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,…

“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.

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…

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,…

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…

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…

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…

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…

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…

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…

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…

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…

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…

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…

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.

Redefine and reassess everything (around you)

“What is the strange profound attraction that this rectangular piece of concrete holds for them? Do we now observe the rights of passage of a newly emerging civilisation?” – Dr Eugene D Mander (Public Domain, 1988) “I think skateboarding is a way for people to reassess and redefine everything around them.” – Ian Mackaye “Skateboarding is not a hobby. And it is not a sport. Skateboarding is a way of learning how to redefine the world around you. For most people, when they saw a swimming pool, they thought, ‘Let’s…

Mobas – mobile checklists enabling authentic workplace assessment

Mobas was a web application that enables vocational education students and teachers to create, complete and submit formative and summative assessments from their smartphone or other Internet enabled device – it was funded by the E-learning for Participation and Skills project for the National e-Learning Strategy and released in 2012/2013. Client National VET e-Learning Strategy and the students and teachers at Box Hill Institute Platform Web application/Moodle learning management system (LMS) with a custom plug-in. Audience/Users Students, teachers and workplace supervisors who are undertaking and facilitating training and assessment in…

Your ghost

When you leave your place of work, what kind of legacy do you leave behind? What exactly makes up Your ghost*? Is it only made up of the files or digital data you created or pushed around while you were in that physical space or does Your ghost transcend the physical? Can Your ghost be something intangible like a mindset or an approach to production? Can these intangible things haunt those that you leave behind? Your ghost, originally uploaded by Rowan Peter. Strange. It may seem that this is a…

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