tag:blogger.com,1999:blog-26496480324181754152024-03-18T03:01:29.592+00:00Daniel Scott-Purdy<b><center>My professional and personal blog, sharing my experiences of being a learning technologist and learning itself.</center></b>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comBlogger233125tag:blogger.com,1999:blog-2649648032418175415.post-66678884883165561642024-03-08T08:00:00.007+00:002024-03-08T13:51:33.477+00:00What is Immersive Learning and VR?As part of the <a href="https://danielscott86.blogspot.com/2023/10/tilt-virtual-reality-and-immersive-learning-group.html">TILT Virtual Reality and Immersive Learning practice and scholarship group</a>, for this current academic year members agreed to develop a Thrive learning pathway. Thrive is Nottingham Trent University's Learning Experience Platform (LXP) that is a staff-facing online learning environment to deliver organisational essential learning and Continuing Professional Development. I produced the following outline with contributions from members on the section 'Issues addressing'.<div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjP5crb5rPVi8OZh2SAtDqmMcIO_PBvhx0-xIpKKHyIMyZVRZABU_85g7MXrrL-YHU_nP0HumG1t0TLD4ZFlD-JQkDl0VbnVpka0NWVeTI9Kvbx5KycdPJaIxv2OGl3mV0vXZ-ngW_PCv_ID-I5seorrqbRF0fU4R2WJ9VnBAJHtC1-rh40AIGOsVw7Y-A/s2339/Thrive%20pathway%20outline%20of%20content%20-%20draft_Page_1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1654" data-original-width="2339" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjP5crb5rPVi8OZh2SAtDqmMcIO_PBvhx0-xIpKKHyIMyZVRZABU_85g7MXrrL-YHU_nP0HumG1t0TLD4ZFlD-JQkDl0VbnVpka0NWVeTI9Kvbx5KycdPJaIxv2OGl3mV0vXZ-ngW_PCv_ID-I5seorrqbRF0fU4R2WJ9VnBAJHtC1-rh40AIGOsVw7Y-A/s320/Thrive%20pathway%20outline%20of%20content%20-%20draft_Page_1.png" width="320" /></a></div><br /><div class="separator" style="clear: both;"><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFLQ9LCfdHWhlqR0fvG1o9WuUBd3HuNX39hFDEst0IQFHEp6MzJeKfSIgGWgl0RR1hyFxzIlLmWydxMYQTR4bMLOFJsBJVKklWvsxXMNiouwoASkYgJpnGNo2cMJZjudzqQ1Nsdaf1X3if32pEY1suH0WwORE9JkHJ4I6W519YMbx80z3eSQJaYo2b8A8/s2339/Thrive%20pathway%20outline%20of%20content%20-%20draft_Page_2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1654" data-original-width="2339" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFLQ9LCfdHWhlqR0fvG1o9WuUBd3HuNX39hFDEst0IQFHEp6MzJeKfSIgGWgl0RR1hyFxzIlLmWydxMYQTR4bMLOFJsBJVKklWvsxXMNiouwoASkYgJpnGNo2cMJZjudzqQ1Nsdaf1X3if32pEY1suH0WwORE9JkHJ4I6W519YMbx80z3eSQJaYo2b8A8/s320/Thrive%20pathway%20outline%20of%20content%20-%20draft_Page_2.png" width="320" /></a></div><br /><span style="text-align: left;">In meeting 3 of the group, members were invited to volunteer and contribute towards our first agreed collective output. Myself and a colleague took on the sections 'What is VR and immersive learning' and 'Types of Immersive Technologies'. But as 'Benefits/pitfalls' wasn't taken, I suggested I bring this under my section that I took on to produce; 'What is VR and immersive learning'.</span></div><p>I wrote this scholarly section myself rather than using generative Artificial Intelligence, as one of the main drivers of this group was to support my own understanding and practice in this specialist area. To feed into my context and initiatives in higher education healthcare curriculum. To best develop my knowledge is to learn through my own learning preferences of learn by doing and by producing something, which takes me through my own internal cognitive processes. Below is what I drafted up and first published here as the primary author, before any changes were made by members. I structured the piece around the following: definitions, benefits, challenges and opportunities.<br /></p><p><b><i>Introduction</i></b></p><p><i>Immersive learning and Virtual Reality are complex, challenging and time and resource intensive to design. Understanding on this topic and subsequent support and guidance are required in order to build confidence and competence for those wanting to design such innovative learning experiences.</i></p><p><i>In this first section, you will be introduced to what Immersive Learning and Virtual Reality is, including Augmented Reality, Mixed Reality and Extended Reality</i><i>. Followed by the key benefits to what these modalities offer to educational experiences, and the potential challenges and opportunities they present (Scott, 2024).</i></p><p><b><i>Defining Immersive Learning and Virtual Reality</i></b></p><div><div><i>Immersive Learning (IL) often involves, students and academics in this context, to engage and interact with a hands-on educational experience that enables and/or stimulates natural human senses (MacDowell & Lock, 2022). IL enables educational experiences to “transcend physical space limitations to create educational opportunities that would not otherwise be physically possible” (Dick, 2021).</i></div><div><i><br /></i></div><div><i>Immersive technology supports such experiences to be created, and therefore relates to the technical capacity to create virtual, augmented and mixed reality learning opportunities. Virtual Reality (VR) often involves exploring and navigating a digital world, typically using a VR headset to maximise the immersion experience (MacDowell & Lock, 2022). VR enables students and academics to experience realistic or imaginary digital environments and interactable digital objects within them. An immersive experience allowing them to resonate emotionally and physically to what they are seeing, hearing, smelling/tasting or touching (Clark, 2022). There are five potential VR types (Chalmers 2017: MacDowell & Lock 2022):</i></div></div></div><div><i><br /></i></div><div><div><i><ol style="text-align: left;"><li>Immersive – an environment, physical or digital, that enables <i>and/or stimulates</i> human visual, auditory, smell/taste and tactile senses.</li><li>Non-immersive – multimedia and computer-generated environments and objects displaying through hardware such as computers, televisions or projectors. Which don’t particularly enable and/or stimulate greater use of human senses.</li><li>Interactive – an environment, physical or digital, where the user is able to control and change, digital or non-digital, objects or environmental characteristics, through hardware such as keyboards, VR headsets, body tracking devices etc.</li><li>Non-interactive – an environment physical or digital, where the user is unable to affect any control or change in, digital or non-digital, objects or environmental characteristics. A passive experience with no ability to make action. Hardware is still used, such as VR headsets, speakers, and visual displays.</li><li>Non-computer generated – use of remote-controlled vehicles, drones or 360 camera footage (specialist or mobile phone capabilities), still image or video, to explore environments, and captured to later use in other VR and AR applications. Which can then be utilised for immersive, non-immersive, interactive or non-interactive environments.</li></ol></i><div><br /><i>Augmented Reality (AR) enables the real world to be explored with a digital layer to create the illusion of a digital 3D interactive object. Mixed Reality (MR) progresses from just a digital overlay to where virtual objects can interact with real world physical objects. Extended Realities (XR) is often used as overarching catch-all term to encompass all immersive technology modalities (MacDowell & Lock, 2022).</i></div></div><i><div><b><br /></b></div><div><b>Key benefits</b></div><div><br /></div></i><div><i><div>The most common listed below, in no particular order:</div><div><br /></div></i><div><i><ul style="text-align: left;"><li>Improved knowledge; critical thinking and problem-solving skills, decision-making and testing knowledge within the scenarios. Encouraging and embedding higher order thinking and developing contextual understanding.</li><li>Inspires innovative and pragmatic approaches to learning and improves learning outcomes.</li><li>Enhances and transforms traditional role play-type activities.</li><li>Ability to make mistakes in a safe and low stakes environment. Developing and testing approaches, behaviours and responses.</li><li>Appropriate for students that prefer to learn through experiential-based learning type modalities e.g. practice, investigation and collaboration.</li><li>Ability to experience and respond to situations in environments that are a challenge to access due to logistics, costs and safety. Leading to improved preparation knowledge and skills to respond to situations in those environments.</li></ul></i><div><br /><i><b>Challenges/considerations</b></i></div><i><div><div><br /></div><div>The most common listed below, in no particular order:</div><div><br /></div><div><ul style="text-align: left;"><li>Level of understanding on the principles of effective learning design for immersive learning experiences.</li><li>Lecturer-to-curriculum content connection and alignment, and identifying what is possible (low or high bar) with available technology.</li><li>Time, resource and sometimes cost intensive to pedagogically design an immersive experience and technically set up/configure required hardware and software, and involve required stakeholders to support it.</li><li>Develop pedagogical guidelines, policies and best practices and communities of practice to ensure immersive technologies are used safely, effectively, and to their full potential. Presented in a palatable format for the intended audience to understand.</li><li>Facilitator training to develop confidence and competence in using selected immersive technology/ies, respond to basic troubleshooting and ability to support others in using it. Engaging in purposeful play and experimentation, and invite others to join in and share ideas can help.</li><li>User (student) induction (training) and/or play/exploration of VR environment and technology before going live in or on a real time-bound activity.</li><li>Facilitating group participation, including large group sizes and size of space, and identifying suitable locations to host the immersive learning. Further exploration and consideration are recommended to develop effective design of immersive learning spaces.</li><li>Sourcing multimedia to support the immersive learning design. Including ability to select available and appropriate video and still image assets to different situation or contexts.</li><li>Identifying, in some learning situations, the physical or digital environment map and interactable elements before roaming free in the learning event to avoid wasting unnecessary time.</li><li>General configuration, maintenance and care for immersive technologies.</li></ul><div><br /></div></div></div></i></div></div><div><i><div><b>Opportunities – when to use</b></div><div><br /></div><div>Based on Laurillard’s (2012) six learning types, IL and VR type activities may be suitably designed, predominantly, around practice, investigation and collaboration learning type modalities (MacDowell & Lock, 2022). Enabling choreographed and scaffolded real-world scenarios and situations to be explored and inquired, leading to the practising and testing of knowledge and skills. Leaning more into the practice learning type which is effective when students are given the opportunity to apply theory to practice, this can be achieved through learning by doing or experiential learning activities. These type of activities enable students to learn and practise responses/actions and allowing opportunities to receive feedback via self-reflection, peer, lecturer or through the activity itself. In order to improve their response/action through next time (Laurillard 2012: Scott 2022).</div><div><br /></div><div>The following principles introduced by Clark (2022: Scott 2023) can provide a base for defining pedagogies, and to inform the design and development base VR and immersive learning experiences.</div><div><br /></div></i><div><i><ol style="text-align: left;"><li>Emotion – intense. Emotional connection and affective impact to induce motivation.</li><li>Attention – total focus. An environment that commands and maintains undivided attention. Blocking distractions and focusing on the experience to create full immersion.</li><li>Experiential – learn by doing. Carrying out real-world tasks to develop individuals recall and performance in response to something.</li><li>Context – keep it real. Use of real-world information, equipment, tasks and colleagues/clients/patients etc.</li><li>Collaboration – communicating and working together as avatars or outside of the VR.</li><li>Transfer – to real world. Applying the knowledge learnt from the VR world into the real world.</li><li>Retention (recall) – increases. Consolidated long-term memory needs conditions (focused, vivid, intense, relevant, real, practical, contextualised, the impossible) and repeated practice to develop competent recall.</li></ol></i><div><br /><i>To supplement the above, considering Conole et al’s Forms of Activity (2004) continuum or axes approach, can help identify and articulate what and where the value is in each continuum or axes: individual <> social, information <> experiential, non-reflection <> reflection. Furthermore, help analyse the intended learning design along with the digital tools and hardware that can support it. For example, the difference and value of in-person synchronous immersive ‘3D’ experience, over an online asynchronous ‘2D’ experience.</i></div></div><i><div><br /></div><div>To help consider pedagogy in the design of immersive learning, consider the following pedagogical and content prompts. Adapted and expanded from Johnson-Glenberg’s Quality of Immersive VR in Education Rubric (QUIVRR) structure (Fugate & Macrine, 2022 p. 252)</div><div><br /></div></i><div><i><ol style="text-align: left;"><li>Define clear learning objectives that are in alignment to curriculum outcomes.</li><li>Define how the learning objectives support higher order thinking and metacognition. Consider evaluating through the Substitution, Augmentation, Modification and Redefinition (SAMR) model.</li><li>Define if and how scaffolding needs to be present. E.g. does the intended activity build up in complexity?</li><li>Determine if the intended learning objectives are appropriate for immersive, VR, AR or XR environments. Is the multimedia content afforded through such approaches?</li><li>Identify the value of VR; with or without head set, synchronous or asynchronous, online or offline, same location or remote.</li><li>Identify where users have agency and control over the learning, interactions, movements and decisions in the intended activity. And are these congruent or reinforcing concepts of the multimedia content?</li><li>Develop appropriate supporting learning material such as instructions, briefs and signposting to aid the immersive learning experience.</li><li>Design an appropriate induction or tutorial exercise to ease users into the immersive environment, and provide appropriate guidance and safety advice where required.</li><li>Identify where performative feedback will be given before, during and post activity.</li><li>Determine where and how assessment will be conducted, if required.</li></ol></i><div><br /><i><b>Reflection</b></i></div></div><i><div><br /></div><div>Identify suitable opportunities where you could you use IL or VR in your own teaching practices.</div><div><br /></div><div><b>References</b></div><div><br /></div><div><div>Chalmers, D. J. (2017). The virtual and the real. Disputatio, 9(46), 309–352. https://doi.org/10.1515/disp-2017-0009</div><div><br /></div><div>Clark, D (2022) Learning Experience Design: How to Create Effective Learning that Works. London: Kogan Page.</div><div><br /></div><div>Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004) 'Mapping pedagogy and tools for effective learning design', Computers and Education, vol. 43, nos.1–2, pp.17–33.</div><div><br /></div><div>Fugate, J M B. Macrine, S L. (2022) Movement Matters: How Embodied Cognition Informs Teaching and Learning. The MIT Press Cambridge, Massachusetts, London, England</div><div><br /></div><div>Dick, E. (2021, August 30). The promise of immersive learning: Augmented and virtual reality’s potential in education. Information Technology& Innovation Foundation. https://itif.org/publications/2021/08/30/promise-immersive-learning-augmented-and-virtual-reality-potential [Accessed 1 March 2024].</div><div><br /></div><div>Laurillard, D (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. London: Routledge.</div><div><br /></div><div>MacDowell, P. Lock, J (2022) Immersive Education: Designing for Learning. Cham: Springer.</div><div><br /></div><div>Scott, D (2022) Digital Learning, Teaching and Assessment for HE and FE Practitioners. Northwich: Critical Publishing.</div><div><br /></div><div>Scott, D (2023) Exploring a pedagogical rationale for VR and immersive learning [Online]. Available from: https://danielscott86.blogspot.com/2023/06/exploring-a-pedagogical-rationale-for-vr-and-immersive-learning.html [Accessed 1 March 2024].</div></div><div><br /></div><div>Scott, D (2024) What is Immersive Learning and VR? [Online]. Available from: https://danielscott86.blogspot.com/2024/03/what-is-immersive-learning-and-vr.html [Accessed 8 March 2024].</div></i></div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-69525730780729129212024-03-01T08:00:00.033+00:002024-03-09T13:38:51.959+00:00Trialling VR scenarios in the curriculum<p>This piece of work forms part of my longer-term vision and specialism in Virtual Reality (VR) and immersive learning, contributing to my current efforts:</p><ul><br /><li><a href="https://danielscott86.blogspot.com/2022/05/virtual-reality-wall.html">Virtual Reality wall</a></li><li><a href="https://danielscott86.blogspot.com/2023/06/exploring-a-pedagogical-rationale-for-vr-and-immersive-learning.html">Exploring a pedagogical rationale for VR and immersive learning</a></li><li><a href="https://danielscott86.blogspot.com/2023/06/enabling-positive-virtual-reality-and-immersive-learning-adoption-a-journey-of-integrating-vr-walls.html">Enabling positive Virtual Reality and immersive learning adoption: a journey of integrating VR walls</a></li><li><a href="https://danielscott86.blogspot.com/2023/10/tilt-virtual-reality-and-immersive-learning-group.html">TILT Virtual Reality and Immersive Learning practice and scholarship group</a></li><li><a href="https://danielscott86.blogspot.com/2024/03/what-is-immersive-learning-and-vr.html">What is Immersive Learning and VR?</a></li></ul><div><br />Oxford Medical Simulation (OMS) VR simulation platform enables users to engage and practice on demand patient care in true-to-life simulation scenarios, from their computer or VR headset. Allowing users to learn from detailed feedback reports and track their progress via personalised analytics. I personally like this VR content and platform as I have not seen any other product as high-quality as this, especially in terms of the interaction and improving knowledge; critical thinking and problem-solving skills, decision-making and testing knowledge within the scenarios.</div><p>After having an online demonstration of Oxford Medical Simulations in March 2023, including Bodyswaps around the same time which I was curious of and can gain access to. I originally pursued an asynchronous approach with the overall purpose of obtaining feedback to generate use/business cases on prospective pedagogical purpose and interest for our subjects. And to complement our existing VR suites and look to purchasing some headsets. This piece also supports my digital learning strategy objective by scaling up our VR and immersive learning, through having access to VR-based content and the ability to use VR headsets with purpose – we have neither at the moment, but are actively used in other Higher Education Institutions. After a couple of attempts of this, the timing wasn't right and it didn't take off. However, one of the paramedic lecturers I invited to get involved in this attended a conference in Summer 2023. He keenly contacted me afterwards to see how we can implement such equipment, reviving this piece of work and becoming a collaborator alongside me. We met in August and discussed and combined our shared ambitions. We held another meeting and invited a advanced clinical practice lecturer to widen the discussion on a potential business case and how we should approach it. As we identified, this would be very costly and the current climate of tighten budgets and priorities wouldn't allow. So we decided to see this as a fact finding and feedback obtaining exercise, to build a business case for long-term implementation and have the information in place when we have a greenlight. I later discussed these plans with my head and she was in agreement and confirmed the financial restrictions. It was later arranged through OMS in October to hold a demonstration of the scenarios and use with headsets. This was a success and acquired some positive feedback from students and staff. OMS later suggested setting up a 45-day trial to experience for a longer period and obtain more feedback, to support our business case - we were keen with this idea and wanted to proceed. With the hope that a license can be secured for ongoing use and integration into our curriculum area. I had a particular interest and emphasis on curriculum content connection on how it will be used, rather than people being excited by it then not to be used. The drivers are two-fold: 1) pedagogy – the value it will bring to the curriculum; critical thinking skills, decision-making , practical skills development, support simulated practice hours and placement preparation. Identifying strong needs and connections so that such equipment is used frequently and not stuck on shelves. As well as ensuring that we deliver what we promise on our highly technology-enabled building and facilities (promoted on website) - we don't want to false advertise and be labeled fraudulent. 2) Technology – innovative and modern; keeping our digital curriculum current and competitive.</p><p>From 19th February 2024, I coordinated a 45-day trial of the scenarios with a handful of lecturers and some of their student groups. Including an in-person demonstration on 27th February for both staff and students. Primarily aimed for wider staff and students to experience the scenarios and technology, develop ideas on further possibilities, and to obtain further feedback to support the development of a potential business case for when funds to become available. With the hope of evidencing the student and curriculum needs of why such technology is needed to support their learning through such immersive modalities.</p><p>Whilst I am pleased with OMS, as this business case develops I will therefore need to evaluate other platforms and technologies to make comparable decisions. Of which one I was unable to attend in 2022, hosted centrally in the School of Social Sciences as part of a staff development day, Medical Realities. However, the questionnaire for the trial includes questions around comparisons to previous experiences and technologies. </p><p>I'll update this blog post as this piece develops.</p>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-13696288331391337062024-02-29T16:00:00.001+00:002024-03-01T09:20:30.141+00:00Take me to my beach<div>From 23 September to 9th October Gary and I celebrated our first anniversary and main honeymoon in Thailand. Two weeks at the other side of the world with two nights in Bangkok, hopping over to Cambodia for three nights. Then heading to the beach area for four nights in Krabi, then another hop to Phuket for four nights.</div><div><p><b>Bangkok, Thailand</b></p><div>After two long flights we arrived in Thailand in the early morning - which was extremely hot and humid, a bit of a shock to our senses. We were severely hit by jetlag this time around, leaving us feeling quite ill. Little did we know it would last a few days. Though we didn't waste anytime and got straight out into the city to explore. Starting with Benchakitti Park, a lovely nature reserve in the middle of the city - tropical swamp-type habitat. We went through part of the city to then circle back at the hotel, Maitria Mode in Sukhumvit 15. Checked in at 12pm and had a short nap. Feeling a bit more refreshed we explored the hotel and pool on top of the hotel. There were dragon flies swarming around the top, this was an interesting sight to see.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyJJOHlXV8FSD2YxEs149KNjeLiy1UK05sGtyKxl4r_fvL29_521Wv5Ft2l9lVYuMmZpH8EkA2Ad_dkC1skKy6zVIZJrh9p3Evx8PpgoCp_FN5hPT8gNSKYFqkosTwW_XQLuFF6Ni-sMz8uktxGr_slZAHgWdffvJvJBWr-W2PqNwscYUsbu4iH7aYEdE/s1600/Bangkok%200.1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyJJOHlXV8FSD2YxEs149KNjeLiy1UK05sGtyKxl4r_fvL29_521Wv5Ft2l9lVYuMmZpH8EkA2Ad_dkC1skKy6zVIZJrh9p3Evx8PpgoCp_FN5hPT8gNSKYFqkosTwW_XQLuFF6Ni-sMz8uktxGr_slZAHgWdffvJvJBWr-W2PqNwscYUsbu4iH7aYEdE/s320/Bangkok%200.1.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcofsbHr0xDlmvmtrly_hq92mMrOcMwiQfQDs5mRRSyDtcE0Otu9qxqET58IOrE6sBCriGU-uny8qpGw8RsFSln4UntqvgtEsuGYUJIQLorGSmicAPJb002xa0wMCexYSHh7FHRuDAtzPunH6iszW92y017tCEVFPAx66sR25rs7P8JqkYeHbRLo_fOL8/s2048/Bangkok%200.2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcofsbHr0xDlmvmtrly_hq92mMrOcMwiQfQDs5mRRSyDtcE0Otu9qxqET58IOrE6sBCriGU-uny8qpGw8RsFSln4UntqvgtEsuGYUJIQLorGSmicAPJb002xa0wMCexYSHh7FHRuDAtzPunH6iszW92y017tCEVFPAx66sR25rs7P8JqkYeHbRLo_fOL8/s320/Bangkok%200.2.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq3FTetM_l1G9M23uKXvB5hoCvXGo7ilLjb5wXtA7VELo9LgfCl0oxNZDlTAD_1p7jVYcV53NJBDxwGQoDxYkx0B-PlDVPqTD0WfFlao2rlAMpGpTs9Vgx7v8ewnnSc4PyUUW8UTyJD9Sd1LfbLDAbYnx39DQ318BejcvNBvTTl4R9uR0XMF8N1ZEK370/s2048/Bangkok%200.3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq3FTetM_l1G9M23uKXvB5hoCvXGo7ilLjb5wXtA7VELo9LgfCl0oxNZDlTAD_1p7jVYcV53NJBDxwGQoDxYkx0B-PlDVPqTD0WfFlao2rlAMpGpTs9Vgx7v8ewnnSc4PyUUW8UTyJD9Sd1LfbLDAbYnx39DQ318BejcvNBvTTl4R9uR0XMF8N1ZEK370/s320/Bangkok%200.3.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFXSHSBIhzAfveFqUZ4FRLKdnosYB0F19DL3I8UjEOMkXwD-TWE0DNAfPDJZwq4_sZ5lJU0JR-tMMfHKlKyNhRYak5ri91VNqi6MhhWZRvaH3bcRUbicK32J6M0wmJsGOoiJm6wv3ziKuNMyQzR3cXZDEBJgXD2WXCuVG3Kgx39-QlGQ7YxTSbwIVM6GE/s2048/Bangkok%200.4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFXSHSBIhzAfveFqUZ4FRLKdnosYB0F19DL3I8UjEOMkXwD-TWE0DNAfPDJZwq4_sZ5lJU0JR-tMMfHKlKyNhRYak5ri91VNqi6MhhWZRvaH3bcRUbicK32J6M0wmJsGOoiJm6wv3ziKuNMyQzR3cXZDEBJgXD2WXCuVG3Kgx39-QlGQ7YxTSbwIVM6GE/s320/Bangkok%200.4.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj15ixYBA-nD5d4b69EEI3PfVIahMOgrLCvS-cSok4IT0y8qYTajBKSr4sprJaOyEsl_DV3NqJ8-bLUcv5pdKby22rWS_s0WgZU7HwlubQqanNxQcXMlJdRXl7QhraCCfG7BTqxFhjOwUeCu_QayKXJ_S3mZIPxCeb01MGjTweErbcRooCh7gtZ9i8XPPk/s1600/Bangkok%200.5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj15ixYBA-nD5d4b69EEI3PfVIahMOgrLCvS-cSok4IT0y8qYTajBKSr4sprJaOyEsl_DV3NqJ8-bLUcv5pdKby22rWS_s0WgZU7HwlubQqanNxQcXMlJdRXl7QhraCCfG7BTqxFhjOwUeCu_QayKXJ_S3mZIPxCeb01MGjTweErbcRooCh7gtZ9i8XPPk/s320/Bangkok%200.5.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>In the early evening we got the hotel's tuk tuk to the nearest Sky Train station to take us to Siam, to explore a busy cosmopolitan area. Feeling peckish we then headed back to our hotel suburban area and ate at a vegan café called Veganerie. Afterwards, a short walk away to a cocktail bar Zanzibar, which was like walking into a rainforest. We could here frogs and they had guppie fish at the entrance. Whilst there we watched a live band. They eventually asked us for a song they could sing, so I suggest a P!nk song and they chose Try. Lovely cover version. Was a nice touch when they were looking at us singing it. We made a cat friend whilst there that we called Stumpy - I think it had three legs.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLLxU7ZSFvkKsAG6_5JRx1fiE6AOUbtFrZbQJdRr8GwFPtzinjTBzyneC7Eg6Wxfx9x9zLEmSNj9e1ec0VequcOoCoX71u0GgbfSnRgxqr2Qsu6kVpvB9lvbtjZ13nlNqFEEr1sF-2gACO8Bu8DQCiNXEtlfjfh7gr1_nha_6jWDdbNU_4r-UebfvOEQA/s1493/Bangkok%200.6.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1095" data-original-width="1493" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLLxU7ZSFvkKsAG6_5JRx1fiE6AOUbtFrZbQJdRr8GwFPtzinjTBzyneC7Eg6Wxfx9x9zLEmSNj9e1ec0VequcOoCoX71u0GgbfSnRgxqr2Qsu6kVpvB9lvbtjZ13nlNqFEEr1sF-2gACO8Bu8DQCiNXEtlfjfh7gr1_nha_6jWDdbNU_4r-UebfvOEQA/s320/Bangkok%200.6.jpg" width="320" /></a></div><br /><div>Whilst in Bangkok we had planned going to House of Heals, the home of a famous Thailand drag performer, Pangina Heals. We weren't sure if we'd go going on how the jetlag felt, but we got a second wind and went and dropped by at her high-rised club for the Chain and Whip drag show! We both felt nervous going in as it located in the Renaissance Bangkok Ratchaprasong Hotel - a very posh and high end place. A great show of performances. A well-deserved lie in was in order now, and to align to Thailand timezone.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfW7Eb_cQhVb5qdrWzaGc1LhwLmeOD3FI-IrCYoJhPryMWW8UmiQy6AoQY82YiHSCQdK_pV-Pn9grkQadnhA4hoLyWEGQmEybpjaTnY9DEqMKoFwpwFzF4w_EJ404FgnwTwc8q0bezDdFL6ArpErVRBRD5y6odUgURG-t-KPPRdGHaA_5c6FhFSkLN5MU/s2048/Bangkok%201.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfW7Eb_cQhVb5qdrWzaGc1LhwLmeOD3FI-IrCYoJhPryMWW8UmiQy6AoQY82YiHSCQdK_pV-Pn9grkQadnhA4hoLyWEGQmEybpjaTnY9DEqMKoFwpwFzF4w_EJ404FgnwTwc8q0bezDdFL6ArpErVRBRD5y6odUgURG-t-KPPRdGHaA_5c6FhFSkLN5MU/s320/Bangkok%201.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_2L79tdpYdcmfWCexdm9lR6O6hrDsC3sFA1lo-UachLQ4_O9DyxQbnCPBoJhyphenhyphenJ3q1j0FQh-ISQUDqhgsFjyxg2n7y2x97ozMN_IB0GpLkeHUlvhh7FRDi-OBhcyD6tKCuiXBdy9fd1waDw7tn7j5hIjp7locD-qkpBmVxyQvENkStazqmU6BmsFnoUWo/s2048/Bangkok%202.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_2L79tdpYdcmfWCexdm9lR6O6hrDsC3sFA1lo-UachLQ4_O9DyxQbnCPBoJhyphenhyphenJ3q1j0FQh-ISQUDqhgsFjyxg2n7y2x97ozMN_IB0GpLkeHUlvhh7FRDi-OBhcyD6tKCuiXBdy9fd1waDw7tn7j5hIjp7locD-qkpBmVxyQvENkStazqmU6BmsFnoUWo/s320/Bangkok%202.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5nypnBe2gGC0gfT6xim-uTuI7CZFOr1VLxm61qzkoK41B8ElO1pZ-wzybjfanuEBYAaAmoj2UytNFnUu-fKTHBCe8T9IH2gfhmK_yYPlQeKQpggil3j4eXpuuVUJIcR7DiRXfbmZ2LctUsbwHKGP_BjGdv7NaKSkK5_wirpn-HE0FAUZxIm1iNOzawyg/s2048/Bangkok%203.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5nypnBe2gGC0gfT6xim-uTuI7CZFOr1VLxm61qzkoK41B8ElO1pZ-wzybjfanuEBYAaAmoj2UytNFnUu-fKTHBCe8T9IH2gfhmK_yYPlQeKQpggil3j4eXpuuVUJIcR7DiRXfbmZ2LctUsbwHKGP_BjGdv7NaKSkK5_wirpn-HE0FAUZxIm1iNOzawyg/s320/Bangkok%203.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4IwaxVjK98-_7qFUnqIIm9_mRFbKGYGeQxWzMm_faqTAKwa9Ye1Q1wOwsBUmW6LCusJFrE78rZji6jhQG4-dzJE9AIbvEMvYoiEGeOEUMJRAQ-83aTVPgobdkFQAdphaN4L9iO8s3d9oEe1eIqyRLnonZinXyYm16V2X4FFIoT8VpMNpDcnmk5aVbWFc/s2048/Bangkok%204.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4IwaxVjK98-_7qFUnqIIm9_mRFbKGYGeQxWzMm_faqTAKwa9Ye1Q1wOwsBUmW6LCusJFrE78rZji6jhQG4-dzJE9AIbvEMvYoiEGeOEUMJRAQ-83aTVPgobdkFQAdphaN4L9iO8s3d9oEe1eIqyRLnonZinXyYm16V2X4FFIoT8VpMNpDcnmk5aVbWFc/s320/Bangkok%204.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVU90y4bxe1ca6Mj1UIeDtMZlv_u_wpnoZDOU1f0U1A_fZzJquSPQKhTLj2fuHBx0zUuGCklKl1_toSl5zILeqzxzjWpcRh7DeLf3FfPSaUe5sZyHEBZ__tiikE7ejOC3fA6WBu6vze8XZg1RMKBk0xEaZLhw_iEzNSVnWQzBp1DIb-BRiWLedxD_2ZYE/s2048/Bangkok%205.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVU90y4bxe1ca6Mj1UIeDtMZlv_u_wpnoZDOU1f0U1A_fZzJquSPQKhTLj2fuHBx0zUuGCklKl1_toSl5zILeqzxzjWpcRh7DeLf3FfPSaUe5sZyHEBZ__tiikE7ejOC3fA6WBu6vze8XZg1RMKBk0xEaZLhw_iEzNSVnWQzBp1DIb-BRiWLedxD_2ZYE/s320/Bangkok%205.jpg" width="240" /></a></div><br /><div>The next day we headed to the the Grand Palace, by Sky Train and boat. For Gary he was revisiting it 10 years after he first did but a new experience for me. Taking a break after, we witnessed lightning strike, if the temple gods were aiming for us they only just missed! We took refuge in a nearby café to let the rain pass, but it didn't and we had to make a rather wet run for it to the boat. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNBsN7peC4-PkbIFM0AbzKaDd849wtrEalQxGxXaL5XFCX2_DnIv2FuGBYR883robph9H-oNlsHAokXVkqOK2g3ZNvjRabb7Tz4TxB3ybqCEf3YORubgliZdinZRE5cmE9ht5mcUgE502l8UKJGfSjiz9yIZ7NY-4J6DhuOpiM5l-BnaH3ljMt2NfBup8/s2048/Bangkok%206.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNBsN7peC4-PkbIFM0AbzKaDd849wtrEalQxGxXaL5XFCX2_DnIv2FuGBYR883robph9H-oNlsHAokXVkqOK2g3ZNvjRabb7Tz4TxB3ybqCEf3YORubgliZdinZRE5cmE9ht5mcUgE502l8UKJGfSjiz9yIZ7NY-4J6DhuOpiM5l-BnaH3ljMt2NfBup8/s320/Bangkok%206.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw52AzvG5JRkBodCV7qbMDc7S2yLbV96EuM-hOV9AoqKNq27HycQEn7xGKdzOl3-2F97s7-SUXIL8epKSIQLibzj_tp-XLdznPxAlCJMcrYhmaoPOIEYCGOGzA1VarAq4c0MSCXYyYwxytt_ONKQ4GjjhcIWpEFSwzWMWVrtxrCjWxJtBkPlv8iiMsK2o/s2048/Bangkok%207.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw52AzvG5JRkBodCV7qbMDc7S2yLbV96EuM-hOV9AoqKNq27HycQEn7xGKdzOl3-2F97s7-SUXIL8epKSIQLibzj_tp-XLdznPxAlCJMcrYhmaoPOIEYCGOGzA1VarAq4c0MSCXYyYwxytt_ONKQ4GjjhcIWpEFSwzWMWVrtxrCjWxJtBkPlv8iiMsK2o/s320/Bangkok%207.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgewzjrwDW7Qnpm6rHfeBgk9q6Qa1Ca_UZkh-le7fpr1bNVulka7LAXTg9_nnC1PhwAauvXewRdoWjf5sxYiamK5jU2m4iF7t13R302OcYogPMkHCg5PogVi7MndQfeZL5IkCsSHNbZV30CkM8-O4t3qifHNhcEshJvS5TmiZeBTIIe_tui7pBleKohCUs/s2048/Bangkok%208.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgewzjrwDW7Qnpm6rHfeBgk9q6Qa1Ca_UZkh-le7fpr1bNVulka7LAXTg9_nnC1PhwAauvXewRdoWjf5sxYiamK5jU2m4iF7t13R302OcYogPMkHCg5PogVi7MndQfeZL5IkCsSHNbZV30CkM8-O4t3qifHNhcEshJvS5TmiZeBTIIe_tui7pBleKohCUs/s320/Bangkok%208.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; 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margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcH9MPOvL9P1gy_ZL4JJ0gRtGROK9fJJrUJs_v10AxAP0cvKE9UOHqivH84gESX2xXwKQCa_2Eq-twwC49dt98W1tnDgrAWxEjdSc3keG3lV_f5MYu7AfzhOx6pTcGW6JJhP5s7GWMmI_vnVKU4KsS_2ZXHVdI5QultXMidtIW_3CvCgXDsaliamcqf7Y/s320/Bangkok%2010.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3xm_o-jbiV42w8sKZctaFQt7TAw1b0Dl-_qRb2p1RQkyfpziSuCi17lYg0BVrmVvi0eXAlaKOv0dUD840irXoBfVprlcGa6B_MUrSKZht0XbGRYwJdGZLiH-pc7zWBtc_XGy6xDdk6DXqqucHsd7O-5LCiTJmP2gdr_tOR_NSPJIRGbg9WxKlc7vnWDE/s2048/Bangkok%2011.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3xm_o-jbiV42w8sKZctaFQt7TAw1b0Dl-_qRb2p1RQkyfpziSuCi17lYg0BVrmVvi0eXAlaKOv0dUD840irXoBfVprlcGa6B_MUrSKZht0XbGRYwJdGZLiH-pc7zWBtc_XGy6xDdk6DXqqucHsd7O-5LCiTJmP2gdr_tOR_NSPJIRGbg9WxKlc7vnWDE/s320/Bangkok%2011.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGt8TnmplDVlo70DV7sWPVo9qLi_KRKbWarQokgZNhp0R0kh-NvwxQTw7efJfVkSR6yqTbaKzrpcWZ1EcjqXx61SEWERrwGsYPpOmg5cYLR10wkgUrq0nZfn9_JpHbzOgF8rbzWn7Y_rwT5x_6e2_PUQze6paQmi1Df2FC70OqGYtd7uuCpXgXQ2qEMLU/s2048/Bangkok%2012.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGt8TnmplDVlo70DV7sWPVo9qLi_KRKbWarQokgZNhp0R0kh-NvwxQTw7efJfVkSR6yqTbaKzrpcWZ1EcjqXx61SEWERrwGsYPpOmg5cYLR10wkgUrq0nZfn9_JpHbzOgF8rbzWn7Y_rwT5x_6e2_PUQze6paQmi1Df2FC70OqGYtd7uuCpXgXQ2qEMLU/s320/Bangkok%2012.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWb2VWVDfsZsKI_IoeW1SJRZwWVz5aRtXh0IJLzWvYlsuOr3jbDxABqk2FUd8Dtx44ZJOHW4p5VY-_T3OozigDuxV9nLKx9SDyBNJfz3XpYpzDdzd0b3aCaIwngmBo5XxMdZ5GTpLY2P5f21VRrNewxQH_d2wfErmEfigPWYYFbWkLO8JFiZjVPuOWzlE/s1077/Bangkok%2013.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1077" data-original-width="1077" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWb2VWVDfsZsKI_IoeW1SJRZwWVz5aRtXh0IJLzWvYlsuOr3jbDxABqk2FUd8Dtx44ZJOHW4p5VY-_T3OozigDuxV9nLKx9SDyBNJfz3XpYpzDdzd0b3aCaIwngmBo5XxMdZ5GTpLY2P5f21VRrNewxQH_d2wfErmEfigPWYYFbWkLO8JFiZjVPuOWzlE/s320/Bangkok%2013.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhDIPhBPpJNZdhuBq_RpJHqi_IR010GKG9ieRdbaD3EK5JzqLNjy_4lBkvh6Ef8OlH0JYLknWpuDEZU-lY40mVKTyoSVU4KJFHrp8v_M_319-tYcD-Ko__pBfH-a_SiT0BMKqkmg9hbFOH2adpAggS_SwWUrR88sOdXk5uXnLeu7_IUZjSP0YuELpNQKk/s2048/Bangkok%2014.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhDIPhBPpJNZdhuBq_RpJHqi_IR010GKG9ieRdbaD3EK5JzqLNjy_4lBkvh6Ef8OlH0JYLknWpuDEZU-lY40mVKTyoSVU4KJFHrp8v_M_319-tYcD-Ko__pBfH-a_SiT0BMKqkmg9hbFOH2adpAggS_SwWUrR88sOdXk5uXnLeu7_IUZjSP0YuELpNQKk/s320/Bangkok%2014.jpg" width="320" /></a></div><br /><div>A bit to eat at Thai Kitchen, and freshened up, then made our way to a sky bar and walk, at the King Power Mahanakhon, the tallest building in Thailand! Challenging my fear of heights (Gary got an embarrassing video of me being scared). We had a lovely morning dip before we got ourselves together to fly to Cambodia!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsmVaEwK5WcFImv26brbV30Qtl2c001Y22ixD4rxOZjjRLfaTM8U5k242nduq5rX3wKdp5vIQmuqf7_Xj6RO8IBZpNNh2M7jJOIeatc2mOJZuFKgJ5doMCeLV1ZyBuS4qLdF_KD37Z0J-Gv3-lbK-k9w_ioVEqRaZSPhRazR4ji7AhmlbtPQdEd0oQZVo/s1600/Bangkok%2015.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsmVaEwK5WcFImv26brbV30Qtl2c001Y22ixD4rxOZjjRLfaTM8U5k242nduq5rX3wKdp5vIQmuqf7_Xj6RO8IBZpNNh2M7jJOIeatc2mOJZuFKgJ5doMCeLV1ZyBuS4qLdF_KD37Z0J-Gv3-lbK-k9w_ioVEqRaZSPhRazR4ji7AhmlbtPQdEd0oQZVo/s320/Bangkok%2015.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibXeuUYNCzj7PxgtFwySuykIqVry6A8e0el0CBvv_EDcIUZvkqUgCYhjvm3nNypqYiasAGZ6GXjBZ02B0Y422rjiZHMQhjACB5_8Ooxtejav_EUaTXlUo8oB_K_tTgISXJh3oTtvjYYDKx4gD8Ax46UNC-Iy605ge7p9r0cS75nQ_zl1lZzbEXfi5hkr0/s1600/Bangkok%2016.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibXeuUYNCzj7PxgtFwySuykIqVry6A8e0el0CBvv_EDcIUZvkqUgCYhjvm3nNypqYiasAGZ6GXjBZ02B0Y422rjiZHMQhjACB5_8Ooxtejav_EUaTXlUo8oB_K_tTgISXJh3oTtvjYYDKx4gD8Ax46UNC-Iy605ge7p9r0cS75nQ_zl1lZzbEXfi5hkr0/s320/Bangkok%2016.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBKYBhiGMhFVASrRlXbXJcJfXHzZFmI4I5ly9Lm0o5AAQK6_cfQIW320H1lhmyeFi_t8q1VpQf7wzy7CsBgdLWyr3CKOlZRjufu3hHyIj1bF0sx__qvm2TCqPGaTLqsj3BSVSJJvJg2z6kdTtwOFow-U13pBYv3jr0NLKg_hgmdzHJzo2SDcn-8oTqtdQ/s1600/Bangkok%2017.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBKYBhiGMhFVASrRlXbXJcJfXHzZFmI4I5ly9Lm0o5AAQK6_cfQIW320H1lhmyeFi_t8q1VpQf7wzy7CsBgdLWyr3CKOlZRjufu3hHyIj1bF0sx__qvm2TCqPGaTLqsj3BSVSJJvJg2z6kdTtwOFow-U13pBYv3jr0NLKg_hgmdzHJzo2SDcn-8oTqtdQ/s320/Bangkok%2017.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgobw5Bg-Mx3Y05iivq3HGVd6-qyOJD7YtIOjA33MihDCda5raHijYipvxJUGXzus1ul4_eb2MvpEgaqsH9enbxmTUcWy-Oa8wSzyQ-78wbhi3KuF_Psy6gPrnJpDu4OytscZ1OA8YDVqaCQZ7CpusNopywU85CEjlCTPTiZjidqzrEW_AZ202w6m78SnM/s2048/Bangkok%2018.