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One of the most enjoyable and inspiring books I have read this year has been Sir Ken Robinson's "Out of our Minds"  and my ref...

Saturday, 21 April 2018

Stating the unspoken #oer18 #knowhow Sowing the seeds for a fairer world.



Having returned home from the #OER18 conference where I presented this session I have decided to clarify some points which I may not have made clearly on the day as time was short and I had to rush to run another session elsewhere. 

I shared the experience of running a small staff and student investigation into open educational practice at Warwick. I believe there are aspects of the way this was done which were exemplary and effective. There were also aspects which could have been improved were it not for internal tensions and confusion over roles, responsibilities and mission. I am not blaming anyone, just looking to surface the points where barriers appear which can prevent us from achieving our aims. 

What went well:

  • the bringing together of people from different parts of the institution over coffee to share our perspectives
  • the freedom for participants to choose which project aims they wanted to contribute to and when to do that
  • the agreement to create a metaphor and communication channels we could all embrace and understand
  • the open validation and publishing of contributions, leaving a legacy which can be built on by all.
What could have been better:
  • the insecurity of some participants due to job changes and political climate (Brexit, funding etc). 
  • the lack of shared understanding of open education and evident suspicion of a hidden agenda.
  • confusion over whether the project's internal communication should also be cleared by our external communications as it would be openly available. 
  • Delays in funding had a knock on effect on spending, staff and student time is limited and when funding is delayed and time limited it can prevent the possibilities which we had planned being realised. 
  • internal alignments of this project were clearly with agendas such as those of academic technology, skills development and research support and yet there is little evidence of follow up from those areas.  
I can see that the emphasis on compliance in institutional discourse creates fear and lowers confidence, it cripples innovation, makes individuals afraid to take risks. If we are to realise the win-win that is open educational practice we must bridge the gaps of understanding, sharing and mainstreaming (as identified by Nacimbeni et al, 2014) at the most basic of grassroots levels to align practice with a clearer confidence in our mission and greater understanding of our values



Wednesday, 21 March 2018

Designing OER and becoming an Open Educational Practitioner.



This is Ufuk Balaman @ubalaman. He is a member of the Eurocall CMC sig (Computer-Mediated Communication special interest group) and we meet at Eurocall 2017 in Southampton. He invited me to work with a group of his students in Turkey who are working on learning design for language teaching. The session was planned together and ran on 20th March with me in my office in Warwick and his students in a large lecture theatre in Hacettepe University, Turkey. 

We ran it as an open session, collaborating using a range of web 2 tools and a live classroom (Bb Collaborate Ultra). Firstly I wanted to establish a shared presence and we used several tools for this:


  • A shared gdoc which held the session plan and links
  • A padlet board to share images 
  • Hashtags to help aggregate and extend our online interactions: #ELT382
We quickly got down to the important reflection on why we need to design using digital tools through Mentimeter:

and then the deeper conversation about the risks and challenges:

This was really getting interesting! I started to talk about the Video For All project, an EU project looking at how to use video in language teaching. I shared the paper on produsage I wrote with Sarah Pasfield-Neofitou @sarahconf (then at Monash University) which showed just how tricky it is for language educators to navigate the many restrictions on use of commercial video to provide relevant, motivational content for learners. Intellectual Property in the online space is still a battleground and some decisions are still being contested through campaigns such as #fixcopyright and save the link. I shared information about Creative Commons licences and the coming accreditation available to those using them. I shared some useful tools for video creation such as Flipgrid, Lumen5, VLC player and 

There then followed some video based challenges:

  • To share their thoughts on creating video for language teaching using the flipgrid here
  • To create an OER and add the link to a Credly badge claim in order to get their own open badge. 
I raised the point about the pressure teaching systems are currently under and the importance of sustaining effective teaching practice manned by real, talented individuals. People who can make a difference. I shared this article on sustainability. 

Now I wait to see what they devise and share. Already the fliprid responses are encouraging. We have perhaps started a community of practice here for language education designers.

