learning and teaching
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People & Projects – Presentation
I’m working with a colleague on a presentation for a group of new colleagues that have just made their start at the organisation – the preso is especially designed to give them insights into the people and projects they’ll most likely interact with. My part of the preso starts from Slide 11 – it’s bright, colourful and informal, but totally sincere.
- amidoinitrite, education, elearning, learning and teaching, learning design, masters, production, Vomit, workflows
What do you do?
My friend is investigating learning design, more specifically “Learning design systems to support the design and production of online learning experiences at scale”, which is exciting stuff. They’ve asked me to share my responses to a few questions. How would you explain the practice of learning design to a layperson? I would explain the practice of learning design as the intentional authoring of an experience whereby the participant is able to know or do something differently than they did before they started. Of course, we’re working in a formal education context, so what the participant needs to know and do differently is measured against a set of specific outcomes or…
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750 Collins
- amidoinitrite, Concept, D&D, education, elearning, game based learning, learning and teaching, learning design, resource development, StoCo, Vomit
I’ve joined the Spring 2022 Write Your First D&D Encounter Workshop!
I’m super-excited about making a start on the Spring 2022 Write Your First D&D Encounter Workshop, which is a fully-online 4 week course that launches on 1 May and finishes on 31 May. We are so excited to see all of the buzz about our upcoming Write Your First Encounter workshop! If you want to get started in writing for #DnD 5th Edition, this is a GREAT place to begin. Join us starting May 1st! Register here: https://t.co/SIPsYuX9pT pic.twitter.com/2MWSNPHg5Y — Storytelling Collective ✏️ #StoCoComics (@StorytellingCol) April 26, 2022 What I’ll do By the end of the workshop, I’ll have written and produced a one-page D&D 5th Edition encounter – a…
- amidoinitrite, Artifact, Concept, education, elearning, learning and teaching, learning design, production, resource development, Vomit, workflows
Figuring out with Figma: Design Thinking Now!
Retrofitting the components, wireframes, designs and prototype of the ‘Design Thinking Now’ online course with Figma, for fun, skill-building, experimentation and exploration, and more.
- amidoinitrite, Concept, education, elearning, learning and teaching, learning design, production, resource development, Vomit, workflows
Fiddlin’ with Figma #1
Having fun and learning something new by fiddlin’ with Figma and making my way through their beginner tutorials (Explore ideas, Create designs, Build prototypes) about creating a social media app, for pets – petma. I’m really digging Figma – it’s a great little tool that’s been intentionally designed for collaboration and teamwork, which is fantastic.
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The Slate Setup
- amidoinitrite, education, elearning, learning and teaching, learning design, production, resource development, showcase, workflows
Showcase #4 & Showcase #5 – double header
Today we presented two showcases back-to-back. It was a double-header, where we told people about what we do and what where all about, and more. It was awesome. Learning for professionals We’re not just about building courses – we’re passionate about working with you to design, develop and deliver unique and engaging learning – for professionals. What’s so different about what we do? We know professionals are different, not only from the typical undergraduate student at university, but also from each other. They might be juggling full-time jobs, they might be taking on some extra study while commuting, maybe balancing family life or studying at odd hours. They could be…
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The Desktop
The “Desktop” – as at 12 April, 2022.