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgobw5Bg-Mx3Y05iivq3HGVd6-qyOJD7YtIOjA33MihDCda5raHijYipvxJUGXzus1ul4_eb2MvpEgaqsH9enbxmTUcWy-Oa8wSzyQ-78wbhi3KuF_Psy6gPrnJpDu4OytscZ1OA8YDVqaCQZ7CpusNopywU85CEjlCTPTiZjidqzrEW_AZ202w6m78SnM/s320/Bangkok%2018.jpg" width="320" /></a></div><br /><div><b>Cambodia</b></div><div><div><br /></div><div>We landed in Cambodia but in a post-trauma state. We experienced an internal flight with violent turbulence. We both literally thought it was the end, a very dark experience indeed. However, the plane incident soon became a thought of the past as we focused on the activities to come. Our hotel gave us some extra touches to remind us it was our honeymoon.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3D-z6Qk9eEYeQ06D8D7lU-9cNdV3DwHMkQhp-992BYDSdeDGXKjud53kMhw2O8jkRtbL-MiI4syZvdR1Wmwr8Gwy20nDOu2HNczdnO6Zu_6gIJjm92Rx2fRO-x0mnnw6K5RFsplF_LkRGrUpMqMXtvJ8Y3d114eKAx8-OR3PNg1Dukiiut9-zdlSjuBs/s2016/Cambodia%200.1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3D-z6Qk9eEYeQ06D8D7lU-9cNdV3DwHMkQhp-992BYDSdeDGXKjud53kMhw2O8jkRtbL-MiI4syZvdR1Wmwr8Gwy20nDOu2HNczdnO6Zu_6gIJjm92Rx2fRO-x0mnnw6K5RFsplF_LkRGrUpMqMXtvJ8Y3d114eKAx8-OR3PNg1Dukiiut9-zdlSjuBs/s320/Cambodia%200.1.jpg" width="320" /></a></div><div><br /></div><div>On the first day we visited all the Angkor temples with our really helpful guide Tangiy. It was like having a couples photoshoot at Angkor thanks to him. A great day wandering around the temples and learning the history and mythology of the site. Sights of monkeys, which one stole Gary's water. And seeing the infamous Tom Raider temple - my favourite as it looks awesome how nature has reclaimed it. A monsoon in the afternoon forced us to take refuge in a smaller temple. A personal credit to Tangiy Ouk for taking the time to make our experience even more memorable by recording a tour. Cambodia is super friendly and helpful.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi19TANhg-lL48kctQoKkv-2gdXo8IX-oBTxGarQwoeimmUFCNzCln9X1UrQPapP9OhNnKMtYsUH3GgGhgdeHAubqT0fsrboOdfo3ywVdqkqXjWClBUH4zamc7IcuecK0dypllkk2FSQ56Z4MnilNUNl2lZqBcRhCw2O4gbLSP8qDXBi5ONp63P9YDFvNo/s2048/Cambodia%201.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi19TANhg-lL48kctQoKkv-2gdXo8IX-oBTxGarQwoeimmUFCNzCln9X1UrQPapP9OhNnKMtYsUH3GgGhgdeHAubqT0fsrboOdfo3ywVdqkqXjWClBUH4zamc7IcuecK0dypllkk2FSQ56Z4MnilNUNl2lZqBcRhCw2O4gbLSP8qDXBi5ONp63P9YDFvNo/s320/Cambodia%201.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQZD5VRbkUU3jXdk2cmRK6ekwlcmKjuFYdd-eo8YocIcQXcTkn97BLAT5xrmkR72Rcg4Vln0G2o0pSCECGCYhbfYcavdE6QYZwIWfvs82xA8SJcg-HWQv4Sl8sLtPBxApXL2prewxXz2Ul8YWPBIQFLN3bKxSx6jPYN8Wei_BKLq2i3gDJtObWypzEz9c/s2048/Cambodia%202.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQZD5VRbkUU3jXdk2cmRK6ekwlcmKjuFYdd-eo8YocIcQXcTkn97BLAT5xrmkR72Rcg4Vln0G2o0pSCECGCYhbfYcavdE6QYZwIWfvs82xA8SJcg-HWQv4Sl8sLtPBxApXL2prewxXz2Ul8YWPBIQFLN3bKxSx6jPYN8Wei_BKLq2i3gDJtObWypzEz9c/s320/Cambodia%202.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPMweUwP51eTF3YXagnGzwgNwFDOKNNlwlqiKQ7UD56_8abE3mHN_-NobsaiBs3BvIOK29VVw8YaeHCl_ibu9EtcXINnroyBnNgg8mnnhyphenhyphenKf4rdJbWLM8v7cn29e56Y_6avAI9ZvFuhHyleckJ4IW3a4vq91POcVVHX1u3C_UA12d8ECij0z3dgtS1RD4/s2048/Cambodia%203.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPMweUwP51eTF3YXagnGzwgNwFDOKNNlwlqiKQ7UD56_8abE3mHN_-NobsaiBs3BvIOK29VVw8YaeHCl_ibu9EtcXINnroyBnNgg8mnnhyphenhyphenKf4rdJbWLM8v7cn29e56Y_6avAI9ZvFuhHyleckJ4IW3a4vq91POcVVHX1u3C_UA12d8ECij0z3dgtS1RD4/s320/Cambodia%203.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2WUYgRUH8r0PxHb_nlnTEC_ikxLzw6kxBFjAi47HUWmavyCmjm-4WM1x7yh5djPCH2Msv0YY34PIGfW60bfmY5_k1VdefPSL5S-hAMcuuWddOty8mu7EUjyMq35C3T8zrB6ZEq3MRZYDllbqDHNwxKOLoJIhopBb6bS1dizANU9rjWOOBXRi4dc7Cqsk/s2048/Cambodia%204.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2WUYgRUH8r0PxHb_nlnTEC_ikxLzw6kxBFjAi47HUWmavyCmjm-4WM1x7yh5djPCH2Msv0YY34PIGfW60bfmY5_k1VdefPSL5S-hAMcuuWddOty8mu7EUjyMq35C3T8zrB6ZEq3MRZYDllbqDHNwxKOLoJIhopBb6bS1dizANU9rjWOOBXRi4dc7Cqsk/s320/Cambodia%204.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMMhsp185sIxc8CBsU76jsF9jdknylAWKVnlQYrdkXLeo50cb3DgGcXzelRoQSzL16nM5AcRxzOgxghgLz5Z6lBBDmHi3UOfCTM6YAuokqvrwYSF3qU68rNFmlzKGaRU4sarQgzYp8mQq_zZZshlxHoOS7aynNX7I0pbQZ0_i_GqnIA254QLGd0DlJop8/s2048/Cambodia%205.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMMhsp185sIxc8CBsU76jsF9jdknylAWKVnlQYrdkXLeo50cb3DgGcXzelRoQSzL16nM5AcRxzOgxghgLz5Z6lBBDmHi3UOfCTM6YAuokqvrwYSF3qU68rNFmlzKGaRU4sarQgzYp8mQq_zZZshlxHoOS7aynNX7I0pbQZ0_i_GqnIA254QLGd0DlJop8/s320/Cambodia%205.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3LBl6FzaqqgjhcOCp6hU3rewqfRlB94ZyovfSl0HusPDAAgBJckcgkv2t4k4XdflvrkZHGwzC0xAbQt1U-0Ma5EfYe2DrK3nCIQ7Ln5GcPFwn8TOg-b0XGvaPpnEug48JuGkbx5dEYwL9Q72El8mNOfrRlijjC6lxjdTJR7bdTEwzvTBa8jO8UEbb9Wc/s2048/Cambodia%206.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3LBl6FzaqqgjhcOCp6hU3rewqfRlB94ZyovfSl0HusPDAAgBJckcgkv2t4k4XdflvrkZHGwzC0xAbQt1U-0Ma5EfYe2DrK3nCIQ7Ln5GcPFwn8TOg-b0XGvaPpnEug48JuGkbx5dEYwL9Q72El8mNOfrRlijjC6lxjdTJR7bdTEwzvTBa8jO8UEbb9Wc/s320/Cambodia%206.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBVmOxJJ15oFjeqLcLnht7gOS9VL-kjyeBKPr6EGeV_weqiGKX8oSkeHYd38m5z8kzE5q6AJd31jxkZ2wvqakfvPvFyVGQngzQoDojY1kzmkGjWyZQrliY_j54moUq9kz1PXlfc1qUjeILoMLdywJH9L_6H1UJ6lA68AgUGp7RUm6pU6JJeeN_NSGg1is/s2048/Cambodia%207.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBVmOxJJ15oFjeqLcLnht7gOS9VL-kjyeBKPr6EGeV_weqiGKX8oSkeHYd38m5z8kzE5q6AJd31jxkZ2wvqakfvPvFyVGQngzQoDojY1kzmkGjWyZQrliY_j54moUq9kz1PXlfc1qUjeILoMLdywJH9L_6H1UJ6lA68AgUGp7RUm6pU6JJeeN_NSGg1is/s320/Cambodia%207.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIEB_8udH1rmhH90wmb2suEg-FxDdzfY4S7L57S85Z8ViCHDL6zr-qxUbcNypd2xMyXxdM5RLe7fuSAymaToPgXqnT7v4zS_cPdemjUJs-A2E9vW_2Lp7Eup9CGs0XWRA4KT7ud3RKoMZ9DqOCS8OUb_sLxFC3ZqxpGbAJ4GgdTTEgm5H5OxE0kCfX6hE/s2048/Cambodia%208.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIEB_8udH1rmhH90wmb2suEg-FxDdzfY4S7L57S85Z8ViCHDL6zr-qxUbcNypd2xMyXxdM5RLe7fuSAymaToPgXqnT7v4zS_cPdemjUJs-A2E9vW_2Lp7Eup9CGs0XWRA4KT7ud3RKoMZ9DqOCS8OUb_sLxFC3ZqxpGbAJ4GgdTTEgm5H5OxE0kCfX6hE/s320/Cambodia%208.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj67xwsxax9dVR5h4z2J4kTXrPrKsdGAbtj0kBUSnuk_JjifsUCpzJBwf4AEd8vCw1_7P2Xgb3T4g47X6mUU3dCIF-S28yhyCgXM3QEA8JJhx0a1L2PJBXuFQCdcAHka7XbNBR8QRUQsplnTU4X5_VphRQYT0J3s1QfnlZx77Gc3I98FguPOPZma6rSOEI/s2048/Cambodia%209.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj67xwsxax9dVR5h4z2J4kTXrPrKsdGAbtj0kBUSnuk_JjifsUCpzJBwf4AEd8vCw1_7P2Xgb3T4g47X6mUU3dCIF-S28yhyCgXM3QEA8JJhx0a1L2PJBXuFQCdcAHka7XbNBR8QRUQsplnTU4X5_VphRQYT0J3s1QfnlZx77Gc3I98FguPOPZma6rSOEI/s320/Cambodia%209.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQkcFiICyzGU5B3De4reSlQWZrC1IHOnnXOnj1N85Qsi_jBGHzPDPnqn-p6BRnmhedFAFqSQLCzmVF2dpXTxOerHmUcTRqkcsriy5CKNy8kEn2920gCEYPIUekrIxlH62OlgfkwBvW8z2GeQ2mtoMBfMmh_2psxXpMahBRx2mmoaKyKgjn4UpdeQ1YBB8/s2048/Cambodia%2010.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQkcFiICyzGU5B3De4reSlQWZrC1IHOnnXOnj1N85Qsi_jBGHzPDPnqn-p6BRnmhedFAFqSQLCzmVF2dpXTxOerHmUcTRqkcsriy5CKNy8kEn2920gCEYPIUekrIxlH62OlgfkwBvW8z2GeQ2mtoMBfMmh_2psxXpMahBRx2mmoaKyKgjn4UpdeQ1YBB8/s320/Cambodia%2010.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhS8GdUa-AZ7KYWo5EbLlXNN8znWG9cM5_5mKKkX-gRr-mWqTir6rqDbPsByYXh39qncepwPZPEYLYGDKvd47YwRUDuOfnSdFvFmoptOCZBhGTMLtWHUf8ie3Z7EM5-k4IObmoflB5JxTKJvMRBC_g9GCkU9n_6wepCIuYLDsAtolr46HiCJtVSCCQkAww/s2048/Cambodia%2011.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhS8GdUa-AZ7KYWo5EbLlXNN8znWG9cM5_5mKKkX-gRr-mWqTir6rqDbPsByYXh39qncepwPZPEYLYGDKvd47YwRUDuOfnSdFvFmoptOCZBhGTMLtWHUf8ie3Z7EM5-k4IObmoflB5JxTKJvMRBC_g9GCkU9n_6wepCIuYLDsAtolr46HiCJtVSCCQkAww/s320/Cambodia%2011.jpg" width="320" /></a></div><br /><div>The second day, we explored a bit of Siem Reap. Then relaxed by the hotel pool all afternoon, swimming and drinking cocktails. Taking the complementary hotel massage in the late afternoon, which I didn't like as it was too harsh and no oil products were used. Then we took ourselves to experience Siem Reap's night life by looking at some night markets and getting grub and drinks on the infamous pub street.</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjK7K5JBDbqRJFsOEpiiQa5kTrJqMXIaIFyPQy3btI6uZtiDa3vVGTCdw_B7VREh-BuRVF0vIP3jV6kOVKzm4M9kjqKjy60Z9ton5lS8dHI-ou7pCDt0fkxaJLS8t0ELeB4N0B3MI1ZuRXafjqZTXAT0eHSM_PPM_jKJ86lnUw3JbUN8gDroOc3ndpTMFE/s2016/Cambodia%2012.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjK7K5JBDbqRJFsOEpiiQa5kTrJqMXIaIFyPQy3btI6uZtiDa3vVGTCdw_B7VREh-BuRVF0vIP3jV6kOVKzm4M9kjqKjy60Z9ton5lS8dHI-ou7pCDt0fkxaJLS8t0ELeB4N0B3MI1ZuRXafjqZTXAT0eHSM_PPM_jKJ86lnUw3JbUN8gDroOc3ndpTMFE/s320/Cambodia%2012.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn-reQdwc92IUkbnw1s84VEcT7bNSsHnA7-SDdriOxrrzR3mRwu4mzLWg9I0Q7pMmOVGlkhuxafrLrRTfSyHGRqO4M3iZoR9ZjiANbHkPwPQ7XXY5bNFhVW5Unj25EIN6WW9qAMyVpm29yMJOKfusCEdCXAePOGFbE6eOz5MzL6iIYriYBMGkQI06S0to/s2016/Cambodia%2013.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn-reQdwc92IUkbnw1s84VEcT7bNSsHnA7-SDdriOxrrzR3mRwu4mzLWg9I0Q7pMmOVGlkhuxafrLrRTfSyHGRqO4M3iZoR9ZjiANbHkPwPQ7XXY5bNFhVW5Unj25EIN6WW9qAMyVpm29yMJOKfusCEdCXAePOGFbE6eOz5MzL6iIYriYBMGkQI06S0to/s320/Cambodia%2013.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisQnBLZowkeJGDsUhx8ebnoZN375cNREtHN2kXwrsnBQiGyaFX4EcEymKDXKeoX_YofRC7D49qaiIqVvXevAGF0qL7MXoIAqq3e1BxZ2PDcjeVhJ0Uj_HHKY_uO-kUZBQ_HhwZT3mS-SOnx_wQ2AsMmRp7h_pHyr6HGM0iILivDHxW2Phy06hUnLSZv8I/s2048/Cambodia%2014.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisQnBLZowkeJGDsUhx8ebnoZN375cNREtHN2kXwrsnBQiGyaFX4EcEymKDXKeoX_YofRC7D49qaiIqVvXevAGF0qL7MXoIAqq3e1BxZ2PDcjeVhJ0Uj_HHKY_uO-kUZBQ_HhwZT3mS-SOnx_wQ2AsMmRp7h_pHyr6HGM0iILivDHxW2Phy06hUnLSZv8I/s320/Cambodia%2014.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnbJwHNeQ4R9fdhUUFYONmwFnGZJhCt9OUr8gbUT2TGxVS-2iT1z5J5jPP1pfkgoTk2BICZdmNMd6YsdC6SowkoQno2_Lvr8W7_DHwBWG-guZRs6AZGsWcGZf6sIZf2aFejHvcyjqD04l6yATcNNYx8NRF04WQLuCn5bDH8KI6Y41xHjSe-BITXZ6On-U/s2048/Cambodia%2015.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnbJwHNeQ4R9fdhUUFYONmwFnGZJhCt9OUr8gbUT2TGxVS-2iT1z5J5jPP1pfkgoTk2BICZdmNMd6YsdC6SowkoQno2_Lvr8W7_DHwBWG-guZRs6AZGsWcGZf6sIZf2aFejHvcyjqD04l6yATcNNYx8NRF04WQLuCn5bDH8KI6Y41xHjSe-BITXZ6On-U/s320/Cambodia%2015.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYrVilJ6fDkujgnwyt3TGLgNXS6U0mTmi4jP8dC7DVUvpNcvT8JQLKhCMWWzEfdRO306oYPwvLRpItEbHCTxDcQQImDqaMvdfM1vHT6BeRFXA506B4ekvkmtCIhxpA951K4xhJrINUI0fbSIuGind27cR7R9xC__nsX3QCE5VhptZJWSQpiXzhEs9Ssgs/s2016/Cambodia%2016.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2016" data-original-width="1512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYrVilJ6fDkujgnwyt3TGLgNXS6U0mTmi4jP8dC7DVUvpNcvT8JQLKhCMWWzEfdRO306oYPwvLRpItEbHCTxDcQQImDqaMvdfM1vHT6BeRFXA506B4ekvkmtCIhxpA951K4xhJrINUI0fbSIuGind27cR7R9xC__nsX3QCE5VhptZJWSQpiXzhEs9Ssgs/s320/Cambodia%2016.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtBD4mybo52jV68c0FZvQXOffap0GNurUyKfIKqz2l_FNS-p1Cf7riT0jaxiLBd1w5NRdwLIzaP9GvDtHKS90vqHeZLxiPqj7ib5zuJ91PtfAimFNp0CWWApQ6WHNZP6GQEOkpPWUh_zjXdpBlsB1VCP_wh95xnJvGGDpXRh7XBmTxfovBJa0ywLVzCXM/s2016/Cambodia%2017.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2016" data-original-width="1512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtBD4mybo52jV68c0FZvQXOffap0GNurUyKfIKqz2l_FNS-p1Cf7riT0jaxiLBd1w5NRdwLIzaP9GvDtHKS90vqHeZLxiPqj7ib5zuJ91PtfAimFNp0CWWApQ6WHNZP6GQEOkpPWUh_zjXdpBlsB1VCP_wh95xnJvGGDpXRh7XBmTxfovBJa0ywLVzCXM/s320/Cambodia%2017.jpg" width="240" /></a></div><div><br />On our final third day, a second visit to Angkor Wat to watch the sunrise. Although it was too cloudy to see it, but we got great pictures regardless. We went in pure blackness with a torch which was quite eerie to begin with.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU4F0tDNoZ39R2KEX9Tdyb8WB_WMit4fi_alj5t0E648YdbYjYK8TSOX47APNdv161RgPfeZfnvoRZ7nlYcezElzy5fSH0pEEOZuwr4-CpnygD62FVLbek2XZlzvQz1V04i1DlPK9oRc4ViFUyhfoCh_mEC-MuXxqH_BohBdF8x1bnSE92-ehnFvEYR2g/s2016/Cambodia%2018.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU4F0tDNoZ39R2KEX9Tdyb8WB_WMit4fi_alj5t0E648YdbYjYK8TSOX47APNdv161RgPfeZfnvoRZ7nlYcezElzy5fSH0pEEOZuwr4-CpnygD62FVLbek2XZlzvQz1V04i1DlPK9oRc4ViFUyhfoCh_mEC-MuXxqH_BohBdF8x1bnSE92-ehnFvEYR2g/s320/Cambodia%2018.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvcylwdEmRpLbHBDsIfB-TWt7Ve7s5HmeknaLXlPLZyd1T_fn5dCyJc87hKQqud9KwHPc0SUG6cs5SMkhWd8gPAdlxrTF0BwcyX9IpCZjBtCSumiw5RmsxBqsy3bqMRyCcbvJFhEO27D5QqYlV9ge2guQheMRGuUMXLWTpUsUzwAwG2su8mSAExPxYImw/s2048/Cambodia%2019.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvcylwdEmRpLbHBDsIfB-TWt7Ve7s5HmeknaLXlPLZyd1T_fn5dCyJc87hKQqud9KwHPc0SUG6cs5SMkhWd8gPAdlxrTF0BwcyX9IpCZjBtCSumiw5RmsxBqsy3bqMRyCcbvJFhEO27D5QqYlV9ge2guQheMRGuUMXLWTpUsUzwAwG2su8mSAExPxYImw/s320/Cambodia%2019.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN6Q9QwbaeE0PhGNH3jsSxdY-OFQE5ThTuzfe7zd3KEBqzkAvOXGWEwoQj2mCUh5nEvzDwx6FUtIYyrLFw9u53ylAs2QYv2XVAH7vGqlgxFOW1qEk5IzPFfso0gEDd5icyDbyiYbu58ehOQRJ0wDcrrYej-ZmzMs4t1TOo6mk0ZwLtoe36GZVenIw0yPo/s2016/Cambodia%2020.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN6Q9QwbaeE0PhGNH3jsSxdY-OFQE5ThTuzfe7zd3KEBqzkAvOXGWEwoQj2mCUh5nEvzDwx6FUtIYyrLFw9u53ylAs2QYv2XVAH7vGqlgxFOW1qEk5IzPFfso0gEDd5icyDbyiYbu58ehOQRJ0wDcrrYej-ZmzMs4t1TOo6mk0ZwLtoe36GZVenIw0yPo/s320/Cambodia%2020.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfk_ca9LXyNyF2r5w9YnnFktdD0fK0lqy6qdOtXvBANrEFskIUzJrp92DhcBvjzZ3QUjFN8rCR6HWWFQSqiDt5GJddFMqAp7zGCcyyAf1vvhwZi8rThyGk5K7szkXtHPw43gWI4jXKqazLQWz1E0KOZimu9mc8945HIW6q18PJYHFiG_5_I7t2EKtqXQI/s2016/Cambodia%2021.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfk_ca9LXyNyF2r5w9YnnFktdD0fK0lqy6qdOtXvBANrEFskIUzJrp92DhcBvjzZ3QUjFN8rCR6HWWFQSqiDt5GJddFMqAp7zGCcyyAf1vvhwZi8rThyGk5K7szkXtHPw43gWI4jXKqazLQWz1E0KOZimu9mc8945HIW6q18PJYHFiG_5_I7t2EKtqXQI/s320/Cambodia%2021.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbduXUPbJWBT3ajBJoV_9zv0MD6AwAYiy8hvJE8uRnP955BXJST57gJoDio9TonY1xt2HiUNOcJxosFdTptMUAGNuFimQR8SMeUX9cRr8t_iaVKtBvd3UwdjBh0WE7WTB0VgGWUv37hkFTzKyuaQxWciX5MpU_FyPLqBkyR7HErWB7WAFnhrc7JhTf_G0/s2016/Cambodia%2022.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbduXUPbJWBT3ajBJoV_9zv0MD6AwAYiy8hvJE8uRnP955BXJST57gJoDio9TonY1xt2HiUNOcJxosFdTptMUAGNuFimQR8SMeUX9cRr8t_iaVKtBvd3UwdjBh0WE7WTB0VgGWUv37hkFTzKyuaQxWciX5MpU_FyPLqBkyR7HErWB7WAFnhrc7JhTf_G0/s320/Cambodia%2022.jpg" width="320" /></a></div><br /><div>Onwards back to Thailand into beachy Krabi.</div><div><br /><b>Krabi, Thailand</b><br /><br />A short evening flight away to Krabi, we arrived at our spa hotel, The ShellSea. We really enjoyed our hotel upgrades as we travelled around - just the way we designed it. We explored the hotel and we were just in awe of it's peacefulness and private beach. We couldn't wait until morning to see it in the day. We spent the first day exploring around hotel again, and the private beach - just gorgeous, and the sea was so warm. We hung around by the pools, drinking cocktails - especially up the the swim up bar. We hardly left the hotel which isn't Gary's usual style but he could quite get used to it when it's this gorgeous and even comes with an aromatherapy massage! The massage in the afternoon was brilliant and just how a Thai massage should be done. As we were a very short walk away from a natural history point, the shell cemetery (1 of 3 in the world apparently), while the sea was out we walked right up to it - free entry that way too. The sea there has very quick tide cycles though - changing our sea view completely. We uncovered corals, creatures and different types of shells. Which the hotel draws inspiration from. I collected some shells for myself and some as gifts. As it was a hotel day, we had food there Food at hotel.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjkjAtku4cIj5_86poPaTJIa-ZPHXavNtExfF8BVaLD2muNT5ZkkEebGRHkmIeqUykDoAjybGfPyKWNKZMqxmvOpxxBtdEwANsmlkN6PGzWOyq-fUCfVha66x_ZEiYxiUC3HbTxB6siypit8GfQAsAVt9vaKvr2M10DRDY8Xnsnkigs5Wza2l3lagyyts/s2048/Krabi%201.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjkjAtku4cIj5_86poPaTJIa-ZPHXavNtExfF8BVaLD2muNT5ZkkEebGRHkmIeqUykDoAjybGfPyKWNKZMqxmvOpxxBtdEwANsmlkN6PGzWOyq-fUCfVha66x_ZEiYxiUC3HbTxB6siypit8GfQAsAVt9vaKvr2M10DRDY8Xnsnkigs5Wza2l3lagyyts/s320/Krabi%201.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgywPqWeBEKLdzIRHU2zVWnPihdt2WqoquZopeDJdD0MRBknfLqaNzNEuF8KQhqvBlt0pgGrQns3wv58nhHXpgF3PATfrSOhI2oc9Kl-f5PtflgPea5FATVJkeDGDT_S0J9qGavoWYCLpfE82GTGJNTytBugJ9rk3qz4rlnu169xxHL3IwlruBDYRRom-U/s2048/Krabi%202.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgywPqWeBEKLdzIRHU2zVWnPihdt2WqoquZopeDJdD0MRBknfLqaNzNEuF8KQhqvBlt0pgGrQns3wv58nhHXpgF3PATfrSOhI2oc9Kl-f5PtflgPea5FATVJkeDGDT_S0J9qGavoWYCLpfE82GTGJNTytBugJ9rk3qz4rlnu169xxHL3IwlruBDYRRom-U/s320/Krabi%202.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhr3cya95zBmiaKIZ2qyCtDEjxq81FriI15lxoAFUUbWlxJcqsvSfTeeUh0rs5kOchiaVZlZ8CgWf0bV7eHYFPf3UUbPeu4HaCiomLZpfE_kntXcBv1IZLBlT6rKozNj8N0UrVa4rJRyaD3gy79KRErRCmYC4P7u_pEJ3ISlHMJIw7m_O-dj_vaHNxiAOQ/s2048/Krabi%203.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhr3cya95zBmiaKIZ2qyCtDEjxq81FriI15lxoAFUUbWlxJcqsvSfTeeUh0rs5kOchiaVZlZ8CgWf0bV7eHYFPf3UUbPeu4HaCiomLZpfE_kntXcBv1IZLBlT6rKozNj8N0UrVa4rJRyaD3gy79KRErRCmYC4P7u_pEJ3ISlHMJIw7m_O-dj_vaHNxiAOQ/s320/Krabi%203.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; 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margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjucV9wD-Veqxds2XKqr86FNRv8fLVml4lnxs9dEOJJYhXnVY-BrHO6H262GFV8pdWRjegG5wTu3gC1PDmwWoVp4E3FHZ6TJSddJtznnflxPcEgYAHIWKQVQzx0MXGQDvdCt-e0SGRAorUSmLzaGTFgmAt7tP-eaU0laXdgVlgxiVmEnyMuZe7vxSyLBSs/s320/Krabi%208.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLYaq8hck94kQ5Ul8RN83fBu4G5Y94O4pJP-LHOgMvvnYLRw4QhS3RBTz6cMOUp5dp1l7F5Ri4ffUuAkKNbX9Nno6hcc02PCwoPAD9FKKF3FhfjG0uWqmOT-N7B6dQ-v6SCRAulYRR5Uyq2jKwoYhPICbVJ0LIN1Q2PVpeM87occcDbsziaFc3cdrcwFA/s2016/Krabi%209.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLYaq8hck94kQ5Ul8RN83fBu4G5Y94O4pJP-LHOgMvvnYLRw4QhS3RBTz6cMOUp5dp1l7F5Ri4ffUuAkKNbX9Nno6hcc02PCwoPAD9FKKF3FhfjG0uWqmOT-N7B6dQ-v6SCRAulYRR5Uyq2jKwoYhPICbVJ0LIN1Q2PVpeM87occcDbsziaFc3cdrcwFA/s320/Krabi%209.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; 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margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvz0YMtt3X4YZzq625gCCEhrFvg0dK3iRUL2SNtVkpBVUZ2fEuqGbK4el_Z3fLyL4mxRJapwFVV517hT7-NGjVrYmkIpbSHT0MNOAm687m3_KaI0lb-dr5v8bmYgqV5cu0XQhVFDt9oB50dPfeGxAi3yMhsQvBIhesc58jLH899yhuvmQY3p-Yr4AEzFw/s320/Krabi%2011.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHMgAgJic63iwwB4VPNlXVIpO0C5KwtNeaY-EDwo5v5yQp6Off-urieuxAy0IbHKGPjVo27J5Zj2OmntzQMpiVG1ffX7y4vXY0woRBOaexXvKBcHOEyct-hOUbRpva0ZWDZCV4FCNsCr4qIs6NsNPn1QWB1BG4H7l6dBwxcrXPUkqMxKr0_VBi6exxyuA/s2016/Krabi%2012.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHMgAgJic63iwwB4VPNlXVIpO0C5KwtNeaY-EDwo5v5yQp6Off-urieuxAy0IbHKGPjVo27J5Zj2OmntzQMpiVG1ffX7y4vXY0woRBOaexXvKBcHOEyct-hOUbRpva0ZWDZCV4FCNsCr4qIs6NsNPn1QWB1BG4H7l6dBwxcrXPUkqMxKr0_VBi6exxyuA/s320/Krabi%2012.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxn0yyjZ-uyLqy1TXBfD1cbfRWvMPQtXWAdfQwKkdDaU1IPuXAmrrsJ5pMAlHlVucQD8bg71caq-CcHVeIUn-YOqfUNq4UvpQUiqfrgFB9IPTbIVJ0MBGEIqKPS-9M5ZIVqMfDnP9FAQypfqNUU279wO8OpCYyCmeMG1kitdcPHjFAsuPBk7BxU-QVWmc/s2016/Krabi%2013.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2016" data-original-width="1512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxn0yyjZ-uyLqy1TXBfD1cbfRWvMPQtXWAdfQwKkdDaU1IPuXAmrrsJ5pMAlHlVucQD8bg71caq-CcHVeIUn-YOqfUNq4UvpQUiqfrgFB9IPTbIVJ0MBGEIqKPS-9M5ZIVqMfDnP9FAQypfqNUU279wO8OpCYyCmeMG1kitdcPHjFAsuPBk7BxU-QVWmc/s320/Krabi%2013.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjk_-YV1Bw-EPHYzyaw3RYd7WOPZ98kjJI1jSnjLbcXFznKPcLpEWrUD8qi4LAcSAIJdG3bgeZrs_5TRu6vi3ScYaByFhO8-c-Wie6uFJAtY6ojRwK5WPt1nflmvaYxozVHQ_C9zgciU1nFYDvDvSuOP1-npmIRgLp0Byc8PcnVlRCuDsgVx9Q4nUrT0gE/s2016/Krabi%2014.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2016" data-original-width="1512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjk_-YV1Bw-EPHYzyaw3RYd7WOPZ98kjJI1jSnjLbcXFznKPcLpEWrUD8qi4LAcSAIJdG3bgeZrs_5TRu6vi3ScYaByFhO8-c-Wie6uFJAtY6ojRwK5WPt1nflmvaYxozVHQ_C9zgciU1nFYDvDvSuOP1-npmIRgLp0Byc8PcnVlRCuDsgVx9Q4nUrT0gE/s320/Krabi%2014.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4L-hAkEyWafV7hYJ0BLP8OKQ9I2FrEmTJEWHIKEOOyFMbHQybDoWQknhvnt9STyGn7AJfmQjxkUC-qpZoHkcwjqADqefb-57IqIBAtBybjmfcryjGiX12K1neC2mQrx2rVqg1c6CgX2EThDtH0hXd-XBFZ0pBxmkLs-8dScIXs2dLp4hmlnB5YBt1_mE/s2016/Krabi%2015.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4L-hAkEyWafV7hYJ0BLP8OKQ9I2FrEmTJEWHIKEOOyFMbHQybDoWQknhvnt9STyGn7AJfmQjxkUC-qpZoHkcwjqADqefb-57IqIBAtBybjmfcryjGiX12K1neC2mQrx2rVqg1c6CgX2EThDtH0hXd-XBFZ0pBxmkLs-8dScIXs2dLp4hmlnB5YBt1_mE/s320/Krabi%2015.jpg" width="320" /></a></div><div><br />We took a trip to Ao Nang, the local town and explored what was on offer there. Throwing in some cocktails.<br /></div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWdZyZyXbrQWoLTdvblssIVrNl-RHvUjYY1h04EQSXo9FJy4USB7jluwip51TGoL0SgHdR5BA_QNViVI3HM5wNra3v25g1g_r4i2CeWiniXpXg0jQv63vREmYYfLRWW4GdUjM3-r8maOnmSHDUBBuDjzbXLhQVv-3qXdGcpxzxCnLyGjda0B-7JfzfaZo/s2016/Krabi%200.1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWdZyZyXbrQWoLTdvblssIVrNl-RHvUjYY1h04EQSXo9FJy4USB7jluwip51TGoL0SgHdR5BA_QNViVI3HM5wNra3v25g1g_r4i2CeWiniXpXg0jQv63vREmYYfLRWW4GdUjM3-r8maOnmSHDUBBuDjzbXLhQVv-3qXdGcpxzxCnLyGjda0B-7JfzfaZo/s320/Krabi%200.1.jpg" width="320" /></a></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6Rsvinq2TE9zJVHoAbSlEQjqBLtboqvrDxuMCOd4f088c_mnY4_mZxs_1Hf3Ku9B25HGwMpWWwLwuT7APGhyphenhyphenSFOZ-OzXonBJAbKyfj4G7-nrzV0sNf_gbXMc8jakRCUskVmf4BrAvKW3uCWJU3jy3N0SxvA-Vyrm4CDkiDPABK80HmRDVEOmycnTVkAc/s2016/Krabi%200.2.jpg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6Rsvinq2TE9zJVHoAbSlEQjqBLtboqvrDxuMCOd4f088c_mnY4_mZxs_1Hf3Ku9B25HGwMpWWwLwuT7APGhyphenhyphenSFOZ-OzXonBJAbKyfj4G7-nrzV0sNf_gbXMc8jakRCUskVmf4BrAvKW3uCWJU3jy3N0SxvA-Vyrm4CDkiDPABK80HmRDVEOmycnTVkAc/s320/Krabi%200.2.jpg" width="320" /></a></div><div style="text-align: left;"></div><div><br /></div>The next day in the late morning, we set off to Railay beach via Ao Nang. Gary has long praised this beach and I certainly see why when I got there. Gary is returning, almost exactly ten years since he first did. He felt emotional on the longboat ride in. It was epic to see the stunning landscape again and this time for him to see it from a different angle, the hidden beach behind it! Which became my favourite beach ever. I love the geological rock formations in Thailand, so stunning. Later that day we took a walk up Monkey Trail which is in Ao Nang. Before we set off back, we watched a pyro show on beach, and saw the close of the sunset. Krabi really has beautiful flora, fauna and (phallic) rock formations, including cheeky monkeys and gnarly lizards.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfneZ75cORS1LUrvrWm5Yj5JIyKXUSg0uuCpMhzrATtEl4yhT7UdALrdsvorM_MdhRAXq-GYldDDiP92T76jGCrmYWAIW0qwGsPLcISKBSk9mJNmVivTbohf6i9JJMfVgyPm1Cs6E3-tIGNkDKdEL5OK5ZO2PiwIESdVCfjEg6HJd3aBtEOhYmHTpV7YQ/s2048/Krabi%2016.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfneZ75cORS1LUrvrWm5Yj5JIyKXUSg0uuCpMhzrATtEl4yhT7UdALrdsvorM_MdhRAXq-GYldDDiP92T76jGCrmYWAIW0qwGsPLcISKBSk9mJNmVivTbohf6i9JJMfVgyPm1Cs6E3-tIGNkDKdEL5OK5ZO2PiwIESdVCfjEg6HJd3aBtEOhYmHTpV7YQ/s320/Krabi%2016.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; 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text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT_imCUUDZ3u27s-OEXLq24qcJPPgCwI5ZO0l6HOiaN8TXb7bfEJGovbhT_0dxj-tcZWmwxAbkJfNlWhZCocGvSejZ4Ct9NfowWZxXMuk3Tcyk0EsEEQM4GBhBsaAZjNOwRm_O0T02IivwlGXPyJQ0kyCmkoCuFfFfo1rHcHV0P-vYbkCJXQhpv5Km31I/s2048/Krabi%2039.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT_imCUUDZ3u27s-OEXLq24qcJPPgCwI5ZO0l6HOiaN8TXb7bfEJGovbhT_0dxj-tcZWmwxAbkJfNlWhZCocGvSejZ4Ct9NfowWZxXMuk3Tcyk0EsEEQM4GBhBsaAZjNOwRm_O0T02IivwlGXPyJQ0kyCmkoCuFfFfo1rHcHV0P-vYbkCJXQhpv5Km31I/s320/Krabi%2039.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeC2TtIh9tyC0l7yS5UYHs-i6Ikut7s_NwsxP1XKC_6p6_8zI53jfA0q1DW4joQJX2CGiTpnCNkY4hyphenhyphen4RlI9Q-dD2y0Y889Gi_xhoZuiuwVZeQCSVDCu2g7Iolu1fE3esTyuBjN9IeFacmbRljpfzDzP-SBWizzrxZoyWBbS03uP2NnzsQ7hNsKszFYcI/s2016/Krabi%2040.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeC2TtIh9tyC0l7yS5UYHs-i6Ikut7s_NwsxP1XKC_6p6_8zI53jfA0q1DW4joQJX2CGiTpnCNkY4hyphenhyphen4RlI9Q-dD2y0Y889Gi_xhoZuiuwVZeQCSVDCu2g7Iolu1fE3esTyuBjN9IeFacmbRljpfzDzP-SBWizzrxZoyWBbS03uP2NnzsQ7hNsKszFYcI/s320/Krabi%2040.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">We now head to our final destination, Phuket.</div><br /><div><b>Phuket, Thailand<br /></b><br />We travelled by car for about three hours around to Phuket, and arrived at Manadarava Resort and Spa by late afternoon. The last hotel of the trip set in a lush rainforest environment with streams flowing through the undergrowth and rooms and pools hidden within it. We took toured the hotel looking at the several themed pools it had. We strolled the area up to the beach, before the daily rain storm hit us. We ate at the hotel restaurant, on a lovely balcony that had ponds between the tables. To our surprise, there were tree frogs in them, which sound like a squeaky fart which is what I originally thought was happening.</div><div><br /></div><div>The day after we did our proposed pool day tour, experiencing each themed pool. On our exploration we found a very apt Honeymoon sign and decided to try recreate some of the Instagram couples photoshoot poses but failed miserably!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHf8oF2q3_GVAvKN75hqy7Z9mjuHJZHE-IxRQpP33eXfSJ-oxaffNAGMi2bFmhgFXCznwpaDcwaQWQG2O_0UXjT8_Erljz7EobtNlTkSuDtOnrlPz-e2TS9z98MX_XXlAOEJg4CIkgikVrqOZdia-kM-KVJQ8Zp7xluzMOU3VWzbtXRssdEcniJjm_NlA/s2048/Phuket%201.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHf8oF2q3_GVAvKN75hqy7Z9mjuHJZHE-IxRQpP33eXfSJ-oxaffNAGMi2bFmhgFXCznwpaDcwaQWQG2O_0UXjT8_Erljz7EobtNlTkSuDtOnrlPz-e2TS9z98MX_XXlAOEJg4CIkgikVrqOZdia-kM-KVJQ8Zp7xluzMOU3VWzbtXRssdEcniJjm_NlA/s320/Phuket%201.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiH7BDIh76wPRdkyuwgDp8BFyvcSFDUeEyKUrDpNS5jwfhHlKPvDidEo16KZw1k9p2AuhxI0ACEAqsup3_LKz0XJPECSpybZh6dmIgKjuEOBEgJlnUmQNVJPRrA0P-j_C_u5gkKO_HTzA43xGAGjadMVmEMSFdbdO1M9fr31a9VGXZ5_0GYbckMlMav7uY/s2048/Phuket%202.jpg" style="margin-left: 1em; 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text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn46n_QHPOQIvfeuw4fGNu2OAulBC0_TUl7e7T55ApArWvnZk6FBzm7PSF_3SsHmNygefMy9Wy3rx-X1E5NAJhE7Jh8a7ku_rE5EgeC6r0P3bWKCqcYLszhGprzG2H1rRrAOtiYcWQzWxt1WnKtNGzAFbH0Y3itKKKv1VlXsrX1WJKDkwJ2SHdZgNAGNI/s2048/Phuket%2010.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn46n_QHPOQIvfeuw4fGNu2OAulBC0_TUl7e7T55ApArWvnZk6FBzm7PSF_3SsHmNygefMy9Wy3rx-X1E5NAJhE7Jh8a7ku_rE5EgeC6r0P3bWKCqcYLszhGprzG2H1rRrAOtiYcWQzWxt1WnKtNGzAFbH0Y3itKKKv1VlXsrX1WJKDkwJ2SHdZgNAGNI/s320/Phuket%2010.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_eFuXzjDSC3iVrAs4uM8pIJedymHxAcYIirHhEZlT7bRkMXC94VGkI2br_VZ1hbHTzj3xvGyQHVM0KYgZisFJsZZCSEC43d4mmGCjdd4fqvkMSbpaRW8eJ9tTnETIMLP0oJ-6OAwJjC-wmxsSnNbv_kDm8xxifyWQt3GzPO6-bqgO_eHkXlptrATDPHU/s2048/Phuket%2011.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_eFuXzjDSC3iVrAs4uM8pIJedymHxAcYIirHhEZlT7bRkMXC94VGkI2br_VZ1hbHTzj3xvGyQHVM0KYgZisFJsZZCSEC43d4mmGCjdd4fqvkMSbpaRW8eJ9tTnETIMLP0oJ-6OAwJjC-wmxsSnNbv_kDm8xxifyWQt3GzPO6-bqgO_eHkXlptrATDPHU/s320/Phuket%2011.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXSRN9_n19LS51Lggwj9GfXYq7XS3mLVJNoFydVUTxxo_KJ597a2A1pl6RDszi7i8d49AA7UnZnOpzxU5YByxJDnCLHgTCWZv0Re8sxewmbv4VyAzuHbwhhRTut94ta24oPxaclz6pA_adSoNIGqabK_LsQSPOsdwJgMXoFsWvXmdOTEKLm323TBZLrss/s2048/Phuket%2015.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXSRN9_n19LS51Lggwj9GfXYq7XS3mLVJNoFydVUTxxo_KJ597a2A1pl6RDszi7i8d49AA7UnZnOpzxU5YByxJDnCLHgTCWZv0Re8sxewmbv4VyAzuHbwhhRTut94ta24oPxaclz6pA_adSoNIGqabK_LsQSPOsdwJgMXoFsWvXmdOTEKLm323TBZLrss/s320/Phuket%2015.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHJXaYFp31frNz6ebpoXV40Gvl_mP7ruwGJE7jDvgEDMdlab_yXV1_QdU0t72WFyv5XcYxg3-y-ibUb4DT4Z-CL5Fzi3QMOs8daoOcIbas6h31XLQHCd1FWjHRFTBJp4ido04E5bjXlVA1azs9XWKSQ_3aL6A2wjX_IHWwF_B_T6rPnzl7VYSDTFKlsvU/s2048/Phuket%2016.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2016" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHJXaYFp31frNz6ebpoXV40Gvl_mP7ruwGJE7jDvgEDMdlab_yXV1_QdU0t72WFyv5XcYxg3-y-ibUb4DT4Z-CL5Fzi3QMOs8daoOcIbas6h31XLQHCd1FWjHRFTBJp4ido04E5bjXlVA1azs9XWKSQ_3aL6A2wjX_IHWwF_B_T6rPnzl7VYSDTFKlsvU/s320/Phuket%2016.jpg" width="315" /></a></div><br /><div>We headed out to a local restaurant and planned and booked our trip tour to Ko Phi Phi islands. Our first island was the ultimate pure shore at Maya Bay, it was gorgeous now they've limited filthy tourists like us! We toured a few other islands after. One of best experiences I had was swimming in the sea with a snorkel. Seeing the incredible coral reefs underneath, with fish I only have seen in an aquarium and on TV. Was a highlight seeing parrot fish too. There was another shoal of fish that kept gathering near us and jumping and nibbling our feet. Me and another woman were screaming in fear!</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf74mJ_sUkpKlithvl8P-C6InA6lY85n4rJKefA4lz9Cggf3CUZx7vVFmRpLKUuWD4Wf8q6P4ds9fwwba1VS_PzLHn5cVo2j7r5273SNhBFxLtob1H8y_86CtmsV6XEWPVXpLf7qZpWCg14SYeR9vPfimtkC4OCkdS-PuVG7b3kS70RsSXyOUGOX1uWRM/s1600/Phuket%2017.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf74mJ_sUkpKlithvl8P-C6InA6lY85n4rJKefA4lz9Cggf3CUZx7vVFmRpLKUuWD4Wf8q6P4ds9fwwba1VS_PzLHn5cVo2j7r5273SNhBFxLtob1H8y_86CtmsV6XEWPVXpLf7qZpWCg14SYeR9vPfimtkC4OCkdS-PuVG7b3kS70RsSXyOUGOX1uWRM/s320/Phuket%2017.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3RgBm5Ygeoy6nz2ztb0m1k2o5pDshrwfl6iUXT7q_HTtb-VF4UlNmLyxDF8ndModTAh7UXL4x5Wb9bkDv7sbvV34lTaAqihlXkoh8amMqt0-s3SB5il673M0dBiIG29yJEqRr4tmVRBaIUh35ecfeMe95qg0Dg4qEt2s0bv9TaUIaEphlD5Yi4fLNy9I/s1600/Phuket%2018.jpg" style="margin-left: 1em; 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margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxhUOSZ219XO-yDiVbLt3pvkiEiZWvA4c_eUl3nd1_ToEx5i2ZvKruLxNmCqQMW8VigoAGw55o8iDL5qU6CkWhrDnx4o2_eX9TsOZnItfKCYOwzIjXFIWfenlRDxvUCCWykG7IkpRX5lNzGSb8fvXet_83rv6YMXgfxj06Sc2FUX8_feTj2YzVMHUDP-U/s320/Phuket%2024.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4mqj5wLhDuKY4gSMI5jKlP1tjCR-VhgyxKGQSPomXRlO6j7lRyaKy8OuIaVPP6OTPVI8YiPsnxNoKfpWo-Jf6ZaeRa6S1xZpqH4vM-4_vekkcOvgqnGrR2W_RBAcfSlo-wb2SP-Jp7W7qNjYaxNxxyUOIJeudvA8FiVVlWOJraK8_uzDP58K0a7EAIA4/s1600/Phuket%2025.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4mqj5wLhDuKY4gSMI5jKlP1tjCR-VhgyxKGQSPomXRlO6j7lRyaKy8OuIaVPP6OTPVI8YiPsnxNoKfpWo-Jf6ZaeRa6S1xZpqH4vM-4_vekkcOvgqnGrR2W_RBAcfSlo-wb2SP-Jp7W7qNjYaxNxxyUOIJeudvA8FiVVlWOJraK8_uzDP58K0a7EAIA4/s320/Phuket%2025.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3cv9zpSpxPwPWz_6EXoPnS1YRGHGvt-PPBcS5nhxCt2wkYgMk2CqJRtPGwTZBYryEqRNyuCwA6IFzgR6m3XVQ3RAJBFUaHa3TXNPCSb9Jh3CXcW3PMFFdoECCluBogtr9HVoN4vvLBk49iylP8_tk4ujmVsgMtu9jkv_hs_15MUOlywhp17N0FPQAr3w/s1600/Phuket%2026.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3cv9zpSpxPwPWz_6EXoPnS1YRGHGvt-PPBcS5nhxCt2wkYgMk2CqJRtPGwTZBYryEqRNyuCwA6IFzgR6m3XVQ3RAJBFUaHa3TXNPCSb9Jh3CXcW3PMFFdoECCluBogtr9HVoN4vvLBk49iylP8_tk4ujmVsgMtu9jkv_hs_15MUOlywhp17N0FPQAr3w/s320/Phuket%2026.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjT4kl2vaioKmOQjgPJQl9IUPYinDR3s9ohoi0v9ZRVk7VuMUWvjpPxIBRRcKSZctj1a-oCTn16C7XeM_FkR5Ko7tDxin5ZDvl8CNTVDlSMZP6SRgT9mSEXQAui0r3fR4prGMveZfk6G6xNlXW0qtyhxiT4OtJfgTmpIAu59S5XwaUMch41nsWtV6qZXrw/s1600/Phuket%2027.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjT4kl2vaioKmOQjgPJQl9IUPYinDR3s9ohoi0v9ZRVk7VuMUWvjpPxIBRRcKSZctj1a-oCTn16C7XeM_FkR5Ko7tDxin5ZDvl8CNTVDlSMZP6SRgT9mSEXQAui0r3fR4prGMveZfk6G6xNlXW0qtyhxiT4OtJfgTmpIAu59S5XwaUMch41nsWtV6qZXrw/s320/Phuket%2027.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGjsqkhyphenhyphenmdn7j2bfk3zNBivaqt-Sv20GpD7oUVqOHB5f942TPNAldwts5R5PJig_FXQJalKkmSYMOZ-9LarTWi5UWlZpvUSxwCER5kOHIE4J2Dsh46nMq-g1HlU3LGWT9XcIOihyphenhyphen1UYE5Kmwe5RAtD32IaATM9oOjmYVJVGEUingoTPfWfc4-nibeycyE/s1600/Phuket%2028.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGjsqkhyphenhyphenmdn7j2bfk3zNBivaqt-Sv20GpD7oUVqOHB5f942TPNAldwts5R5PJig_FXQJalKkmSYMOZ-9LarTWi5UWlZpvUSxwCER5kOHIE4J2Dsh46nMq-g1HlU3LGWT9XcIOihyphenhyphen1UYE5Kmwe5RAtD32IaATM9oOjmYVJVGEUingoTPfWfc4-nibeycyE/s320/Phuket%2028.jpg" width="320" /></a></div><div><br /></div><div>Not much the day after, as we have had a few busy days, so we had a hotel and pool day. But as the 4th October, which is the day it was this day. We have been married one year, and together eight years. So we celebrated our first anniversary last night by enjoying a lovely meal at our hotel and <a href="https://danielscott86.blogspot.com/2022/11/our-awesome-wedding-day.html">re-reading the summary of our special day</a>. So many great memories made, and rest of our lives loving one and another. The day after we had booked a Thai cooking class and made a gorgeous a spicy salad and Thai green curry dish. We ate a little bit straight after, but we got them to deliver it to one of the hotel restaurants to eat later. We got a cute little certificate on completing it.</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjr4hV4b6Y8uyUxDTqQHfs79LmjQcOVnpN2yHlloXLpEfNkknOP91BL7znx6jdPPGS0qE-oD0qsV6yjPPBKMUJmiW1RgmBESte7lm2f151rAYXAwKsVxR3f2BNgrm-CFfJlFQo1Z5-F-McwQCRk38ElQX7E46g90UzKVByEYQzikk3mVqoLUEa1h-4x-9w/s2016/Phuket%2012.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2016" data-original-width="1512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjr4hV4b6Y8uyUxDTqQHfs79LmjQcOVnpN2yHlloXLpEfNkknOP91BL7znx6jdPPGS0qE-oD0qsV6yjPPBKMUJmiW1RgmBESte7lm2f151rAYXAwKsVxR3f2BNgrm-CFfJlFQo1Z5-F-McwQCRk38ElQX7E46g90UzKVByEYQzikk3mVqoLUEa1h-4x-9w/s320/Phuket%2012.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVwEb0YM-QUIE5a5HPeswn_RmrO-Wcc2c9EIC7tGaBjJdBh7fyrSijrEY5IE3RGQhiTMP5YlSD_FADsC7oJvqY_D_FHOZABqylgsmmUra-uL6DW301Jc48WiwMp7gtaRLa8861PiGND1ewTb9g1W_IVpgg9PF_VfI4CNdBCcionAX_QwoiSM7PWviQlnY/s2016/Phuket%2013.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2016" data-original-width="1512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVwEb0YM-QUIE5a5HPeswn_RmrO-Wcc2c9EIC7tGaBjJdBh7fyrSijrEY5IE3RGQhiTMP5YlSD_FADsC7oJvqY_D_FHOZABqylgsmmUra-uL6DW301Jc48WiwMp7gtaRLa8861PiGND1ewTb9g1W_IVpgg9PF_VfI4CNdBCcionAX_QwoiSM7PWviQlnY/s320/Phuket%2013.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSfcDS2dZmPPikBx_dyizqrOAWXkP0Hy9f-KlXi3EL_QP7IIGRRhKkd3rs2J5grHmf7vdvpCpdKryt_WssO7lhNQrBdir_R-rcJ4l-nLjWWtmWJu_ubh9frWgPj80QB8cXWJnrPnynnNd87M2ZNaW9oCJTgTWd4bgRGRSlN7j6sMuz72jffKDxd-2GC4E/s2016/Phuket%2014.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1512" data-original-width="2016" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSfcDS2dZmPPikBx_dyizqrOAWXkP0Hy9f-KlXi3EL_QP7IIGRRhKkd3rs2J5grHmf7vdvpCpdKryt_WssO7lhNQrBdir_R-rcJ4l-nLjWWtmWJu_ubh9frWgPj80QB8cXWJnrPnynnNd87M2ZNaW9oCJTgTWd4bgRGRSlN7j6sMuz72jffKDxd-2GC4E/s320/Phuket%2014.jpg" width="320" /></a></div></div><div><br /></div><div>The last half day was spent around the pool, before the long journey home begins. What an epic and memorable two weeks it has been. We're going to miss the scenery here.</div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-18741526382655415082024-01-25T16:00:00.034+00:002024-03-04T12:22:36.961+00:00Frameworks for your digital learning design toolkit – inaugural masterclass for Level 5 Digital Learning Design apprentices<p>Following my panel attendance 'Launching a new apprenticeship standard for Digital Learning Design', at the Association for Learning Technology Annual Conference on 5th September 2023. More information on the apprenticeship occupational standard and end-point assessment plan, and my earlier work with Level 3 and 4 Digital Learning Design apprentices in my blog post '<a href="https://danielscott86.blogspot.com/2023/04/level-5-digital-learning-designer.html">Level 5 Digital Learning Designer Occupational Apprenticeship Standard</a>'. I had a chat with fellow panel member Simon Bozzoli, CEO of LDN Apprenticeships. He invited me to speak with apprentices at some point in the future. He later put me in touch with Frazer Worthington, Digital Learning Designer Skills Coach, to deliver a masterclass. Today I delivered a two-hour inaugural masterclass 'Frameworks for your digital learning design toolkit – inaugural masterclass for Level 5 Digital Learning Design apprentices' to 19 apprentices (21 in total). I feel like my work and support with the Digital Learning Design curriculum has now to a natural close, ten years (2014) since I first tutored, assessed and quality assured the Level 3 Diploma in Digital Learning Design qualification, and the year after the Level 4 Diploma in Digital Learning Design.</p><p>The masterclass was a mix of theoretical frameworks and conversational activities. However these were brief introductions to the frameworks, not deep dives. The literature was provided for apprentices to explore afterwards. The frameworks were intended to go beyond the production, and be useful for pre and post thinking and design. To inform their designs and evaluate their designs and success, and/or view from another lens. This is all based on my experience in education. As my audience is working with academics to influence effective digital learning design and technologies. Apprentices were asked to be activin in their participation and contribute to a collective Padlet resource which everyone can access and download at the end.</p><p>I had so much more content to talk about but had to reign it in! That was left as further reading for the apprentices. I particularly enjoyed the break out activity regarding slide 13, a scenario, where they had to apply the two frameworks I introduced before hand; forms of activity and learning types. There was so much rich discussion and debate, which is exactly what I wanted to achieve with that part.</p><p>I'm just really glad that the apprentices got a lot of out the session and started to develop independent thinking on their approaches. They were a great bunch to be with and had lots of questions to ask me. Frazer was a brilliant assistant too, and pausing me at the right moments to ask further thought-provoking questions on my experience.<br /></p><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/KQZfzpBL89U" width="420"></iframe></div><p></p><div class="separator" style="clear: both;">Me - "<i>Thanks again for the opportunity, and to work with you Frazer.