I recently finished an online postgraduate course on technology-enhanced learning that forms part of the Open University‘s Online and Distance Education postgraduate programme. This module introduced students to the key texts, terms, and debates when it comes to technology-enhanced learning from both the practitioners’ and students’ perspectives. One of its greatest strengths was that built into the class were opportunities to seek out new technologies and apply what we were learning and finding to our own unique circumstances.
The Open University’s H800 students were from all over the world and in a wide range of professions, including teachers and educators from all levels as well as tech professionals in higher education and the private sector. It was a great mix and we’ve all learned a lot from one another as well as from the course materials. One of the things that surprised me most was the strong sense of community that developed outside of the module’s Virtual Learning Environment (VLE), the online course area provided by the Open University.
While we were provided with online forums and the ability to video chat with fellow students within the VLE, more than two dozen of us migrated many of our conversations and discussions to a private Facebook page. I also connected with fellow students via Facebook Messenger and Google Hangouts on my computer and mobile phone. I think this reflects several of the goals of the module: 1) Introduce us to a range of technologies; 2) Apply these to our own work; 3) Take ownership of our learning; and 4) Create a supportive community of practice.
Not only have I begun to use new technologies to meet a range of needs for my informal and formal learning and work as a practitioner, but I now have connections to individuals with a range of expertise that I could draw upon in the future. For example, I’ve already spoken with a few about developing the Moodle (VLE) for Slavery in the Americas that’s starting soon. I also think that as some of my posts over the past few months have demonstrated, I’ve begun to look differently at some of the technologies that I was already using in new ways, such as for informal learning, teaching potential, supporting communication, online community building, etc.
H800, Technology-enhanced learning, was as much about teaching and learning theory and debates as it was about the technology. This has been very helpful. I’ve been introduced to the language, the techniques, and the research that underpins much of the teaching and innovations that are taking place in universities across the western world. Its been eye-opening. For example, I’m excited about the possibilities of making the ‘flipped classroom’ (where instructors film their lectures to be provided to students online ahead of class so that class time can be devoted to interactive activities such as problem solving, group work, and support) a common site on university campuses.
I’m now understanding why universities and their libraries are refurbishing to provide social spaces within their buildings and providing better Wi-Fi capacity. Both the University of Glasgow and the University of Edinburgh, for example, have revamped their main libraries to encourage and facilitate technology-enhanced group work and discussion. I’m also intrigued by the controversy over whether the ‘Google generation’/ millennials are really all that different from other ‘generations’. Do they learn differently and require different teaching strategies from their instructors than previous students? Or is it all hype? Seeing as by some definitions I am a millennial, it’s an interesting thought!
I took on H800 for general professional development and to strengthen my online course creation skills. I’m coming away with a strong understanding of current teaching and learning theory and practices, awareness of the possibilities of new and existing technologies for teaching and learning, and some great connections and good friends. It’s been a good, intense 32 weeks!