When I first obtained CMALT qualification I submitted around these three videos to evidence my appraisal of the benefits and constraints in certain technologies in achieving a technical or teaching aim. The videos are as follows:
Firstly, how to make a ‘Narrated PowerPoint’. How to achieve a technical finish. This video outlined the options available at the time:
This thinking evolved and the field for creating content is now more developed / cluttered than ever at UWE. I summarised the different approaches in 2019 here –
Secondly, from the reverse angle I submitted a video I had made outlining how we would address a teaching need using the technologies available at the University.
I do still try and use my more in depth knowledge of systems to plot cool work arounds or workflows that combine the different elements of our technology ecology. Things such as this summary of a mroe up to date digitization of OSCEs event face to face event –
Thirdly, systems in use for multi-modal feedback on assessments. By this we explored the practice associated with giving audio and video feedback.
At my level, I down source a lot of the product research to those I manage. It is an excellent personal development exercise for people new to being a learning technologist. I manage three positions that are designed as entry level jobs into this part of the industry. The have reviewed the following:
- 2017 Audience Response systems (Krystina Selley and Naomi Beckett)
- 2018 Audio only hosting (James Rawlings)
- 2018 Video enriched branching learning scenarios (James Rawlings not linked)
- 2018 Web cameras (Husna Ahmed)
This actually leaves very little for me to do in the way of research on my own terms, merely I act to set the parameters for the assessment. The more senior I get, the less decisions I get to take about this other than suggesting what needs to be in the mix, the larger decisions where I would need to be involved have all together stalled at my institution in the last two years.
What has changed however is what needs to be considered when assessing the benefits of systems. There are wide scale legislative changes that have come in across the 2018 – 2019 period which raise more pertinent and socially responsible aspects of systems used in digital learning higher up the chain in terms of evaluation. This will be explored later in this portfolio but it is heartening that we now have informed conversations about accessibility and data protection that we were mumbling our ways through less than a decade ago.
I work in a large HEI and the digital learning support services are very dislocated and there is a somewhat of a post code lottery on support services per Faculty. So the next large piece of work for myself and other senior stakeholders in digital learning is to make an environmental that is more sustainable for technology commissioning with a larger centrally support tool set and allow for innovations with these new higher priority risks managed better. By this I mean guidance for those going off piste to analyse not just the constraints and benefits or certain technologically enhanced approaches to their teaching but also how they comply / exceed the expectations of the institution form a legal / socially progressive stand point.