</i>"</div><div class="separator" style="clear: both; text-align: left;"><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div class="separator" style="clear: both; text-align: left;">Frazer Worthington - "<i>Thanks Daniel, likewise, and from me it was really appreciated the time and effort you put into the session. From reading the journal entries it has really helped them with considering the design methods for future DLD projects.</i>"</div></blockquote><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Some anonymous feedback from the apprentices on the session:</div><ul><br /><li>"<i>Thank you Daniel - I hadn't heard the word gubbings for some years </i>🤣 <i>- I LOVE all frameworks so more frameworks are added to my toolkit</i>"</li><li>"<i>Awesome session, wish it was a little longer so that we could have more discussion, but was very interesting to learning how we approach learning design and analytics. Enjoyed the session, found very useful. Thank you Daniel</i>"</li><li>"<i>I'll be re watching the recording to absorb more/ better. Thanks. That was really interesting.</i>"</li><li>"<i>Great session - really interesting and very well timed at the stage we are at in the course. Thanks Daniel.</i>"</li><li>"<i>It was a bit tricky to wrap my head around applying the two frameworks in the breakout session so the collaborative piece was much appreciated whilst I engaged my brain!</i>"</li><li>"<i>It was really good to hear from someone in the industry and how they apply frameworks and technologies. Thank you!</i>"</li><li>"<i>I was engaged throughout the session- thank you so much!</i>"</li><li>"<i>Considering the different 'types' of careers was useful and allowed me to highlight the areas that I need to develop to become a more well-rounded digital learning designer</i>"</li><li>"<i>Thank you, I found this session very useful!</i>"</li><li>"<i>Great session, thank you very much!</i>"</li><li>"<i>Forms of Activity was really interesting</i>"</li><li>"<i>How we approach long-term learning/layers of learning (under pressure it can be very easy to focus only on the short-term requirements of a module of learning and not assess the overall journey)</i>"</li><li>"<i>Approach to learning types! new framework for me and really useful to review content, especially a longer course</i>"</li><li>"<i>Learning types and linking those with different activities/learning objectives</i>"</li><li>"<i>How the application of a function or activity relates to the learning needs.</i>"</li><li>"<i>Identifying learning approaches and learning types was really interesting</i>"</li><li>"<i>I do like the forms of activity and learning types frameworks, however I think I need to spend some more time looking at both frameworks as I can see the value in applying these to learning design approaches.</i>"</li><li>"<i>Definitely going to help me be thoughtful about the variety and levels we're looking to construct learning modules (as part of wider Learning Journeys!)</i>"</li></ul><div><br />What this session told me, is that I need to be doing more of this in my institute; educating others on such things in similar ways, which had already been built into my digital learning strategy.</div><div><br /></div><div>EDIT: March 2024. Frazer Worthington - "<i>I hope you are well. Feels like time has flown by since your masterclass and thanks once again for that session, I’m seeing a lot of your ideas used, as the cohort starts to develop course maps and storyboards for their EPA.</i>"</div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-80272071912061167212023-12-15T16:00:00.039+00:002024-01-27T09:12:48.361+00:00Triggered values<p>A small thought note. I saw the the following Tweets and many other similar ones by the same individual author, and it provoked some deep reflection on the honesty of what life and work means to me. Whilst limiting government and policy talk.</p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p>"<i>I watched a video where Elon mention a quote by Marcus Licinius Crassus. </i><i>That a man could only consider himself truly rich when his annual income could raise and maintain a Roman legion. </i><i>A legion is between 4000-5000 soldiers.</i>" 25 August 2023</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">"<i>...Usually, it is the people who understand that money is a proxy for value that are the most trustworthy. The more money you make the more value you have generated for society.</i>" 27 August 2023</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">"<i>The goal is to retire. </i><i>Retirement is getting to a level of wealth where you can choose what to do with your day without time or financial restrictions. </i><i>Retirement, or the wealth needed for it, is based on what you want to do with your day. </i><i>Do you even know?</i>" 28 August 2023 </p></blockquote><p>So many questions to raise, and I get the motivation and productivity principles. Firstly, usually such statements come from a rich person where wealth is of upmost importance on their agenda. Many present their financial status and what monetary value they bring and spend before any other attribute. When to me it is the quality of the person that comes first. I wonder how these types of people react when someone attempts to succeed them through their own 'advice'? It breeds unnecessary competition and rivalry.</p><p>Emotional and relational value doesn't leave societal impact? People with spiritual passion shouldn't be seen as impactful. Spiritual healing and life coaching for example. Seems pretty incredulous to me.</p><p>Or have I got all this wrong in my head? To me these statements are down right dangerous, and again, come from the already rich, allegedly powerful and probably privileged backgrounds. Encouraging more greed and capitalism in people, which will ultimately lead to more characters like the rich and corrupted. Whilst empathy for the planet and personal wellbeing is being depleted. We should educate people to be rich in life experience and happiness, not just to be rich and superior to others through fakeness and consumerism. I also believe that being abundant in money doesn't bring you happiness, but the meaningful things you spend it on or choose not to spend it on, and whom with. As often celebrities say it is very lonely at the top - not a good sell to me. To me, obtaining richness in life can be achieved by deeply making connects with others and the natural world, travelling and seeing other cultures and lifestyles, and immersing yourself in them. A benefit when I see such things it makes me react like this, grounding and confirming my values and principles - so that's my positive spin on this reaction. I'm not in favour of money chasing and doing the whole rat race thing, but we all subscribe to it somewhat. Especially when you feel you know what you might be 'worth' according to organisation's pay scales. However, it is important to have regular and adequate income given today's ever increasing cost of living, which is mostly due to greedy people and businesses. For me, I am interested in and committed to personal and professional growth, and being successful in making a positive and impactful difference in the work I do. And if that results in a bit of incremental progression, I think that's healthy, as it's natural to me not forced. We all need to enjoy life as it goes, it should not be about take and greed. But yes this is how our country works and pretty much the whole world. All bout financial gain and status. You could spend most of your life chasing a job that you may not get, then die the next day. It could be quite the waste to discount other aspects of your life in favour of only chasing money. But I get that rapid personal/business succession may lead to rapid innovations. Though surely everyone racing and fighting each other for the above, will push quality of business/service, economy and healthcare further down?</p><p>I do feel this anxiety that you have to keep doing work and earning and spreading yourself thin, just in case of job security, government changes, pensions etc. Yes some of it is natural career ambitions but I feel deep down it is due to the capitalistic impressions from the government and media spinning that all these negative societal changes must require such things from me. I feel much of professional life comes down to how people influence and shape 'the conversation and data' they want it to be; lack of actual truth. And how convincing and persuasive language is relied heavily too much on without evidence and true facts. Resisting capitalistic tendencies is very challenging indeed, perhaps the radical rest movement is the way? I like the outlook that it's not about what and how much you have got and how you look at it.</p><p>Yes I wanted to make something of myself and have a good salary, as I mentioned in my blog post '<a href="https://danielscott86.blogspot.com/2023/08/what-working-class-means-to-me.html">What working class means to me</a>'. I am guided by the principle that as long as you can do what you like to do in life, it doesn't matter how much you get. Complemented by other sayings that, 'it doesn't matter how much you earn, but how much you spend' and 'we all come to this earth plane with nothing, and we leave with nothing, and then at some point we must learn the act of letting go'. But I know my spiritual boundaries and know being consumed by richness is something I am not and will not be driven by. And because of my working class back ground I have a strong instinct to provide security and financial stability. Both when I was single and living alone to being married. Which links to my personal saying by not living beyond my means. It's ok to change your lifestyle after getting a promotion, but it worked excellently for me (so far) by not jumping on that bandwagon; no upsizing to downsize later etc. And enjoyed work progression in mean time. That's what my aim is and was, natural progression with no desire to get straight to the pseudo pinnacle, with full-time job satisfaction on the way - impact in my professionalism and specialism.</p><p>Forever to me means me, my husband, my cats, my home, comfort, health, and my family and friends. Whilst I understand some are solo in life, that should be some sort of vision or hope. We need more love and feel-good vibes in the world. Though nowadays, I think you have to make that an inner and close circle thing.</p><p>I've had to put on hold some other personal pursuits as I am still establishing and shaping my full-time role and team. And this deserves a fair bit of my time as I have longed for this role and invested in my professional development for it. Once I have got it all to a settled state then I can relax those efforts to concentrate back on some personal endeavours.</p><p>I know I still need to set some boundaries and learn to say no to things, in the effort to avoid burnout - as its my dream job. I will naturally work hard in my full-time work as I am passionate about what I do and personal and professional development. But there's my own personal wellbeing, husband, cats, family and friends to balance too. And I still want to <a href="https://danielscott86.blogspot.com/2021/01/the-calling-awakening-and-initiation.html">develop my abilities to be some sort of spiritual enquirer</a>, and look at <a href="https://danielscott86.blogspot.com/2023/01/dreaming-rituals-and-values.html">integrating Movement Medicine into my lifestyle</a>. It will come when I am ready to quieten/narrow down and when I let my full-time job just be - but I want to enjoy that too. Maybe the world will benefit more from my healing side... We need more healers in the world, not leaders - there's too many of them and a lot potentially false. To help minimise burnout, I have finally took the decision to step down from some volunteering opportunities such as the Early-career learning technologists group and the PebblePad learning technologists check-in group - that I was caretaking. Including ending my formal external work in Further Education, through my final NCFE contracted pieces of work in March and May 2024. And delivering a <a href="https://danielscott86.blogspot.com/2024/01/frameworks-for-your-digital-learning-design-toolkit.html">masterclass for Level 5 Digital Learning Designer apprentices</a> in January 2024, along with reviewing Ann Gravells and Gavin Lumsden's technology chapter in their forthcoming book due Summer 2024, to support the new Diploma in Teaching (FE and Skills) qualification. I've finally let go of doing those additional side things. I am specialising in healthcare Higher Education after all and want to narrow down and share all of that widely. I am in the role I have longed to be in, I can fully get my head down in it and in the context of healthcare HE.</p><p>I feel I am at a place of just enjoying being comfortable with everything around me, and being positively quiet. A good place to be, but not be too complacent as change is always afoot.</p>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-73192713290819353702023-11-30T16:00:00.015+00:002024-03-15T13:37:53.679+00:00Solo to team<p><a href="https://danielscott86.blogspot.com/2023/03/learning-technology-manager-a-celebration.html">I commenced my Digital Curriculum Manager role on 6 March 2023</a>, then in late Spring I became a two-person team. Enabling me to progress with my wider strategic work in our healthcare higher education digital curriculum.</p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">Me - "<a href="https://twitter.com/_Daniel_Scott/status/1646797175119126528" target="_blank"><i>Our Digital Curriculum Team is growing and I am looking to appoint a proactive and seasoned #learningtechnologist. It is an exciting time to join us, and you will have the opportunity to shape our approach to digital #healthcare #HigherEd. https://vacancies.ntu.ac.uk/Job/JobDetail?JobId=12316. Closes 8th May.</i></a>"</p></blockquote><div><p>When I shared the vacancy for the first and second recruitment rounds. It was really warming to receive such comments from the education community.</p></div><p>First round: </p><ul><li>Lou Mycroft - "<i><a href="https://www.linkedin.com/posts/loumycroft_digital-curriculum-developerclifton-campus-activity-7052693806663495681-DzHW" target="_blank">Anyone interested from #OER #FemEdTech circles? Dan is a brilliant person to work with!</a></i>"</li><li>Kayte Haselgrove - "<i><a href="https://www.linkedin.com/posts/kayte-haselgrove-19196792_digital-curriculum-developerclifton-campus-activity-7058696161603244032-hY9g" target="_blank">You would get so much support and such a great experience working with Daniel Scott-Purdy. Check the job out if this is your thing</a></i>"</li></ul><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p></p></blockquote><p>Second round:</p><ul><li>Bridget Bircumshaw - "<a href="https://www.linkedin.com/posts/iamkirstent_digital-curriculum-developerclifton-campus-activity-7078073456554057728" target="_blank"><i>Job opportunity for a #LearningTechnologist based at Clifton Campus, Nottingham Trent University - I lived on Clifton Campus during my PGCE - fond memories. </i>😊</a>"</li><li>Amy Underwood - "<a href="https://www.linkedin.com/posts/amyunderwoodntu_digital-curriculum-developerclifton-campus-activity-7078990982939062272-hbM5" target="_blank"><i>An exciting opportunity to join the growing team at the Institute of Health and Allied professions and support our future NHS</i></a>"</li></ul><p>I successfully recruited to the post, Digital Curriculum Support and Developer, on the second round between July- August 2023. However in the near future, through continued department and curriculum growth, I'll need to recruit for another full-time person. Though I will be certainly be making use of our internship scheme again. My vision is building up, but it will take time and I need to be patient with that. Creating a team culture and dynamic, and establishing our team purpose and profile, while induction a new member is challenging to balance. The recent course leader consultation will help progress things further, once outcomes are analysed and reported by my new colleague. As there is a few activities linked to that, both in priming our team and future digital developments.</p><p>Only recently have I been able to fully get hands on with my newish leadership and management role. Having maintaining two jobs; part of my new one and still doing my previous one, until my new colleague was finally in place in October 2023. As we are now a two-person team, now including Godson Uma. Therefore I have produced the brief document below of our team purpose and responsibilities. In the effort to help articulate and clarify to colleagues on what we do and who deals with what etc, as well as what we offer as individuals. Encouraging staff to familiarise themselves with this and use in any staff inductions. I received the following comments on the document.</p><div><ul style="text-align: left;"><li>Anne Felton, Head of Department - "<i>Thanks for producing this, I think it’ll be really helpful. It would be great to get it on Sharepoint as part of the induction too</i>.</li><li>Jo Rutt, Principal Lecturer - "<i>Thank you for this - it outlines the roles well</i>".</li></ul></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo0-eo8LKPcwQRsJII17nZrlTY-JKRK0a3aCoCFOF4i-t_fRolheKOEkoUppjUm4W77zfxJj-gtlvl4y_v0KONUEL2oaQY6pk7JaeAl42-xQlOKGbFZexxNzA9RyEltQsGK2N07uVLPz7DuyuFzGf4tJyZ_4UnfJ3U4ibDPMPzXxrs8PYY0uNRJhffwz0/s2339/IHAP%20Digital%20Curriculum%20Team_Page_1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo0-eo8LKPcwQRsJII17nZrlTY-JKRK0a3aCoCFOF4i-t_fRolheKOEkoUppjUm4W77zfxJj-gtlvl4y_v0KONUEL2oaQY6pk7JaeAl42-xQlOKGbFZexxNzA9RyEltQsGK2N07uVLPz7DuyuFzGf4tJyZ_4UnfJ3U4ibDPMPzXxrs8PYY0uNRJhffwz0/s320/IHAP%20Digital%20Curriculum%20Team_Page_1.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIrRwG_qYpiXeFVnKlXK6hcyZ0v7hVJQHkW0zT3li3rppZt659eSwtx7a9CT3G1iP8DSukgxbAdiXZ3S1uLdKjyrTjAvHVggPohO2GMP6dvLA9WvNxxQjXXk4Mc81f-AgXkR__OeMchVCJGf2mjuG40nDe1qBq4bGiUC4gnPZDqthD9zuk9HWGNdsTpn8/s2339/IHAP%20Digital%20Curriculum%20Team_Page_2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIrRwG_qYpiXeFVnKlXK6hcyZ0v7hVJQHkW0zT3li3rppZt659eSwtx7a9CT3G1iP8DSukgxbAdiXZ3S1uLdKjyrTjAvHVggPohO2GMP6dvLA9WvNxxQjXXk4Mc81f-AgXkR__OeMchVCJGf2mjuG40nDe1qBq4bGiUC4gnPZDqthD9zuk9HWGNdsTpn8/s320/IHAP%20Digital%20Curriculum%20Team_Page_2.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiioRz2HsA7t8AZSWjugODypFBzHTjpQ-hAAO6Uocml21QNqJBM52tH48cTZoF7VsLlTQtblRbq7kmuEK-ZjvDET_wHJKrcSQrICSssUNgnWQQUNlICbsIFOCtkHGogyBLFBXeEEgO1UPXzET-1d-QUdwpow3wUfq_CuzkFFz8Xu2RVDsnyufRLpjv70s/s2339/IHAP%20Digital%20Curriculum%20Team_Page_3.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiioRz2HsA7t8AZSWjugODypFBzHTjpQ-hAAO6Uocml21QNqJBM52tH48cTZoF7VsLlTQtblRbq7kmuEK-ZjvDET_wHJKrcSQrICSssUNgnWQQUNlICbsIFOCtkHGogyBLFBXeEEgO1UPXzET-1d-QUdwpow3wUfq_CuzkFFz8Xu2RVDsnyufRLpjv70s/s320/IHAP%20Digital%20Curriculum%20Team_Page_3.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSvLtOBPsXIJa-MOjstwzkUPIedaAtxht3ktFhvPoKTDaxEN1qTXAtjky52nyV7Xt3Hmo3AYqnZWOQseKesmYIt96jo5k9lv55QCCvNrw9xqF-gmFyImsUYl58UGzNcv000XeTG3BYjd3jxaKLMsCjZAVCPAXqbAwDd-LryING2Oz1DhBb9nddhn6GDrs/s2339/IHAP%20Digital%20Curriculum%20Team_Page_4.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSvLtOBPsXIJa-MOjstwzkUPIedaAtxht3ktFhvPoKTDaxEN1qTXAtjky52nyV7Xt3Hmo3AYqnZWOQseKesmYIt96jo5k9lv55QCCvNrw9xqF-gmFyImsUYl58UGzNcv000XeTG3BYjd3jxaKLMsCjZAVCPAXqbAwDd-LryING2Oz1DhBb9nddhn6GDrs/s320/IHAP%20Digital%20Curriculum%20Team_Page_4.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYvjsrDsIKbdkr1WU78ZuoftK4LqqzB3vUq232sBtkuCYAAuokdkOhEKEoRmRF1ra5shuIwwZFakyT1Bln3C86SWeqrsOI14jAk0iR91kx2ci_ZC57k4CpvyxjMbmAK2zpQXYn0pBP7gBt-b7PEtnCFG0OFUeJOmMumDmChbVmjiyuiLruVdS3en1_t8s/s2339/IHAP%20Digital%20Curriculum%20Team_Page_5.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYvjsrDsIKbdkr1WU78ZuoftK4LqqzB3vUq232sBtkuCYAAuokdkOhEKEoRmRF1ra5shuIwwZFakyT1Bln3C86SWeqrsOI14jAk0iR91kx2ci_ZC57k4CpvyxjMbmAK2zpQXYn0pBP7gBt-b7PEtnCFG0OFUeJOmMumDmChbVmjiyuiLruVdS3en1_t8s/s320/IHAP%20Digital%20Curriculum%20Team_Page_5.png" width="226" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>As part of the team set up there have been other changes to support our dynamics, which I'll most likely share in future blog posts. Below is one I produced to outline who attends what meetings, whilst illustrating the presence we have across the department.</div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkAh8MzBAqr_S5JotSqu5g4ioRVS4rvnvbHJ6jzhAC86GxAIa6JmBkkDnJ8Xaq7epkZ5RkfvOxWO_YpSdOYCjs18S02nlqjl0eQLc_tYUowV_XwAScTq676w212OwDKWV7A7sJvrVy7RvpYO0vD8AsLNhELzhxZMuUriIS1WSuy9t1bdNAJScQYu-wI84/s2339/IHAP%20Digital%20Curriculum%20Team%20-%20Meetings%20Attendance_Page_1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkAh8MzBAqr_S5JotSqu5g4ioRVS4rvnvbHJ6jzhAC86GxAIa6JmBkkDnJ8Xaq7epkZ5RkfvOxWO_YpSdOYCjs18S02nlqjl0eQLc_tYUowV_XwAScTq676w212OwDKWV7A7sJvrVy7RvpYO0vD8AsLNhELzhxZMuUriIS1WSuy9t1bdNAJScQYu-wI84/s320/IHAP%20Digital%20Curriculum%20Team%20-%20Meetings%20Attendance_Page_1.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhytp01NpsP1DG9klab3YVlHMal2rR9xaqWcHphj2oYY5c-63JzLaemWhKQiltnW62nfqpst7Vz-T9HcpEmLX6BDuJwV6vJC4tXEHOmDbDTr9Tib01zqKW_A6VQy1e-OjrL8VZir3Yv1qpic-gxRfgVOP8nXjVPTxNCejH9Fw2zfFj2MXSP2OvlS-ylPdc/s2339/IHAP%20Digital%20Curriculum%20Team%20-%20Meetings%20Attendance_Page_2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhytp01NpsP1DG9klab3YVlHMal2rR9xaqWcHphj2oYY5c-63JzLaemWhKQiltnW62nfqpst7Vz-T9HcpEmLX6BDuJwV6vJC4tXEHOmDbDTr9Tib01zqKW_A6VQy1e-OjrL8VZir3Yv1qpic-gxRfgVOP8nXjVPTxNCejH9Fw2zfFj2MXSP2OvlS-ylPdc/s320/IHAP%20Digital%20Curriculum%20Team%20-%20Meetings%20Attendance_Page_2.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNqlojL70M2ROxFdthXn50816krmvmMbv5_d9CoBdvHanyRlt3ueMelcGVXN96CFOIvt604BybkjFRT12Dj1g8ID_KM58c8kBWNmUjtDpp1RzNNFBot36y9NRRBqcEPRKypOkMMEcA_aLO5Ap-GbuAtIwIGU5P-HxbOsBd4NCV9rK0oApl2aXjSUQu3WA/s2339/IHAP%20Digital%20Curriculum%20Team%20-%20Meetings%20Attendance_Page_3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNqlojL70M2ROxFdthXn50816krmvmMbv5_d9CoBdvHanyRlt3ueMelcGVXN96CFOIvt604BybkjFRT12Dj1g8ID_KM58c8kBWNmUjtDpp1RzNNFBot36y9NRRBqcEPRKypOkMMEcA_aLO5Ap-GbuAtIwIGU5P-HxbOsBd4NCV9rK0oApl2aXjSUQu3WA/s320/IHAP%20Digital%20Curriculum%20Team%20-%20Meetings%20Attendance_Page_3.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMBlp2_8p2cyJCZ13XEJbgGjv-qBZvyou2jEd4tBJvSjqv_6SKXj8md74qVLCy7mBnxi661AqkePcHKDMqgsbGG16L60EEA8UVZb7eUIRBtPF3ofkuHxT3yby3YEAFCFOnutl7ApdNnVFbhPHX_puYOT13GoqG0g-qcGYPcN4PTceUCknizdvZmsRa_20/s2339/IHAP%20Digital%20Curriculum%20Team%20-%20Meetings%20Attendance_Page_4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMBlp2_8p2cyJCZ13XEJbgGjv-qBZvyou2jEd4tBJvSjqv_6SKXj8md74qVLCy7mBnxi661AqkePcHKDMqgsbGG16L60EEA8UVZb7eUIRBtPF3ofkuHxT3yby3YEAFCFOnutl7ApdNnVFbhPHX_puYOT13GoqG0g-qcGYPcN4PTceUCknizdvZmsRa_20/s320/IHAP%20Digital%20Curriculum%20Team%20-%20Meetings%20Attendance_Page_4.png" width="226" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>I will update on the team development and activities, and reflect on the team development and my leadership and management in a future blog post. But linking on from the latter, I attended the following on 5 September 2023.</div><div><br /></div><div><div><b>ALT Annual Conference 2023</b></div><div><br /></div><div>The first day keynote that I attended in-person, <a href="https://www.youtube.com/live/q9K_7dOxP28?si=Vvj0ewqDxOJnlAO3" target="_blank">"Things cannot be made simple" delivered by Anne-Marie Scott</a>. Her emotive story that was underpinned by leadership was highly relevant. It left me with lots of <span style="background-color: white;"><span style="color: #222222;">thoughts and inspiration on how I can develop and shape my leadership as I transition from solo to a small team. Anne-Marie discusses w</span></span><span style="background-color: white; color: #222222;">hat she thinks is the core of her leadership practice between 1:00:24-1:05:52.</span></div><div><span style="background-color: white; color: #222222;"><br /></span></div><div><span style="background-color: white; color: #222222;">I resonated and was inspired by a few of the following points:</span></div><div><span style="background-color: white; color: #222222;"><br /></span></div><ul><li>Lead by developing others - create conditions so that others can do their best work.</li><li>Pick the priorities that move the needle - if there's limited means and resources where can we move the needle most.</li><li>People will always hold you up for not prioritising the things they need the most. Accept people will have strong opinions about your choices and decisions. Success it not about pleasing everybody.</li><li>Gather up the work as a team, make lists, and enable teams to contribute to my lists.</li><li>Make explicit links to peoples work to the bigger picture.</li><li>Leave a bit of space for the unexpected.</li><li>It's ok to have the answers, but enabling teams to connect with others internally and externally for them.</li><li>Ensuring there is space to act in the uncertainty.</li></ul><p><br />Lisa J. Scott on Twitter bulleted some key points:<br /><br />"<a href="https://twitter.com/lisajscott82/status/1699001013624095025" target="_blank"><i>- thank colleagues<br />- celebrate wins<br />- build resilience<br />- embrace diversity<br />- teams of teams (matrix working)<br />- working together<br />- leadership as practice of care<br />- no need for heroes<br />- people are the real infrastructure of our universities</i></a>"</p><div><p>Continued:</p>"<a href="https://twitter.com/lisajscott82/status/1698999561132380162" target="_blank"><i>- accept complexity<br />- nothing is pre-determined<br />- space to speak and be heard<br />- find visions for future<br />- imagine multiple futures<br />- reduce fear factor<br />- pick priorities<br />- where can we have most impact<br />- prioritise time to quantify impact<br />- adjacent possible<br />- small wins</i></a>"<br /><br />I also resonated with fellow ALT community member John Brindle, Learning Design Manager, when introducing myself to him. He is relatively new to his role. We both discussed our inclusive approaches in bringing people into our conversations. Rather than going off and doing something and presenting this to people. Creating a joined up collaborative approach.<br /></div></div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-59709239910212710972023-10-31T08:00:00.043+00:002024-03-09T13:49:57.000+00:00TILT Virtual Reality and Immersive Learning practice and scholarship groupAs I arrived in the department in August 2021, decisions were already made around the installation of our Virtual Reality (VR) walls. I have little details to share on the earlier discussions on the new-build requirements. But the headline reasons of having in-built VR walls were to enable students to access, experience and prepare for a variety of situations and scenarios, in a safe environment before dealing with them in the real-world. However, I am new in working with such intensive suites.<div><br /></div><div>Integration wasn’t really that impactful, hence why I adopted the kit upon my arrival. I approach the digital curriculum integration through a scaffolded induction of the kit to enable positive adoption with academics, and student involvement. Full details in my blog post '<a href="https://danielscott86.blogspot.com/2022/05/virtual-reality-wall.html">Virtual Reality wall</a>', and additional information about the VR suites in my presentation '<a href="https://danielscott86.blogspot.com/2023/06/enabling-positive-virtual-reality-and-immersive-learning-adoption-a-journey-of-integrating-vr-walls.html">Enabling positive Virtual Reality and immersive learning adoption: a journey of integrating VR walls</a>'. My newer role is focused on the academic leadership of such technology in the healthcare context, and I will be making headway with immersive pedagogy. Details of this in my blog post '<a href="https://danielscott86.blogspot.com/2023/06/exploring-a-pedagogical-rationale-for-vr-and-immersive-learning.html">Exploring a pedagogical rationale for VR and immersive learning</a>' and '<a href="https://danielscott86.blogspot.com/2024/03/what-is-immersive-learning-and-vr.html">What is Immersive Learning and VR?</a>'. We don’t require headsets for such immersive experience, mostly non-interactive VR, but we have plans to purchase some for exploratory VR experiences. This is centered around a pilot with Oxford Medical Simulations - details in '<a href="https://danielscott86.blogspot.com/2024/03/trialling-vr-scenarios-in-the-curriculum.html">Trialling VR scenarios in the curriculum</a>'.<div><br /></div><div>These VR suites are new to me, and many of our academics and technicians who have varying degrees of digital capabilities using learning technologies. As well as keeping informed and updated on healthcare matters via lecturers, technicians and students that I work with on a daily basis, and the NHS and Higher Education England communications circulated by my Head. Therefore, I need to develop and update my expertise in VR and immersive learning. Moreover, I am not aware anyone in department has an active interest in such specialism, and the care of it, and I see this firmly sitting within my role to further our approaches. I established a small informal VR and immersive learning working group (converting an existing reoccurring catch up with a learning designer) including a couple more learning designers from the central learning design team. To co-collaborate on developing our understanding and practice in this area and to disseminate our outcomes with the wider university. On 9th March 2023 I submitted a proposal to scope the possibility of converting this into a <a href="https://www.ntu.ac.uk/c/tilt/practice-and-scholarship-groups/practice-and-scholarship-group-list">NTU Trent Institute for Learning and Teaching (TILT) practice and scholarship group</a> that I hoped to chair, having previously co-chaired the TILT Flexible and Online Learning Group in 2020.</div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;"><br /></div></blockquote><div><div>Another driving force in the creation of this group is that VR and immersive learning technical and scholarly practice is not well-supported at NTU. By way of building community and support, it aims to;</div><div><br /></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div><div style="text-align: left;">"<i>Virtual Reality (VR) (including Extended Reality (XR) and Immersive Learning is a growing specialist area across HE. Therefore, this practice and scholarship special interest group aims to explore the potential, current practices and review related literature to develop expertise and support.</i>" NTU TILT</div></div></blockquote><div><div><br /></div><div>As I lead and progress this group, I hope to further refine our scholarship philosophy.</div><div><br /></div><div>The group is particularly useful to those that design and/or support immersive learning. The group contains 34 members, excluding TILT administrators/coordinators and chair. The group first met on 7th September 2023. It includes a diverse range of roles and this is proving to be a successful and valuable group. Frequency and other roles are yet to be determined once group outputs are confirmed at the second meeting on 22nd November 2023. Regarding active and passive members. My stance is that some members may want to just be silent engagers e.g. passively keeping up to date with topics - we all do this and it is fine. Active members should only matter depending on what outputs/projects are agreed, and who does what etc, of which might not be for everyone.</div><div><br /></div><div>Role, department and school representation, again excluding TILT administrators/coordinators and chair, numbers denote individuals:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigzPwgaIc50-BlbVS4PLAn5YljlXshj9hFKs0s6DzJ8MJ4BEy9jRLs_weif4e94Xt_yR7G_rKUA2DPGoZ-HvZaqnV6LDhhdxDbfZkm3B20EU2oeXmQyLf7Z9ykNwbwUnEGGYbYJmhvQGPDnuLYo2Wts-2-NDRwBK2iZLpnoxUW70qbGjbW35fJEV4qVqw/s5942/TILT%20VR%20and%20Immersive%20Learning%20group%20representation.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3488" data-original-width="5942" height="188" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigzPwgaIc50-BlbVS4PLAn5YljlXshj9hFKs0s6DzJ8MJ4BEy9jRLs_weif4e94Xt_yR7G_rKUA2DPGoZ-HvZaqnV6LDhhdxDbfZkm3B20EU2oeXmQyLf7Z9ykNwbwUnEGGYbYJmhvQGPDnuLYo2Wts-2-NDRwBK2iZLpnoxUW70qbGjbW35fJEV4qVqw/s320/TILT%20VR%20and%20Immersive%20Learning%20group%20representation.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>I'll update this blog post as the group develops through my leadership.</div><div><div><br /></div><div>Meeting agenda and summary:</div></div><div><br /><ul style="text-align: left;"><li>Meeting 1 agenda, 7th September 2023</li><ul><li>Welcome and aims of the group</li><li>Member introductions (your role, reasons for joining, VR and immersive learning experience, and/or any requirements/challenges from your department</li><li>Review and discussion of Terms of reference</li><li>Group logistics (format, frequency, contributing, Teams space etc), growing membership</li><li>What would we like the focus of the group to be? Discuss potential outputs</li><li>Topics for future meetings and/or guest speakers and/or ideas for work for the group </li><li>Short presentations introducing the current VR and immersive learning landscape across the sector, and what's happening at NTU</li><ul><li>REALM – A VR project for the School of Social Sciences. Bjorn Le Roux and David Roach, Flexible Learning Team, Nottingham Trent University</li><li>Use of VR walls in the Institute of Health and Allied Professions. Daniel Scott-Purdy, Institute of Health and Allied Professions, Nottingham Trent University</li></ul><li>Lot's of interest, energy, opportunities and potential group focus ideas and outputs were discussed - to be confirmed in the next meeting on 22nd November</li><li>Katalin Butt-Bethlendy - "<i>Thanks again for setting up the group - it is a such an exciting and promising field!</i>"</li></ul><li>Meeting 2 agenda, 22nd November 2023</li><ul><li>Pre-meeting preparation – review the group’s suggested outputs from meeting 1</li><li>Group welcome</li><li>Discuss and agree the suggested group output; development of a Thrive learning pathway</li><li>Short presentations:</li><ul><li>David Jeckells, Learning & Teaching Technology Manager – widening access to creating H5P virtual tours (15 mins)</li><li>Pamela Henderson, Senior Lecturer – sharing digital escape rooms idea (15 mins)</li></ul><li>Confirmed main output for this academic year to be the development of a Thrive learning pathway, and ways we can begin to flesh this out and divide roles.</li></ul><li>Meeting 3 agenda, 25 January 2024</li><ul><li>Confirm the <a href="https://danielscott86.blogspot.com/2024/03/what-is-immersive-learning-and-vr.html">Thrive content pathway outline</a> (circulated ahead of the meeting), and confirm role(s), contribution and required presence at sub-groups.</li></ul><li>Meting 4 agenda, 20 March 2024</li><ul><li>TBC</li></ul></ul><div><br />EDIT:</div><div><br /></div><div>In November 2023:<br /><br /><div>Me - "<i>Hello Edward, Sharon and Jane, [University Executive Team]</i></div><div><i> </i></div><div><i>I attended your live VC Q&A on 21 November 2023. Towards the end, you answered an audience question regarding NTU’s unique selling point. You had a brief discussion about immersive technology at your recent away day; what have NTU got that we could make more of etc, and what we could do as a university in this space to showcase etc.</i></div><div><i> </i></div><div><i>I’d like to take the opportunity to make you aware of the brand-new TILT Virtual Reality and Immersive Learning practice and scholarship group – we first met in September. I established and chair this group by way of building community to address the lack of support available. It aims to explore the potential, current practices and review related literature to develop expertise and support.</i></div><div><i> </i></div><div><i>As you continue to explore our immersive technology offer, this group can help you find out what is available and what great work is being done across NTU. As the chair of the group, I’d be happy to take and coordinate any questions and collect other information as required</i>."</div><div><br /></div></div></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div><div><div><div style="text-align: left;">Jane McNeil - "<i>Thank you for reaching out and for taking the initiative to set up a TILT group. This is exactly what we hope TILT will achieve - supporting colleagues like you to create opportunities for exploration and innovation. It’s great news that you are leading this. I’d be very interested to hear about the work. Shall we meet up to discuss?</i>"</div></div></div></div></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">Me - "<i>Thank you Jane, yes that would be great. The group is very much in its early development stages having met twice now, but has clear outputs. Let me know your availability and we can discuss in further detail.</i>"</p></blockquote><p>Michael Greenwell, Senior Lecturer – "<i>Thanks Dan, appreciate your time and work.</i>"</p>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-28750452789362900052023-09-04T12:00:00.051+01:002024-03-08T12:09:29.761+00:00Achieving SFHEA and SCMALT<blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p>Me - "<a href="https://www.linkedin.com/posts/danielscott86_sfhea-scmalt-highered-activity-7104398948412321792-O8ir" target="_blank"><i>Doubly proud of being awarded Advance HE #SFHEA & Association for Learning Technology #SCMALT! I've been well overdue in claiming them. They are awarded when individuals clearly demonstrate a sustained successful record of leading and/or influencing impactful #HigherEd academic practice & #edtech.</i></a>" And on <a href="https://twitter.com/_Daniel_Scott/status/1698633268692725836" target="_blank">Twitter</a>.</p></blockquote><p>I've rightly and proudly obtained two hallmark accreditations, and in this blog post I talk a bit about working towards and achieving them.