- amidoinitrite, Edtech, education, elearning, learning and teaching, learning design, production, resource development, showcase
Showcase #3
Today was Showcase #3. Much like Showcase #2, I showed some examples that demonstrates how our learning is designed to meet the unique needs of our learning cohort – our stuff is designed especially for working professionals, leaders, teachers, or even trainers. Tech education for clinical educators, or EDTECH as we refer to it, is a great example of a course where we invite participants to bring their own professional context to the course. Over each week of the course, participants learn about the how and why of particular technologies e.g., video, visual media and interactivity, but also the explore the underpinning learning theories of instructional design and how people…
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The National Microcredentials Framework
The Department of Education Skills and Employment released its National Microcredentials Framework. ‘The framework’s goal is to provide greater clarity and understanding within the tertiary education sector and amongst learners as to the value and recognition of microcredentials’. For us here at Monash (and probably others in the higher education sector), there’s nothing really startling or controversial in it. If anything, it provides some assurance that Monash’s current approach to designing, developing and delivering microcredentials is aligned with the thinking of the Microcredentials Working Group. Of interest, is the Independent Tertiary Education Council Australia (ITECA) view that the Australian Government’s new Microcredentials Marketplace look set to fail spectacularly as it…
- amidoinitrite, education, elearning, learning and teaching, learning design, production, resource development
Presentation – PD Working Group Meeting
Today I gave a presentation on our recently launched Compassion training for healthcare workers course with lead educator Debbie Ling at our PD Working Group Meeting. It was a great collaborative presentation. Debbie spoke about her lived professional experience in healthcare and compassion as well the identified need for this type of training for healthcare workers, while I spoke about how we teamed-up on the design, development and delivery of the course. Dr Debbie Ling is a Lecturer in the Department of Social Work at Monash University and key contributor to the Monash Centre for Consciousness and Contemplative Studies. Debbie’s research focuses on compassion, common humanity and prosocial behaviour. Debbie’s…
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Daily whiteboard
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Showcase #2
Today, the team presented a showcase to a number of potential clients who are interested in how we might help them out. It was all hands on deck, where each team member had a chance to talk about our approach to designing learning experiences framed around professional practice and also present examples of work we’ve done – great stuff. I presented three examples that demonstrated learning designed to meet the unique needs of our learning cohort and how they’re not the typical university undergraduate – our stuff is designed especially for working professionals, teachers and trainers. Tech education for clinical educators, or EDTECH as we refer to it, is a…
- amidoinitrite, Concept, Edtech, education, elearning, learning and teaching, learning design, production, resource development, Vomit, workflows
Automation & Tooling – why not consider them as helpful colleagues and team members
For a while I’ve been thinking about how adopt a different approach to tooling in our team, beyond nameless and obtuse groups of tools built on google sheets that record and reveal information about our projects. I think there’s value in considering these tools more like colleagues and team members with position descriptions and real roles to perform. I also think there’s value in extending the metaphor to the point of giving these team members names, for fun and function. Meet the team Introducing Wanda, Dennis, Terry, Justin, Gordon, Velma, Valerie, Bruce and Pam – as google sheets and valued colleagues, their job is capture logistical information such as hours…
- amidoinitrite, education, elearning, learning and teaching, learning design, masters, resource development
“Learner revisitation of the same MOOC: formative feedback and its impact” at the Virtual FLAN Meeting: 24.08.21
Although the goal of this research was to investigate enrolment data, learner activity data and themes identified from comments made by revisiting learners between 2015 and 2020 to identify the factors that contribute to learners revisiting a MOOC, this presentation will focus on the contribution that formative feedback made to learner revisiting.
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Content and code management – tooling
Today I spoke to the team about how we might explore the use of a tool/service that allows us to easily store, manage and share regularly used content and/or code snippets. I was really interested in hearing from them if exploring the use of tools/service is something worth doing? Remembering this is not so much about creating cookie-cutter courses (because they’re all individual and unique), but more about creating readily reusable code that forms the foundation. An example – while the set of Arts translation and interpreting courses are based on a template for their structure, there’s still a large number of frequently used elements (call-out boxes, buttons, accordions etc)…
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Professional Practice Action Plan – Service Design
Service design Stickdorn and Schneider (2011) describe service design thinking as an interdisciplinary approach that includes and connects various fields of activity. These fields of activity result in the design of systems, processes, products and experiences that benefit the end user (and the organisation). Service design is as an iterative process made up of four stages: exploration, creation, reflection and implementation, and are a very basic approach to structure a complex design process (Stickdorn and Schneider, 2011). Design Council (2019) describe a similar process of discover, define, develop and deliver, which is another way of working to confirm the problem definition and once to create the solution. There are also…
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Digital learning intervention plan for a 6 credit point postgraduate Mindfulness ‘Train-the-Trainer’ program
Context and cohort Mindfulness, in its simplest and most universal sense, is a mental discipline that involves training attention (Hassed, n.d). Mindfulness is also about intentionally paying attention to whatever you’re doing and what’s happening around you, which as a practice, can result in improvements to cognitive and academic performance, health and wellbeing and improved relationships. Deliberately paying attention is important, and as research by Sheline, Barch, Price, Rundle, Vaishnavi, Snyder, and Raichle (2009) and Broyd, Demanuele, Debener, Helps, James, and Sonuga-Barke (2009) suggests, when we’re not paying deliberate attention our brain switches to ‘Default Mode’ – a type of attention associated with poor cognitive functioning and impaired performance. With…
- amidoinitrite, Edtech, education, elearning, learning and teaching, learning design, resource development
Seminar – Micro-credentials within the AQF: Who’s the winner here?