Meanwhile I hope that others are going to take a close look at the potential for Open Educational Practice for the improvement of educational opportunities everywhere. I have shared a collection of resources based through Thinglink in the graphic below which came from the Opening Up Education report by the European Commission. 


Sunday, 18 March 2018

Free for all

Why Open Education Matters from Blink Tower on Vimeo.



I have just completed the first iteration of a new module LN306 Developing Language Teaching. The course has attracted a good cohort of students including a number of Erasmus students from Germany Italy and France and I have constantly been impressed with their instincts for what makes good teaching. The central objective of the course is to look at how as teachers we can create interventions to address a specific learner need and includes critical analysis of learning design and pedagogies. In passing during the course I have shared some of Open Educational Resources (OER) and tools for creation. In our final session this week I asked my students to critically evaluate the winning video from the Why Open Education matters campaign above and again the level of understanding proved a useful bridge to a constructive dialogue.

The video paints a rosy picture of how OER can improve the world, but said one of the students:

  • how do you know what "good OER" look like? After all, text books have a kudos and an authority as they are endorsed by your tutor. Who can you trust?
This has frequently been a criticism levelled at the OER movement: too idealistic, all fluffy clouds and rainbows. I explained my position. 

I am very much in favour of what has been called by Martin Weller "Little OER", resources created by individuals to fit their context and subsequently shared under Creative Commons licences so that others can remix, re-use and re-purpose. The main benefit of this sort of creative activity I posit is as a means for contributing to your professional community. I admitted that I have created and shared slides which have carried the odd typo (as indeed do many text books I have used) but the benefits of this "open educational practice" (OEP) outweigh the disadvantages of the escalating costs for students of course materials. 

Surely the ability to critically evaluate all materials should not be sacrificed in favour of a blind acceptance that material on the reading list is automatically more trustworthy? Surely a student would be happy to know that his/her tutor is actively engaged in their professional community and able to adapt and create resources which best meet their local context? The students agreed (or seemed to at least) and I look forward to seeing their learning designs as part of their e-portfolio assessment in April. I am happy they have plenty to think about. 

The truth of course is that this learning design challenge matters more than ever to their generation and those who follow. The expertise of teachers is constantly undermined by politicians and the very existence of teaching jobs under threat thanks to "austerity". I am far from alone in seeing the potential of the open internet to inspire and support my profession.


The creative opportunities for learning design offered in the digital domain are endless:

Making your open textbook

A set of resources to get you started in curating your open textbook
It takes courage and commitment to engage in open educational practice there are few rainbows unicorns or fluffy clouds. This post describes the situation beautifully. Going open is a sign of strength worthy of Camus' approval as in L'Homme Révolté:


« La vraie générosité envers l'avenir consiste à tout donner au présent. »


Monday, 5 February 2018

New Year, new adventures.



I spent hours on Friday and Saturday this week in Groningen - one of my favourite places. Of course, I was teaching in Warwick too so my attendance at the EVOLVE kickoff meeting was virtual but no less real.


Here you can see my colleagues: Elke, Gosia, Sake, Mirjam, Fran, Sarah, Tim, Shanon, Steve and many more. All experts in their fields, a dream team. I feel honoured to work with them. We share a commitment to a plan - to scale up virtual exchange in order to increase international understanding in a world where barriers to empathy are rife, where "America first" (insert nation of choice) has become a slogan which justifies hate speech and discrimination. 

Of course none of us in the room (whether in real life or virtually) think this will be easy. We are all experienced in the trials and tribulations of Computer Assisted Language Learning (CALL) and Computer Mediated Communication (CMC). We are nonetheless up for the challenges. This new project reaches across disciplines, it brings expertise in conflict resolution and social justice together with linguists, learning technologists, researchers and practitioners. We recognise that together we can have a greater impact. We are all heartened by the knowledge that scaling up virtual exchange is seen by the European Commission as a feasible model to support intercultural understanding and to create more cohesive societies. 