</p><p>I have been doing this level of work and behaviours for years now, but to be professionally recognised for my expertise and practice to such high standards is overwhelmingly great! Upon completing this journey I feel a strong sense of validation and credibility. I'm also left feeling with a greater appreciation for Higher Education (HE), critical thinking, reflection and professional perspectives. A deep thank you to those that have supported and contributed to these achievements. It's clear from both pieces of submission feedback that I undersell the impact I am truly making, and often evidence what I have done rather than the impact on others - though this is very apparent. Whether that be because I am highly shy and modest, unsure how to articulate it clearly or not fully realise the impact. This was a great piece of learning during my application.</p><p>I believe that if you are doing the work and not in the assumed designated role I.e. in a senior or managerial role, but can provide required and adequate evidence. Why not make an application? The accreditations are there to be claimed. I carried out senior-level work and behaviours for many years before I got my first officially senior-titled role, and I qualified in management and leadership well before this. More on the origins in my blog post '<a href="https://danielscott86.blogspot.com/2020/12/dared-to-lead.html">Dared to lead</a>'.</p><p>EDIT: Later in September 2023, in my workplace I have already experienced and observed the increased sense of credibility and value these accolades have bestowed me. Academics have somewhat changed their perspective of me from just being the 'tech support'. As some are familiar with SFHEA (and maybe SCMALT) and what they entail, which as developed a more respectful view of me and my role.</p><p>I made re-submissions for both, and I am not ashamed of them. It shouldn't be like a driving test where society shames you if you didn't pass first time. I expected mine to bounce back, especially as I didn't get a critical friend or mentor on them. I decided to just press on with it, and in my own pragmatic style, and that is authentic to <a href="https://danielscott86.blogspot.com/2023/08/what-working-class-means-to-me.html">my working class attitude</a>. Intentionally avoiding overusing academic language as it's easy to fall in the trap of just shaping a conversation how you want with little conviction of the actual 'doing the work'. I did attend an introductory session and then begun to write around the self-service guidance that was supplied. But I was looking for assessor feedback to help me dive deeper where needed. After all, achieving these is a learning process and revisiting pieces of work to critically reflect and analyse upon, not just about the celebration. I explain below in each accreditation why that was so. I think most of us know why we are doing our work and impact it is having. But have to go through such processes and standards to articulate and evidence it in a certain way. Like many of these things, it's an experience and journey itself reflecting and curating all of what has been achieved, and putting into a particular required format. I often find it difficulty to articulate myself in pre-defined conditions. Hence why I use my blog as a reflective and pragmatic space.</p><p>The case studies and evidence I selected were not submitted as a greatest hits, but just focused on what evidence I have at this current time. I actually think this is a good time to obtain these accreditations in my career, as I have a lot of work and experience to support them. I feel like they are a proper award to truly celebrate my work and career, not just one-off pieces of work or projects. Despite achieving SCMALT just before SFHEA, I place the Fellowship before the ALT credentials due to SFHEA representing the sector I am employed in, and my position on learning and pedagogy before technology, even though SCMALT is grounded in pedagogy.</p><div><div><b>Senior Fellowship of the Higher Education Academy (SFHEA) - awarded on 4 September 2023</b></div><div><b><br /></b></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0XiEOabsZfxnfyCSp4fcJY2cMtlHVWbprWt4QBReedGrS0X39qQ9DpOMptCITo3C181aNyMfH4ut4vwnH4Huvxu1K2yIONElZ-xjYXfwFMdXiVs7vjD5dz3bsUe8l4WPh3tPyo_GFrYz-U-47MNRF7mN7tcUJ0UY4U0l8JormHtnt7zZ_-j9mBxPwRr0/s2562/Daniel%20Scott-Purdy%20-%20SFHEA%20Certificate.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2562" data-original-width="1820" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0XiEOabsZfxnfyCSp4fcJY2cMtlHVWbprWt4QBReedGrS0X39qQ9DpOMptCITo3C181aNyMfH4ut4vwnH4Huvxu1K2yIONElZ-xjYXfwFMdXiVs7vjD5dz3bsUe8l4WPh3tPyo_GFrYz-U-47MNRF7mN7tcUJ0UY4U0l8JormHtnt7zZ_-j9mBxPwRr0/s320/Daniel%20Scott-Purdy%20-%20SFHEA%20Certificate.png" width="227" /></a></div><div class="separator" style="clear: both;"><br /><span style="text-align: left;">Senior Fellowship recognises and celebrates individuals who clearly demonstrate a sustained successful record leading and/or influencing academic practice in higher education learning and teaching.</span></div><p>I've not pursued any HEA accreditations before, so this is my first. An important milestone as I am soon to cross the point of being in HE longer than FE. I think had an initial talk with our internal accreditation lead in 2018, but put it on hold. I started some brief work in Summer 2019, however despite all the enthusiasm I hold, I didn't have the capacity at the time to focus on it. I was interested but the timing wasn't right. I picked it up again in Summer 2020 and started to re-form my case study ideas. But it wasn't till end of 2022 where I got serious in writing it up, and made an official start on it in January 2023 for submission following month. I used my SCMALT submission as a foundation and improved it. It bounced back twice with minor amendments, first in February. I wanted to submit in the two-week re-submission window but I thought it was best to concentrate on quality, so re-submitted for June deadline. Then I ended up re-submitting again (clarity issues on feedback) for the August deadline.</p></div><div><div>I selected the positive comments from assessors below by way of appreciating my identified strengths:</div><div><br />"<i>There is extensive and outstanding evidence that the applicant is a leader in adoption of technology for learning, and has wide reaching influence across staff in the institution. Their impact is likely huge...</i>"</div><div><br /></div><div>"<i>Evidence of CPD is exemplary, with the applicant providing sustained evidence of putting themselves out there. They really do the work and get their hands dirty in working to improve adoption of digital technologies.</i>"</div><div><br /></div><div>"<i>...it is evident from the submission and advocate statements that the applicant has led on certain aspects of learning and teaching across NTU.</i>"</div><div><br /></div><div>"<i>Clearly active in writing about education, and a wealth of subject and pedagogic research and scholarship...</i>"</div><div><br /></div><div>"<i>Outstanding example of active participation in CPD and scholarship.</i>"</div><div><br /></div><div>"<i>... I feel you are initiating lots of very good practice...</i>"</div><div><br /></div><div>"<i>You clearly know your subject material and your K4 is very strong.</i>"</div><div><br /></div><div>"<i>This is a really interesting case study that demonstrates your enthusiasm for supporting teaching and learning.</i>"</div><div><br /></div><div>Below are the case studies I write about, hyperlinking to blog posts that detail the work I refer to:</div><div><br /></div><div><ul style="text-align: left;"><li>Case Study 1: <a href="https://danielscott86.blogspot.com/2019/02/creating-rapid-elearning-activities-h5p.html">Influencing the university-wide implementation of H5P</a></li><li>Case Study 2: <a href="https://danielscott86.blogspot.com/2022/05/virtual-reality-wall.html">Leading and supporting the deployment of the VR immersive walls</a> </li><li>Case Study 3: <a href="https://danielscott86.blogspot.com/2019/02/creating-rapid-elearning-activities-h5p.html">Influencing curriculum redesign and change of pedagogic approach through online asynchronous learning design</a> (incl. recruitment, line management and mentoring of university interns)</li><li>Case Study 4: <a href="https://danielscott86.blogspot.com/2023/07/digital-curriculum-questionnaire.html">Leading the continuous improvement and quality of our digital curriculum</a> (incl. <a href="https://danielscott86.blogspot.com/2023/07/digital-curriculum-questionnaire.html">Digital curriculum questionnaire</a> and <a href="https://danielscott86.blogspot.com/2023/03/learning-technology-manager-a-celebration.html">Learning technology manager - a celebration</a>)</li></ul><div><br />I worked and evidence to the following, though <a href="https://www.advance-he.ac.uk/fellowship/senior-fellowship" target="_blank">up to date standards can be found here</a>.</div></div><div><ul><br /><li>Areas of activity</li><ul><li>A1 Design and plan learning activities and/or programmes of study</li><li>A2 Teach and/or support learning</li><li>A3 Assess and give feedback to learners</li><li>A4 Develop effective learning environments and approaches to student support and guidance </li><li>A5 Engage in continuing professional development in subject/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices</li></ul><li>Core knowledge</li><ul><li>K1 The subject material </li><li>K2 Appropriate methods for teaching, learning and assessing in the subject area in the subject area and at the level of the academic programme </li><li>K3 How students learn, both generally and within their subject/disciplinary area(s) </li><li>K4 The use and value of appropriate learning techniques </li><li>K5 Methods for evaluating the effectiveness of teaching </li><li>K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching</li></ul><li>Professional Values</li><ul><li>V1 Respect individual learners and diverse learning communities</li><li>V2 Promote participation in higher education and equality of opportunity for learners</li><li>V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development</li><li>V4 Acknowledge the wider context in which higher education operates, recognising the implications for professional practice</li></ul><li>Descriptor 3</li><ul><li>D3.1 Successful engagement across all five Areas of Activity (A1-A5)</li><li>D3.2 Appropriate knowledge and understanding across all 6 aspects of Core Knowledge (K1-K6) as defined in the UKPSF</li><li>D3.3 A commitment to all 4 Professional Values (V1-V4) as defined in the UKPSF</li><li>D3.4 Successful engagement in teaching and/or learning support practices related to all 5 Areas of Activity (A1-A5) as defined in the UKPSF</li><li>D3.5 Successful incorporation of subject and pedagogic research and/or scholarship to inform the above activities, as part of an integrated approach to academic practice.</li><li>D3.6 Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices</li><li>D3.7 Successful coordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning</li></ul></ul></div><div><br /></div><div>Additionally, I had to have two advocate statements to support my application. Below are what my Head of Department and a Principal Lecturer wrote.</div><div><br /></div><div><div>Dr Anne Felton, Head of Department:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNtzBGinlY9RvxnV4GhpFbyAfYY5qytnBRR-jTdoO3hfS9kijrykcEMXsO-gV2LVwcUg9ETnyBM9E2eSKfqIMlcPYNCJpMDgMd6L5qd5txg7ewFmUpACxOKVwsVqs-G3Z_ocQaWMdm2IqUpH5VoiGptufgpv1be4BZHIPvuIA3EaMxwdwpkg2LC1L8kSM/s2338/Anne%20Felton%20-%20Advocate%20Statement_Page_1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2338" data-original-width="1654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNtzBGinlY9RvxnV4GhpFbyAfYY5qytnBRR-jTdoO3hfS9kijrykcEMXsO-gV2LVwcUg9ETnyBM9E2eSKfqIMlcPYNCJpMDgMd6L5qd5txg7ewFmUpACxOKVwsVqs-G3Z_ocQaWMdm2IqUpH5VoiGptufgpv1be4BZHIPvuIA3EaMxwdwpkg2LC1L8kSM/s320/Anne%20Felton%20-%20Advocate%20Statement_Page_1.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnLG1-ArhTdj7BawbN7oiNwjwNnuatSM5J4YoNf5MTCJCBuMx12pgSHspWn_JxonwFLLEE2Utb60pvIbBfvUtI090fTcq7JOHXHEhN7U2enSye8ylLBgKnfprxxPjX637e_EeEhoIdX9t1IUG3PxkCMx3tYnPMMb607r3cFxtQeoVJFiK9F-34w6ZBj_o/s2338/Anne%20Felton%20-%20Advocate%20Statement_Page_2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2338" data-original-width="1654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnLG1-ArhTdj7BawbN7oiNwjwNnuatSM5J4YoNf5MTCJCBuMx12pgSHspWn_JxonwFLLEE2Utb60pvIbBfvUtI090fTcq7JOHXHEhN7U2enSye8ylLBgKnfprxxPjX637e_EeEhoIdX9t1IUG3PxkCMx3tYnPMMb607r3cFxtQeoVJFiK9F-34w6ZBj_o/s320/Anne%20Felton%20-%20Advocate%20Statement_Page_2.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy5vvQx32KD4F6KUrkaZW9PW0Zi_E9wlPy8VzEE4jWZ6fJNl1zRk0Hu4aib43S10GwRm2fxF0Cb5jApNVFCHiU1znw9tEb3kPHCGGOmWlWZ_maqh3mrnG9XrGIuPcqjOHf3cjokxqaVSBmGNZ3w8LV8xndG3Ukqi-Yt2ok5vi7itKyZ2i3exD08uvQjlY/s2338/Anne%20Felton%20-%20Advocate%20Statement_Page_3.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2338" data-original-width="1654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy5vvQx32KD4F6KUrkaZW9PW0Zi_E9wlPy8VzEE4jWZ6fJNl1zRk0Hu4aib43S10GwRm2fxF0Cb5jApNVFCHiU1znw9tEb3kPHCGGOmWlWZ_maqh3mrnG9XrGIuPcqjOHf3cjokxqaVSBmGNZ3w8LV8xndG3Ukqi-Yt2ok5vi7itKyZ2i3exD08uvQjlY/s320/Anne%20Felton%20-%20Advocate%20Statement_Page_3.png" width="226" /></a></div><br /><div>Andrew Kirke, Principal Lecturer in paramedicine:</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxwcQz-ZN_nPwwFzLBBqAHh1tPZCcGZxumvcZoApvFMINI0IAKYjRtjuNcn2pD1j5hvmZ0KYRpWFFippjphPv6kgNeppupo-3BXtfcuGzpOZ0ClIX8fLnjR4ms11fyuoqBPimxeRNUk3z0dE2nhGrU9c7i1NTeUIbPTktCBnvuUukTkXEYZ3cM8Hce1MI/s2338/Andy%20Kirke%20-%20Advocate%20Statement_Page_1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2338" data-original-width="1654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxwcQz-ZN_nPwwFzLBBqAHh1tPZCcGZxumvcZoApvFMINI0IAKYjRtjuNcn2pD1j5hvmZ0KYRpWFFippjphPv6kgNeppupo-3BXtfcuGzpOZ0ClIX8fLnjR4ms11fyuoqBPimxeRNUk3z0dE2nhGrU9c7i1NTeUIbPTktCBnvuUukTkXEYZ3cM8Hce1MI/s320/Andy%20Kirke%20-%20Advocate%20Statement_Page_1.png" width="226" /></a></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEFd7fPsvJS0IsnKxP64JgR4bzLX1oFbSjTHfma3TNyR1qV2T_vQuxc75CSmrJzgP4VjJylHnRrb7zjzfIzlpjkKA0wRkr68ct4cuTGkt8F16qwdpafRSzVACu02bRFjYUjHVb-Czkx0ycYVKCtzDjcl36V8szoI9ckVE277U-a6TyrRKQh0YMv58wMOw/s2338/Andy%20Kirke%20-%20Advocate%20Statement_Page_2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2338" data-original-width="1654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEFd7fPsvJS0IsnKxP64JgR4bzLX1oFbSjTHfma3TNyR1qV2T_vQuxc75CSmrJzgP4VjJylHnRrb7zjzfIzlpjkKA0wRkr68ct4cuTGkt8F16qwdpafRSzVACu02bRFjYUjHVb-Czkx0ycYVKCtzDjcl36V8szoI9ckVE277U-a6TyrRKQh0YMv58wMOw/s320/Andy%20Kirke%20-%20Advocate%20Statement_Page_2.png" width="226" /></a></div><div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil3iKFjr1ftZjaok_B6BjYfp63F4uE_mUxPtD2FsfPmqVdg1j7YhKEuZczktDNZiNo6He6LSsQ0e09p81YUxtL-OVAfVvhe9A5TJ8KnOcP7Z-E7qdhTizLw8RyREFG26O3tZ8pmXchAT-1hlsxCFhKbPYmYiphsEPHqfcHVwma12ca27rKehB-Us044b4/s2338/Andy%20Kirke%20-%20Advocate%20Statement_Page_3.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2338" data-original-width="1654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil3iKFjr1ftZjaok_B6BjYfp63F4uE_mUxPtD2FsfPmqVdg1j7YhKEuZczktDNZiNo6He6LSsQ0e09p81YUxtL-OVAfVvhe9A5TJ8KnOcP7Z-E7qdhTizLw8RyREFG26O3tZ8pmXchAT-1hlsxCFhKbPYmYiphsEPHqfcHVwma12ca27rKehB-Us044b4/s320/Andy%20Kirke%20-%20Advocate%20Statement_Page_3.png" width="226" /></a></div></div><div><br /></div><div><b>Senior Certified Membership of Association for Learning Technology (SCMALT) - awarded on 15 August 2023</b></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrQBcJoL3niR5AxLRHmncQEebq6Yu9SSz_vNq75iti1evf7U0cm3Cowzt9FowPXX6A7Oe-Ppl_sOuDBO-ONlIOKoQehBf2d6s9wbsO7Xm9RqvrZ-YzuIapytLpT7cnDPoFLWtL4b_KxKfX-SuSWKx_83JiGho69Z3iYAFEPKhRdmp3stIqtnukO75vW5A/s5392/Daniel%20Scott-Purdy%20SCMALT%20Certificate_Page_1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="5392" data-original-width="3808" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrQBcJoL3niR5AxLRHmncQEebq6Yu9SSz_vNq75iti1evf7U0cm3Cowzt9FowPXX6A7Oe-Ppl_sOuDBO-ONlIOKoQehBf2d6s9wbsO7Xm9RqvrZ-YzuIapytLpT7cnDPoFLWtL4b_KxKfX-SuSWKx_83JiGho69Z3iYAFEPKhRdmp3stIqtnukO75vW5A/s320/Daniel%20Scott-Purdy%20SCMALT%20Certificate_Page_1.png" width="226" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6kcTTr8oXeoRdH7LYRWSehk2PI0AveIl0Yxaha4hmi0QLEDpookPAGgJXMbuGYINZnAyf7EuTM2RgnwfpR1jH9gCfW8PJqy-8cLtjxqTo1gkk8tUo5YtLO_WNk-NPVa7_rfIHcMtzO3mUNYI-Pnl3eH2QnEE1Wikv5zqYdYAUzjw87mVTrfxqugTnCa0/s1000/Senior%20Certified%20Membership%20of%20the%20Association%20for%20Learning%20Technology%20(SCMALT)%202023.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1000" data-original-width="1000" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6kcTTr8oXeoRdH7LYRWSehk2PI0AveIl0Yxaha4hmi0QLEDpookPAGgJXMbuGYINZnAyf7EuTM2RgnwfpR1jH9gCfW8PJqy-8cLtjxqTo1gkk8tUo5YtLO_WNk-NPVa7_rfIHcMtzO3mUNYI-Pnl3eH2QnEE1Wikv5zqYdYAUzjw87mVTrfxqugTnCa0/w200-h200/Senior%20Certified%20Membership%20of%20the%20Association%20for%20Learning%20Technology%20(SCMALT)%202023.png" width="200" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>Senior CMALT recognises and celebrates individuals with more than three years’ experience in a learning technology-focused role, and have management, leadership or strategic responsibilities or equivalent level of impact.</div><div><p>Association for Learning Technology is my professional body - <a href="https://danielscott86.blogspot.com/2018/07/alt-imprinting-celebration.html">I talk more about them in my previous blog posts</a>. My current membership status can be viewed on ALT's <a href="https://www.alt.ac.uk/certified-membership/cmalt-holders" target="_blank">CMALT Holders List</a>.</p><p>I first gained the typical CMALT accreditation in April 2013. Originally planned to do this back in 2020 as part of my membership renewal (it expired that May) - I talk more about this in my blog post '<a href="https://danielscott86.blogspot.com/2020/01/preparing-for-scmalt.html">Preparing for SCMALT</a>'. However I changed tact on specialist and advanced areas due to changing in the meantime. I then postponed it due to priorities around the pandemic, and then I pursued to achieve my <span style="background-color: white; color: #222222;">C</span>hartered Management Institute (CMI) Level 5 Diploma in Management and Leadership qualification. Then further delayed in 2021 due to me writing my book, new job, life, and other external work stuff. So I put it on hold for sometime until Summer of 2022 when I officially started work on a brand new portfolio - it was much easier to start afresh than build on a portfolio that was based in further education and updated in the private sector.</p><p>I named a particular assessor that I knew would be critical and hold me accountable as a learning technologist. And they did just that, so huge thanks to them (if I got that person - marked anonymously) for their assessment and words. Lots of reminders in there about going deeper with my impact - silence my modesty and shout it out! Although I did feel somewhat like I failed due not being as deep about impact, but that doesn't mean I am not doing impactful things.</p><p>I expected it to come back as a major referral 1) September 2022 was my last chance of submitting for SCMALT after registering in 2020. 2) I productively worked on this in quick succession due to my upcoming wedding that October. Therefore some quality aspects would have been overlooked. But I wanted to clear this off 'my table' and be reassured that it is in the system. So I submitted start of August for submission end of September. Having the opportunity to re-submit allowed me to update it with new and stronger evidence, and the writing I did for SFHEA, as well as general refining this following the thorough feedback. Plus lots of work and practice has happened since then too, including my promotion as a Digital Curriculum Manager, so this allowed me to include that detail and impact.</p><p>I wasn't interested in aiming for the distinction that is available, especially as it is not a weighted grading system and acknowledged on the paper certificate counterpart. So I felt it wasn't worth me slogging myself to death over, even though I know I am capable of it. SFHEA doesn't have this grading, and it doesn't seem to have two assessor reviews.</p><p>I couldn't stop writing on this submission, give it was the first accreditation I started on. I feel this one is a bit messy, but it started out messy so I had to be consistent with that I guess. And the role itself is messy as some will come to know - so it's a reflection of that chaos, and that I write too much to the point its hard to omit anything. I don't encourage it, but sometimes this happens and people are like that. This is why processes and standards like this exist, not just to get the award but the feedback to better articulate our work, expertise, achievements and impact. Therefore I had to let the 'perfect submission layout' go. I wrote that much that ALT added a checklist confirmation word limit of 20,000. Glad to see I inspired change amongst the chaos. 🤭 Achieving SCMALT specifically feels good to be part of a professional body again, having my previous CMALT expire.</p><p>Again , I have selected the positive comments from assessors below by way of appreciating my identified strengths:</p><p>"<i>This portfolio comes from an interesting and relatively unique academic context, and contains many good examples of practice and broad experience of different learning technologies.</i>"</p><p>"<i>...some interesting points are made about learning alongside users...</i>"</p><p>"<i>The reflection is this section is particularly honest and thoughtful...</i>"</p><p>"<i>Two strong examples of disseminating practice and working with colleagues and peers are given in section 4.</i>"</p><p>"<i>The use of the virtual whiteboard is a particularly good example of use of technology.</i>"</p><p>"<i>This section is particularly well-researched and your pedagogical approach to VR and Immersive Learning is well supported. You have developed a strong approach for converting academics ideas into immersive experiences using the technology.</i>"</p><p>"<i>You describe your ambition and goals for your current role well in this section, and are clearly passionate about your role and focussed on what you can contribute in future. You have articulated well the impact you hope to make at your institution and wider...</i>"</p><p>"<i>Thank you for your portfolio submission. It was clearly presented and easy to follow.</i>"</p><p>"<i>2b. A good example of drawing conclusions from student survey and consideration of what to do next.</i>"</p><p>"<i>4a. Well evidenced and reflected on your specific approach and shows how you bring others along with you.</i>"</p><p>"<i>Section 1a covers an interesting topic, and the critical evaluation of H5P clearly show how you compared and contrasted the constraints and benefits of H5P and its alternatives to meet the needs of users, as aligned to a number of pedagogical theories.</i>"</p><p>"<i>Section 1c. You make some interesting points in your reflection on learning alongside users, and the unique insight this has given you in developing supporting resources. [Evidence] is provided in the form of a blog post, which does include further detail of the training plan, and a competencies mapping document. In particular, the SFHEA advocate statements are particularly strong evidence of your impact.</i>"</p><p>"<i>In Section 2a. It is interesting to read about the CPD you are engaging with to developed your pedagogical skills. A strong example is given of the impact of your work on the practices of your colleagues.</i>"</p><p>"<i>Section 2b. Reflection on the clarity of questions in the questionnaire is good, with some interesting points made on the confidence levels of students in different disciplines. Some interesting next steps are discussed, and it is good to see a commitment to making consultation with learners a regular occurrence.</i>"</p><p>"<i>Your approach is well-researched, and you describe how you apply specific pedagogical approaches to asynchronous learning design, such as Laurillard’s practice learning type, and Gilly Salmon’s E-tivity invitation. along with flipped learning and internal frameworks. This demonstrates your commitment to exploring and understanding the interplay between technology and learning...The mentoring provided to the graduate intern demonstrates your ability to adapt your approach in response to learner needs. The virtual placements project is a particularly strong example of your evaluative process, and your planning and development skills. The workshop again provides strong evidence of your empathy and willingness to learn from colleagues from different backgrounds and specialist areas.</i>"</p><p>"<i>The learning process you have undertaken to become a leader in this area is particularly well-documented, and very interesting to read. This section is particularly well-researched and your pedagogical approach to VR and Immersive Learning is well supported. You have developed a strong approach for converting academics ideas into immersive experiences using the technology.</i>"</p><p>"<i>Your operations plan, as you reflect, contains a lot of content, and your plan for a self-away day or deeper discussion with your head to identify realistic priorities is a particularly good one.</i>"</p><p>"<i>You describe your ambition and goals for your current role well in this section, and are clearly passionate about your role and focussed on what you can contribute in future.</i>"</p><p>I worked and evidenced to the following structure and criteria, <a href="https://www.alt.ac.uk/certified-membership/cmalt-support" target="_blank">up to date standards can be found here</a>. I successfully achieved Senior CMALT accreditation by:</p><p></p><ul><br /><li>Demonstrating and reflecting on my knowledge and experience in the following four Core areas and subsections;</li><li>Demonstrating and reflecting on my knowledge in two Specialist areas;</li><li>Demonstrating and reflecting on my knowledge in one Advanced area.</li></ul><p></p><div><br /></div><div>And throughout my portfolio, I:</div><p></p><ul><br /><li>Demonstrated my commitment to the core principles and values which underlie CMALT;</li><li>Demonstrated and reflected on the impact of my work, and showed that I am providing leadership and influencing others, within your particular context</li></ul><p><br />Whilst addressing the four core CMALT principles and values:</p><ol><br /><li>A commitment to exploring and understanding the interplay between technology and learning</li><li>A commitment to keep up to date with new technologies</li><li>An empathy with and willingness to learn from colleagues from different backgrounds and specialist areas</li><li>A commitment to communicate and disseminate effective practice</li></ol><p><br />My portfolio consisted of the following, again I have hyperlinked to blog posts that detail the work I referred to:</p><div><ul><br /><li>Contextual statement</li><li>1: Operational Issues</li><ul><li>1a: An understanding of the constraints and benefits of different technology</li><ul><li><a href="https://danielscott86.blogspot.com/2019/02/creating-rapid-elearning-activities-h5p.html">H5P</a></li></ul><li>1b: Technical knowledge and ability in the use of Learning Technology</li><ul><li>Digital curriculum technologies</li></ul><li>1c: Supporting the deployment of learning technologies</li><ul><li><a href="https://danielscott86.blogspot.com/2022/05/virtual-reality-wall.html">VR immersive wall</a></li></ul></ul><li>2: Learning, Teaching and Assessment processes</li><ul><li>2a: An understanding of teaching, learning and/or assessment processes</li><ul><li>Learning, teaching and assessment expertise</li></ul><li>2b: An understanding of your target learners</li><ul><li><a href="https://danielscott86.blogspot.com/2023/07/digital-curriculum-questionnaire.html">Digital curriculum questionnaire</a></li></ul></ul><li>3: The Wider Context Understanding and engaging with legislation, policies and standards</li><ul><li>3a: Understanding and engaging with legislation</li><ul><li>H5P content type accessibility</li></ul><li>3b: Understanding and engaging with policies and standards</li><ul><li>Aligning Quality Matters standards rubric to online content</li></ul></ul><li>4: Communication and working with others</li><ul><li>4a: Communication and working with others</li><ul><li><a href="https://danielscott86.blogspot.com/2022/03/establishing-digital-development-group.html">Establishing a digital development group</a></li><li><a href="https://danielscott86.blogspot.com/2021/06/certified-digilearn-sector-community-membership.html">Certified DigiLearn Sector Community Membership</a></li></ul></ul><li>5: Specialist areas</li><ul><li>5a: Specialist area 1:</li><ul><li><a href="https://danielscott86.blogspot.com/2019/02/creating-rapid-elearning-activities-h5p.html">Online asynchronous learning design</a></li></ul><li>5b: Specialist area 2:</li><ul><li>VR and <a href="https://danielscott86.blogspot.com/2023/06/exploring-a-pedagogical-rationale-for-vr-and-immersive-learning.html">immersive learning</a></li></ul></ul><li>6: Advanced area(s) One or more Advanced areas:</li><ul><li>Advanced area: <a href="https://danielscott86.blogspot.com/2023/03/learning-technology-manager-a-celebration.html">Digital leadership and management in the effective application of learning technology</a> EDIT: I have since realised it should be; <i>Digital and academic leadership and operational management, in the pedagogical and technical design and application of learning technologies, to create and support effective and innovative digital learning experiences in healthcare higher education. But strategy should also have presence somehow.</i></li></ul><li>Future plans</li></ul></div></div><div><br /></div><div>Now, take some of my own advice. In response to Stephen Taylor when he asked me "<i>So now I'm a cmalt what do I do with it? Lol</i>".</div><div><div><br /></div><div>Me "<i>Well from an achievement angle, parade it everywhere on your CV and post-nominals, external profiles, internally on email signatures etc. It's an accreditation like AdvanceHE and if you look to progress internally and externally, it will serve you well. You could publicise your portfolio or repurpose it's material. You should now be on the public list of members who have membership. Do you have access to ALT-MEMBERS Jiscmail list?</i>"</div></div><div><br /></div><div>I've a clear plan to achieve the coveted Principal Fellowship, naturally given my strategic role and abilities. However, there is no rush and it would be great to take a slower pace on such application and to allow a deeper and more thoughtful analysis of my work and achievements. But do I have the courage to say no and say this is enough? As you can go forever and a day getting accreditations, and there are plenty of accreditations available! But for now, it's important that I now take the time to take in and celebrate these two new milestones.</div><div><br /></div><div>EDIT:<br /><br />Anne Felton - "<i>That's brilliant news Dan! Congratulations!! I'm so pleased.</i>"</div><div><br /></div><div>Anne Felton - "<i>Just to join last weeks fellowship good news I want to congratulate Dan Scott-Purdy on achieving both his Senior Fellow with Advance HE and the Senior Certified Membership of the Association for Learning Technology (SCMALT). These are fantastic achievements which reflect Dan’s impact on digital education. Well done Dan!</i>"</div></div></div><div><div><br /></div><div>Arwa Abdelrahman - "<i>Congratulations</i> 🎉"</div><div><br /></div><div>David Hopkins - "<i>Wow, what an achievement. Congratulations!</i>"</div><div><br /></div><div>Rachel Challen - "<i>Top job! Well deserved and congratulations!</i>"</div><div><br /></div><div>Daniel McKevitt - "<i>Congratulations Daniel brilliant</i> 👏🏼👏🏼👏🏼👍🏼😀"</div><div><br /></div><div>Roy Scott - "<i>Well done son</i>"</div><div><br /></div><div>Colette Fuller - "<i>Fantastic! Well done Dan!! </i>🙌"</div><div><br /></div><div>Chris Pritchard - "<i>Well deserved dan</i> 😊"</div><div><br /></div><div>Isabel Turnbull - "<i>Congratulations on your Senior Fellowship and the membership. </i>🙂"</div><div><br /></div><div>Amy Underwood - "<i>Congratulations!!</i>"</div><div><br /></div><div>Carl Webster - "<i>Great job Dan! Well done</i>"</div><div><br /></div><div>Carl Webster- ".<i>..I had a look at the technology one and you've done great to get that as well as the SFHEA</i>"</div><div><br /></div><div>Jan Royal-Fearn - "<i>Congratulations on the SFHEA and SCMALT – lots of work behind both of those achievements. Well done.</i>"</div><div><br /></div><div>Sarah Deacon - "<i>Congratulations Dan!!</i>"</div><div><br /></div><div><div>Kelly Stewart - "<i>Yeah! Well done you x</i>"</div></div><div><br /></div><div>Sophie Waters - "<i>Amazing Dan well done!</i>"</div><div><br /></div><div>Anna Price - "<i>Congrats Dan, well done!</i>"</div><div><br /></div><div>Jayne Brown - "<i>Hi Dan, I just wanted to add my congratulations to that of Anne and others on your recent achievements. You are really demonstrating your sills and abilities, there is no doubt you will go far. If you ever want to talk careers or research you know where I am. Well done you!</i>"</div><div><br /></div><div>Jo Brown - "<i>Sorry forgot to say a massive congratulations on your achievements.</i>"</div><p class="MsoNormal"><span face="Arial, sans-serif"><o:p></o:p></span></p><p class="MsoNormal"><o:p></o:p></p><p></p></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-56039332966772745992023-08-17T12:00:00.012+01:002024-02-14T09:46:06.302+00:0010 years of blogging<p>10 years to the day that I published my <a href="https://danielscott86.blogspot.com/2013/08/my-blog-first-post.html">first blog post</a> on this blog site. How I and this blog material have evolved is very significant. 232 blog posts (including this one), with overall viewership at 136,225 (at time of writing) across the site. Though the stats don't motivate the content on my blog but good to know. Thank you to the readers that keep returning and following my journey.</p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">Me - "<i><span style="background-color: white; color: #222222;"><a href="https://danielscott86.blogspot.com/2021/08/how-to-create-an-authentic-blog.html">Originally following a 'call' in mid-2013 to trust the process of expressing not impressing.</a>"</span></i></p></blockquote><p style="text-align: left;"><span style="background-color: white; color: #222222;">A surprise hobby it turned out to be, which brought me so much clarity, opportunities and personal and professional impact. This blog site </span>evolved into an online space to reflect and discuss my work and life. To the left is what I defined as it's purpose. <span><span style="color: #222222;">Further details on my rationale, writing approach and other open journaling benefits of my blog are in the blog post '</span></span><span style="color: #222222;"><a href="https://danielscott86.blogspot.com/2018/08/why-openness-is-good.html">Why openness is good</a><span style="color: black;">' and '<a href="https://danielscott86.blogspot.com/2021/08/how-to-create-an-authentic-blog.html">How to create an authentic blog</a>'. But here's an extract that captures a bit of this; </span>"</span><i>My blog is largely for personal expression so I can look back on my journey - journaling mainly about me, for me, with some intended for other audiences blog post. As well as "<a href="https://danielscott86.blogspot.com/2021/08/blending-introversion-with-asynchronous-working.html">...writing/typing to think, rather than think to write/type.</a>"</i> <i>My writing style is usually anecdotal, descriptive and reflects my accessible, pragmatic and simplified nature. It is part of my reflective process; digesting, consolidating and forming new directions and focus points. The process of writing blog posts allows me to gather my thoughts, freshest thinking, think things through and make sense of the mess that is my note taking. Which is a reflection of my mind - lots of thoughts and ideas that need to be joined up. In most writings the process is more important than the outcome of the blog posts. And I rarely revisit my blog posts, unless the need calls. I keep things as real and authentic as possible - recording and journaling thoughts, feelings and outputs in the moment which adds further richness, rather than jut relying on-post reflection. If I have experienced something and has made me think, I just write on what happened etc.</i>"</p><p>Some blog posts can be academic, which some are, especially in the <a href="https://danielscott86.blogspot.com/search/label/Career%20development">Career development</a> category. But I am more confident when creating and expressing through my own unique reflective, pragmatic and accessible way. I've talked about some very deep and extremely personal things in here, <a href="https://danielscott86.blogspot.com/search/label/Personal%20development">Personal development</a> category, that contain lots of heartfelt learning and wisdom, and not always from positive experiences. As in sync with my personality, I am open and honest person. When I write here, I am often at peace and self-alignment - something that generative Artificial Intelligence cannot replace. Often with a sense of joy when producing something of purpose work-related or leisure, usually digital, whether that be creative writing, a presentation, document or video. In fact that is a way of engaging me through a purposeful output that can be used. The cathartic reflective writing process allows me to be with myself. With hope that it may help or inspire others as a result of my learning. Some blog posts are external facing, but as I say this is predominantly for my own expression to look on my personal and emotional growth and impact and self-confidence. Because oh boy do we need it in these modern workplaces! Not many will praise you, so you have to acknowledge and praise yourself.</p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">Me - "<span style="background-color: white; color: #222222;"><i><a href="https://danielscott86.blogspot.com/2021/08/how-to-create-an-authentic-blog.html">I really have found a way that works for me. And I do feel a sense of personal success with how I use my blog. Perhaps a reason is that I don't treat it as a service for others...