On Tuesday March 12, I attended the inaugural Victorian Edtech Seminar – ‘Micro-credentials within the AQF: Who’s the winner here?’ seminar hosted by Study Melbourne and Edugrowth. The seminar provides an opportunity for interested people to hear from an erudite panel of representatives from across the education and edtech sectors on a topic of growing importance in education and technology: micro-credentials. The focus of the inaugural seminar was micro-credentials within the Australian Qualifications Framework (AQF), the national policy for regulated qualifications in Australian education and training. Why do we need to talk about this? The Australian Government is reviewing the AQF, and is currently exploring whether or not the AQF…
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Research plan – They’re back! To what extent and in what ways do particular pedagogical dimensions, or combinations of, contribute to repeated learner participation in an online course over consecutive or non-consecutive runs?
Introduction Since their emergence in the mid-2000s, massive open online courses (MOOCs) have been predicated on making learning available to everyone, and at scale. Much effort has been spent analysing data generated by MOOC participants (eg., Guo, Kim & Rubin, 2014; Savage, 2009; Wang, 2017) to determine if video production methods, format, style, type or even duration has the capacity to solely influence student learning and engagement. While the use of instructional video by educators isn’t new to face-to-face or online learning experiences, it does serve as a critical and primary means of content delivery in a MOOC. Research across a variety of MOOCS (eg., Engle, Mankoff & Carbrey 2015;…
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Literature review: They always come: An assessment of pedagogical dimensions, or combinations of, that could possibly contribute to repeated participation by learners in an online course over multiple instances
Introduction Since their emergence in the mid-2000s, massive open online courses (MOOC) have been predicated on making learning available to everyone, and at scale. While the use of instructional video by educators isn’t new to face-to-face or online learning experiences, it does serve as a critical and primary means of content delivery in a MOOC. Much effort has been spent analysing data generated by MOOC participants (eg., Guo, Kim & Rubin, 2014; Savage, 2009; Wang, 2017) to determine if video production methods, format, style, type or even duration has the capacity to solely influence student learning and engagement. Research across a variety of MOOCS (eg., Engle, Mankoff & Carbrey 2015;…
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Jim talks about preparing students for a connected future, and everything else
Five years later, I was finally able to attend one of Jim’s talks in-person when he spoke about ‘preparing students for a connected future’ at Deakin University in Melbourne, Australia. Arrived at @Deakin for @jimgroom ‘Preparing students for a connected future’ talk. ????? pic.twitter.com/Zj82BHViq3 — Rowan Peter (@rowan_peter) July 24, 2017 The connected future could be a little different says @jimgroom pic.twitter.com/qiKfzJkV9H — Rowan Peter (@rowan_peter) July 24, 2017 Agreeing with @jimgroom that we need to recognise the role of the technology & tool/s we use – it’s about more than the culture — Colin Warren (@colwar) July 24, 2017 It’s not about the tools, man. Okay, but how do…
- amidoinitrite, Concept, game based learning, homework, learning and teaching, learning design, resource development
WWW – Simple access to web pages
I’m building an interactive experience which makes use of available weather data, much like the data services made available by the BOM or the OpenWeatherMap. This means I need to be able to load data from the web, parse it and then transform 3D geometry based on real world locations and the loaded weather data. That’s a whole load of stuff to figure out and then pull together, so I’m making a start by learning how to load data by retrieving the contents of URLs and weather specific data, just to get the whole thing going. using System.Collections; using System.Collections.Generic; using UnityEngine; //using System.Xml; //using System; public class SimpleWebAccess :…
