Delegates shared how they currently used technology at their colleges, and what more they would like to see in the coming year.  Many students’ unions are now looking at setting up their own websites, using online registration for their activities and events, introducing online forum and blogs, installing video conferencing and texting system, as well as improving the use of their virtual learning environment.  It’s encouraging to see more and more officers seeking technological solutions to better support their students in multiple campuses, with various engagement alongside their learning journey.

The best quote I heard about technology during the day was – It’s about finding a solution, even simple things like a phone call can be very useful! - It’s not about making life fancy, but making good use of technology to get the right things done!

Blog – Online presence with a voice

In the last few blog entries, we have discussed how an online presence can be established through social networking sites and independent websites; while these tools are powerful and can effectively disseminate information and maintain a searchable platform, there is one single tool I’d highly recommend on top of them – Blog.

Why blogging?

Unlike other formal communications, blogging enables a mixture of formal and informal communication approaches: Company CEOs talking about their ambition, travellers sharing their experience, students’ union presidents expressing their ideas and thoughts… the unqiue “voice” in between the lines is more engaging and reflective, just like our old friends telling their stories.  At the same time, blog is also a very good tool to provide information and collect feedbacks.  It’s therefore a very popular tool in this social media era.

If you don’t want to spend a lot of time maintain an independent website, and you don’t want to use social networking tools such as Facebook and MySpace, blogging tools can also help you establish an online presence quickly.  For more information on how blog can be used as an alternative to a website, check out information 1 and 2.

What to blog?

The essence of a blog is its update – so you can keep your audience informed anything that you think they’d be be interested in.  For example:

• Event information
• Call for campaign support
• Policy updates
• Meeing highlight
• Discussion of learning issues

Want some ideas on the content and the tone of communication?  Why not checking out some excellent examples from various government and political organisations?

 

 

 

How to blog?

Exisiting blogging tools are pretty user-friendly, so you won’t need a long time to pick the skills up.  However, there’re other issues you need to consider.  Resource planning is very important:

• How often do you plan to blog? (If it’s left in the cold for too long, your audience might lose interest!)
• How many people are involving? (Bringing in different voices is brilliant, but that needs a bit of coordination.)
• Who is responsible for what?
• What kind of tone of language would you adopt?
• Do you have other tools to help you create content? (E.g. Camcorders, audio recorders, etc.)
• Should your blog be hosted externally (E.g. with WordPress or Blogger)? Within your organisation’s website? Or within VLE (Most VLE supports blogging function)?
• How would you integrate your blog to your wider communication strategy?

Need more ideas?  Check them out:
Imperial College Union Blog
Your Lewisham College (This blog is establised by college members, but open for individual students to submit entries for publication. This idea is quite interesting and has made good use of the “collaborative power” in the social media era.)

Engaging students by videos

A while ago, we have discussed how videos can spice up your communication with your students.  Lancaster and Morecambe College Students’ Union has just finished their new promotion video, which is really informative and with a great sense of humour!  Here is the video:

We have invited their Student Liaison Officer (SLO), Adele Burrow, and Film & TV Tutor, Janine Bebbington, to share their experience:

What are you planning to use this video for?
The film was primarily made to be used in the Induction Talks to new students this September so it will be seen by all new students to the college. It is also on Facebook and U-tube, and was shown on a TV by Main Reception throughout the Summer Term 2009.

How did you start the planning and preparation?
The SLO contacted the tutor on the Film and TV course and asked if it was possible for her students to put together a promotional film for the SU. This fitted in well with one of the modules on the course so she asked the SU to put together a brief for her students (first year National Diploma Film and TV). The SLO presented the brief to the students as ‘an external client’ to give them real-life experience.

How much did it cost?
The SU decided that they would contribute £200 towards the film so that the students could purchase a new group tripod and individual mini-disks.

Who decided the content and presentation of ideas?
The students on the course split into groups and came up with ideas, which were then pitched to the SLO over an afternoon (unfortunately the SU officers couldn’t make the time of this session – hopefully they will be able to do the judging next year). The winning group was selected and the other groups then fed their ideas into the idea for “SU TV”. None of us was too prescriptive – that way everyone was allowed to gain from the project – the SLO and tutor were open to suggestions from students and willing to trust their ideas. Projects like this could become unstuck if too many “directors” emerge

How was the production process?  Did you encounter any difficulties?
The filming was made over just a few weeks and there were a few challenges along the way – e.g. the module fell in the Autumn Term and thus the SU volunteers were new in their roles – some didn’t want to be filmed and some couldn’t meet at the times the film students were available.  In spite of the challenges and the short turn around, the students put together a fantastic film with the support of their tutor. We also had a fairly tight structure that the students operated within, so that things did not run away with themselves. 

What do you think are the advantages of using videos?
It’s a fantastic medium that reaches a wider audience. Student feedback is always to cut down text on flyers and that many don’t read lots of text information. Creating a vibrant and amusing short film captures the imagination and represents the opportunities much more clearly.

If you were to give one advice to others who are interested to use videos, what would you say to them?
Make links with departments with the expertise e.g. Film/ TV courses! The tutors can then look at where it could fit into the curriculum and choose motivated groups who are interested and up for the project.

Digital literacy

After our series of training and consultation events with college students, I am now working on the footage and data collection from the raw materials.  One initial and common response from students, when we asked them how they used technology for college work, was to “research with tools such as Google and Wikipedia”.  While this is understandable and most of us do that to quickly retrieve information, is it good enough for more serious academic pursuit?

A student from Ireland conducted an “experiment” by putting a faked quota onto Wikipedia (News article can be found here) and tested whether the public would be able to identify it.  A number of media organisations, including Guardians (Their response can be found here), failed to verify the validity of the information. While this incident shows the worrying practices of media or the public as a whole, we also need to ask the question on whether our students are aware of the issues of information validity and reliability on the internet.