</a></i>"</span></p></blockquote><p>I don't share my blog posts on my social media platforms as much as I used to, I think <a href="https://danielscott86.blogspot.com/2021/10/pragmatism-criticality-and-dks.html">this d**kish experience</a> and not wanting to 'join the noise' made me less motivated. I feel my reflective material is worthy of being widely known, but that may come with unwanted criticism which is what I don't want. Maybe I should start sharing them more widely. If I do, and whilst I welcome positive and debate-type responses, I will unapologetically call people out for actual trolling (provoking negativity), and will maintain my space and energy. But generally I'm not looking for attention on them, but I do share links to blog posts as and when relevant in in-person and online conversations. </p><p>Using a medium like this also allowed me to make my personal and professional journey more visible. The ability to view the journey I have taken from back then to now. Outside looking in it could be viewed that I had what I have now at the start. But that couldn't be further from the truth. Hard work, facing the ugly, uncomfortable conflicts, pushing myself outside my comfort zone, asking, fighting, resisting, all led to this. My <a href="https://danielscott86.blogspot.com/2023/08/what-working-class-means-to-me.html">working class attitude</a> in me lives on.</p><p>I've definitely learnt a lot more about who I am, and developing my professionalism, through journaling and reflecting on my life and work experiences. Below I summarise the top pieces of learning acquired through my 10 years of blogging, in no particular order.</p><p></p><ol style="text-align: left;"><li>The often I write the better the quality and clarity of my focus, articulation, thinking and memory. Including improving my vocabulary.</li><li>I can articulate myself better non-verbally than I can verbally - hence being a better writer!</li><li>I am a <a href="https://danielscott86.blogspot.com/2018/08/slow-learner.html">slow learner</a>.</li><li>I like to talk about what I am doing/have done/have learned/what should and shouldn't have happened - useful for if I forget and helps when providing anecdotal evidence.</li><li>I am a master of democratising my learning and expertise; through sharing my learning and outputs/outcomes.</li><li>Develops my skills and provides a base for my reflective practice and scholarship.</li><li>Ongoing writing and reflection provides evidence for future professional accreditations and qualifications.</li><li>I can repurpose my writing and thought power into other outputs.</li><li>My writing is becoming more mature as I grow older.</li><li>I am slow at processing complex verbal information, therefore I note take a lot which often ends up in blog posts here.</li><li>Open reflector and sharing honestly about my vulnerabilities, anxieties and negative experiences - with a positive outlook.</li><li>I naturally use workplace opportunities, for example questionnaires/interviews, meetings (group and one-to-ones) and panel interviews, as learning opportunities to develop knowledge and observe language and practice. As well as expressing and disseminating my own expertise, as a vehicle to develop my own knowledge and identify gaps. </li><li>I am a <a href="https://danielscott86.blogspot.com/2021/08/blending-introversion-with-asynchronous-working.html">proud and open introvert</a>, that in certain situations (and whom with) adapts to being extrovert.</li><li>I visibly realise my strengths, weaknesses and successes and embrace each of them.</li><li>I am more intelligent, influential and powerful than I perceived I am.</li><li>I am inspirational and influential to others.</li><li>Inspiration for writing is always on constant supply - there is always something to write about, hence at least one blog post a month.</li></ol>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-39291683190778554932023-08-11T12:00:00.038+01:002024-01-01T13:42:50.291+00:00What working class means to me<div>For my pre-37th birthday celebrations me, Gary and two friends, Martin and Stu went to Revolución de Cuba for an alcoholic afternoon tea. We some how ended up on the topic and conversation of what working class means (to much passionate debate!) - related to what Stu may be covering as part of his research for his PhD. As this topic resonates deeply with me; strongly present in my upbringing and life, which is reflected in this blog site and specifically in blog posts such as '<a href="https://danielscott86.blogspot.com/2018/02/growth-from-roots-to-shoots.html">Growth - from roots to shoots</a>' and '<a href="https://danielscott86.blogspot.com/2018/10/you-cant-take-tarn.html">You can't take the Tarn...</a>'. I wanted to capture my fresh overall response as it came out, in a sketchy 'thought note', to maybe explore further at a later date.</div><div><br /></div><div>For a bit of context, I was born and raised in Barnsley, South Yorkshire - an ex-mining town, and I am currently living in one now. Despite the negative criticism Barnsley and similar places may receive, I am extremely proud and protective of where I came from and the accent I have, and endeavor to maintain this part of me.</div><div><br /></div><div>Without any research on the definitions of working class, which I haven't upon writing this to avoid any influence. I want to anecdotally capture some responses of what I think working class means, to me personally - purely based on my experience and feelings of it.</div><br />I think working class means the true graft and labour, getting your hands dirty being on the frontline - at the coalface. Not hiding behind the scenes and shying away from such work and effort required to reach the shared outcome. But there is a clear cut difference from academic, non-academic and working class. Many academics and non-academics, often from rich backgrounds, claim they are working class. Well yes we all 'do' things, but that to me gives no right to say they are working class. It is often used as a pseudo context.<div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;">Me - "<i><a href="https://danielscott86.blogspot.com/2018/02/growth-from-roots-to-shoots.html">Many have been given it on a plate and don't value the educational opportunities available and subsequent accomplishments. I had to ask, fight and push myself hard to be where I am now.</a></i>"</div></blockquote><div><br /></div><div>Working class often had to work physically hard and longer hours to make ends meet (survive!). Yes I am thinking of older roles such as working in shops, factories, mines, nursing/caring etc. But this comes from my true industrial upbringing; my father, grandads and other family members worked in mines, and on my mother's side healthcare, administration\and factories. Which leads me to think that working class is also biological, in the sense that it is hereditary, passed down through genetics. Laced in my DNA and engrained in my own personality and character, whether I want to use it or not, it is there. Therefore it can be a mindset (attitude/relationship/value) and serve as a motivation, like the ol' mucking in whenever, wherever and whoever with type of thing to achieve the desired/shared outcome - doing a genuinely good job and completing satisfactorily/high standards. Or if there is a job to be done, let's show willing and get up, show and up and get on with it. From this attitude, I have a strong instinct to provide security and financial stability. Both when I was single and living alone to being married. I also possess a strong proving element (the northerners are stupid generalisation) around my own education, and upskilling, which is what this blog site is founded on; the self-directed education and career I have forged from my poor educational start, which was accelerated from doing an apprenticeship. Another top working class trait includes being frugal with money! Conversely, Gary has a similar upbringing and has that legacy in his family. However, whilst he understands the principle above, he doesn't share the same connection and motivation for what working class is. So this could mean that yes he has working class in his blood, but doesn't choose to engage with the mindset and use it for motivational purposes. Which makes me realise that being working class is why I am passionate about my education (lifelong learning) and career and continually wanting to better myself. It has been the fuel and backbone to my work/professional efforts all this time, and how I have now arrived at this point of all my achievements and successes. I could be labelled as a work-a-acholic, which most likely derives from my earlier goal of wanting to make something of myself. However, as I have been reflecting on recently; I am wrestling with the thought of setting boundaries and learning to say no work-related things. To avoid burnout and give space for other personal interests and developments to flourish. Which gives me a sense of relief that I can just be, and have any nagging goals and chasing capitalistic tendencies. I need to remember that I am rich with my life and experience - it's not always about financial and ego status.</div><div><div><br /></div><div>To conclude, working class to me in three words is hereditary, mindset and motivation. And that working class is a deeply complex topic and means different things to people. Depending on they were brought up and how well they resonate and apply the term.</div></div><div><br /></div><div>EDIT: Later in August 2023, I reflected on a session that was part of the Trent Institute for Learning and Teaching (TILT) Annual Learning and Teaching Conference (ALTC), which occurred earlier in the Summer. I didn't attend this particular session, but obtained the presentation later on. One of the slides included the text "<i>Motivation is a product of good teaching. Not a prerequisite.</i>" On the topic of this blog post, this stuck out to me quite strongly, as in my experience this wasn't the case at all. I didn't have a good teacher that taught me motivation. My motivation is in-built as I explain above. Yes sure feedback and praise on my strengths will have helped, but by no means did I have a stand out teacher that really nurtured me. Which reminds me of what I said back in 2020:</div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;">Me - "<a href="https://danielscott86.blogspot.com/2020/12/dared-to-lead.html"><i>I've not had an inspirational teacher (within a course/programme) - not that there isn't any, I've just not had that fortunate experience like so many have really.</i></a>"</div></blockquote><p>On Friday 25th August. As I said to my current intern in one of our Friday catch ups, on the topic of career development. Because of my own career journey, I'll always be passionate and encouraging of others developing their careers.</p><p>EDIT: In September 2023, related to this topic, in my blog post '<a href="https://danielscott86.blogspot.com/2023/09/achieving-sfhea-and-scmalt.html">Achieving SFHEA and SCMALT</a>', said; "<i>I decided to just press on with it, and in my own pragmatic style, and that is authentic to my working class attitude. Intentionally avoiding overusing academic language as it's easy to fall in the trap of just shaping a conversation how you want with little conviction of the actual 'doing the work'.</i>"</p>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-27015462477007292992023-07-05T20:00:00.041+01:002024-01-04T12:08:53.148+00:00Digital Curriculum Questionnaire<div>Throughout my first year in my previous support role in the Institute of Health and Allied Professions (IHAP), I had strategic ambitions to collect this kind of information to capture current student experiences and a data source to inform future digital and online developments and priorities. Of which such activity was well documented in the first version of my digital curriculum operations plan. Therefore, as part of my appraisal objectives for 2022/2023, I set myself the following objective to conduct a deeper piece across our whole digital curriculum area. Of which will eventually align to the learning design and continuous improvement work outlined in my blog post '<a href="https://danielscott86.blogspot.com/2022/08/digital-curriculum-engaging-colleagues-in-the-process.html">Digital curriculum - engaging colleagues in the process</a>'.</div><div> </div>Objective description: <blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"></blockquote>“<i>Scope and evaluate IHAP digital and online practice sampling year 2 and 3 nursing and paramedicine BSc students. To identify areas of improvement and inform and progress our digital and online learning and teaching offer and position in the healthcare higher education market.</i>"<blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><i></i></div></blockquote></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><br /></blockquote>Output measures: <div>"<i>a. Produce and obtain approval of a draft ‘IHAP digital curriculum questionnaire’ to conduct between December 2022-January 2023 (B.6 operations plan).</i></div><div><i>b. Analyse and interpret questionnaire outcomes and translate into actions for current and future course improvements, to collaborate with PLs on (B.6 operations plan).</i>"<div><p>Later refined and confirmed to collect data from only 3rd year nursing and paramedicine students on their wider digital and online experience in our courses; the knowledge, skills and attitudes in accessing and navigating the online aspects of our online course learning rooms, content and digital tools required to successfully engage and participate. Including what support they require in order to learn effectively. With the overall aim to inform further digital and online developments and priorities within IHAP; using the responses as a mandate to stimulate continuous improvements across our institute and for decision making, another aspect of being an effective digital leader. The online questionnaire was designed with open, closed and rating scale questions. Prospective respondents were invited to share their experiences and perspectives in relation to the digital and online learning-related questions. The questionnaire includes questions on their VLE module and course learning rooms, PebblePad and workbooks, Virtual Reality (VR) immersive learning and digital literacies.</p><p>Data collection occurred from 14th December 2022 to 31st January 2023. Responses were collected from 3rd year nursing and paramedicine BSc courses. Out of approximate 110 students (80 nursing, 35 paramedicine), 78 responses were received. 63 from BSc Nursing including fields: adult nursing; mental health; learning disabilities. 15 from BSc Paramedic Science.</p><p>The following summarises the general outcomes, that aim to have an impact on the student learning experience through appropriate changes in their use of our learning technologies and access to meaningful online learning material.</p><p>The full report can be found at the bottom, 24 pages.</p><p></p><ul><br /><li>PebblePad</li><ul><li>Workbooks need to be more user-friendly and intuitive for students</li><li>Student PebblePad guidance needs to be clearer, visual and consistent</li><li>PebblePad student and external induction training needs to be standardised across courses</li><li>Significant workbook changes need to be made to be communicated to students</li></ul><li>NOW learning room content</li><ul><li>Creating online asynchronous interactive activities and resources, to enable further variety and opportunities for students to learn in the online elements of their course</li><li>Developing high-quality online instruction for online activities and resources</li><li>Lecturers need support, protected time and safe environments to develop their knowledge and skills in digital pedagogy</li><li>Develop a NOW learning room quality process</li></ul><li>VR and immersive learning</li><ul><li>VR and immersive learning needs to have a clear purpose and alignment to our curriculum areas, and to develop effective immersive learning experiences</li></ul><li>Digital literacy</li><ul><li>Digital literacies need promoting and embedding across our curriculum</li></ul><li>Other comments and suggestions related to IHAP digital curriculum</li><ul><li>NOW course and module learning rooms need consistency</li></ul></ul><div><br />Today 5th July, in our monthly department meeting I presented the visual summary below, where I briefly walked through the outcomes. The full report will be published later this month. I ended the presentation by asking the following questions, which created some discussion on the topic and ways we can build on this in the coming academic year, providing a baseline for future evaluations: Is there anything that surprises you in the results? What challenges do you foresee in taking action towards making such improvements? What specific support will be helpful to you in creating asynchronous online activities and resources?</div><p></p></div>
<div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/ybrYudAB_Jc" width="420"></iframe></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">It is interesting to see the difference between nursing and paramedicine students responses. But there is a difference in roles and digital confidence and competence; paramedicine are typically more digitally-minded in the use of digital technology.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">The following are positive verbatim comments were made during the presentation. Recognising the value and wider impact my report outcomes will have on NOW in our institution moving forwards. Showcasing the importance of this significant piece of work.</div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: left;"><p>Anne Felton Head of Department, introduction to presentation- "<i>It's helpful for people to have in mind when they're listening to it, that it happens to quite unintentionally coincide with a school audit of NOW learning rooms. And every department in the school has been found wanting, shall we say, in terms of NOW learning rooms. And I won't focus too much on it now, ironically. But next, academic year we will be looking at how we can support people and what we need to do around standardising NOW learning rooms. So just something to bear in mind that, you know, this kind of data helps us feed into that that work which will be coming later on in the timeline.</i>"</p><p>Jo Rutt Principal Lecturer in Nursing, post-presentation - "<i>Thank you Dan, for that and I think it's really important for us to know the fundamental things of remembering that when we copy over not everything would automatically work. And because it's easy to kind of think I know I've got that, I'll get that across. So it's a really good reminder of making sure to check on links and update the elements that we need to. So thanks for all of that information.</i>"</p><p>Anne Felton, post-presentation - "<i>I think it's really useful to have that data from our students as well isn't it as the NOW audit gives us it from an institutional point of view and expectations for that feedback from the students is interesting."…"But it's telling us that it's alright, which I think is a really good position to be at this stage. You know, given I know some of your dates have picked up that rooms with the modules already running or, you know, the clustering hasn't always worked properly, so people are needing to make last minute changes. So I think that these stats are good and given those circumstances. But then I think it also gives us a good baseline to move it forward over the next couple of years with that.</i>"</p></div><div class="separator" style="clear: both; text-align: left;">I am confident that the questionnaire has fulfilled its purpose, despite some question changes. Whilst I trust students know what is being asked, there are some yes and no options which could have benefited from a not sure option or scale to ascertain levels of understanding. Yes and no is too vague for some questions.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">The questionnaire is its first and promises to provide lots of information to inform the way I approach and lead our institute forward. I'm confident that it will prove to be a valuable source of information and inspiration for the department, and would be great to conduct perhaps every 2 or three years, and maybe open up to other course cohorts. I foresee the impact on this questionnaire to be very significant and that when re-conducted it would provide opportunities for comparison and where success has been achieved. As I mentioned <a href="https://danielscott86.blogspot.com/2016/10/putting-learning-into-learning-technology-developing-a-pedagogical-rationale-to-deliver-eLearning.html">in my MSc</a>, I can use this information to build on the Jisc strand ‘use the outcomes of organisational research for decision making’ from the competencies profile of Jisc’s of ‘<a href="http://repository.jisc.ac.uk/6235/1/Digital_capabilities_effective_leader.pdf" target="_blank">being an effective digital leader</a>’.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">EDIT:</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I shared the report with my Head of Department ahead of my publishing it. On the 4 August 2023 she commented:</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;">"<i>Thank you for this project report and all the work that has gone into it. It’ll provide a really value spring board for next years developments.</i></div><div class="separator" style="clear: both;"><i><br /></i></div><div class="separator" style="clear: both;"><i>I was wondering who the audience for this report is? There’s obviously lots of work gone into it but I am mindful of the capacity of people to digest the detail. I wonder whether a two page executive summary might be helpful which sign posts people to the full report for the detail.</i></div><div class="separator" style="clear: both;"><i><br /></i></div><div class="separator" style="clear: both;"><i>Please do come and present this in SLT. I haven’t got the dates in yet as I am waiting for my new PA to start on Monday but when they are in the diary we can book a slot.</i></div><div class="separator" style="clear: both;"><i><br /></i></div><div class="separator" style="clear: both;"><i>Thanks again for this excellent piece of scholarship Dan, look forward to putting some of the recommendations into practice next year.</i>"</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;">I originally thought of the report as a two-pager, but decided to make it a full scholarship-type report as it deserved a deeper analysis. So I'll create a brief two-pager to meet this need. I also said that we [I and my Head] need to think about the dissemination plan; how do we want academic staff to use it or is this better shared with PLs/senior leadership team (SLT). Looking forward to presenting this to SLT and generating discussion and plans.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">On 6th September when I eventually shared the full report and two and a quarter page short version. Sporadic annual leave and new academic year preparations delayed this. The outcomes will form part of our digital priorities moving forwards through the production of a digital strategy. Lecturers, or anyone who supports learning, are also encouraged to use this to inform changes to their digital learning practices. Exciting innovative times ahead! Jan Royal-Fearn, Principle Lecturer, responded with the following, which chimes with my plans to conduct with other cohorts for comparison:</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">"<i>Thanks for this and I had a look at the summary which is a useful overview.</i></div><div class="separator" style="clear: both;"><i><br /></i></div><div class="separator" style="clear: both;"><i>I’d be interested to see if current students S21 onwards, feel PebblePad instruction / information is improving as we settle into it all and more NTU specific resources are produced?</i>"</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Full report:</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk2YSHjvYgL7IrIZtIScOl0x50KcPLN1yYNSYZxkWleqeKMjMOfaZHcNJcorrfnV8X08k3qK65tsHTlDsqI45TEmDzpA4ldwUfNmSyoX8LPHzoS4IAEXdqIIC9cxjX0pTNXZ_x6KEkh_McYwjV78G_hxwetZ9j2KnVLkf6G61ELB2B7WeiL9r5FL3GGCU/s2339/IHAP%20Digital%20Curriculum%20Questionnaire%20-%20Analysis%20of%20findings%20report_Page_01.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk2YSHjvYgL7IrIZtIScOl0x50KcPLN1yYNSYZxkWleqeKMjMOfaZHcNJcorrfnV8X08k3qK65tsHTlDsqI45TEmDzpA4ldwUfNmSyoX8LPHzoS4IAEXdqIIC9cxjX0pTNXZ_x6KEkh_McYwjV78G_hxwetZ9j2KnVLkf6G61ELB2B7WeiL9r5FL3GGCU/s320/IHAP%20Digital%20Curriculum%20Questionnaire%20-%20Analysis%20of%20findings%20report_Page_01.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnHox__0dnU2Cm6URVfpg2o40_9n4DEL9MQzDKRiGjNiFH3yP1bESiwmqqLksxZl1Ej38k_tixFIHTKW9hl2QE2o-mCKNTVB4iEvNB3DjhsxezgUlMogiBI4pYSVeqUDQzJN8a1wc6Obk3lex4M0m338lRMBkfJOMJkY8aW1GwM4fe5dmhNw29Ry9-z3o/s2339/IHAP%20Digital%20Curriculum%20Questionnaire%20-%20Analysis%20of%20findings%20report_Page_02.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnHox__0dnU2Cm6URVfpg2o40_9n4DEL9MQzDKRiGjNiFH3yP1bESiwmqqLksxZl1Ej38k_tixFIHTKW9hl2QE2o-mCKNTVB4iEvNB3DjhsxezgUlMogiBI4pYSVeqUDQzJN8a1wc6Obk3lex4M0m338lRMBkfJOMJkY8aW1GwM4fe5dmhNw29Ry9-z3o/s320/IHAP%20Digital%20Curriculum%20Questionnaire%20-%20Analysis%20of%20findings%20report_Page_02.png" width="226" /></a></div><br /><div class="separator" style="clear: both; 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margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0WM40ITkr65vsTmTKssiJEIMALOG0rDcOlZKhZy3hBCFk8jroQpucF_2Y88LnC1YnrUFv2xibtQx-nRLEFs3qPwCl0RKs6B_XII_IXxWHhtkVWJ235FDtUqWeu0S-aTBBAL_fdPRTvoEcEQ7G9MqxR2W3eoQR6ZTC8ESFjthAxofeWEvNDMJbXHpw2Ek/s320/IHAP%20Digital%20Curriculum%20Questionnaire%20-%20Analysis%20of%20findings%20report%20-%20Short%20version_Page_5.png" width="226" /></a></div></div></div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-88342769520839981012023-06-27T18:00:00.033+01:002024-03-08T11:14:37.853+00:00Enabling positive Virtual Reality and immersive learning adoption: a journey of integrating VR walls<p><b>Lightning talk</b></p><p>I was very happy to be invited to the in-person Jisc XR community meet up, held on the 27th June at the University of Leeds. Thank you.</p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p>Me - "<a href="https://twitter.com/_Daniel_Scott/status/1673740587810406400" target="_blank"><i>Enjoyed sharing our journey of integrating #VR walls into our #healthcare curriculum, thank you. Great to meet the wider #XR community in-person and get reacquainted with familiar colleagues. #UKXRCommunity @Jisc @IglooVision @TheoPenty @anne_feltonmh https://danielscott86.blogspot.com/2023/06/enabling-positive-virtual-reality-and-immersive-learning-adoption-a-journey-of-integrating-vr-walls.html</i></a>"</p></blockquote><p>I was asked to do two presentations for two sets of groups. My presentation overview covered; "<i>The Institute of Health and Allied Professions at Nottingham Trent University, is young and early into their journey of applying the use of Virtual Reality. In this session Daniel Scott-Purdy, Digital Curriculum Manager, will walkthrough how he has begun to integrate and encourage the positive adoption of their VR walls into their healthcare curriculum. Including approaches, current projects, challenges and lessons learned, and future plans and developments.</i>"</p><p></p><div class="separator" style="clear: both; text-align: left;">A challenge as I only had ten minutes to succinctly talk about this large and detailed piece of work. Well it is a lightning talk after all, well slightly longer than your average lightning talk. So I created an abridged version for the event based on the full version below. And what's good about this presentation is that it's all still very much in progress, it is not a completed and evaluated piece of work. Which is a refreshing change as I feel impact can be discussed during the work, not just at the end of it.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/9xbYmdhbxnE" width="420"></iframe></div><p></p><p>Slide notes:</p><p></p><ul style="text-align: left;"><li>Slide 2:</li><ul><li>Department - young and early in our journey.</li><li>'<a href="https://www.ntu.ac.uk/study-and-courses/courses/our-facilities/health-and-allied-professions-centre" target="_blank">Health & Allied Professions Centre</a>' including purpose-built facilities; immersive VR walls, wards, consultation rooms, apartment. View this web page about '<a href="https://www.ntu.ac.uk/business-and-employers/hire-ntu-facilities/hiring-the-health-and-allied-professions-centre" target="_blank">Hiring the Health and Allied Professions Centre</a>'.</li><li>Full approaches and progress in my blog post ‘<a href="https://danielscott86.blogspot.com/2022/05/virtual-reality-wall.html">Virtual Reality wall</a>’, 26 May 2022</li></ul><li>Slide 3:</li><ul><li>Intentional, mindful and purposeful approach to the technology.</li></ul><li>Slide 4:</li><ul><li>Campuses - One Igloo Vision VR wall at each campus; Clifton part of new build January 2022. Mansfield installed before my arrival February 2021. Decisions on the technology choice were made before my arrival into the department.</li><li>VR wall capabilities - No headsets (immersive room), non-touchscreen (but can interact with content via iPad controller), further interactivity via Igloo Vision apps (websites, apps, H5P, Google Street View etc), lecture capture and live streaming, Unity 3D scenes. We have two sets of cameras; Insta360 X2 and upgraded to Insta360 Pro 2 - recommended by Igloo Vision as that is what they use for recording footage. We have no headset experiences yet - about to purchase headsets for identified purposes - later in presentation. Clifton campus - black boxing now around white projectors.</li><li>General uses - 360° videos and images to support simulation, scenarios, practical assessments and experiencing situations or environments before real world. Popular with paramedic lecturers due them being more digitally enabled. Playing 360° stock type videos on loop to support simulations and scenarios. Pre-recorded 360° situations. Both tutor led and student led. Recommend 8-12 people per activity to avid overcrowding.</li><li>Booking the rooms - can be timetabled and booked ad hoc. Protected on wider room bookings, but is bookable. Encouraged to check in with the department before making just in case there is any planned activities with our rooms.</li></ul><li>Slide 10:</li><ul><li>A related blog post: '<a href="https://danielscott86.blogspot.com/2022/11/virtual-placements-using-h5p.html">Virtual Placements using H5P</a>', 25 November 2022</li></ul><li>Slide 11:</li><ul><li>‘<a href="https://danielscott86.blogspot.com/2023/06/exploring-a-pedagogical-rationale-for-vr-and-immersive-learning.html">Exploring a pedagogical rationale for VR and immersive learning</a>’, 23 June 2023</li></ul></ul><p><br />Kathryn Woodhead - "...<i>thank you for your time yesterday, and I hope you enjoyed the event too! – I might have to come for a visit to see the VR room in the future as I have never experienced one in real life.</i>"</p>Kathryn Woodhead - "<i><a href="https://www.linkedin.com/feed/update/urn:li:activity:7079501172134305792" target="_blank">Nice to catch up with so many people who I have only met online before! Gary Burnett Daniel Scott-Purdy Rebecca Weeks, nee Morton Karl Veltman MCMI FRSA Dr Graham McElearney and many others!</a></i>"<p style="text-align: left;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_M3zYTR5w8l2XT7wwTKCYwwgs_btp1IaPRx4p05o1DgbyUhWYECzOqEXOubJEUb1Ooc65u60zYyQtWPuj6wMTmTtIqlmfbTxCQZvJZatiSaEdVgzM3_dIeU_9c9-91Ukv5pUeyz7GVCMJW2XIhli7Hnp8t0VSAPOO0KAteo5wuuIzIoG7j4-omIQ4ga8/s1707/Jisc%20XR%20Community%20meet%20up%2027%20June%202023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1280" data-original-width="1707" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_M3zYTR5w8l2XT7wwTKCYwwgs_btp1IaPRx4p05o1DgbyUhWYECzOqEXOubJEUb1Ooc65u60zYyQtWPuj6wMTmTtIqlmfbTxCQZvJZatiSaEdVgzM3_dIeU_9c9-91Ukv5pUeyz7GVCMJW2XIhli7Hnp8t0VSAPOO0KAteo5wuuIzIoG7j4-omIQ4ga8/s320/Jisc%20XR%20Community%20meet%20up%2027%20June%202023.jpg" width="320" /></a></div><p></p><p>Stacy Vipas - "<a href="https://www.linkedin.com/posts/stacy-vipas-06413a86_ukxrcommunity-insta360-oculus-activity-7079461621084905472-vfNI" target="_blank"><i>Also great to hear about Daniel Scott-Purdy and his work in 360 immersive rooms.</i></a>"</p><p>Further information and images from this event was included in Jisc's newsletter '<a href="https://sway.office.com/dp9crnJizfdSwHBf?ref=Link&loc=play" target="_blank">UK XR Community - Summer 2023 update</a>', published 18 July.</p><p>Also see my blog posts:</p><p></p><ul style="text-align: left;"><li><a href="https://danielscott86.blogspot.com/2023/10/tilt-virtual-reality-and-immersive-learning-group.html">TILT Virtual Reality and Immersive Learning practice and scholarship group</a></li><li><a href="https://danielscott86.blogspot.com/2024/03/trialling-vr-scenarios-in-the-curriculum.html">Trialling VR scenarios in the curriculum</a></li><li><a href="https://danielscott86.blogspot.com/2024/03/what-is-immersive-learning-and-vr.html">What is Immersive Learning and VR?</a></li></ul><p></p>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-44584709864622857262023-06-23T16:00:00.042+01:002024-03-08T11:07:31.727+00:00Exploring a pedagogical rationale for VR and immersive learning<p>My journey with VR and immersive learning began with my work on our <a href="https://danielscott86.blogspot.com/2022/05/virtual-reality-wall.html">Virtual Reality wall</a>. I detail extensively my approach and progress of that work. Firstly, my interest in VR and immersive learning is grounded as a specialist area within my role. But I am specifically interested in the following, in that particular order:</p><p></p><ul><br /><li>Principles and design of immersive learning; connections to healthcare context through simulations, scenario-based learning etc</li><li>Ideas, proof-of-concept outlines, prototypes facilitation</li><li>Technology / digital solutions (we already have high-quality equipment and purpose-built spaces)</li></ul><p></p><p><br />The following is the start of a rationale to underpin and shape pedagogy and evaluation of VR and immersive learning. This small piece also appeared in my SFHEA and SCMALT applications. However, this needs further research and exploration, especially in each of the principles. But what it aims to provide is a pedagogical starting point, a foundation in which to build upon. Which wider potential to develop checklists and workflows of making VR and immersive learning effective in our curriculum.</p><p>Additionally, there is wider collaborative research and publication piece attached to this rationale, with links to a learning activity that I have been developing with a lecturer, on the multi-agency consultation panel; a pure listening activity. The lecturer has captured student evaluation data, which we have yet to analyse. I'll probably talk more about this in a future blog post.</p><p><b><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">Exploring a pedagogical rationale
for VR and immersive learning</span></b></p><p class="MsoNormal"><i>VR enables
users (students) to experience realistic or imaginary digital environments and
interactable digital objects within them.
An immersive experience allowing them to resonate emotionally and
physically to what they are seeing, hearing, smelling/tasting or touching
(Clark 2022, Taylor et al 2021). As the
COVID-19 pandemic accelerated digital and online healthcare education, online
learning, including the use of VR simulations and virtual placements, will
continue to be integral to healthcare curricula, both digital and
in-person. With increased recognition
for digital divide and poverty amongst students to access remotely (Turner
& Fanner 2022). This brings new
learning challenges for our lecturers in using such intensive VR kit,
peripheral devices such as headsets and mobile devices and online authoring
tools such as H5P and its Virtual Tour (360) content type.</i></p><p class="MsoNormal"><i><span face=""Verdana",sans-serif">VR is often
underpinned by simulations or scenario-based learning, which are identified as
a practice learning type, one of six learning types developed by Laurillard
(2012). This learning type is effective
when students are given the opportunity to apply theory to practice, this can
be achieved through learning by doing or experiential learning activities. These type of activities enable students to
learn and practise responses/actions and allowing opportunities to receive
feedback via self-reflection, peer, lecturer or through the activity
itself. In order to improve their
response/action through next time <o:p></o:p></span>(Laurillard 2012: Scott 2022).</i></p><p class="MsoNormal"><span face=""Verdana",sans-serif"><i>To help create
an effective VR immersive experience, I have identified the following
principles introduced by Clark (2022) by way of defining pedagogies, and to
inform the design and development base of our VR immersive walls and further
integrate into the digital curriculum.</i></span></p><ol><br /><li><i>Emotion – intense.
Emotional connection and affective impact to induce motivation.</i></li><li><i><span face=""Verdana",sans-serif">Attention – total focus.
An environment that commands and maintains undivided attention. B</span>locking distractions and focusing on the
experience to create full immersion.</i></li><li><i>Experiential – learn by doing. Carrying out real-world tasks to develop
individuals recall and performance in response to something.</i></li><li><i>Context – keep it real.
Use of real-world information, equipment, tasks and
colleagues/clients/patients etc.</i></li><li><i>Collaboration – communicating and working together as
avatars or outside of the VR.</i></li><li><i>Transfer – to real world.