We will each be recruiting in our institutions, offering free online training and accredited participation in virtual exchanges, not just in language learning contexts but as an integral part of university curricula in order to show that academia realises the importance of global dialogue above and beyond local interests. Participation supports the achievement of SDG4  , it upholds the rights of all (including those who cannot participate in physical exchanges due to cost or personal circumstances) to engage in sustained, transformational learning experiences. To use today's tools to make the future a better place.

It's good to try to make a difference, especially when everything around you in bleak. I heard that when you are feeling at your lowest, it helps to give to someone in need. It makes the world a better place. 



Wednesday, 22 November 2017

More stories of connection


And so to phase 2 of my Clavier story for Simon +Simon Ensor 

When you look at the literature around the use of technology in education you will soon come across references to disruption. Having been an early adopter of technology in language teaching I have experienced this and my Master's research (on the user perceptions of voice over the internet) also identified that embedding technology in learning design does require a return to first principles if it is to be embedded successfully. As such it is a useful mechanism if you need to focus teacher attention on why we do what we do. This perspective from IMS Global on disruption clearly assumes that there is something inherent in the existing status quo in education which needs a shake up and gives an industry insight into learning technology in the business of education. Many of us working "at the chalk face" felt that disruption was "a good thing" I'm sure. After 30 years in education the never ending re-invention of wheels and flow of buzz words takes its toll. However, taking a more critical stance we need to challenge that underlying assumption - what do we value about education that needs to remain in place?

The next phase of my Clavier journey saw new connections, collaborations and co-creations. (This story is not chronological you may have noticed, it is thematic). The serendipity of networked practice together with a heightened attention to the importance of protecting the place of human interaction in education resulted in many conference presentations and publications . The Clavier experience had ignited a spark which fed an intellectual curiosity. Central to this was a realisation of my own agency in progressing educational opportunity for all. I decided to be an open educational practitioner and again my network - an international collection of educators in many different contexts - were reliable in getting involved. This internal event about teaching excellence at Warwick saw staff exploring physical and virtual spaces, connecting virtually with Marcin Klébin @makle1 in Poland; the doors to the EuroCALL conference were opened this year thanks to collaboration with Maha Bali +Maha Bali and Virtually Connecting, my students have created open educational resources and even contributed to online conferences, the WIHEA #knowhow project (see https://storify.com/WarwickLanguage/warwick-window-on-teaching) produced resources and connections to help others decide on a path to opening up their work. Having found my voice in the academic community and a means to engage in the meaningful deployment of my abilities across institutional and national boundaries thanks to the open internet, I have made yet another career "modification" - one where I can pass on a new perspective to students considering teaching languages.(https://www2.warwick.ac.uk/fac/arts/modernlanguages/applying/undergraduate/crossschool/ln306/) I do not wish to be a "teacher trainer" but rather a co-learner in order to support the sustainability of a profession which I have loved throughout my career. Clavier has been part of that unexpected sequence of events and the network which has stretched around the world has seen me working with colleagues in Egypt, Poland, Sweden, Australia, the USA, Spain, Finland, Canada and the UK! 


Tuesday, 21 November 2017

Stories of connection



The paths we take as we travel through life are sometimes the result of conscious decision making, sometimes the inevitable result of our behaviours, sometimes directed by others, often a complex weaving of all of these and more. Simon has asked me to reflect on my Clavier journey and as I have captured much of it through my writing, publications and discussions I have decided to weave it here in my first blog. 

CLAVIER is more difficult to define than the acronym may appear, as I recall Simon and I discussed the choice of letters as I traveled back from a trip to London for a UCML meeting. At that time I was working with this umbrella group for languages to support communications using social media and to raise awareness of the need for better government support for languages in the UK.  I have always been a passionate advocate of language learning, although my understanding was irrevocably changed when my first son was diagnosed with a language disorder back in the 1990's. 