- amidoinitrite, Edtech, education, elearning, field report, learning and teaching, learning design, resource development
WIFI PASSENGER FLOW ANALYSIS TRIAL – Richmond Station
I’m interested in the teaching and learning as well as art applications of this technology. What’s interesting about this as an exercise is the wasted opportunity to celebrate and showcase respondents of their input into the data gathering and research process. Metro and Monash could have actively showcase the exercise by representing the number of passengers/users on the platform in a creative way, personally and publically – on their device and on large screens and through speakers. Doing this may mitigate some of the possible resistance by passengers who only find out about their contribution to research after the fact – they see a small sign that gives them an…
- amidoinitrite, Edtech, education, elearning, field report, learning and teaching, learning design, resource development, startup
EduGrowth pre-accelerator pitch night
It begins… EduGrowth Pitch Night! @edugrowthaus pic.twitter.com/jtajUT4stW — Rowan Peter (@rowan_peter) June 21, 2017 A packed house at @WeWork Pyrmont fore the @edugrowthaus pre accelerator pitch night pic.twitter.com/7w1WPGhJNf — Maria Spies (@marialspies1) June 21, 2017 Let the games begin! @edugrowthaus pre accelerator pitch night begins! @WeWork pic.twitter.com/PVzikPWVsh — Maria Spies (@marialspies1) June 21, 2017 Clever bean kicking off the #EduGrowthAUS pre-accelerator pitch night. #edtech #edtechAUS #starupAUS pic.twitter.com/r85tHYTt6r — EduGrowth (@edugrowthaus) June 21, 2017 Anne Rowe from Sapphire Key Solutions: up to 50% increase in marking efficiency for teachers. #edtech #EduGrowthAUS #edtechAUS pic.twitter.com/QE2aJ8XEJi — EduGrowth (@edugrowthaus) June 21, 2017 Course Scores: how do you know which course is for you? …from…
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Is everything hackable?
Is everything hackable? Yeah, I think so. Does hacking known problematic student administration-style services and ‘wicked problems’ potentially lead to better teaching and learning outcomes and experience for students, staff and the university? Could it be done in 36 hours? That’s the answer I wanted to find out when I attended Monash University’s HackMon. Marina welcomes #hackamon participants and provides insights into design thinking process. @HackaMon1_2017 pic.twitter.com/LESN8vnUsJ — Rowan Peter (@rowan_peter) March 24, 2017 Academic director of MU-OLT, Kris Ryan provides a teaching and learning context during his introduction on the morning of the first day. Kris Ryan #HackaMon: ‘I love to learn’. Looking for participants to find solutions to…
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Service Design Boot Camp at GA
On Saturday 20 August I attended the Service Design Boot Camp workshop at General Assembly in Melbourne, which was pretty cool. I’ve been interested in the discipline for some time, exploring aspects of design process, prototyping, testing and iterating with Coursera’s Design: Creation of Artifacts in Society open online course online course, but I’ve never had the chance to embrace it fully face-to-face, until now. Awesome. On the promotional page for the workshop they said “This course is for anyone that has an interest in applying the design process to solve complex problems. It’s likely you’ll have many transferable skills or experiences that will be put to use through the course…
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User journey
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Deliberate practise with feedback
You have to have feedback as quickly as possible. 10,000 hours with a teacher, with constant feedback, is critical. What better feedback than skateboarding? You skate, you make a mistake, you fall, you bleed. Repeat. If you don’t get better, you break bones and have to stop. If you learn from your mistakes with the help of teachers, you stop bleeding.