Applying the knowledge learnt from the VR world into the real world.</i></li><li><i>Retention (recall) – increases. Consolidated long-term memory needs
conditions (focused, vivid, intense, relevant, real, practical, contextualised,
the impossible) and repeated practice to develop competent recall.</i></li></ol><div><br /><i>References:</i></div><div><i><br /></i></div><i>Clark, D (2022) Learning Experience Design: How to Create Effective Learning that Works. London: Kogan Page.</i><div><i><br />Laurillard, D (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. London: Routledge.</i></div><div><i><br />Scott, D (2022) Digital Learning, Teaching and Assessment for HE and FE Practitioners. Northwich: Critical Publishing.</i></div><div><i><br />Turner, D, Fanner, M (2022) Digital Connection in Health and Social Work: Perspectives from Covid-19. Northwich: Critical Publishing.</i></div><div><i><br />Taylor, N et al (2021) Developing and piloting a simulated placement experience for students. British Journal of Nursing, 2021, Vol 30, No 13 (Nutrition Supplement).</i><br /><div><br /><b>Developing VR and immersive learning expertise</b></div><div><p>I've got lots of literature to digest and summarise! Obviously across the areas of VR, immersive learning, multimedia and learning design. However, I initially started off by self-assessing where I am at with these topics; what do I think I need to know more about to understand these topics better? What do I currently know about this topic and is it sufficient, current and valid enough?</p><p>Which then led me to ponder:</p><ul><br /><li>What is immersive learning?</li><li>What is Virtual Reality (VR) and how does it blend with immersive approaches?</li><li>What are the definitions, key features of VR and immersive learning?</li><li>What are the challenges and considerations using these methods?</li><li>What are the benefits for students and lecturers when using this method?</li><li>What are principles and pedagogy of creating an immersive learning environment with VR?</li><li>What can it offer healthcare HE?</li></ul><p><br />Additionally, I saw the following University of Leeds, Leeds Institute for Teaching Excellence (LITE) Fellowship – Immersive Learning Design job description. Which absolutely resonates with my extended questions on this topic:</p><ul><br /><li>"<i>How do we adapt existing or develop new learning design methods to ensure that immersive learning experiences provide an equitable, engaging, and active learning experience to students?</i></li><li><i>What partnerships are needed between academic experts, learning design professionals, immersive learning technology specialists, and teachers to develop sustainable immersive learning experience at scale?</i></li><li><i>What are the evaluation priorities for assessing the effectiveness of immersive learning design and how can lessons learned and insights be rapidly integrated into future developments?</i>"</li></ul><p><br />EDIT: At the <a href="https://danielscott86.blogspot.com/2023/06/enabling-positive-virtual-reality-and-immersive-learning-adoption-a-journey-of-integrating-vr-walls.html">Jisc XR community meet up, held on the 27th June</a>, Gary Burnett delivered his presentation on virtual worlds. Whilst it was about virtual worlds, his research question aligns to what I am trying to undertake for our institution:</p><p>"<i>How do you design an engaging and effective long-term VR experience for University students?</i>" Alongside it presented as a venn diagram:</p><p><i>"1. Student/teacher experience</i></p><p><i>2. Virtual world design/use</i></p><p><i>3. Being an avatar</i></p><p><i>4. Immersive vs non-immersive VR</i></p><p><i>5. Mixed reality blended learning"</i></p><p><b>Trent Institute for Learning and Teaching (TILT) VR and Immersive Learning Practice and Scholarship group</b></p>See my blog post '<a href="https://danielscott86.blogspot.com/2023/10/tilt-virtual-reality-and-immersive-learning-group.html">TILT Virtual Reality and Immersive Learning Practice and Scholarship group</a>'.<br /><p><b>Additional anecdotal thoughts related to this topic</b></p><p><span style="background-color: white;"><span style="color: #222222;">I recently watched the Netflix movie the Fall. It was low budget but managed to immerse me in a great way through the illusion of height. I've a fear of heights so it made me feel nauseous through most of the movie. Whilst the movie wasn't shot in a full </span></span><span style="color: #222222;">360° backdrop technology like The Mandalorian, it managed to convince me the derelict radio tower the characters got trapped on was really that high. </span><span style="background-color: white; color: #222222;"> </span><span style="background-color: white; color: #222222;">However, the story, narrative and characters and their acting has to be strong in order to reinforce the visuals, sounds and props - debatable but it gripped me.</span></p><p>Me and Gary have started a Dungeons and Dragons campaign with our friends - never played it before and I am hooked. I feel that this type of gameplay is immersive. As at the heart of it what got me was: strong storytelling, creativity in the moment, teamwork, knowing your character/brief. To which all of that can be applied to immersive learning activities.</p><p>EDIT:</p><p>Blog post by Jisc '<a href="https://inspiringlearning.jiscinvolve.org/wp/2023/07/immersive-technologies-and-sustainability-the-key-challenges-and-opportunities-ahead" target="_blank">Immersive technologies and sustainability: the key challenges and opportunities ahead</a>', 10 July 2023.</p></div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-34368588074899945612023-05-02T21:30:00.057+01:002024-03-13T17:11:10.252+00:00Developing digital capabilities in healthcare higher education<p><b>Earlier work</b></p><p>Back in September 2021 not long after I started my previous Digital Curriculum Support and Developer role. I had a conversation with an outgoing nursing Senior Lecturer who was seeking my expertise on their early digital literacy-type framework document to populate with known resources. Having worked on a number of university-wide digital literacy projects in my previous role and team as a Digital Practice Adviser, which that lecturer was aware of. As well as my institutional contribution to digital literacies and digital curriculum in course design sprints. It led to a further discussion with another nursing Senior Lecturer on how I/we can improve and embed digital literacies across the Institute of Health and Allied Professions (IHAP). In early 2022, it eventually led me to bringing the topic up in a wider nursing course meeting, as this would be a better forum to raise such thing, as it was increasingly becoming a strategic piece. As well as seek collective input from wider team, so that it is not just done in isolation by me and another lecturer. Plus many new members of staff are joining us who may want to contribute. I was looking to kick something off to establish goals, review what we have got, update it, how will it be embedded and what’s needed etc. But it quickly proved there needs to be some considerable time spent on the goal of what we are trying to achieve: a framework to underpin all nursing courses (with view of sharing widely an adaptable template across IHAP); identifying digital literacies and skills required for specific career pathways; enabling fair and equal opportunities for students to practice and develop those knowledge and skills and access associated resources. Utilising some of my material from the 'Pre-session thoughts' section from my blog post '<a href="https://danielscott86.blogspot.com/2019/08/exploring-purposeful-technology.html">Exploring purposeful technology as a philosophy to approach the effective use of Technology Enhanced Learning</a>' and material from my book '<a href="https://www.amazon.co.uk/Digital-Learning-Teaching-Assessment-Practitioners/dp/1914171179" target="_blank">Digital Learning, Teaching and Assessment for HE and FE Practitioners</a>'.</p><p>I got really busy with the <a href="https://danielscott86.blogspot.com/2022/05/virtual-reality-wall.html">VR wall</a> and time had past. But for my new appraisal objectives for academic year 22/23, I wanted to make sure I produced something on this. So I set myself a specific objective on this, below is an extract of it:</p><p><i>"Scope the needs and feasibility of an IHAP-specific digital literacy framework, to enable students and academic colleagues to reflect on and reach their highest digital capability potential.</i></p><p></p><p class="MsoListParagraphCxSpLast" style="margin-left: 72pt; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -18pt;"><i><!--[if !supportLists]--><span face=""Arial",sans-serif" style="mso-fareast-font-family: Arial;">a.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span dir="LTR"></span><span face=""Arial",sans-serif" style="mso-bidi-theme-font: minor-bidi;">Identify and work with stakeholders, to produce and implement a draft IHAP-specific digital literacies framework that develops students and academic colleague digital capabilities, and supports parity across course content. Identifying underpinning resources and support e.g. online resources, bespoke sessions, Library offer, and consideration for PebblePad digital capabilities single-page template or workbook (B.8 operations plan)."</span></i></p><p>In November 2022, a new nursing colleague, Hannah Glenn Senior Lecturer in Adult Nursing, who joined our department, attended the Florence Nightingale Foundation (FNF) Academy Member Symposium on 21 November 2022. In relation to digital innovation she reported back that "<i>The common theme at this round table was that digital innovation cannot happen where people do not have a good level of digital literacy, therefore this increase in knowledge and confidence needs to start from the ‘ground-up’ in undergraduate nursing education.</i>" She was aware of my role and presence, and this led to her speaking to me about it, to which we were very enthusiastic about and was interested in joining our ambitions together to formulate a group of staff to meet and discuss this for ideas of how we could start to progress work in this area. With the view of linking this to my wider objective of scoping out an IHAP-specific digital literacy framework. Hannah and I met in December 2022 to have an initial chat to streamline our thoughts. In advance of this conversation I listed some points to consider in relation to digital literacy and digital innovation:</p><p></p><ul><br /><li>Do we as academic staff feel confident in our own digital literacy?</li><li>How could you and students self-assess?</li><li>Should we be teaching this in a standardised way to undergraduate student nurses?</li><li>How might this be embedded across our curriculum offer?</li><li>Do we assume this will be assessed by practice and if so, how confident are we of practice assessors’ digital literacy?</li><li>Do we cater for the diversity of our students from a digital literacy perspective?</li><li>How can you and your students digital literacies be developed and supported in order to educate and support your students?</li></ul><p><br />In sketchy note form we considered the following:</p><ul><br /><li>Provide staff with the framework to embed into nursing etc, then provide resources for them to deliver/support their own students. Support from me.</li><li>Base on nursing first, start small.</li><li>Undergraduate and post-graduate separate 'digital skills profile' - what do they need to know</li><li>Aim: for students to be better trained in a digital world - mandatory student led, tasks for them to do. Basic level for year 1's. Include inspiring stories, signposting resources. Three part information giving programme, on the above. Reflection using the Visitors and Residents mapping tool. Give them a set of tools to self-reflect and practise.</li><li>Later - a set of resources for staff to deliver, the importance of digital literacies not the how as they get that in workplace.</li><li>I suggested to Hannah to outline of what we are doing and build a group and then take to stakeholders, dept meeting etc. Scoping this year to build later on.</li></ul><div><br /><b>The digital capabilities working group</b></div><p>A group had formed led by Hannah Glenn, with 4 others, working on a small-scale pilot of developing digital literacies support for undergraduate nursing students. We had our first meeting on 1 February 2023 to discuss our ideas and have time to mull them over. My contribution ultimately surrounded; two potential 'learning pathways': occupation and effectively engaging with our own educational platforms. Then we had our second meeting on 1 March 2023 to revisit these ideas and agree actions. I injected the following, in sketchy note form:<br /><br /></p><ul><li>Why of digital literacies and digital capabilities - importance of literacies and knowledge to form confidence and competence. As they just seem to think oh yes I can do that, e.g. share screen - miss the why on digital tools.</li><li>Group discussion.</li><li>Individual self-assessments - outline support afterwards - use of bespoke digital literacy framework.</li><li>Digital mapping/visibility exercise to find out what kind of digital person you are. As that can inform your confidence, competence and approach to digital innovation.</li><li>By end of session provide their own individual self-assessments.</li></ul><div><br /></div><div>Additional contributions:<br /><br /></div><p></p><div><ul style="text-align: left;"><li>Lecturers need to be confident in supporting such digital literacies.</li><li>Some students are saying 'I've shared my screen, I've created a presentation - ticked off done now.' Good - but there's the why. Justification and across other tools - each are different, but may have similar functionality.</li><li>Links to digital leadership in them modelling and supporting others.</li><li>The group agreed for me to devise a session to 'test the waters'.</li></ul><div><br /></div></div>Hannah later obtained some information from students on their digital areas of difficulty:<div><br /><div><i>"FYI for supporting the basis of building the CPD digital self assessment, current list from CPD course leads on areas students do not feel confident are:</i></div><div><i> </i></div><div><ul style="text-align: left;"><li><i>Teams / sharing screen etc</i></li><li><i>NOW & navigating, submission to dropbox, obtaining assessment feedback </i></li><li><i>Powerpoint </i></li><li><i>Using applications like Cite it! </i></li><li><i>Microsoft word </i></li><li><i>Using Microsoft 365 </i></li><li><i>Outlook - send emails can be an issue for some! </i></li><li><i>Use of excel </i></li><li><i>Using online library services (search tool etc.) </i></li><li><i>PebblePad</i></li></ul></div><div><i> <br />Thus far, very little in the way of inclusion of digital on courses other than some practical input on indication e.g. how to navigate NOW etc."</i></div></div><div><i><br /></i></div>I can easily break this down into the Jisc's six key digital literacy areas we/they can focus on. E.g. communication and collaboration online effectively, data literacy etc.<div><br /></div><div>When I shared this blog post with Hannah - "<span id="😊"><i>Just looked at the blog and it looks fantastic, more than happy for you to share my name, it will also be very useful if we have any future additions to the team so that they can see the development of the ideas etc. Great work </i>😊<span face=""Segoe UI Emoji", sans-serif" style="font-size: 12pt;">"</span></span><br /><div><i><br /></i></div><div><b>Pilot session</b></div><div><b><br /></b></div>As part of this small-scale project, the working group agreed with my contribution on developing a pilot session where we will get students to self-assess their digital capabilities, and the data we collect can help us inform further direction and initiatives. With the view of repeating these sessions, at the start and at the end of the course so we can measure progress and impact. But for now let's see how this first session goes and then look at where we can take it.<p>On 19 April 2023, I delivered an in-person 1 hour synchronous session (<a href="https://danielscott86.blogspot.com/p/speaking.html">in similar styles to my other guest teaches</a>), following an intended flipped activity, titled ‘Developing Digital Capabilities for Nurses and Healthcare Staff’ to a group of students on a frailty Continuing Professional Development (CPD) course. Microsoft PowerPoint slides below. This is part of the wider department project, mentioned above, to improve and embed digital literacies in our curriculum area. I also adapted this in-person session to an online asynchronous activity for another group of students on the leading and innovation course.</p><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/oOZNDhb_KWU" width="420"></iframe></div><p>The exit poll assessed students importance of digital capabilities, pre and post session, their value of the in-person session and overall usefulness, along with some questions regarding the wider project. The information will help me to form my evaluation. What the data proved is that digital capabilities are clearly important to students and therefore we must begin to make the journey into taking action to embed this more effectively across our courses. Though the exit poll helped me reflect on the following. I felt the session was well-delivered, there was strong engagement and participation from the group on the topic, which they could relate to in their roles. I felt prepared and confident in my subject. Students did not receive the flipped video activity in time ahead of the in-person session. However, this was planned to discuss as a group at the beginning. When students registered for the self-assessment tool, the delegate registrations didn't come instantly, however it turned out I needed to be patient as they arrived a little bit after. But in my haste I demonstrated the platform live in front of the group and invited them to complete it when they get the follow up information from me.</p><p>As with my other work in this institute, we are on a journey an this is another leap forward in this space. I will soon be reporting on my <a href="https://danielscott86.blogspot.com/2023/07/digital-curriculum-questionnaire.html">Digital Curriculum Questionnaire</a>, that I conducted between December 2022 and January 2023, which included the question 'Do you have sufficient opportunities to develop digital literacies and skills throughout your studies?', Yes, No or Not sure.</p><div class="separator" style="clear: both; text-align: left;">EDIT: I delivered a second session on 12 September 2023 to students studying on the Leading and Innovating CPD course.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">EDIT: In our third meeting on 10 May 2023, I contributed the following thoughts.</div><div class="separator" style="clear: both; text-align: left;"><br /><ul style="text-align: left;"><li>Consider the use of the HEE self-assessment tool at the beginning, middle and end of the course to measure progress.</li><li>Consider scaffolding of online activities ahead of and aligned with tasks and assignments. So that students build up the necessary skills in preparation rather than students just being left to it. This can link to the support suggestions from the exit poll above, and curated and produced visual resources. I'm still hearing two pathways; profession and learning and teaching systems, which can be addressed in the scaffolded access.</li><li>The session I did above can be standardised and be made more accessible to staff to run, like a digital capability introduction pack.</li><li>My Central IHAP Digital Curriculum Support learning room to be used to host digital student resources. Perhaps organise a structure around a timeline of when students need certain resources or helpful statements, and in line with Jisc digital capabilities framework.</li><li>Student digital champion (suggested by Hannah) to enable the student voice and help support and facilitate. I recommended that the student also works alongside me. However we need to flesh out a profile detailing the responsibilities, expectations and meeting attendance frequency and 'what's in it for them'. Essentially the role will be centered around a student change agent.</li><ul><li>"<i>So what is a student change agent?<br /><br />Throughout the guide you will find references to students as change agents or students as partners as well as other terms used by specific institutions. Put simply, student change agents are students who work with staff to develop change within an institution. There are many different ways change agents can work from leading their own change to supporting a defined project or taking part in institutional processes such as recruitment and teaching practice observations.<br /><br />The goal of engaging students working with change is that the process can significantly enhance impact, promote engagement, improve the quality of the learning experience and support sustainability.<br /><br />Other institutional benefits include the development of unique student-led approaches to obtain a goal, non-compartmentalised results, ‘fresh-eyes’ and importantly the passion to make a difference. It is important to note that change agents are a beneficial arrangement and may include payment, enhanced networking opportunities, formal recognition and the development of employability attributes which can be evidenced on their curriculum vitae.</i>"<br /><br />Source: <a href="https://www.jisc.ac.uk/guides/developing-successful-student-staff-partnerships/change-agents-network" target="_blank">https://www.jisc.ac.uk/guides/developing-successful-student-staff-partnerships/change-agents-network</a></li></ul><li>Staff's own confidence and competence of knowing functions and features of our VLE to make most of and make it more accessible and interactive.</li></ul><div><br /></div><div>In our fourth meeting on 7 June 2023, we just updated on the above. Primarily the student digital champion, further planned digital capabilities sessions and our poster presentation proposal for the <a href="https://www.advance-he.ac.uk/programmes-events/conferences/NET2023-Conference" target="_blank">new-look Networking for Education in Healthcare (NET), now facilitated by AdvanceHE</a>.</div><div><br /></div><div>In the 5th meeting, 28 June 2023, we discussed the student digital champion role and begun to refine details for the advert, in readiness to promote at the end of July.</div><div><br /></div><div><div>In our sixth meeting, 23 August 2023:</div><div><br /></div><div><ul style="text-align: left;"><li>Student digital champion role - scanned 3 applications received. Discussed potential of doing a focus group approach rather than a formal interview, depending on final numbers. Interview placeholders have been arranged for Monday 11th September 9am-12pm and 2pm-4pm, Friday 15th September 1pm-4pm, with me, Hannah and Lucian. Hannah to give a final email nudge on the opportunity on Thursday. Dan will send final student names to Hannah when it closes. We also need to think about the questions and further information we want to obtain from students. As well how we induct successful students and monitor/line manage them, and any other logistics. Also discussion about when to promote this opportunity to the incoming first years.</li><li>Dan will book some time to think about where we are and where we are heading with this project, and what we want students to do. Breaking down tasks that can then help divide into roles and share out workload. Consideration for giving students some orientation activities/current examples to excite and engage them, including my digital curriculum report to get a current sense of where the department is. We should also be open with students on where we are with our journey, and how we need their voice and input to shape and direct us.</li><li>Discussed dates for future digital literacy sessions (previously delivered in April) for the new academic year.</li></ul><div><br />On 5 December 2023, we presented our poster on our work to date; 'A journey of developing digital capabilities for student nurses and healthcare staff', at the NETworking & Innovation in Healthcare Education Conference by Advance HE. Our abstract and poster are below.</div></div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivYCo0ZpT6kpBe23KsrfZPqeAwnJKMuRThMm78IrEdD-4cNcWZ7ld2qP7NMxys46nOR4pu0Ytrr5bOp7KUST-HNYu9z73zRMf7Jh2EZ7h1ZiLqP-CFr35LtOqgo-se45Y7T8TN2IOn6QRIKpzFtX3ls6ysY9_eBb2WHbF6aECQ0n63eqN8gPcEz_ddw9M/s2339/A%20Journey%20of%20Developing%20Digital%20Capabilities%20abstract_Page_1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivYCo0ZpT6kpBe23KsrfZPqeAwnJKMuRThMm78IrEdD-4cNcWZ7ld2qP7NMxys46nOR4pu0Ytrr5bOp7KUST-HNYu9z73zRMf7Jh2EZ7h1ZiLqP-CFr35LtOqgo-se45Y7T8TN2IOn6QRIKpzFtX3ls6ysY9_eBb2WHbF6aECQ0n63eqN8gPcEz_ddw9M/s320/A%20Journey%20of%20Developing%20Digital%20Capabilities%20abstract_Page_1.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbdtmHRS31Y_HaCaj73bIChgeUpqLUnb0q5D_yJ2dnKiFX2VIi3f-jJi4Xwxo0-4a5i53UFAv635AuJc-ew0e2PFi59kdRbNGlZz9Zqhmjo1WF_eiRTYAbwgPFxjlK1Sd9jtTrW6YBcVm_tLjUQ3AekfoiN0N_-cxo4jpvXmZjBKG3DkCX-11ss7SQ1Uw/s2339/A%20Journey%20of%20Developing%20Digital%20Capabilities%20abstract_Page_2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbdtmHRS31Y_HaCaj73bIChgeUpqLUnb0q5D_yJ2dnKiFX2VIi3f-jJi4Xwxo0-4a5i53UFAv635AuJc-ew0e2PFi59kdRbNGlZz9Zqhmjo1WF_eiRTYAbwgPFxjlK1Sd9jtTrW6YBcVm_tLjUQ3AekfoiN0N_-cxo4jpvXmZjBKG3DkCX-11ss7SQ1Uw/s320/A%20Journey%20of%20Developing%20Digital%20Capabilities%20abstract_Page_2.png" width="226" /></a></div><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnE5yFrgKMOvtb8oH8lNdfVaDgzBlcmh2Vjxl7HKyc9kWw1XFB0rMWCSejP8DLGa4DfPu2YU7ckG15lOf0ZT3RosT0juOj24I-eAF41V0GZIru36NGQOeFkbeJNJa-QnyviYsY0YFPcqXVCrvjCkcr8fQrqioRjqkXjNwNcObXLSIgqIe9_h0eS5SPjho/s11293/A%20Journey%20of%20Developing%20Digital%20Capabilities%20poster.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="7528" data-original-width="11293" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnE5yFrgKMOvtb8oH8lNdfVaDgzBlcmh2Vjxl7HKyc9kWw1XFB0rMWCSejP8DLGa4DfPu2YU7ckG15lOf0ZT3RosT0juOj24I-eAF41V0GZIru36NGQOeFkbeJNJa-QnyviYsY0YFPcqXVCrvjCkcr8fQrqioRjqkXjNwNcObXLSIgqIe9_h0eS5SPjho/s320/A%20Journey%20of%20Developing%20Digital%20Capabilities%20poster.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Re-created by Godson Uma, Digital Curriculum Support and Developer.</td></tr></tbody></table><div><br /></div><div>Poster correction: we were unable to secure student ambassador funding, but payment via Amazon vouchers.</div><div><br /></div><div>Hannah Glenn - "<a href="https://www.linkedin.com/posts/hannah-glenn-37953422b_wonderful-day-at-the-networking-innovation-activity-7137884455578304512-Q-_Q" target="_blank"><i>Wonderful day at the NETworking & Innovation in Healthcare Education conference today in Liverpool! Proud to have shared our journey so far in developing digital capabilities for student nurses and healthcare staff here at NTU. Fascinating talks and posters</i> 😊</a>"</div><div><br /></div><div>Me - "<a href="https://www.linkedin.com/feed/update/urn:li:ugcPost:7137884454068355077?commentUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A7137884454068355077%2C7137886274912235522%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287137886274912235522%2Curn%3Ali%3AugcPost%3A7137884454068355077%29" target="_blank"><i>Ditto, great to share the day and initiative with you both.</i> 😊</a>"</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA5e8mYN3e3kd2EkP19c2djBtAGtoKZrq9hThoNalsHpPy2pff_LR-78ZRgalBgneE6sHh1JYxkZTIUmH6S1tRrUSrQkaKcTwBKTBqhKSXse24XN_xcjPm32qbiaBgwc_h3fTjGpNigyB5PYfayLhLq-E8Z6dyXKGaa6hUa7I2M2Wqtc5N5wsYFHFpC5M/s4080/A%20Journey%20of%20Developing%20Digital%20Capabilities%20for%20Student%20Nurses%20and%20Healthcare%20Staff%201.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3072" data-original-width="4080" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA5e8mYN3e3kd2EkP19c2djBtAGtoKZrq9hThoNalsHpPy2pff_LR-78ZRgalBgneE6sHh1JYxkZTIUmH6S1tRrUSrQkaKcTwBKTBqhKSXse24XN_xcjPm32qbiaBgwc_h3fTjGpNigyB5PYfayLhLq-E8Z6dyXKGaa6hUa7I2M2Wqtc5N5wsYFHFpC5M/s320/A%20Journey%20of%20Developing%20Digital%20Capabilities%20for%20Student%20Nurses%20and%20Healthcare%20Staff%201.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMYaKrzH-J2lHIyx0_upwbAhXZwVM4WHLvwNJdoOJTQiVAy8S4SkzYmd-TleiXxLa-BAVTN4u4voLvlo8FjudRNCsfbimdZmNdGeIMDQ7rjw9u21k9bzX7OI9b1ezRp0wG1b8wlkBDNM0xiQWFK-4_PQoDMlNIgkdei12oWJyc_XAkd3G1W3nxAzbZNXw/s4080/A%20Journey%20of%20Developing%20Digital%20Capabilities%20for%20Student%20Nurses%20and%20Healthcare%20Staff%202.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3072" data-original-width="4080" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMYaKrzH-J2lHIyx0_upwbAhXZwVM4WHLvwNJdoOJTQiVAy8S4SkzYmd-TleiXxLa-BAVTN4u4voLvlo8FjudRNCsfbimdZmNdGeIMDQ7rjw9u21k9bzX7OI9b1ezRp0wG1b8wlkBDNM0xiQWFK-4_PQoDMlNIgkdei12oWJyc_XAkd3G1W3nxAzbZNXw/s320/A%20Journey%20of%20Developing%20Digital%20Capabilities%20for%20Student%20Nurses%20and%20Healthcare%20Staff%202.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZ6Ksibt0qpcUtDDqI6IVsna7z3d2ffU0lRDxM7HanWBrOs3AiE74SkS7Nczgb4KQDJD3y6tYeY-QGD0Z7aXKg70f5zgCrVY2d2z-C17Ytvl-eea3Z8guf1Fxjy1pEsloaON2my79j1rrnt85R1OkwZ3LEM6VHd1uvcvJ1_jSGmtEZ1QSLwh-BUMYEAFo/s2048/A%20Journey%20of%20Developing%20Digital%20Capabilities%20for%20Student%20Nurses%20and%20Healthcare%20Staff%203.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZ6Ksibt0qpcUtDDqI6IVsna7z3d2ffU0lRDxM7HanWBrOs3AiE74SkS7Nczgb4KQDJD3y6tYeY-QGD0Z7aXKg70f5zgCrVY2d2z-C17Ytvl-eea3Z8guf1Fxjy1pEsloaON2my79j1rrnt85R1OkwZ3LEM6VHd1uvcvJ1_jSGmtEZ1QSLwh-BUMYEAFo/s320/A%20Journey%20of%20Developing%20Digital%20Capabilities%20for%20Student%20Nurses%20and%20Healthcare%20Staff%203.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZsgbCBGnf5Gxs6kKJFcG77B1jOIasG4qIPdvKLqbgGr4I0YxheBwnSHTVnJo9TclwO4sJxmWuhD0J6vCjFCspNcdFosuoZJnrE6CfYyfmoAM98Yffrw17jZzwaYL3XPRf2ij2Q3h_cg01gd_JihdkBwI0IfzY4l4If5rU0AC7P17z323EWxQFWyMaSes/s1600/A%20Journey%20of%20Developing%20Digital%20Capabilities%20for%20Student%20Nurses%20and%20Healthcare%20Staff%204.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZsgbCBGnf5Gxs6kKJFcG77B1jOIasG4qIPdvKLqbgGr4I0YxheBwnSHTVnJo9TclwO4sJxmWuhD0J6vCjFCspNcdFosuoZJnrE6CfYyfmoAM98Yffrw17jZzwaYL3XPRf2ij2Q3h_cg01gd_JihdkBwI0IfzY4l4If5rU0AC7P17z323EWxQFWyMaSes/s320/A%20Journey%20of%20Developing%20Digital%20Capabilities%20for%20Student%20Nurses%20and%20Healthcare%20Staff%204.jpg" width="240" /></a></div><div><br /></div><div>During the event above, I suggested some ideas about the group such as having a grounding mission statement and reoccurring meetings dates and times.</div><div><br /></div><div>On 1 February 2024, the working group gathered as a full team, with our two student digital ambassadors, to scope and plan our priorities. Starting to turn all our previous information gathering into actual tasks to divide amongst ourselves. In this meeting I prepared a Padlet board below to capture the groups responses, including injecting my own curated thoughts. Hannah and I met on 26 February to dissect these responses and identify and shape priorities on behalf of the group for them to review, and later delegate roles and tasks. This wasn't as painful as I thought it would be given the level of detail captured. Our priorities are ambitious but realistic.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoOsIfjKGcNrrE42AAVlv6yeFDrh2-DYeMaopFfc_lxOVu070O7UaSN1cQMTdtSfJA-BjQ_dny7_8MKOxc-aP8A-iMmMi8W5S-2rXuAalB0oiY3WF1DoGWetY8uzEeV0Xi_lGBe8FsvdfeVnXnVAMes0oRupSmYIoqehY6gEXZ83D8ucrOR-BTF737ZLk/s2342/IHAP%20Digital%20Team%20Meeting%201%20February%202024_Page_1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2342" data-original-width="1656" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoOsIfjKGcNrrE42AAVlv6yeFDrh2-DYeMaopFfc_lxOVu070O7UaSN1cQMTdtSfJA-BjQ_dny7_8MKOxc-aP8A-iMmMi8W5S-2rXuAalB0oiY3WF1DoGWetY8uzEeV0Xi_lGBe8FsvdfeVnXnVAMes0oRupSmYIoqehY6gEXZ83D8ucrOR-BTF737ZLk/s320/IHAP%20Digital%20Team%20Meeting%201%20February%202024_Page_1.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh68cft3METUWDlwNxb45v1fr3Ihcpcb3rvx48JG67JxUfXKboFetwCULJ_jx_Q63lOhkEcM5uS0nMpA3lIWmVfDW9oISvQqNWDecP8usY7HApyKe6grgbB1LsV5u9cbjk7vnCuSNgt9rIqgVePSGK9aPcJviiI_KrcioB_NspSfFjD4i-JV8m-cQR1jjk/s2342/IHAP%20Digital%20Team%20Meeting%201%20February%202024_Page_2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2342" data-original-width="1656" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh68cft3METUWDlwNxb45v1fr3Ihcpcb3rvx48JG67JxUfXKboFetwCULJ_jx_Q63lOhkEcM5uS0nMpA3lIWmVfDW9oISvQqNWDecP8usY7HApyKe6grgbB1LsV5u9cbjk7vnCuSNgt9rIqgVePSGK9aPcJviiI_KrcioB_NspSfFjD4i-JV8m-cQR1jjk/s320/IHAP%20Digital%20Team%20Meeting%201%20February%202024_Page_2.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwMb4pMjHwmTAl1u5bUKcg87AF3vqdtyZTRC2yp1q58KaykODxwaJGU3cVn_Jpl1kSn52U6pTjq7GbyjK8CN19PnUdiqqr_kRNUb7IY6dOl69D6i-SDC7obtPlgQaFmCvXPsTGOLsYAXR0nDMX4sMhMrQGN0ltz1nWf08Q5TOxfov6ispalIKGiuJv-wk/s2342/IHAP%20Digital%20Team%20Meeting%201%20February%202024_Page_3.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2342" data-original-width="1656" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwMb4pMjHwmTAl1u5bUKcg87AF3vqdtyZTRC2yp1q58KaykODxwaJGU3cVn_Jpl1kSn52U6pTjq7GbyjK8CN19PnUdiqqr_kRNUb7IY6dOl69D6i-SDC7obtPlgQaFmCvXPsTGOLsYAXR0nDMX4sMhMrQGN0ltz1nWf08Q5TOxfov6ispalIKGiuJv-wk/s320/IHAP%20Digital%20Team%20Meeting%201%20February%202024_Page_3.png" width="226" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Relevant to this topic, on 12 March 2024, I delivered a digital capabilities session, if you like, on introducing Microsoft Outlook and Teams, a 'quick get me started' style, to our Course Development Workers (experts by experience/service users) through our <a href="https://www.ntu.ac.uk/research/groups-and-centres/groups/ntu-patient-and-public-involvement-group-health-and-allied-professions" target="_blank">Involvement Group</a>. I received the following heartening feedback from one of CDWs; "Penny Spice - "<i>Hi Dan, Thanks so much for your session yesterday; it was very helpful and you're a great teacher - patient and respectful.</i>"</div></div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-72297721639190448962023-04-24T17:00:00.054+01:002023-11-04T10:52:12.481+00:00Level 5 Digital Learning Designer Occupational Apprenticeship Standard<div><div><b>Passionate origins</b></div><div><br /></div><div>My passion for supporting and developing early-career learning technologists stems back from my own first learning technologist role. However, between July 2014 and December 2016, in my role as a Learning Support Technologist at a further education college. My role evolved with additional duties in managing and developing the learning company Elephant Learning Designs as well as the apprenticeship framework and quality assurance tasks. Acting both employer and provider in the apprenticeship. I recruited and line managed apprentices for the Level 3 and 4 Diploma in Digital Learning Design programmes, via Ascentis (awarding body), to create interactive eLearning materials. Qualifications new to the market, developed by a curriculum agency called Coralesce and a sub-organisation, Design eLearn, that primarily produced supporting resources. Coralesce created an official career pathways and workforce for eLearning designers and learning technologists - laying the foundations for future pathways. We were one of the first colleges to deliver this as part of a national pilot. Subsequently I was a named lead for these programmes, which attracted many visitors from the sector and resulted in internal and external awards, such as me becoming the winner of the <a href="https://danielscott86.blogspot.com/2016/09/daniel-scott-learning-technologist-of-the-year-award-2016.html">Association for Learning Technology (ALT) Learning Technologist of the Year Awards 2016 (individual category)</a>. My efforts with this supported my award submission, which was one of the critical factors that recognised me as a winner. It's also worth me stating that the ALT community was also crucial to me during this time as I reached out on a number of occasions to shape my thinking and practice. I also regularly advocated the CMALT scheme to younger people to encourage their reflection and achievements. To later lead the early <a href="https://danielscott86.blogspot.com/2019/02/alt-inst-rep-report-assessing-pilot.html">development of the Associate CMALT pathway</a> for early career professionals or those for whom learning technology is a smaller part of their role. My blog post '<a href="https://danielscott86.blogspot.com/2017/06/digital-learning-design-from-apprenticeship-to-permanent-job.html">Digital Learning Design - from apprenticeship to permanent job</a>' contains more information about the digital learning design qualifications I used to offer. I remain a national contact for my advice and practice on their set up and delivery. As well as a lead for discussing the role of a learning technologist and supporting people creating new roles and associated job descriptions in their organisations, and <a href="https://danielscott86.blogspot.com/2022/05/ont-panel.html">being on interview panels</a>.</div><p>In 2020, Ascentis were due to withdraw the Digital Learning Design qualifications. So I took it upon myself to lobby the idea of redeveloping them (I'm passionate of their value), which led onto me developing a new Level 3 qualification; '<a href="https://danielscott86.blogspot.com/2020/08/level-3-certificate-and-diploma-in-technology-enhanced-learning.html">Level 3 Certificate and Diploma in Technology Enhanced Learning</a>'. Which was timely given the pandemic which had just happened. This time though I reshaped the qualification around a typical learning technologist role rather than the previous instructional design-based ones (Digital Learning Design) - which has been well-received and has been approved for ESFA funding. So centres can now deliver this. Again, one of a kind qualification as there is nothing like this for young people to develop into this type of role. And to quote myself;</p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div>"<a href="https://danielscott86.blogspot.com/2020/04/review-of-digital-learning-design-and-digital-learning-for-educators.html"><i>Growing and investing in our future generation of learning technologists/digital learning specialists workforce has long been a passion for me.</i></a>"</div></blockquote><div><div><br /></div><div>We need to think about replacing the great learning technologists of today. I'd love for this qualification to mainstreamed into colleges and work-based learning providers to attract a younger workforce into this role. More so as an apprenticeship as that it supports the organisation and teachers too. All of my apprentices passed their qualifications and I know some that have remained in this type of role and progressed into higher jobs - so the apprenticeship and pathway has worked!</div></div><div><br /></div><div><div><b>Learning designer and learning technologist</b></div><div><b><br /></b></div><div>Firstly, a learning technologist and learning designer is a multi-disciplinary role, consisting of subject specialisms in education and training, computing/IT and multimedia production.<br /></div><div><br /></div><div>This is my brief industry experience perspective and from what I hear from active learning designers and seniors. Firstly, there is no need to pit them against each other, this is not a war of which is the better role out of the two, it is purely interdisciplinary working. As I said in a previous blog post when reflecting on my future direction, which led to my current role - "<i>I don't believe these are the same role, there's a clear difference, but learning design is a knowledge and skillset in a learning technologist role, and vice versa. Learning conversations have to be a part of the roles, given it's the first word in title, otherwise I'd be very concerned! Multimedia design and production is not my main interest area, but I often direct others in developing such things, and produce pieces myself. Although some learning designer roles are not as narrow as that but embrace true instructional design methodologies. Though learning designers appear to be on a higher grade due to them being allegedly more focused on pedagogy, facilitation and multimedia build. But in my experience a learning technologist can equally have focused pedagogy and facilitation-led duties. I know I do in my role, explicitly in pre-technology application conversations and in design sprints. However I do prefer a learning technologist role for the variety, freedom and development and management of learning technology. As a learning designer is often restricted to the content production and project management lifecycle.</i>"</div><div><br /></div><div>Therefore, if a role is a learning designer expect to work in more of a content production cycle and often in a strict project management methodology, possibly balancing multiple projects and different clients. If a learning technologist role expect to have elements of the above when producing content but you will also work in the teaching, learning and assessment and overall academic year cycle. Broadly evaluating, developing and supporting the use of learning technologies. A bit of both skillsets in each role, but whatever the focus is on the overarching purpose of the role, shaped by the hiring manager.</div></div><div><br /></div><div><div><b>Early-career learning technologists group</b></div><div><b><br /></b></div><div>For those reading this that are new to this role and are thinking of pursuing such career route, the following LinkedIn group will be beneficial in joining; ‘<a href="https://linkedin.com/groups/12532240">Early-career learning technologists</a>’. There's also a <a href="https://www.jisc.ac.uk/get-involved/early-career-learning-technologists-community">dedicated Jisc web page</a>, placed in the learning and teaching communities section. More information on the background of this group and how I created it can be found in my blog post '<a href="https://danielscott86.blogspot.com/2021/09/early-career-learning-technologists-group.html">Early-career learning technologists group</a>'.</div></div><div><br /></div></div><div><b>Level 5 Digital Learning Designer Occupational Apprenticeship Standard and EPA Plan</b></div><div><br /></div><div>During the early years of the level 3 and 4 digital learning design qualifications, those that were delivering them long talked about the idea and need for a level 5 version and beyond for it. I'm so glad we have finally arrived with it. From June 2022 to April 2023. Following sign-off to develop the Level 5 Digital Learning Designer occupational apprenticeship standard. Having taught, assessed, quality assured and developed the legacy Level 3 and 4 Diplomas in Digital Learning Design qualifications, which this standard complements. I was invited (conversation below) to join the development group as an external consultant. To review, advise and contribute to the developing occupational apprenticeship standard and end-point assessment (EPA) plan.</div><div><br /></div><div>The apprenticeship/standard is appropriate for any early-career or seasoned professional that is seeking to or works in, has an interest or has transferable skills in the field of learning design or learning technology. Whether they are employed or seeking employment in further/higher education or private sectors. More information about the standard and it's availability can be found on the Institute for Apprenticeships and Technical Education web page: <a href="https://www.instituteforapprenticeships.org/apprenticeship-standards/digital-learning-designer" target="_blank">https://www.instituteforapprenticeships.org/apprenticeship-standards/digital-learning-designer</a>. I've ideas on how I can make use of this standard in my Digital Curriculum Team, and excited to see how it could be implemented.</div><div><br /></div><div>ALT are endorsing this and have put together a comprehensive web page which provides base starting information: <a href="https://www.alt.ac.uk/DigitalLearningDesigner" target="_blank">https://www.alt.ac.uk/DigitalLearningDesigner</a>.</div><div><br /></div><div><div>In Autumn 2021, in response to Katrina Crowshaw's question; "<a href="https://www.linkedin.com/posts/katrina-crowshaw-1b84a2139_career-training-learningtechnologies-activity-6844218657099284480-Jdn3" target="_blank">Do you feel there should be an official course/route to get onto the online learning/learning technology career path, and if so, what should it be?</a>"</div><div><br /></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><div>Scott Hewitt - "<a href="https://www.linkedin.com/feed/update/urn:li:ugcPost:6844218656604352512?commentUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6844303854796849152%29&replyUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6846731943950721024%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%286844303854796849152%2Curn%3Ali%3AugcPost%3A6844218656604352512%29&dashReplyUrn=urn%3Ali%3Afsd_comment%3A%286846731943950721024%2Curn%3Ali%3AugcPost%3A6844218656604352512%29" target="_blank"><i>I'd been involved working on the Digital Learning Design L3 apprenticeship. It provided a solid framework and like most courses needed to evolve. I helped as an industry mentor at City College Norwich. People like Daniel Scott and Chris Boon will provide a real insight.</i></a>"</div></div><div><div><br /></div></div><div><div>Me - "<a href="https://www.linkedin.com/feed/update/urn:li:activity:6844218657099284480" target="_blank"><i>Thanks Scott Hewitt. The Level 3 and 4 Digital Learning Design qualifications were initially created to develop career pathways into this specialism. Which many learners, providers and employers have reaped the benefits from - Scott, Chris Boon, and I understand this. Last year I redeveloped the Digital Learning Design qualifications into one, centralised around a typical learning technologist role rather than predominately instructional design; Level 3 Certificate and Diploma in Technology Enhanced Learning - more information here: http://danielscott86.blogspot.com/2020/08/level-3-certificate-and-diploma-in-technology-enhanced-learning.html. Might be useful to the conversation Katrina Crowshaw.</i></a>"</div></div></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">Me - "<a href="https://www.linkedin.com/feed/update/urn:li:ugcPost:6844218656604352512?commentUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6844303854796849152%29&replyUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6846794606659612672%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%286844303854796849152%2Curn%3Ali%3AugcPost%3A6844218656604352512%29&dashReplyUrn=urn%3Ali%3Afsd_comment%3A%286846794606659612672%2Curn%3Ali%3AugcPost%3A6844218656604352512%29" target="_blank"><i>I should add that there is a learning design apprenticeship framework being developed. That I think is scheduled to be approved in December 2021 - Phil Vincent is in the know for this.</i></a>" </p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Donna Westwood - "<a href="https://www.linkedin.com/feed/update/urn:li:ugcPost:6844218656604352512?commentUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6844303854796849152%29&replyUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6846795887897800704%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%286844303854796849152%2Curn%3Ali%3AugcPost%3A6844218656604352512%29&dashReplyUrn=urn%3Ali%3Afsd_comment%3A%286846795887897800704%2Curn%3Ali%3AugcPost%3A6844218656604352512%29" target="_blank"><i>Thanks so much for your detailed replies Daniel Scott and Chris Boon!! How can a learner take this qualification though? Ideally as a small employer, I want to employ apprentices? I am one of the chairs for the trailblazer group trying to get a Digital learning design apprenticeship approved by the Institute for Apprenticeships - Could I reach out to talk about this in more depth?</i></a>"</div></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;"> Donna Westwood - "<a href="https://www.linkedin.com/feed/update/urn:li:ugcPost:6844218656604352512?commentUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6844303854796849152%29&replyUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6846797935980634112%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%286844303854796849152%2Curn%3Ali%3AugcPost%3A6844218656604352512%29&dashReplyUrn=urn%3Ali%3Afsd_comment%3A%286846797935980634112%2Curn%3Ali%3AugcPost%3A6844218656604352512%29" target="_blank">Daniel Scott the apprenticeship has not been approved :( so we are fighting to find out why and how to proceed...