The first connection with Simon came (as you can see in the artefact shared at the top of this post) in 2011. A supportive intervention in what was becoming a rather bad tempered exchange online. This serendipitous meeting on Steve Wheeler's blog back then was the spark that led to the creation of connected network at a point when I had recently developed an online space using moodle for supporting the teaching of languages at Warwick's Language Centre. The opportunity therefore to connect our student cohorts meant that we could set about creating a shared, large scale virtual exchange

The background to the years since then has been the "elevator music" of the skeptic. Public discourse full of condemnation of social media, a "bad thing" for promoting trolling, anti-social behaviour, even terrorism. I have to say that apart from the negative physical effects of all the time spent sitting working on a screen (which I should have counter balanced more actively through resistance and greater emphasis on physical wellbeing) the connected approach to learning and teaching has been overwhelmingly positive for me. In 2014 I reflected on the happenstance arising from digital connectivity.  

My background coming to this project was quite different from that of Simon. Language teaching has been my career since I left university, I completed my Post Graduate Certificate of Education (PGCE) back in the 1980s at Warwick and I had worked for 15 years in secondary education rising to a leadership role before joining the Language Centre as a part-time tutor when my children were still young. I had been an early adopter of learning technologies and when I returned to Warwick I was able to complete further learning including an e-learning award and a Masters in Post Compulsory Education which had provided lots of opportunities to reflect through blogging. I reconnected with the EuroCALL community finding Graham Davies online (sadly now passed away but not before he agreed to deliver some staff training through his Second Life presence, a real highlight for me) and this inspired me to research through my teaching and this community. The learning was further extended through becoming part of the Association for Learning Technology where I have increased my technical and theoretical perspectives in learning technology. 

So that's phase one of Clavier for me...the next post will cover the next phase. 


Saturday, 30 September 2017

CMALT review: from now to 2020!


With thanks to @davidhopkins for prompting me to write this!

Last summer I was delighted to get confirmation that my CMALT status has been extended until 2020. With it came the suggestion that my submission could have included reflection on where my career will go next. Well, that really would have required greater powers of prediction than I have. We all know the question don't we: "Where do you see yourself in 5 years time?"



From when I first started out in teaching back in the 1980's I have always been very aware of the importance of setting career goals and I have had what some might call a successful career. I moved into teaching management early on, becoming a Head of French after just 2 years in the job. I have been very deliberate in managing a portfolio of my work in order to navigate my way through the many challenges of having a family, balancing their needs with my own. I took the risk of changing sectors - hence la modification , investing time and energy in professional development, learning and contributing to my communities, supporting and mentoring others. It has been this approach which more recently has shaped my goals, which have become less about my career and more about what I believe to be important: addressing social injustice and working for fairer access to education for all.

Perhaps this means as I have got older I am less interested in being driven and more interested in who is driving! That's not to say I have decelerated my career though. When I became a teacher I was very aware of the privilege of becoming a member of a professional community. I have been shocked by the drive to de-professionalise my profession, successive politicians have undermined the importance of real people working as communities of practitioners, focusing instead upon target setting and league tables. Forgetting the humans at the heart of human learning. As a result there is a huge recruitment crisis in education and a real risk that UK young people will not have access to the learning they deserve. Social inequality is greater in the UK than ever with 4 million young people growing up in poverty.

So my personal career progression seems rather unimportant by comparison. It would probably also rely on completing a PhD. This would mean diverting financial resources away from my family to achieve an ambition. That's a club too far. If I do get there it won't be through the UK system as the financial cost is too high.

I take greater pride in these developments:

  • being part of the EVOLVE project a 3 year project to scale up virtual exchange
  • continuing my commitments to the ALT and Eurocall communities on the Open Ed Sig and the CMC sig
  • the creation and delivery of a new module for the School of Modern Languages and Cultures: LN306 will focus on Developing Language Teaching to provide a new generation of creative language teachers who will pick up the challenges of the digital realm. 
In 2020 I will be 60 years old. I doubt that I will grow old gracefully, never been my style!