When we discussed about the needs of ICT guidance and support with our students, they often associated the knowledge and skills with application and usage of hardwares and softwares. Transferrable skills such as criticial thinking do not seem to come across their minds as something related to the technological world. Some of them also believed that the “digital literacy” we referred to was more or less like “common sense” and was taught many times during schools.  Bearing this kind of students’ feedback in mind, what do we need to do to raise the awareness, as well as equip our students with the necessary skills which they wrongly believe they master well?

This experiment done by the Irish student is a timely call for a reflection on what and how we should support our students in the technological era!

Facebook

“Facebook! Absolutely!”

That was the answer we had most often when asking what students’ favourite technological was at the moment. The JISC’s research on Learner experiences of e-learning has shown that students often attach emotional significance to technologies. This dominant response from students does echo the finding.

From student executives point of view, social networking sites such as Facebook provide powerful tools for them to connect fellow college students – those who want to keep abreast of students activities/campaigns, those who study part-time, those who are in apprenticeship and only come to the campus once a week. With its simple yet multi-functional features, they can update students their news and activities, show videos, blog and invite students to join their events without additional cost. Through the word of mouth, they can connect 70% (unofficial figures suggested by some of the student officers) of the student population who have Facebook accounts.

We also had a discussion on what made Facebook their choice over other websites.  Popularity, simplity and user-friendliness were the keys.  Student officers choose the tool(s) which help them reach the largest number of members; Facebook is an obvious choice for them, compared to other social networking sites such as Bebo, which is for younger population in their eyes. It is also believed that students might find it inconvenient to log-in to different websites; the “mashable” nature of  Facebook thus provides a pltaform for communication and sharing, where everyone can access easily.

However, students do face problems brought about by the college AUP. Many delegates pointed out that access to social networking sites is denied in their colleges. This is due to various issues, such as safeguarding, cyber-bullying, inappropriate content, as well as common concern of students browsing these websites during class time. When we asked the delegates how they felt about the situation, most of them did not see limiting access as a good solution. Although they understand the concern of protecting students who are under 18, they would like to see their colleges providing more guidance and support for safe internet usage, instead of banning access altogether.

From what we have heard throughout the last Becta/NUS events, it is pertinent to call for colleges’ reconsideration of their ICT policy. A more open and supportive approach will not only enable students to build a stronger community with sense of belonging, but also help colleges maximise the benefits which existing technology can offer.

Vision 2020

It has been a while since I blogged last time. We were busy preparing for a series of Becta/NUS two-day events around England during the last few weeks. The first one in London just finished today, and we had 27 delegates from different Students’ Unions coming to share with us their experience and expectation about technology and learning. Wonderful two days together!

In response to the Vision 2020, we asked our delegates to tell us what they would like their learning to be in 2020. And here are some of their interesting ideas:

• My dream 2020 college includes interactive mirrors for sports students where competitiona held without travel. Art has 3D gallery where people can go strait to resource interactive tables, laptop chairs, and PDAs for all students on request. Home learning possible through online class. Everything connected to each other.
• My college would be located on a floating barge city, its insides would be completely technological with thumbscan ID and equipment given to every student. It will be located underwater.
• In 2020 I want my college to give each student its own personal laptop and have it liked to the college website which have all the lessons posted. Teacher to have a touch screen board like to her computer to demostrate the lesson. All work to be handed in via internet and all students in education To have a personal laptop which they can take anywhere and have wireless access.
• The ideal college would be to have three different ICT blocks for different types of students. For them to have the choice and the chance to learn and achieve their aims.
• Indreased funding for student liasion. State of art facilities.
• Everything in the college has to be control by computers and all students should have PDAs.
• My vision consists of up-to-date technology, upgraded books, happy staff, wide open spaces with plenty of light and a tranquil atmosphere.
• Be able to access my classes at any time any place by touch and surf! Enter my college by voice or fingerprint recognition!
• Welcome to 2020, where computers are a thing of the past. There will be sensor dectecor based computers. Advanced visual and auditory libraries simplicity is the objective technology at its finest.
• Bluetooth voice activated memory card with touch screen. Issued wide laptops at the date of the year.

Snapshot of students brainstorming and drawing their 2020 vision:

Looking forward to hearing more from students in Southwest, Midlands and the North!

JISC Annual Conference: Sharing from Leicester College

As the JISC Annual Conference closed its curtain in Edinburgh, the question on how ICT can truly support learners still gives us food for thought. In the workshop “Every Learner Counts: can technology help improve student motivation and retention?”, Lucy Stone from Leicester College was invited to share their experience in using technology to support a group of work-based learners who undertook teaching assistant training. Despite being away from campus most of the time, they were supported by handheld device and the use of Moodle. According to the group, two features were particularly useful:

• Reflective journals on Moodle, which enabled them to receive timely feedbacks and support from tutors and fellow students
• An hour of chat-room time one evening a week, for tutor and learners to gather up and discuss various issues online

Having support from other enthusiastic staff members, they are now in the process of expanding this project to a wider college context. (Click here more information of the project) Looking at the success from Leicester College’s success, it is protinent to echo the emphasis of having “champion” staff members who are innovative and engaging.

Cultural change takes time, as Lucy duly mentioned; it is crucial to have successful cases as model, so as to convince others the benefit of technology to learners and the group dynamic. While cultural change is consistently named as a major obstacle for ICT development in our sector, what can we do to gradually bring about changes? The tips from Lucy for having user-friendly, not time-consuming tools and platforms might be a good start. What do you think? Do you have related experience you wish to share? We look forward to hearing from you!