</a>"</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Me - "<a href="https://www.linkedin.com/feed/update/urn:li:ugcPost:6844218656604352512?commentUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6844303854796849152%29&replyUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6846802801549475840%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%286844303854796849152%2Curn%3Ali%3AugcPost%3A6844218656604352512%29&dashReplyUrn=urn%3Ali%3Afsd_comment%3A%286846802801549475840%2Curn%3Ali%3AugcPost%3A6844218656604352512%29" target="_blank"><i>Donna Westwood You would need to be an Ascentis approved centre. Then if approved you can offer the qual - but there may be additional requirements to meet etc. Happy to talk further Donna and share my experiences of running the old DLD as an apprenticeship, where we were both provider and employer.</i></a>"</div><div><br /></div><div>Tony Reeves - "<a href="https://www.linkedin.com/feed/update/urn:li:ugcPost:6844218656604352512?commentUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6844303854796849152%29&replyUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6846818938026762240%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%286844303854796849152%2Curn%3Ali%3AugcPost%3A6844218656604352512%29&dashReplyUrn=urn%3Ali%3Afsd_comment%3A%286846818938026762240%2Curn%3Ali%3AugcPost%3A6844218656604352512%29" target="_blank"><i>Thank you Daniel, Scott and Donna - this is super helpful. I would love to find out more about your knowledge of the DLD apprenticeship and if possible get involved with the development of the standard. I'm currently doing some work at Multiverse around apprenticeships and can really see the potential value in providing an apprenticeship in learning design 🙂</i></a>"</div><div><br /></div><div>Donna Westwood - "<a href="https://www.linkedin.com/feed/update/urn:li:ugcPost:6844218656604352512?commentUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6844303854796849152%29&replyUrn=urn%3Ali%3Acomment%3A%28ugcPost%3A6844218656604352512%2C6846834677391642626%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%286844303854796849152%2Curn%3Ali%3AugcPost%3A6844218656604352512%29&dashReplyUrn=urn%3Ali%3Afsd_comment%3A%286846834677391642626%2Curn%3Ali%3AugcPost%3A6844218656604352512%29" target="_blank"><i>Daniel Scott I'll send you an invite - thank you!</i></a>"</div></blockquote><div><br /></div><div>Additionally, on 3 September 2021 Donna Westwood published this LinkedIn article '<a href="https://www.linkedin.com/pulse/developing-apprenticeship-standard-digital-learning-design-westwood" target="_blank">Developing an Apprenticeship Standard in Digital Learning Design UK</a>'.</div><div><br /></div><div>Interestingly in September 2022 a fellow learning technologist posted the following question on LinkedIn, showing demand:</div><div><div><p> <span> </span><span> </span>Aurelie Soulier:</p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p><i>"<a href="https://www.linkedin.com/posts/edtechyogi_apprenticeships-network-apprentices-activity-6976185320643956737-SnpT" target="_blank">Let’s talk apprenticeships!</a></i><a href="https://www.linkedin.com/posts/edtechyogi_apprenticeships-network-apprentices-activity-6976185320643956737-SnpT" target="_blank"> </a></p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p><i><a href="https://www.linkedin.com/posts/edtechyogi_apprenticeships-network-apprentices-activity-6976185320643956737-SnpT" target="_blank">Has anyone in my network, here, employed apprentices recently (ideally locally-ish) and would have a short chat with me to discuss how it works for a small business owner like me to take on one or more apprentices?</a></i></p><p><i><a href="https://www.linkedin.com/posts/edtechyogi_apprenticeships-network-apprentices-activity-6976185320643956737-SnpT" target="_blank">Also are any apprenticeships qualifications fit for learning technology/online education?</a>"</i> </p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;">Me:</blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p>"<i><a href="https://www.linkedin.com/feed/update/urn:li:activity:6976185320643956737?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A6976185320643956737%2C6976800595319914496%29" target="_blank">I'm not sure what level and type of apprenticeship you are looking for. But I am part of the development group of a new Level 5 Digital Learning Designer apprenticeship standard that will hopefully be approved for use in early 2023. It does include some learning technologist duties, but is predominately around learning design. There is also a learning technologist qualification 'Level 3 Certificate and Diploma in Technology Enhanced Learning' that I also developed as part of a previous External Quality Assurer role with Ascentis. Spec at bottom of this web page: https://www.ascentis.co.uk/qualifications/digital-skills. More info on my blog post: http://danielscott86.blogspot.com/2020/08/level-3-certificate-and-diploma-in-technology-enhanced-learning.html. I also used to teach and assess Level 3 and 4 Digital Learning Design apprentices and quality assure and manage the apprenticeship programmes in a college, acting as both employer and provider. Happy to chat about any of these.</a></i>"</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p>Aurelie Soulier:</p><p>"<i><a href="https://www.linkedin.com/feed/update/urn:li:activity:6976185320643956737?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A6976185320643956737%2C6976800595319914496%29&replyUrn=urn%3Ali%3Acomment%3A%28activity%3A6976185320643956737%2C6976823740705689601%29" target="_blank">That sounds great. I like the blend of LD/LT in your level 5 digital learning designer apprenticeship and I might need more help in the business with the LD skills so that would probably be an option to look at.</a></i></p><p><i><a href="https://www.linkedin.com/feed/update/urn:li:activity:6976185320643956737?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A6976185320643956737%2C6976800595319914496%29&replyUrn=urn%3Ali%3Acomment%3A%28activity%3A6976185320643956737%2C6976823740705689601%29" target="_blank">Early 2023 is pretty good timing too as I’m looking at getting more work in by then.</a></i>"</p></blockquote></div></div><div>EDIT: August 2023:</div><div><b><br /></b></div><div><div>LDN Apprenticeships:</div><div><br /></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><div>"<i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank">We are delighted to announce our first cohort for the LDN Digital Learning Designer Level 5 Apprenticeship is now filled!</a></i></div></div><div><div><i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank"><br /></a></i></div></div><div><div><i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank">Launching this September, LDN DLD Apprentices will be the first group of apprentices to start the programme in the country.</a></i></div></div><div><div><i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank"><br /></a></i></div></div><div><div><i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank">Thank you to everyone who has already made the launch such a success. We couldn’t have asked for a better group to help launch the DLD programme and we can’t wait for you to start with us.</a></i></div></div><div><div><i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank"><br /></a></i></div></div><div><div><i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank">Huge thank you as well to the members of the Trailblazer Group who played such an important role in the development of the Digital Learning Designer programme: Caleb Wright, Donna Westwood, Liz Hudson FRSA SCMALT, Maren Deepwell, Billy Smith, Daniel Scott-Purdy and John Kilroy.</a></i></div></div><div><div><i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank"><br /></a></i></div></div><div><div><i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank">You can now reserve a place for our next DLD induction in January 2024. For more information on the Digital Learning Designer apprenticeship and to register your interest, head over to our website below!</a></i></div></div><div><div><i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank"><br /></a></i></div></div><div><div><i><a href="https://www.linkedin.com/posts/ldnapprenticeships_digital-learning-designer-ldn-apprenticeships-activity-7099686989532143616-ED3v" target="_blank">#DigitalLearningDesigner #ELearning #Apprenticeships #DigitalLearning #Apprentices</a></i>"</div></div></blockquote><div><b><br /></b></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;">Me - "<i><a href="https://www.linkedin.com/feed/update/urn:li:activity:7099686989532143616?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7099686989532143616%2C7099689900785971201%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287099689900785971201%2Curn%3Ali%3Aactivity%3A7099686989532143616%29" target="_blank">Brilliant news! I hope this apprenticeship pathway goes from strength to strength. Best wishes and success for everyone involved in the first cohort.</a></i>"</div></blockquote></blockquote><div><b><br /></b></div><div><b>Launching a new apprenticeship standard for Digital Learning Design</b></div><div><br /></div>On 5th September 2023, the trailblazer group held a panel discussion at the Association for Learning Technology Annual Conference; '<a href="https://youtu.be/akcDn_IBS3Q" target="_blank">Launching a new apprenticeship standard for Digital Learning Design</a>' - livestream recording.<div><br /><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/akcDn_IBS3Q" width="420"></iframe></div></div><div><br /><div>Simon Bozzoli, CEO of LDN Apprenticeships went onto sharing:</div><div><div><div><br /><div><i>"<a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank">After more than 3 years in development, the Level 5 Digital Learning Designer Apprenticeship is here! </a></i><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank">🚀</a></div><div><i><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank"><br /></a></i></div><div><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank"><i>Digital Learning Design is a rapidly growing profession, with exciting new jobs, skillsets and specialisms developing all the time. </i>📈</a></div><div><i><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank"><br /></a></i></div><div><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank"><i>LDN Apprenticeships is proud to be supporting this important sector with the first ever cohort of apprentices starting this standard at the end of this month. It was a privilege to share the details of our new programme with delegates at the #ALTC23 conference today. </i>🎤</a></div><div><i><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank"><br /></a></i></div><div><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank"><i>Our first cohort is fully subscribed, but do get in touch if you would like to find out about our January cohort. Or better yet, come and see us at stand 19 at the conference. </i>👋</a></div><div><i><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank"><br /></a></i></div><div><i><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank">Thank you to Maren Deepwell and Billy Smith for the opportunity to speak to delegates about this exciting new apprenticeship. And huge thanks to the amazing group who led the Trailblazer - Donna Westwood Caleb Wright John Kilroy Daniel Liz Hudson FRSA SCMALT Marianne Burrows</a></i></div><div><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank"><br /></a></div><div><i><a href="https://www.linkedin.com/feed/update/urn:li:activity:7104824038576795648/" target="_blank">Found out more at: https://www.ldnapprenticeships.com/programme-l5-dld</a>"</i></div><div><i><br /></i></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3pejBu9vgGaA_wduNa2hJhRWyxxjdjoWX1uDJ-P3bjGBBJ-EQv0xhaewfRhwzL1-Jvd_pbXtuBxlrjC5a74a8cBLDHh0-gOpM1FryN3Entvo5iNZ6Oa7r_1g5kSFFOIrl0gqTpByAmmzN2_E18LSz7U_VllU1LyVimMfQ4IXC9UKK-m6296Tv-A8EKbs/s1410/Launching%20a%20new%20apprenticeship%20standard%20for%20Digital%20Learning%20Design.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="904" data-original-width="1410" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3pejBu9vgGaA_wduNa2hJhRWyxxjdjoWX1uDJ-P3bjGBBJ-EQv0xhaewfRhwzL1-Jvd_pbXtuBxlrjC5a74a8cBLDHh0-gOpM1FryN3Entvo5iNZ6Oa7r_1g5kSFFOIrl0gqTpByAmmzN2_E18LSz7U_VllU1LyVimMfQ4IXC9UKK-m6296Tv-A8EKbs/s320/Launching%20a%20new%20apprenticeship%20standard%20for%20Digital%20Learning%20Design.jpg" width="320" /></a></div><br />Me - "<a href="https://twitter.com/_Daniel_Scott/status/1699095679841214586" target="_blank"><i>Had such a great day at @A_L_T #altc23! Catching up/meeting lots of wonderful people, acquired new thinking, and great to be part of the panel discussion launching the Level 5 Digital Learning Designer apprenticeship occupational standard. #altc</i></a>"</div><div><br /></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div><div style="text-align: left;">I talked a bit on the section of 'who' the apprenticeship is for. I made some key points based on my words above, and there was a question I responded to when asked is it based on learning design or learning technologist roles. Again I made reference to what I talk about above. Also just before the panel discussion, Simon invited me to be a guest speaker to talk to their cohorts on the role of a learning technologists and all the facets it entails, as well as career pathways.</div></div></blockquote><div><div><br /></div><div>Chris Kennedy - "<a href="https://twitter.com/ChrisEKennedy/status/1699046101586780484" target="_blank"><i>Interesting to hear about the development of standards for a digital learning designer apprenticeship - something I was chatting with colleagues about just last week. #ALTC23</i></a>"</div></div></div></div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-62245862554725576392023-04-06T18:30:00.021+01:002023-10-04T05:43:03.725+01:00Innovative Teaching in Higher Education<p>As part of this academic years appraisal development objective to upgrade my Higher Education (HE) teaching knowledge and practice, as my teacher education was all based in Further Education (FE). As well as improve my expertise and practice within my academic leadership in the context of digital curriculum, and when supporting IHAP lecturers with their digital developments and innovations. I had plans to undertake the Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE). But I since changed tact to undertake something on a short-term basis. I saw this course offered by my university, so I made a request to join it.</p><p>From the 6th March, for 5 weeks I participated in the Nottingham Trent University's (NTU) short course '<a href="https://www.ntu.ac.uk/course/social-sciences/pr/innovative-teaching-in-higher-education">Innovative Teaching in Higher Education</a>', expertly led by Dr Bianca Fox and Adam Tate. Each week we explored a key teaching topic. Starting with resources (reading, videos and interactive learning) and the Thursday of that week a two hour online webinar, 5pm-7pm. Along with opportunities to for us to actively apply the content in our own teaching/a scenario and for us to share our experience. The five teaching methods/areas of teaching were:</p><ul><br /><li>Flipped learning</li><li>SCALE-UP (Student Centred Active Learning Environment with Upside-down pedagogies)</li><li>Technology Enhanced Learning (Blended learning)</li><li>Team-Based learning</li><li>Innovative curriculum design</li></ul><div><br />As invited in the course and by way of consolidating what I have acquired, this blog post, in note form, shares my headline reflections, consolidations, contributions and learning, which I will share into our <a href="https://danielscott86.blogspot.com/2022/10/newsletters-as-a-vehicle-for-progressing-digital-practice.html">department newsletter</a>. I reflect on the topics of each week, with a focus on how it relates to IHAP and my role as a Digital Curriculum Manager. The quotes I have included are mine unless otherwise stated.</div><div><br /></div><div><b>Week 1 - flipped learning</b></div><div><ul><br /><li>This week's exploration:</li><ul><li>What is Flipped Learning?</li><li>Why is Flipped Learning useful in engaging students?</li><li>How can you use Flipped Learning in your sessions?</li></ul><li>Pre-work:</li><ul><li>Icebreakers:</li><ul><li>Briefly introduced ourselves on a Google Jamboard</li><li>Padlet activity asking us to share our experience of teaching in higher education:</li><ul><li>Image of a butterfly metamorphosis - "<i>I have worked in HE at NTU since Oct 2017. Although I had been working with academics in a digital practice consultancy capacity. I now work day to day with academics in healthcare HE, at the heart of the curriculum design etc. However, coming from an FE background I still find I am in a 'state of adaption'. Therefore, I am here to upgrade my current HE knowledge and practice in HE.</i>"</li><li>Supplement - I do the odd guest teaching on digital learning and teaching related topics - see '<a href="https://danielscott86.blogspot.com/p/speaking.html">Speaking</a>' tab at the top. As well as guest teaching at Nottingham Trent University:</li><ul><li>‘<a href="https://danielscott86.blogspot.com/2019/05/learning-approaches-to-inform-learning-and-development-opportunities.html">Learning approaches to inform Learning and Development opportunities</a>’ (2019-2020) – delivered guest teaching to two cohorts of students studying towards their Postgraduate Diploma in Human Resource Management. The topic focused on current digital technologies, learning design processes and a range of frameworks to support and implement digital learning interventions in their organisations.</li><li>'<a href="https://danielscott86.blogspot.com/2022/02/planning-and-facilitating-digital-innovation-snippets-of-practice.html">Planning and facilitating digital innovation - Snippets of practice’ (2022)</a> – delivered guest teaching to two cohorts of healthcare students studying towards their BSc Leading and Innovating. The topic focused on my pragmatic situated examples of initiating, planning and facilitating digital innovation in an educational context. Whilst highlighting helpful processes and frameworks to support students develop their own digital innovation interventions in their contexts.</li></ul><li>5 peer observations of candidates undertaking their Postgraduate Certificate Academic Practice (PGCAP) at Nottingham Trent University (2019)</li></ul></ul></ul><li>Webinar (9 March 2023):</li><ul><li>Learning outcomes:</li><ul><li>To explore the concept of flipped learning. </li><li>To discuss advantages and disadvantages of using a flipped learning approach. </li><li>To explore ways of embedding flipped learning in your own teaching.</li></ul><li>Discussed a definition.</li><li>Questions from the post-webinar discussion forum: What are the benefits of flipped learning? How can you use flipped learning in your own teaching more effectively?</li><ul><li>Flipped learning is a student-centered approach where learning material, typically introductory/basic, is provided in a chunked format before a synchronous in-person lecture, seminar, workshop etc, to get familiar with required knowledge. Enabling and promoting more active and collaborative activities and opportunities for students to deepen their learning. Some advantages and disadvantages, in no particular order:</li><ul><li>Advantages:</li><ul><li>A good way to get started with a form of blended learning.</li><li>More time in-person for both lecture and student to discuss, apply and collaborate - more active and interactive learning experience and can lead to student independent thinking and learning skills.</li><li>Flexibility in accessing and completing learning material as it is online.</li><li>Prepare thoughts, questions and contributions ahead of an in-person session.</li><li>Allows students to get a basic and level understanding of a core topic or concept.</li><li>Allows the lecturer to be more time effective in how they cover topics and material in their lectures, seminars, workshops etc.</li></ul><li>Disadvantages:</li><ul><li>Adequate level of digital literacies and capabilities in accessing the learning material, and using specific technologies.</li><li>Students not completing required learning material before the synchronous in-person session.</li><li>Comparison to blended learning; Bianca Fox - "<i>It can be a mix of online content and face to face sessions. Or, if your course is delivered entirely online, then it would be a mix of asynchronous and synchronous (live) sessions. Some scholars call this blended learning. When flipped learning is done through a mix of online educational materials and online opportunities for interaction it becomes blended learning.</i>"</li></ul></ul></ul><li>Poll: What is flipped learning to you? (Based on experience and/or reading)</li><ul><li><span class="ui-provider bhi bhj c d e f g h i j k l m n o p q r s t bhk bhl w x y z ab ac ae af ag ah ai aj ak" dir="ltr">"<i>Reflective asynchronous learning.</i>"</span></li><li><span class="ui-provider bhi bhj c d e f g h i j k l m n o p q r s t bhk bhl w x y z ab ac ae af ag ah ai aj ak" dir="ltr">"<i>I just know that I prefer asynchronous learning to reflect, I need a fair bit of time to digest before contributing and applying.</i>"</span></li><li><span class="ui-provider bhi bhj c d e f g h i j k l m n o p q r s t bhk bhl w x y z ab ac ae af ag ah ai aj ak" dir="ltr">Adam Tate - "<i>What types of asynchronous activities are most useful for you?</i>"</span></li><ul><li>"<i>Generally a mix, a small bit of literature or video, and a question prompt to explore and then maybe a practical, individual or in groups to produce something or critique. The latter group bit may be synchronous though.</i>"</li></ul></ul><li>"<i>Diana Laurillard's six learning types is useful in deciding purposeful approaches for designing learning.</i>"</li><li><span class="ui-provider bhi bhj c d e f g h i j k l m n o p q r s t bhk bhl w x y z ab ac ae af ag ah ai aj ak" dir="ltr">"<i>Another question could be; what is the value in enabling practical/collaborative learning in the said topic? That would otherwise replace the theory bits.</i>"</span></li><li><span class="ui-provider bhi bhj c d e f g h i j k l m n o p q r s t bhk bhl w x y z ab ac ae af ag ah ai aj ak" dir="ltr">Breakout - </span><span class="ui-provider bhi bhj c d e f g h i j k l m n o p q r s t bhk bhl w x y z ab ac ae af ag ah ai aj ak" dir="ltr">discuss challenges of using a flipped learning approach (based on your own experience or on your reflection on what flipped learning could look like in your own context)</span></li><ul><li>"<i>challenge - "digital literacies of both teacher and student in getting online and interacting with tools.</i>"</li><li>"<i>Student motivation to complete flipped learning activities ahead of the live session/practical.</i>"</li><li>"<span class="ui-provider bhi bhj c d e f g h i j k l m n o p q r s t bhk bhl w x y z ab ac ae af ag ah ai aj ak" dir="ltr"><i>Maybe some content can benefit from being repurposed to storytelling? Emotive hooks.</i>"</span></li></ul><li>Breakout - <span class="ui-provider bhi bhj c d e f g h i j k l m n o p q r s t bhk bhl w x y z ab ac ae af ag ah ai aj ak" dir="ltr">Discuss how you might use a flipped learning approach with your students. </span></li><ul><li>Students in my case are mostly staff, academics and technicians, but I also do teach students the effective use of PebblePad and NOW (NTU Virtual Learning Environment), in-person synchronously or via asynchronous self-directed resources. I can provide more conceptual and theoretical content outside the practical, to enable more time to do the hands-on in the time we have. Such as pre-reading and coming prepared with a response. For example in workshop preparation, in my introduction to <a href="https://danielscott86.blogspot.com/2022/05/virtual-reality-wall.html">Virtual Reality walls</a> workshops, I can provide appropriate pre-reading literature on VR/immersive learning and/or a short 2-3 min video briefly introducing such technologies.</li></ul><li>Webinar exit poll checking in on our views against the learning objectives.</li><li>Post-webinar forum discussion, further reading and reflection and completing checklist.</li><ul><li>What are the benefits of flipped learning?</li><li> How can you use flipped learning in your own teaching more effectively?</li><ul><li>Some responses taken from my notes above.</li></ul></ul></ul></ul><div><br /><b>Week 2 - SCALE-UP</b></div></div><div><div><ul><br /><li>This week's exploration:</li><ul><li>What is SCALE-UP?</li><li>Why is SCALE-UP useful in engaging students?</li><li>How can you use SCALE-UP in your own teaching?</li></ul><li>Pre-work:</li><ul><li>Icebreaker Padlet activity asking us to share which country and city/town we were born in, in no more than four sentences without naming the place. Peers had to attempt to guess each others by commenting on them.</li><ul><li>"<i>I am from a northern industrial market town. It is close to the green Peak District. People born and bred there have a distinct accent like no other northern accent. A few celebrities come from there, such as Sir Michael Parkinson.</i>"</li></ul><li>Padlet - Thinking about what you have read this week, and what you encountered on the course last week (Flipped Learning), consider how flipped learning plays a role in SCALE-UP?</li><ul><li>"<i>Perhaps in the format of a scenario, case study or simulation, a detailed brief and associated role profiles can be given with prerequisite knowledge/awareness. For students to apply within the in-person SCALE-UP session.</i>"</li></ul></ul><li>Webinar (16 March 2023):</li><ul><li>Learning outcomes:</li><ul><li>To describe what SCALE UP is. </li><li>To discuss advantages and disadvantages of using SCALE UP. </li><li>To explore ways of using SCALE UP in your own teaching.</li></ul><li>What is meant by SCALE-UP, unpacking the acronym.</li><ul><li>Questions from the post-webinar discussion forum: What SCALE-UP is? How does SCALE-UP benefit student learning?</li><ul><li>SCALE-UP means Student-Centred Active Learning Environment with Upside-down Pedagogies. It is an active, inclusive and student-led pedagogy where lectures are replaced with enquiry-based activities, in carefully designed and coordinated groups and roles given. "...<i>is an active mode of learning which offers an alternative to traditional lectures. In a SCALE-UP class, rather than predominately listening to their lecturers, students learn through solving problems, sharing ideas, giving and receiving feedback, and teaching each other.</i>" (McNeil et al., 2021: 6). Can be implemented in-person and online. The lecturer may be require the classroom to be re-designed slightly; circular tables, shared (and most likely own) laptops, and mirroring digital technology for students to share their work with the wider class. The upside-down pedagogy bit represents the backwards design of the curriculum, students as teachers and flipped learning. And like flipped learning freeing the lecturer to facilitate the application of concepts introduced. Apparently, "<i>NTU was the first UK institution to introduce SCALE-UP across an extensive range of subjects in 2013/14</i>". More information can be found in the NTU SCALE-UP Handbook Version 4.</li><li>Some benefits of SCALE-UP; enable students to get a feel of/or understand a topic before group work, participate more effectively and develop a number of skills such as reading and listening, communicating and collaborating, team work, critical thinking, independent thinking, leadership and digital capabilities. As well as being better able to apply the concepts being taught.</li></ul><li>Engaging in learning materials and activities, to level up knowledge and contributions as you progress through the session.</li><li>Peer learning and teaching.</li><li>Not content or instruction heavy.</li><li>Is roundtable needed? Yes for eye contact and balance out hierarchy.</li><li>Design depends on classroom environment and technology you have available.</li></ul><li>Discussed a definition.</li><ul><li>Anastasios Stavrou - "<span class="ui-provider bxc bxd c d e f g h i j k l m n o p q r s t bxe bxf w x y z ab ac ae af ag ah ai aj ak" dir="ltr"><i>We have a scale up session between lecture sessions in my module.</i>"</span></li><li>Robyn Adams - "<i>For me - it's a supporting lesson for concepts that you have already taught. I taught microbiology, then allowed them to explore biowarfare and bioterrorism events to assess the different types of microbes/viruses etc as a means of contextualising their learning.</i>"</li><li><span class="ui-provider bxc bxd c d e f g h i j k l m n o p q r s t bxe bxf w x y z ab ac ae af ag ah ai aj ak" dir="ltr">Christian <span class="ui-provider bxc bxd c d e f g h i j k l m n o p q r s t bxe bxf w x y z ab ac ae af ag ah ai aj ak" dir="ltr">Beardah - "</span><i>How common is it to have the whole module delivered using SCALE-UP?</i>"</span></li><ul><li>Each module per year to be run through SCALE-UP.</li><li>Depends on the philosophy of the university.</li></ul></ul><li>NTU process:</li><ol><li>Identify the opportunity.</li><li>Flipping the learning (chunking, asynchronous, knowledge checking).</li><ul><li>Choices:</li></ul><ol><ol><li>Video Critical Commentary</li><li>Online Q&A</li><li>Discussion Boards</li><li>Audio Lecture/Podcast</li><li>Reflection</li><li>TED Talk</li><li>Blogging</li><li>Image Collection</li><li>Key Readings</li></ol></ol><li>Designing Active Learning (group work, key questions, problems, technology).</li><li>Designing Groups (mixing abilities, assigning roles, 3-4, reflection points).</li><ul><li>Roles:</li><ul><li>Manager/organiser</li><li>Scribe/note-taker/recorder</li><li>Sceptic/questioner</li></ul></ul><li>Post session opportunities.</li></ol><li>Breakout - How might you use one of the flipped learning activities in an online SCALE-UP session? (Think about the adaptations you might need to make, what might some of the challenges be?)</li><ul><li>"<i>Also depends on the audience you are working with. As a short video, 3-5 minutes, will suffice as getting staff to create, write and collaborative before a synchronous aspect is highly unlikely.</i>"</li><li>Our group decided:</li><ul><li>Key reading</li><li>Video</li><li>Reflection</li></ul><li>Roles and flipped learning activities might not suit all subjects. So you need to carefully consider/select them according to students. Neither may be useful in certain activities.</li><li>Not just all about questions and answers, but debate; opinions and perspectives.</li></ul><li>Breakout - <span class="ui-provider bxc bxd c d e f g h i j k l m n o p q r s t bxe bxf w x y z ab ac ae af ag ah ai aj ak" dir="ltr">How might you use SCALE-UP in your own discipline? (How might you modify it, what might the challenges be, what are some of the opportunities)</span></li><ul><li>"<i>My specialism in technology enhanced learning, teaching and assessment is very creative and hands-on, and often starts by discussing/planning a pedagogical rationale. Or if sourcing content for developing online asynchronous learning activities, storyboards may be developed or prototypes as part of digital innovation, such as <a href="https://danielscott86.blogspot.com/2022/11/virtual-placements-using-h5p.html">Virtual Placements using H5P</a>.</i>"</li><li>Adapting to healthcare scenarios, case studies, simulations.</li><li>If teaching is a toolkit, it's about having the best tools to support such learning environments.</li></ul><li>Webinar exit poll checking in on our views against the learning objectives.</li><li>Post-webinar forum discussion, further reading and reflection and completing checklist.</li><ul><li>What is SCALE-UP?</li><li>How does SCALE-UP benefit student learning?</li><ul><li>Some responses taken from my notes above.</li></ul></ul></ul></ul></div><div><br /></div><div style="text-align: left;"><b>Week 3 - Technology Enhanced Learning (Blended learning)</b></div><div style="text-align: left;"><br /></div><div style="text-align: left;">This is my week and totally came alive with this topic, my most contributed, obviously, being a renound learning technologist and hold a Technology Enhanced Learning MSc.</div><div style="text-align: left;"><ul><br /><li>This week's exploration:</li><ul><li>What is Technology Enhanced Learning?</li><li>Why is Technology Enhanced Learning useful in engaging students more in class and better use of time?</li><li>How can you use Technology Enhanced Learning in your own teaching?</li></ul><li>Pre-work:</li><ul><li>AdvanceHE definition - "<i><a href="https://www.advance-he.ac.uk/guidance/teaching-and-learning/technology-enhanced-learning" target="_blank">The use of technology to maximise the student learning experience is a vibrant area of interest across all tiers of global education. Technology enhanced learning (TEL) is often used as a synonym for e-learning but can also be used to refer to technology enhanced classrooms and learning with technology, rather than just through technology.</a></i>"</li><li>Course team - "<i>Can technology indeed enhance learning or is it meant to only replace existing teaching practices? This is one of the questions that we will try to find an answer to in this week's webinar. But before we think about what technology to use in teaching, Diana Laurillard (2012) considers essential that we first answer to the following two questions: ‘How do students learn?’ and ‘How can technology help?’. So, when exploring this week’s content, it is important to ask yourself: How can this technology enable my students to meet the learning outcomes for this session?</i>"</li><li>Padlet - Reflect on how you use digital technology in teaching. What digital platforms do you use in teaching to boost student engagement?</li><ul><li>Examples of using technology in teaching:</li><ul><li>*Not necessarily all teaching, mostly for learning, to name a few.*</li><li>General use of a Virtual Learning Environment functionality to structure and chunk online learning material.</li><li>Use of H5P (online interactive activities, e.g. drag and drop, hotspots, interactive video, MCQs etc). Taking from static content to interactive.</li><li>Virtual Reality wall - to create immersive learning environments to facilitate scenarios and simulations.</li><li>PebblePad - workbooks acting as ePortfolios for students to evidence professional competencies.</li><li>Microsoft Teams - webinars and use of breakout and polling functionality.</li><li>Padlet - collaborative board to collect feedback, ideas and resources.</li><li>Mentimeter - ascertain knowledge of a class.</li></ul></ul><li>Designing online learning - introducing The ABC model and Laurillard's 6 learning types. Helps you to map out course and module topics, content, activities and formative and summative assessments and the timeline/sequences of them.</li><ul><li>Reflect: Think about one of your sessions and identify how many types of learning and technology are you using and how these may support your students to meet each learning outcome for that session.</li><ul><li>My 'H5P retreat' workshop - mainly discussion and production learning types, and focusing on the online authoring tool H5P.</li></ul></ul><li>Sequencing and engagement - introduced the PAR model. Course Team - "<i>Using the Presentation, Activity, Review (PAR) model as a guide, the ratio between content and activity should be roughly: 35% presentation of content (including 5% of introduction and links to prior learning); 60% activity; 5% review"</i>. NTU look to have adapted this, informed by student behaviour and feedback; Course Team - "<i>The basic structure of each lesson includes five stages: <b>Engage</b>: Introduce lesson (outline objectives, activate schemata, reflect on prior knowledge), motivate; <b>Present</b>: Explain, clarify, build knowledge of key concepts; <b>Practise/Perform</b>: Engage learners’ in online activities (guided / free); <b>Review</b>: Reflect and review lesson objectives; <b>Extend</b>: Direct to recommended reading and extension activities</i>".</li><li>Student personas - extract student needs, experiences, behaviours and goals and are used to inform course and module design (mode of delivery, content and activities) for the intended students, and that promotes inclusivity and supporting success for all. Basically meeting their needs and expectations. NTU Flex team recommend a minimum of two personas to be created, but creating a few more will provide richer information of a student demographic. The personas often include:</li><ul><li>Age</li><li>Year of study</li><li>Educational background</li><li>Motivators and demotivators</li><li>Digital literacy</li></ul><li>Scaffolding:</li><ul><li>Required to enable students to be independent learners but feel supported in the learning process and to ultimately understand. At activity level, this means providing instructions and instructional material to students, to support and help them achieve learning outcomes. In-person can be given instantly on-demand, however when online extra consideration and effort has to be put in place for getting online and participating successfully. My favourite 'go to', Gilly Salmon's 5 Stage Model was introduced.</li></ul><li>Accessible learning design:</li><ul><li>Universal design - Course Team - "<i>From an ethical perspective we should ensure that online learning and teaching content is accessible to all without presuming, for example, that materials we're comfortably able to read, will be considered equally usable by everyone else, all of the time.</i>"</li><li>General considerations: colour and backgrounds; text size; font style; meaningful hyperlinks; alt-text descriptions on images and charts.</li><li>"<i>Safe to say there is a lot of ground to be covered here, more than a single lecturer to carry out, and that's why we have learning designers and learning technologists to support and do such things.</i>"</li></ul></ul><li>Webinar (23 March 2023):</li><ul><li>Learning outcomes:</li><ul><li>To describe what technology enhanced teaching is.</li><li>To discuss advantages and disadvantages of using technology in teaching.</li><li>To explore your digital capabilities and new ways of using technology in your own teaching.</li></ul><li>What do you value about the use of technology? What is technology enhanced teaching?</li><ul><li>"<i>Flexibility, increased engagement in most cases, interactive content.</i>"</li><li>Connecting with others globally and locally.</li><li>Meant to make tasks easier.</li><li>Real-time feedback and crowd sourcing of information.</li><li>Ease of sharing, storage and retrieval.</li></ul><li>Discussed a definition.</li><ul><li>"<i>I like to view TEL as the overarching technology provider (systems and tools) and eLearning is the pedagogy in how they are used and facilitated.</i>"</li><li>"<span class="ui-provider cfu cfv c d e f g h i j k l m n o p q r s t cfw cfx w x y z ab ac ae af ag ah ai aj ak" dir="ltr"><i>TEL can be such a minefield at times, and there is so much availability nowadays, and often lots of GDPR to consider, internally and externally, and is that tool supported and where you can get support. Some students will have experienced the same tools, so a lecturer's challenge is to be creative and make it different - variety and switching it up frequently.</i>"</span></li><ul><li>Bianca Fox - moved from how to use technology to how to be creative with technology.</li></ul><li>Where to start with TEL.</li><li>Breakout - explore our digital capabilities.</li><ul><li>Conducted our own digital capabilities self-assessment.</li><li>Diagnostic tool that we have access to at NTU.</li><li>What surprised us in the results?</li><li>Alternatively can use it to explore the framework.</li></ul></ul><li>Breakout - Test the use of these two platforms: EdPuzzle and Mindmeister</li><ul><li>How might you use them in your own discipline? (what might the challenges be, what are some of the opportunities)</li></ul><ul><li>Added to a mindmap some of the challenges of using technology</li><ul><li>"<i>Always need a plan B.</i>"</li><li>"<i>Adequate level of digital literacies e.g. online collaboration and how to use the necessary functionality.</i>"</li><li>"<i>Evaluating the right tool(s) and/or forming a rationale.</i>"</li></ul></ul><li>Webinar exit poll checking in on our views against the learning objectives.</li><li>Post-webinar forum discussion, further reading and reflection and completing checklist.</li><ul><li>How does Technology Enhanced Learning, if used effectively, enable greater student engagement?</li><ul><li><i>"By enabling greater ownership of student learning, through carefully scaffolded online synchronous and asynchronous self-directed and collaborative learning activities. This can allow students to interact with content and contributions and be more active in their learning, and lead to deeper understanding and developing ways to apply it</i>."</li></ul><li>What are some of the considerations that need to be made when using Technology Enhanced Learning?</li><ul><li>"<i>Digital illiteracy and basic digital skills.</i></li><li><i>Digital poverty and adequate devices to access the internet.</i></li><li><i>Accessibility of the identified tool and/or associated content.</i></li><li><i>Identifying appropriate digital technologies and ensuring students are supported in using them, and where they can get help.</i></li><li><i>Due diligence on GDPR-related checks and not using tools that are not supported by your organisation, just in case the lecturer or students run into problems and need help.</i></li><li><i>Design, scaffold and pace of online learning activities.</i></li><li><i>It's ok to say no to digital - not every learning activity needs to be digitised, offline can be just as powerful. Spend some time discovering the value that TEL will bring."</i></li></ul></ul></ul></ul><div><i><br /></i></div><div>If the conversation of TEL has moved from how to use digital technology, to how to be more creative/innovative with it. How can I and colleagues progress this with in our institute? The Jisc Digital Discovery Tool is helpful here, which could be the starting point to unpack where people are in their digital capability journeys. I feel that most know the ‘how to’ and are independently capable of learning new tools. This could then lead me to explore such interventions for digital innovation, such as design thinking etc.</div><div><i><br /></i></div></div><div style="text-align: left;"><b>Week 4 - Team-Based Learning</b></div><div style="text-align: left;"><ul><br /><li>This week's exploration:</li><ul><li>What is Team-Based Learning?</li><li>Why is Team-Based Learning useful in engaging students more in class and better use of time?</li><li>How can you use Team-Based Learning in your own teaching?</li></ul><li>Pre-work:</li><ul><li>Harnessing a realistic team dynamic, Team-Based Learning (TBL), is an active and collaborative method that enabled students to tackle content topics through individual and team collaboration. It allows students to arrive at individual and team answers and where they can be challenged or appealed which may be incorrect. Enabling responsibility for their answers and making thinking publicly visible so that other students can learn from it - proving learning through team work.</li><li>TBL involves a strict series of key steps: 1. Individual Pre-class preparation; 2. Individual Readiness Assurance Test; 3. Team Readiness Assurance Test; 4. Clarification, 5. Application; 6. Peer Evaluation.</li><ul><li>Or the following from Dr Sarah Broadberry:</li><ul><li>Individual study - strategically formed, permanent teams.</li><li>Individual Readiness Assurance Test (IRAT) - readiness assurance.</li><li>Team Readiness Assurance Test (TRAT) - promote critical thinking and team development.</li><li>Application activities.</li><li>Peer evaluation.</li></ul></ul><li>Student-led Mentimeter:</li><ul><li>In three words, describe what you believe are the key aspects of a team:</li><ul><li>Purpose</li><li>Task</li><li>Participation</li></ul></ul><li>Course team - "<i>TBL when run in keeping with the four key principles is an effective method for increasing student engagement and increasing student retention of key learning, this is because students engage in a more metacognitive activity.</i></li><ul><li><i>Teams are comprised of mixed-ability students</i></li><li><i>Students are held accountable for their individual pre-class learning and contributions in class</i></li><li><i>Team learning activities need to facilitate collaboration and development, utilising learning to apply to different scenarios (metacognitive activities)</i></li><li><i>Students and groups must receive feedback immediately</i>"</li></ul><li>Can be seen as more inclusive as it develops confidence in those who find it difficulty to be seen and heard. However, evidencing individual contributions can be a challenge.</li><li>Should be collaborative not competitive, where it creates healthy debate.</li><li>Can be more effective when there is a commitment over a block of learning, like a module of learning, rather than a one-off session. As students require support through the transition of using this method and to see a significant benefit compared to a one-off use.</li><li>Focuses on the redesign of am module than a single session.</li></ul><li>Webinar (30 March 2023):</li><ul><li>Learning outcomes:</li><ul><li>To describe what Team-Based Learning. </li><li>To discuss advantages and disadvantages of Team-Based Learning. </li><li>To explore ways of using Team-Based Learning in your own teaching.</li></ul><li>A definition - "<i>Team-Based Learning is an active collaborative learning approach designed around units of instruction, known as "modules", that are taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise.</i>" (TBL Collaborative in: NTU, 2023)</li><li>Group discussion:</li><ul><li>What does the learning in a team involve?</li><ul><li>All working towards a shared goal, with roles designated. Entailing effective communication, collaboration, collegiality to ensure that the goal is achieved and to standards/requirements set.</li><li>Teams are permanent throughout the duration, they do not change.</li></ul><li>How might you ensure that there is accountability when learning as a team?</li><li>Experiences of using Team-Based Learning or similar approaches.</li></ul><li>A main challenge; the preparation - all factors need to be considered; student level, strength and weaknesses to pair effectively, creating appropriate tasks, right environment.</li><li><a href="https://vimeo.com/51713733" target="_blank">Watched the video</a> by Texas University, Center for Teaching and Learning on Team-Based Learning.</li><li>Group discussion:</li><ul><li>How might you use Team-Based Learning for something that you need to teach? (What might students need to do individually and as a team before arriving at your session? How might that pre-work be reviewed and applied in the session?</li></ul><li>Four principles to Team-Based Learning (Michaelsen & Richards, 2005):</li><ul><li>Groups should be properly formed - (e.g. mixed ability groups). These teams are fixed for the whole course.</li><li>Students are accountable for pre-learning and working in teams.</li><li>Team assignments promote learning and team development.</li><li>Students must receive frequent and immediate feedback on work.</li></ul><li>Group discussion:</li><ul><li>How might you use Team-Based Learning in your own discipline? (How might you modify it, what might the challenges be, what are some of the opportunities)</li></ul><li>Webinar exit poll checking in on our views against the learning objectives.</li><li>Post-webinar forum discussion, further reading and reflection and completing checklist.</li><ul><li>How can Team-Based Learning provide more work-relevant learning opportunities?</li><ul><li>"<i>Due to the nature and structure of Team-Based Learning, I feel this approach offers more authentic workplace or work-like experience to prepare students for how they need to work in their intended professions. TBL offers flexibility to adapt the topic and content focus, enabling different work-like approaches and dynamics.