In 2006 I started studying ‘Interactive Multimedia’ at Huddersfield University. During my studies I discovered the course was aptly named, as I learned several technical languages and software that I have used almost every day since:
- HTML
- CSS
- PHP
- MySQL
- Adobe Flash
- ActionScript
- Adobe Director
- Cinematography
- Video editing
- Adobe Premiere and Adobe After Effects
- 3D modelling
- 3DStudio Max
- Autodesk Fusion 360
- Blender
Sadly some items on this list did not stand the ‘test of time’, such as Adobe Director. Which was very short-lived and, although powerful and very useful, the software was discontinued. The vast majority thankfully are still market leaders.
This provided a good grounding for when I started at Coleg Gwent as I already had experience with the Adobe Creative Suite, the full Microsoft Office Suite, and multiple content management systems. Whilst there, I continued my development by attending several Moodle and Linux, Apache, MySQL, PHP (LAMP) training events. Eventually, I was tasked with delivery of this training to others within the college and to external clients.
I also attended several JISC Moodle-Wales user groups (‘Moodle meets’) and liaised with other Further Education learning technologists and academics. It was whilst I attended these events that I first discovered ALT.
Since joining Oxford Brookes University, I have increased my knowledge tremendously, not just in technical skills but also in education development and learning design. I also formally started my teaching ‘career’ by studying:
- First Steps into Learning and Teaching (FSLT)
- Which is targeted at new lecturers, people entering higher education teaching from other sectors and postgraduate students who teach. (accredited 10 M-level credits)
- Introduction to Teaching in Higher Education (ITHE)
- This introduced me to the fundamental principles and topics of current interest in learning and teaching in Higher Education and communicated the ethos about teaching at Brookes.
- Teaching Online Open Course (TOOC)
- An intensive introduction to supporting student learning in online environments. Which included scheduled activities, selected key readings, specially developed course resources, skilled online tutors and guest experts. (accredited 10 M-level credits).
- Several educational and learning technologist MOOCs.
- Train the trainer
- Which is designed to enable staff to design and deliver an effective group learning intervention.
- Inclusive Learning and Teaching Environments (a FutureLearn MOOC delivered by the University of Southampton)
In 2016 I also taught TOOC, specifically weeks 2: Designing engaging online activities; and week 4: Supporting student learning. I have also during my time at Brookes developed several courses and modules, including several courses that are mandatory for all staff, for example, a ‘Prevent‘ course.
Designing Activities badge awarded to students for successful completion of week 2.
Aims and objectives
Consider different learning design frameworks and what makes a good online activity.
Use a framework to analyse an activity you have experienced or used.
Get to know your other group members.
Supporting Students badge awarded to students for successful completion of week 4.
Aims and objectives
Consider ways to support learning in an online environment.
Identify incidents that impact upon an online learner’s experience.
Learn strategies for avoiding and overcoming critical incidents.
I have decided to publish my CMALT portfolio using WordPress as, along with 35% of the internet (in 2020) I believe, it offers a more dynamic, secure and a more professional finish than other Content Management Systems (CMS). WordPress sites are also automatically optimised for mobile browsers by being dynamically scalable and (through the use of plugins) can have several content checking systems in place to aid in user accessibility.
Reflection
It is sometimes challenging to work with several different technologies at the same time. Within my role it is important to have a working knowledge of a diverse range of technologies that are being used within the institution. Oxford Brookes University uses Google Apps which is constantly (and sometimes without notice) upgraded over short periods of time. Something I am fond of saying is “You don’t know what you don’t know“, I find this pushes me to investigate different aspects of technology and constantly keeps me questing (researching and learning) for more.
As a eLearning technologist I find it is important to always work to best practice as, as I stated previously in 1a, ‘there is a absolute benefit for eLearning technologists to use the systems that they provide for others’, this also applies to what we expect of others, especially the academics we are working with. We can not expect others to follow best practice when we ourselves do not follow it.
It is our (the eLearning technologist) role to make sure that academics feel confident with a technology so they can then work with the technology themselves. What I find truly empowering is then seeing the same academics teach others about this technology.
Specifically, I have created several interactive guidance pages using HTML and PHP to provide self directed ‘on the ground’ assistance. For example, when teaching online (during COVID-19) was first implemented, most academics had never heard of Zoom or Panopto, now these technologies are common names within the University. I created the below pages to help staff acclimatise and learn how to use both technologies to assist their students as best they could.