</i>"</li></ul><li>How might you use Team-Based Learning in your own teaching?</li><ul><li>"<i>In a healthcare context TBL can be used in simulations. Team formation, roles, and individual study e.g. pre-reading could be around the scenario brief and need-to-know information, to prepare for their response to the situation. The Individual Readiness Assurance Test (IRAT) could also be done beforehand. Then once together, the Team Readiness Assurance Test (TRAT) can be conducted, followed by the application activities. Which would be the simulation itself. Then the team can reflect and debrief on their performance for peer evaluation. Additionally, if the team was being observed by other teams, they could also feedback during peer evaluation."</i></li></ul></ul></ul><li>Mini Showcase:</li><ul><li>We were invited to share good practice, and to further explore one of the teaching methods we had encountered during this short course.</li><li>In a forum discussion, we were to upload either a a short Video clip) of myself teaching using one of the methods or upload a plan about how I am going to teach a session using one of the methods. In my submission I included:</li><ul><li>Focus on one of the teaching methods we encountered.</li><li>Describe what I did and why?</li><li>Highlight the benefits for my students using my selected method.</li><li>Highlight the challenges of using my selected method.</li></ul></ul></ul><div><br /></div><div>I chose to provide an outline plan for an upcoming one hour teaching session on the topic of 'Developing Digital Literacies for Nurses', with a handful of nursing students studying on our frailty short Continuing Professional Development course. I have decided to adopt the flipped learning approach due to it's suitability of the current students and the allocated time I have with them. The session is brief as this forms part of a small-scale project working group, which is part of a larger project to scope out embedding digital literacies in our curriculum area.</div><div><br /></div><div>N.B. The following outline has been refined from a ChatGPT prompt - I talk about the why and the prompt in my blog post '<a href="https://danielscott86.blogspot.com/2023/04/my-first-experience-of-using-chatgpt.html">My first experience of using ChatGPT</a>'. I indicated my use of AI in my forum post to this task and shared this blog post.</div><div><p><i>Session Title:</i></p><p><i>Developing Digital Capabilities for Nurses</i></p></div><div><i>Session Overview:</i></div><div><div><i><br /></i></div><div><i>The session will introduce the importance of digital capabilities in the nursing profession. Students will engage in a self-assessment to identify their current digital capabilities and explore strategies for developing them further.</i><div><div><i><br /></i></div><div><i>Learning Objectives:</i></div><div><i><br /></i></div><div><i>By the end of this session, students will be able to:</i></div><div><i><br /></i></div><div><ol><li><i>Recognise the importance of digital capabilities in the nursing profession.</i></li><li><i>Assess your current level of digital capability.</i></li><li><i>Develop strategies for improving your digital capabilities.</i></li></ol></div></div></div></div><div><i><br /></i></div><div><i>Pre-session activity (flipped learning approach): Students will be provided with a pre-recorded video or article/mini case study to watch or read before the session. The resource will introduce the concept of digital literacies in nursing and provide examples of why it is essential for nurses to develop these skills. </i><i>Students to come prepared with reflections, examples and ideas on how digital literacies relate to their role.</i></div><div><i><br /></i></div><div><i>The link will be communicated to students via their Virtual Learning Environment course space.</i></div><div><div><i><br /></i></div><div><i>Session plan:</i></div><div><i><br /></i></div><div><i>Introduction and i</i><i>mportance of digital literacies</i><i>(20 mins):</i></div><div><i><br /></i></div><div><ul><li><i>Welcome and introductions.</i></li><li><i>Provide an overview of the session.</i></li><li><i>Explain the importance of digital capabilities in the nursing profession - link to the pre-session activity.</i></li><li><i>Students will be encouraged to share their own experiences and ideas.</i></li></ul><div><i><br /></i></div><div><i>Part 2: Digital Capability Self-Assessment (30 mins):</i></div></div><div><i><br /></i></div><div><ul><li><i>Distribute the digital capability self-assessment tool to students.</i></li><li><i>Students will be given 30 minutes to complete the self-assessment.</i></li><li><i>Participants will be encouraged to reflect on their skills, knowledge, and confidence in using digital technology to support their roles.</i></li><li><i>Open discussion on the key digital <i>capabilities</i> required for nurses, such as digital communication, data management, and online collaboration.</i></li></ul></div><div><i><br /></i></div><div><i>Conclusion (10 mins):</i></div><div><i><br /></i></div><div><ul><li><i>Summarise the key points covered in the session.</i></li><li><i>Encourage students to reflect on what they have learned.</i></li><li><i>Provide resources for students to continue their learning on developing digital <i>capabilities</i> in nursing.</i></li><li><i>If time, facilitate a discussion on the strategies nurses can use to develop these skills.</i></li></ul></div></div></div><div style="text-align: left;"><br /></div><div style="text-align: left;">The main benefit of using this method in such a short allocated time, is to introduce and explain the basic concept of digital literacies in nursing context. Enabling students to build on that basic knowledge and awareness, and the ability to reflect or recall examples suitable for the synchronous session.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">A main challenge is students accessing this and completing the required pre-session activity. Whilst not mandatory as I will hold a discussion at the start of the synchronous session, on the importance of digital literacies in the nursing profession. It would be ideal that students get familiar with the topic in readiness to engage and participate in an active session. In the mix of this in line with topic, the nursing individuals pre registered and registered, often struggle with digital so there may be more support required and instructional technique on the pre-session activity, and accessing the digital capability self-assessment tool in the synchronous session.</div><div style="text-align: left;"><b><br /></b></div><div style="text-align: left;"><b>Week 5 - Innovative curriculum design</b></div><div><b><br /></b></div><div><ul style="text-align: left;"><li>This week's exploration:</li><ul><li>What do we mean when we say Innovative Curriculum Design?</li><li>Why is Innovative Curriculum Design important for empowering students and enabling good student outcomes?</li><li>How might you use an Innovative Curriculum Design approach?</li></ul><li>Pre-work:</li><ul><li>Icebreaker activity: This week focuses on discussing approaches to innovative curriculum design. It was stated that re-designing the curriculum usually starts by evaluating the current provision. We were invited to consider and share the following: 1. Reflect on a module/course that you are involved with. 2. Identify 2 strengths and 2 areas for development. 3 Share this information with my peers in the following format: </li><ul><li>Module context (a few sentences).</li><li>Strengths (What do you appreciate about this module/course? What is going well? A couple of bullet points).</li><li>Areas for development (What would you like to change/improve to this module/course? A couple of bullet points)</li></ul><li>I decided not to detail anything for this as my role in my institute is to bring my expertise and experience of TEL into this process, which is during course design sprints for new courses and in course development reviews for existing courses. As well a presence in subsequent course committees to action feedback and inject advice in the continuous improvement of our digital and online offer.</li></ul><li>Webinar (6 April 2023):</li><ul><li>Learning outcomes:</li><ul><li>To describe what innovative curriculum design is. </li><li>To discuss advantages and disadvantages of redesigning the curriculum. </li><li>To explore ways of redesigning the curriculum in your own context.</li></ul><li>What is the curriculum?</li><ul><li>"<i>Curriculum - the learning content and teaching, assessment and quality assurance approaches of identified knowledge, skills and values to be taught to students.</i>"</li><li>"<i>Innovation - adopting different learning designs and teaching and assessment approaches to make more meaningful for 21st century students.</i>"</li><li>Anastasios Stavrou - "<i>Curriculum is traditionally what is supposed to be the content to be learned and assessed. Now it's probably the whole student journey.</i>"</li></ul><li>Curriculum design vs. curriculum development: What is the difference?</li><ul><li>"<i>Design more the diverge and converge process, and then development producing and evaluating it.</i>"</li><li>Christian Beardah - "<i>Design comes first. Development is on-going.</i>"</li><li>Robyn Adams - "<i>Design - from the start/recreate. Development - improve from good practise already shown.</i>"</li><li>Victoria Callus - "<i>Design is something set, development is something that progresses.</i>"</li><li>Alex Nkrumah - "<i>The design involves the initial planning and conceptualization of a curriculum whereas the development is the stage where the detailed work of creating the curriculum takes place.</i>"</li><li>Tayyaba Kazim - "<i>Curriculum development is the multi step process of creating and improving a course taught.</i>"</li><li>Bianca Fox - "<i>In the context of this short course, curriculum is course design.</i>"</li></ul><li>Discussed a definition.</li><li>Examples of curriculum innovations could be different approaches, e.g. flipped learning, simulations, immersive learning, use of TEL etc.</li><li>Key terminology:</li><ul><li>Course team - "<i>Course design – refers to the structure or organisation of the curriculum (the course blueprint)</i>. <i>Course development – includes the planning, implementation and evaluation of the curriculum.</i>"</li></ul><li>NTU design sprint process</li><li>Breakout - Your course philosophy. What is your course aiming to achieve? What changes would you make and why?</li><ul><li>"<i>I don't currently teach on a course, but TEL is my specialism. Therefore the aim in brief would be to ensure purposeful and positive adoption and design of digital technologies to support selected pedagogies, and ensure they are aligned appropriately. With consideration for digital literacies for successful access and participation, for both lecturer and student.</i>"</li><li>"<i>As part of my role as Digital Curriculum Manager, well its in the title, but I have presence in the process and meetings. To ensure consideration of digital at the outset in the design and approaches to learning, teaching and assessment.</i>"</li></ul><li>Breakout - Choose one of the methods discussed on this course. Discuss how you will embed it into the curriculum. What changes will you have to make and what might the challenges be.</li><ul><li>Outlined in Mini Showcase in week 4.</li><li>However, I was asked by another student what pedagogies are being used in my area and what TEL usage is like. Flipped learning is popular and SCALE-UP occasionally from what I am aware of. TEL, the use of the VLE and development of asynchronous learning activities and VR and immersive learning environments - <a href="https://www.blogger.com/blog/post/edit/2649648032418175415/2105200755507490170">I explained my approach that I detail here</a>, and which disciplines uses the suites and not.</li><li>Knowing what's appropriate for our students and the associated challenges and opportunities, and what will work logistically in the physical and digital space.</li></ul><li>Webinar exit poll checking in on our views against the learning objectives.</li><li>Post-webinar forum discussion, further reading and reflection and completing checklist.</li></ul></ul></div><br /><div><b>Concluding thoughts</b></div><div><br /></div><div>I am left with a refreshed overview of the pedagogies and their features, benefits and challenges of adopting them; inspiring ways to design and facilitate my own teaching sessions. And more informed on how I can embed this in my role and support the healthcare academics I work with in developing such approaches. Its clear that all of these pedagogies have a place in the teaching toolkit. And I find that the pedagogies are contemporary and that you can adapt them to suit different audiences. The challenge for me now is knowing when to use and adapt these, and draw on them as a learning technologist to strengthen the pedagogical element of our digital practices. However, given the pragmatic nature of the course, and as I am a strong pragmatic person myself, I can consolidate and apply what we have acquired and put into practice directly. The flipped approach is more appealing as I know the opportunities and TEL tools to make such things a success. </div><div><br /></div><div>Overall, I found the course very stimulating, refreshing and allowed me to draw on my more than 13 years experience working in education. I have a sense of renewed confidence in my own scholarship too as a result of doing this; revisiting literature and evaluating it. I also had a good amount of opportunities to contribute my own expertise into the course, which I found very validating, specially when tutors confirmed or complemented by comments. Especially as I required upgrading of my HE knowledge and refreshing on my scholarship mindset. In readiness to integrate that aspect into my role more deeply. NOW (the Virtual Learning Environment we use) was well-structured and signposted with supporting activities and resources. The discussions were rich. The duration of the whole course was about right and the webinars well-attended and interactive.</div></div><div><div><br /></div><div>I'd like to pursue my original plan of completing the Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE), <a href="https://danielscott86.blogspot.com/2022/06/learning-technologist-role-profile-defining-types-academic-practice.html">as mentioned in the section 'Revisiting the teacher role' in this blog post</a>, to deepen my understanding, apply it and develop my teaching skills, and to further support the academic leadership aspect of my role. As well as better articulating my pedagogical approaches in a more scholarly manner, to underpin, inform design and evaluation and hopefully inspire others. EDIT: After <a href="https://danielscott86.blogspot.com/2023/09/achieving-sfhea-and-scmalt.html" target="">achieving SFHEA in September 2023</a>, and following a conversation with the course leader. As I have exceeded the course fellowship mapping (and course content to some extent), which was to the standard Fellowship award, I decided to engage in the course material only, and other ongoing CPD opportunities, rather than commit to the 12 month+ programme. Some topics like identifying <a href="https://danielscott86.blogspot.com/2019/02/facilitating-my-teaching-philosophy.html">my teaching philosophy</a> would be good to revisit.</div><div><br /></div><div>The short course also got me thinking about scholarship in such a profound way; to embed in my role more wisely, articulate it better in my approaches and to promote the wealth of scholarship practice I already do without realising. This even inspired me to consider writing scholarly-type blog posts, such as on how to underpin relevant literature in my H5P staff development workshops to support our healthcare lecturers. And other future blog posts to be more scholarship focused, showing change in my learning technologist practice and academic credibility.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjauATJlvVkfhTDYEzbMQTQQVe-k2A9uZkFKTsbphK8rfvKn0vDoKDn4CItSVUd9EOPLy9UU1G82KUxMYoAONriZdPrKAWG2OElii0mDG6LxUVnIiUAM4QIkHH2hqbCA57VhtRa9TkpD0eh-m-hDMxe8LIx_Yi9mif0-UVeBn9nQIH6Ykksc7EhScs1/s2339/Daniel%20Scott%20Purdy%20Innovative%20Teaching%20in%20Higher%20Education%20certificate.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1655" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjauATJlvVkfhTDYEzbMQTQQVe-k2A9uZkFKTsbphK8rfvKn0vDoKDn4CItSVUd9EOPLy9UU1G82KUxMYoAONriZdPrKAWG2OElii0mDG6LxUVnIiUAM4QIkHH2hqbCA57VhtRa9TkpD0eh-m-hDMxe8LIx_Yi9mif0-UVeBn9nQIH6Ykksc7EhScs1/s320/Daniel%20Scott%20Purdy%20Innovative%20Teaching%20in%20Higher%20Education%20certificate.png" width="226" /></a></div><br /><div>EDIT:</div><div><br /></div><div>Adam Tate - "<i>Wow, what a fascinating blog and thank you for such a comprehensive and glowing summary. What you are doing is actually democratising access to knowledge and disseminating good practice. This will be very useful evidence for a Senior Fellowship application in the future, as it will help to show the impact you are having on other people's practice. (Especially if you have data on the number of visitors).</i>"<br /><br /><div>Bianca Fox - "<i>Many thanks for sharing this. It’s been a pleasure to have you on this course. What a fantastic blog post, well done! A great way to keep track of your learning.</i>"</div></div><p></p></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-42042327585179900072023-04-06T16:00:00.054+01:002024-03-04T07:47:18.752+00:00My first experience of using ChatGPT<p>I decided to capture my fresh first and brief experience of using ChatGPT, a generative Artificial Intelligence (AI) technology. It allows you to ask questions via specific prompts to create dialogue that produces hopefully meaningful textual responses. I'm just at the start of my exploration with this type of tool, so more reflection to come in the future.</p><p><b>Why</b></p><p>I decided to use ChatGPT for an upcoming pre-planned one hour teaching session, on the topic of digital literacies for nurses. And to simultaneously respond to a task in a course I am currently doing 'Innovative Teaching in Higher Education'. Where I was invited to share an outline plan using one of the teaching methods I have been introduced to - <a href="https://danielscott86.blogspot.com/2023/04/innovative-teaching-in-higher-education.html">more on that in Week 4 of the associated blog post</a>. I indicated my use of AI in my forum post to this task and shared this blog post. I already had a rough session outline in note form in a Microsoft Word document that I had been chipping away at, and I was inspired through the course to convert it into a flipped approach. I decided to use the AI tool at this time because I'<span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;">m currently mentally stretched/overloaded, lacking creativity as a result, internal pressure of 'time is running out' to prepare properly (not just a plan but to test through a new nursing-specific digital capability self-assessment tool), and I generally overthink to the point of adding too much - where it then becomes a struggle to refine it. I also have preference to </span><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;">build on something and refine and edit rather than a blank start. Usually the blank start takes a few goes to get going and then I refine over a few days.</span><br /></p><p>So I thought I'd give it a try and use my expertise to refine the outcome.</p><p><b>The prompt</b><br /><br />Me -"<i>You are a learning technologist. Design a one hour session plan and Microsoft PowerPoint slides on introducing the importance of digital literacies in the nursing profession. That includes three learning objectives, using the flipped learning approach and time to conduct a digital capability self-assessment that takes thirty minutes.</i>"</p><p>I've lots to learn about the skill of 'prompt engineering', but this is a good start. It definitely helped me.</p><p><b>Result</b></p><p>AI:</p><p><i>"Session Title:</i></p><p><i>Developing Digital Literacies for Nurses</i></p><i>Session Overview:</i><div><i><br /></i></div><div><i>The session will introduce the importance of digital literacies in the nursing profession. Participants will engage in a self-assessment to identify their current digital capabilities and explore strategies for developing digital literacies.</i><div><div><i><br /></i></div><div><i>Learning Objectives:</i></div><div><i><br /></i></div><div><i>By the end of this session, participants will be able to:</i></div><div><i><br /></i></div><div><ol style="text-align: left;"><li><i>Understand the importance of digital literacies in the nursing profession.</i></li><li><i>Assess their current level of digital capability.</i></li><li><i>Develop strategies for improving their digital literacies.</i></li></ol><i><div><i><br /></i></div>Pre-Session Activity (Flipped Learning Approach):</i></div><div><i><br /></i></div><div><i>Participants will be provided with a pre-recorded video or article to watch or read before the session. The resource will introduce the concept of digital literacies in nursing and provide examples of why it is essential for nurses to develop these skills.</i></div><div><i><br /></i></div><div><i>Session Plan:</i></div><div><i><br /></i></div><div><i>Introduction (5 mins)</i></div><div><i><br /></i></div><div><ul style="text-align: left;"><li><i>Welcome and introductions</i></li><li><i>Explain the importance of digital literacies in the nursing profession</i></li><li><i>Provide an overview of the session</i></li></ul></div><div><i><br /></i></div><div><i>Part 1: Digital Capability Self-Assessment (30 mins)</i></div><div><i><br /></i></div><div><ul style="text-align: left;"><li><i>Distribute the digital capability self-assessment tool to participants</i></li><li><i>Participants will be given 30 minutes to complete the self-assessment</i></li><li><i>Participants will be encouraged to reflect on their skills, knowledge, and confidence in using technology to support their work</i></li></ul></div><div><i><br /></i></div><div><i>Part 2: Developing Digital Literacies (20 mins)</i></div><div><i><br /></i></div><div><ul style="text-align: left;"><li><i>Provide an overview of the key digital literacies required for nurses, such as digital communication, data management, and online collaboration</i></li><li><i>Facilitate a discussion on the strategies nurses can use to develop these skills</i></li><li><i>Participants will be encouraged to share their own experiences and ideas</i></li></ul><i><div><i><br /></i></div>Part 3: Case Study Analysis (5 mins)</i></div><div><i><br /></i></div><div><ul style="text-align: left;"><li><i>Provide a case study that demonstrates the importance of digital literacies in nursing</i></li><li><i>Participants will work in groups to discuss and analyze the case study</i></li><li><i>Each group will present their findings to the larger group</i></li></ul><i><div><i><br /></i></div>Conclusion (10 mins)</i></div><div><i><br /></i></div><div><ul style="text-align: left;"><li><i>Summarize the key points covered in the session</i></li><li><i>Encourage participants to reflect on what they have learned</i></li><li><i>Provide resources for participants to continue their learning on developing digital literacies in nursing</i></li></ul><i><div><i><br /></i></div>PowerPoint Slides:</i></div><div><i><br /></i></div><div><i>The PowerPoint slides will include the following:</i></div><div><i><br /></i></div><div><ul style="text-align: left;"><li><i>Introduction slide with session title, presenter's name, and learning objectives</i></li><li><i>Slides on the importance of digital literacies in nursing</i></li><li><i>Slide on the digital capability self-assessment tool</i></li><li><i>Slides on developing digital literacies, including key skills and strategies for development</i></li><li><i>Slide on the case study analysis</i></li><li><i>Conclusion slide with key takeaways and resources for further learning</i></li></ul><i><div><i><br /></i></div>Assessment:</i></div><div><i><br /></i></div><div><i>At the end of the session, participants will complete a brief evaluation form to provide feedback on the session's effectiveness in meeting the learning objectives."</i></div></div></div><div><br /><b>Feelings</b></div><div><p><span style="background-color: white;">My freshest thinking:<br /><br /></span></p><ul style="text-align: left;"><li><span style="background-color: white;">Initially impressed with how it presented the information to me and instantly, but I was very specific. It gave me a structure I was looking for. However it comes with some moral thinking.</span></li><li><span style="background-color: white;">Saved me a lot of time and stress, and refining time was pretty minimal too - efficient for me.</span></li><li><span style="background-color: white;">As per my rationale in the 'Why' section above, it definitely streamlined my thinking.</span></li><li><span style="background-color: white;">A highly useful tool in an age of information overload - a thought, I can type in teaching and learning theories to churn out practical plans/techniques. Yes I can summarise articles and speak to colleagues which I will continue to do, but in this situation and being a current solo learning technologist, it was very helpful and instant.</span></li><li><span style="background-color: white;">However, I am fully conscious of the thought that would I be comfortable and happy with the reality that I have not produced or parts of the outcome? Not really, I would need to have had significant input to feel I have contributed and to feel a sense of conviction. Therefore, using generative AI for creating structures and outlines to begin to input my own human efforts.</span></li><li>The result:</li><ul><li>For me to use the response fully, Part 2 above would need to come before Part 3, and the case study would be for students to discuss as a group about their experience of what they learned from the digital capability self-assessment tool and notable surprises. Therefore I removed the case study.</li><li>The session comes out at 1 hour 10 minutes, not an hour as I asked, but may have confused it with how I said the digital capability self-assessment takes 30 minutes.</li><li>Replaced the verb understand to recognise, as it's harder to check this as this will vary between students.</li><li>Replaced their to your to make more personal.</li><li>The word participant to be replaced with student.</li><li>Later decided on title to be digital capabilities.</li></ul></ul><p><br />Below is the adapted I used that appears in the blog post above.</p><div><div><p><i>Session Title:</i></p><p><i>Developing Digital Capabilities for Nurses</i></p></div><div><i>Session Overview:</i></div><div><div><i><br /></i></div><div><i>The session will introduce the importance of digital capabilities in the nursing profession. Students will engage in a self-assessment to identify their current digital capabilities and explore strategies for developing them further.</i><div><div><i><br /></i></div><div><i>Learning Objectives:</i></div><div><i><br /></i></div><div><i>By the end of this session, students will be able to:</i></div><div><i><br /></i></div><div><ol><li><i>Recognise the importance of digital capabilities in the nursing profession.</i></li><li><i>Assess your current level of digital capability.</i></li><li><i>Develop strategies for improving your digital capabilities.</i></li></ol></div></div></div></div><div><i><br /></i></div><div><i>Pre-session activity (flipped learning approach): Students will be provided with a pre-recorded video or article/mini case study to watch or read before the session. The resource will introduce the concept of digital literacies in nursing and provide examples of why it is essential for nurses to develop these skills. </i><i>Students to come prepared with reflections, examples and ideas on how digital literacies relate to their role.</i></div><div><i><br /></i></div><div><i>The link will be communicated to students via their Virtual Learning Environment course space.</i></div><div><div><i><br /></i></div><div><i>Session plan:</i></div><div><i><br /></i></div><div><i>Introduction and i</i><i>mportance of digital literacies</i><i>(20 mins):</i></div><div><i><br /></i></div><div><ul><li><i>Welcome and introductions.</i></li><li><i>Provide an overview of the session.</i></li><li><i>Explain the importance of digital capabilities in the nursing profession - link to the pre-session activity.</i></li><li><i>Students will be encouraged to share their own experiences and ideas.</i></li></ul><div><i><br /></i></div><div><i>Part 2: Digital Capability Self-Assessment (30 mins):</i></div></div><div><i><br /></i></div><div><ul><li><i>Distribute the digital capability self-assessment tool to students.</i></li><li><i>Students will be given 30 minutes to complete the self-assessment.</i></li><li><i>Participants will be encouraged to reflect on their skills, knowledge, and confidence in using digital technology to support their roles.</i></li><li><i>Open discussion on the key digital <i>capabilities</i> required for nurses, such as digital communication, data management, and online collaboration.</i></li></ul></div><div><i><br /></i></div><div><i>Conclusion (10 mins):</i></div><div><i><br /></i></div><div><ul><li><i>Summarise the key points covered in the session.</i></li><li><i>Encourage students to reflect on what they have learned.</i></li><li><i>Provide resources for students to continue their learning on developing digital <i>capabilities</i> in nursing.</i></li><li><i>If time, facilitate a discussion on the strategies nurses can use to develop these skills.</i></li></ul></div></div></div><p><br />In January 2023, I took to my socials to express the following. I captured the conversations and other post-chat reflections and put into an older and relevant/timely blog post that I named below; '<a href="https://danielscott86.blogspot.com/2013/09/evolutionary-not-revolutionary.html">Evolutionary not revolutionary?</a>'.</p><p><i>"Two current uppermost thoughts on the #ChatGPT conversation. 1) Where is the human sense of achievement of the thinking, agonising and doing of our own efforts in what it can do for us? 2) I still stand strong in my thoughts below from 2013: https://danielscott86.blogspot.com/2013/09/evolutionary-not-revolutionary.html</i></p><p>Has my view changed? Largely I still stand by what I said below, but having the flexibility to use this in situations like this one. But where would we draw the line and are we capable of realising where that line is and stopping ourselves? And w<span style="background-color: white;"><span style="color: #222222;">here do we draw the line of not doing too much AI? Is this like Technology Enhanced Learning, not using it for the sake of it?</span></span></p></div><div><b>Other thoughts on this topic:</b></div><div><ul><br /><li>I've seen comments saying if you don't keep up with or integrate AI in your work/lives, you will be replaced. Similar to the previous comments on digital with teachers, but we're still here...</li><li>My wider role in this is to educate academics to utilise such technology effectively and positively in their roles. Just like I have been with digital.</li><li>Does using such AI tool lack higher cognition quality compared to the process of creating something yourself? Cognition only required in refining the output, and if that takes more effort in refining that output, what was the point in the use of AI?</li><li>Recruitment process - candidates can say they can do reports for example, but have no experience. If the interview panel question this, what would they expect as a response and how does it matter to them and the role? The outcome is that they can use AI to do the report and it's structure, tick, does it matter in the role it's not actually by them? And should employers question this or shouldn't they be bothered? But ethics and personal ethics might say they should.</li><li>Relies on personal ethics - can someone be confident speaking about work and creative arts that wasn't done by them. But that might be viewed acceptable and how we want to use AI, for structures like I did here. Perhaps it can be used to re-write an accreditation, they are not often academic-based, but I can input that in afterwards.</li><li>Will eventually affect jobs like graphic design, copy typing, ghost writing, even accounting maybe.</li><li>Can create learning content for us.</li><li>Early adopters can get away with it for now - until law and guidance is sorted out.</li><li>Prompt engineering a skill I'm now developing in my role. I could use for developing a digital strategy and then I can refine it.</li><li>Next general election will be horrendous in the use of AI generated content - always verify everything you see.</li><li>There is no copyright (currently) attached to AI produced multimedia, we do not own it as we did not create it. And the AI may reuse it.</li><li>Regarding assessment, if educators are now looking to re-design/reimagine their assessments that AI cannot do or is harder for it to do, but the technology industry is looking for AI to do those things, it becomes a vicious circle.</li><li>If assessment processes change for students to use generative AI, should this change for adults using it to complete professional accreditations?</li><li>I am still challenged on my own morals and ethics in using generative AI, and if my workplace and colleagues will accept something that I co-produced/fully produced through AI.</li><li>Do people want to consume AI material and communication all the time, over people's authentic words and experience?</li><li>I wonder if the consumption of web pages might dwindle as AI rises and increases.</li><li>Whilst AI does assist, I still stand strong in that to truly develop and apply emotional intelligence as a human, you have to fulfill cognitive processes. Not just rote questions/prompts and parroting a response.</li><li>On AI at NTU. There's lots of new and exciting external/third-party tools being promoted. But what is NTU's position on staff using them? As like other external/third-party tools, should we be encouraged (where appropriate/relevant) to only use the tools supported and/or endorsed by NTU? And what are the GDPR considerations of the 'free' tools and how individual data is being used? Is NTU pursuing a paid-for generative AI licenced tool or awaiting forthcoming Microsoft option(s)?</li><li>I wonder if asking AI will become the norm rather than asking peers. Through the fear of feeling inadequate.<br /></li><li>Overuse can result in lack of independent thinking and presence of your own voice.</li></ul><div><br /><b>Some thought-provoking posts:</b></div><div><br /><ul><li>Molly Vollman Makris , Nate Mickelson and Ryan Coughlan - "<a href="https://www.insidehighered.com/opinion/views/2023/04/27/readying-students-ai-revolution" target="_blank">...perhaps most importantly, we must recognize that ChatGPT relies on existing knowledge rather than generating new ideas. AI tools need human creators to continuously add to their store of information in order to advance.</a>" Resonates with my opinion that generative AI is just re-interpreting our own human inputs. Which can lead to echo chamber issues.</li><li>Sue Beckingham - "<a href="https://www.linkedin.com/feed/update/urn:li:activity:7041885534050263040/" target="_blank">A key concern relating to ChatGPT is academic integrity. I asked the latest GPT4 “To avoid academic integrity issues what alternative assessment might be suggested?</a>"</li><ul><li><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDw3Ea90LR6ytla3g2TpM6yjYXos_zZ5QTX39tjxs86adJ4-HiNNj_yyOR8BEN01UQQDnIWnEtAQ349BePsRh1r6kcLR6akSwf0pG82b-yMnfX7aiODnF7vT3ae2DVbYt5UA98klpDABbqXBD5AbXLMSGYi5Kf5hvBraAHScSoxt4jNQXn2kl4Y_6o/s1764/Sue%20Beckingham%20ChatGPT%20academic%20integrity.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1764" data-original-width="1170" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDw3Ea90LR6ytla3g2TpM6yjYXos_zZ5QTX39tjxs86adJ4-HiNNj_yyOR8BEN01UQQDnIWnEtAQ349BePsRh1r6kcLR6akSwf0pG82b-yMnfX7aiODnF7vT3ae2DVbYt5UA98klpDABbqXBD5AbXLMSGYi5Kf5hvBraAHScSoxt4jNQXn2kl4Y_6o/s320/Sue%20Beckingham%20ChatGPT%20academic%20integrity.jpg" width="212" /></a></div></li></ul><li>Daren White - "<a href="https://www.linkedin.com/posts/darenwhite_aiineducation-aiineducation-ethics-activity-7048566792734044160-yYbD" target="_blank">Aren't we all guilty of paraphrasing/ recycling things we've seen and heard into our own words, mixed with our own ideas? So what constitutes a 'student's own work'?</a>"</li><li>Stefano Andrean - "<a href="https://www.linkedin.com/posts/stefanoandrean_chatgpt-dalle2-activity-7046030913335398400-3kOh" target="_blank">The photo you see below might be shocking, but it doesn't exist. It was made in a few seconds using ChatGPT & Midjourney and is 100% fake...</a>"</li><li>Morten Rand-Hendriksen - "<a href="https://www.linkedin.com/posts/mortenrandhendriksen_chatgpt-openai-azure-activity-7049787144898297856-cGQW?utm_source=share&utm_medium=member_desktop" target="_blank">Don't feed company data, proprietary code, or any intellectual property into #ChatGPT</a>."</li><li>Simon Buckingham Shum - "<a href="https://www.linkedin.com/posts/simon_in-early-2021-a-group-of-colleagues-began-activity-7051679231679889408-JEtD/" target="_blank">Empowering Learners for the Age of AI</a>"</li><li><a href="https://altc.alt.ac.uk/blog/2023/04/ai-and-education-chatgpt-and-its-future" target="_blank">AI and Education: ChatGPT and its Future</a> by Liam Needham.</li><li>Andre Durand - "<a href="https://www.linkedin.com/posts/andredurand_evolution-can-be-brutal-and-ruthless-everything-activity-7059499432416866304-Mraa" target="_blank">Evolution can be brutal and ruthless.<br /><br />Everything we’ve come to appreciate about intellectual property and copyright law is existentially threatened by AI’s insatiable appetite to consume all human knowledge to produce derivative works at the speed or light.<br /><br />To be clear, humans do this, just not at this scale. We transfer knowledge to one another and consume the written and oral works of others to produce our own “unique” combination of words and thoughts that we call IP and protect with laws like copyright. But our work does often build on the thoughts of others.<br /><br />The breakthroughs and efficiencies to be gained by a single model that consumes all human thought will be profound and in proportion to havoc it deals to our status quo.<br /><br />From an identity perspective, provable authenticity, once taken for granted in many of our digital interactions, can no longer be assumed. The ability to recreate or clone words, behaviors, voice and other patterns of recognition will now be democratized and commoditized.</a>"</li><ul><li>Stephen Downes - "<a href="https://www.linkedin.com/feed/update/urn:li:activity:7059499432416866304?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7059499432416866304%2C7059700085042860032%29" target="_blank">Our work *only* builds on the thoughts of others, and people with enough privilege were able to claim it as their own. It is only now with the possibility that anybody can do this that we are recognizing the basis of copyright and IP in a certain kind of theft. As I've argued: https://www.downes.ca/post/65</a>"</li></ul><li>Lori Niles-Hofmann -</li></ul></div></div><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><div style="text-align: left;"><div>"<a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank">Is anyone else mildly obsessed with the Glasgow Willy Wonka Experience fiasco? 🍭🍫</a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank"><br /></a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank">A company used #AI to generate posters and social media to sell tickets to a promised immersive experience based on the beloved Roald Dahl children's books. At £35 per entry</a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank"><br /></a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank">They even went further and gave AI-generated scripts for actors to follow, ratcheting up the adventure authenticity</a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank"><br /></a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank">Except the scripts didn't make sense and included a hallucinated new character called "The Unknown" that scared the ever-living bejeebers out of the under-7-year-old crowd. The decor barely suggested a chocolate factory and the treats included half a cup of lemonade and a few jelly beans 🍬</a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank"><br /></a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank">Oh, and the police were called</a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank"><br /></a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank">Now, I have never snubbed new technology and believe in the potential and possibilities. I simply find this a hilarious tale of the expectations and reality of what shortcuts AI can really afford us</a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank"><br /></a></div><div><a href="https://www.linkedin.com/posts/lorinileshofmann_ai-activity-7170086767180591104-SKv6/" target="_blank">And spare a thought for this poor Oompah-Loompah who didn't know what she was getting into when she answered the job advert, "creative environment, wear multiple hats, become part of a dynamic team, be a self-starter"🧐🍫</a>"</div></div></blockquote><div><br /><b>Some related articles to my context:</b></div><div><br /></div><div><ul style="text-align: left;"><li>Donald Clark - <a href="https://donaldclarkplanb.blogspot.com/2023/03/pedaigogy-new-era-of-knowledge-and.html" target="_blank">PedAIgogy – new era of knowledge and learning where AI changes everything</a></li><li>Donald Clark - <a href="https://donaldclarkplanb.blogspot.com/2023/04/learning-designers-will-have-to-adapt.html" target="_blank">Learning Designers will have to adapt or die. 10 ways to UPSKILL to AI….</a></li><li>Digital Learning Institute - <a href="https://www.digitallearninginstitute.com/learning-design-chat-gpt" target="_blank">Should Instructional Designers use Chat GPT?</a></li><li><a href="https://dancourseuk.wordpress.com/2023/04/18/the-instructional-designer-job-is-going-away" target="_blank">THE instructional designer JOB is going away</a> by Dan Course.</li><ul><li>David Hopkins - "<i><a href="https://www.linkedin.com/feed/update/urn:li:activity:7054005619644624896?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7054005619644624896%2C7054019555676835841%29" target="_blank">I agree with your sentiment, but have a slightly (only slightly, mind you) more positive outlook. I don’t think the ID or LD role is going away, but this is pivitol moment in how the role is defined and used within an institution. What IDs and LDs do now is finally being articulated and understood outside of the people who are directly involved in and with IDs/LDs. The advent of generative AI will mean their work is different, it can be done (maybe) in less time, and (may) get better results from the use of AI. AS I’ve said before, and we’ve talked about before Dan, the ID/LD needs to form a relationship with the author/SME, and it is this that informs what and how the courses get built. This will not change, despite the access to AI by an author or SME … the ID/LD will be the Knowledge expert who knows the intricacy of how to build the prompt that gets the AI to build the course.</a></i>"</li></ul><li>Alistair Town - <a href="https://www.linkedin.com/posts/alastair-town-638871195_genai-aiinhe-productivity-activity-7114537607404888064-LwM9" target="_blank">Using generative AI and 80-20 principle prompts to create a learning roadmap</a></li><li>Peter Williams - <a href="https://www.ntu.ac.uk/about-us/teaching/academic-development-and-quality/cadq-blogs/chatgpt-as-co-creator-academia" target="_blank">ChatGPT as a co-creator in academia – a revolutionary approach</a></li></ul></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-88935264776157272832023-03-10T08:00:00.006+00:002023-03-18T14:46:53.525+00:00Jisc Digifest 2023 summary<p><a href="https://danielscott86.blogspot.com/2020/03/jisc-digifest-2020-summary.html" target="_blank">In the format of my last in-person visit in 2020</a>. I attended Day 1 of Jisc Digifest on 7 March 2023. Here’s a brief summary of what I experienced to share with colleagues:</p>Me – “<i><a href="https://twitter.com/_Daniel_Scott/status/1633048509216694272" target="_blank">Here at @Jisc #Digifest23, excited to catch up with people and absorb all things #edtech. If you see me do say hello</a>.</i>”<br /><br /><ul style="text-align: left;"><li>Welcome:</li><ul><li>Good reminders about how innovation is in all of us; we all have the ability to be innovators. Though with my digital innovation hat on that depends on what kind of digital person you are.</li><li>A good point on how small changes in policy and practice can make positive differences towards innovation.</li></ul><li>Key note on Artificial Intelligence (AI):</li><ul><li>Conference theme largely about digital innovation.</li><li>Important to have a vision and connect with people on the journey.</li><li>We are living in the ‘century of wonder’ – though we can't properly address 21st century challenges with 19th century mindsets.</li><li>A good mention and example of innovation taking inspiration from nature. An odd looking suitcase wheel, was it round, square or both? It wasn’t made just to be different and stand out but had a clear purpose; the wheel removes stones in its pathway, just like a snake does when moving.</li><ul><li>I did see a nature-related slide that was quite triggering though; “we can redesign nature”. I disagree, nature can be our greatest inspiration, in most cases, not to change it. We need to be more connected and aligned to it.</li></ul><li>Me Tweeting when there was emphasis on managing the panic of AI – “<a href="https://twitter.com/_Daniel_Scott/status/1633061110147436545" target="_blank">Not just about damage control on the 'panic of #AI', but we know what happens with tech when it gets into wrong rich and greedy hands... I feel there are lots issues to address before we can get to more positive use. #Digifest23</a>”</li><li>Me quoting someone’s Tweet:</li><li>Jo Fletcher-Saxon – “<a href="https://twitter.com/JFletcherSaxon/status/1633059285314723842" target="_blank">Powerful talk. AI in Ed, such powerful potential. ‘Machines do not have tacit knowledge’ and the fourth brain - the gut. Embodied knowledge. Emotional intelligence. Social cohesion. 👏 @inma_martinez #Digifest23 #ArtificialIntelligence</a>”</li><ul><li>Me – “<a href="https://twitter.com/_Daniel_Scott/status/1633061110147436545" target="_blank">Good for some tasks, but for #healthcare education use, some aspects will need the emotional elements. #Digifest23</a>”</li></ul></ul><li>Demonstration: Wales Virtual Hospital – an "educator first" immersive teaching platform:</li><ul><li>A platform for deploying immersive simulations, developed in-house and in partnership with Welsh NHS.</li><li>Looks like Oxford Medical Simulations, a demo that I had previously arranged and in process of setting up a trial and generating use/business case.</li><li>Challenges and principles:</li><ul><li>Educator focused: content experts creating content; fits with teaching practices. Creating content that fits in with teaching practices. Should be all about how people want to teach and not be restricted by the technology.</li><li>Flexible: update easily as guidelines change; duplicate and adjust difficulty.</li><li>Collaborative: co-create scenarios, share across departments, IPE/MDT scenarios.</li><li>Accessible: lightweight for low-spec devices, multiple delivery methods.</li><li>Sustainable: LMS integrations; user group; roadmap.</li><li>Scalable: deploy scenarios to large numbers of students; facilitated/unfacilitated.</li><li>Scenarios used:</li><ul><li>Image-based – patient journey, shift.</li><li>Video-based – 360 video, standard (flat) video.</li></ul><li>Positive feedback:</li><ul><li>Staff: easy and quick; aligned to learning outcomes; repeat practice of complex/rare scenarios; helps with variability of placements; cross-institutional.</li><li>Students: realism; intensity - adrenaline running; visualise a scenarios actually happening; engaging, interactive and useful; improved confidence before in-person session.</li></ul></ul></ul><li>Demonstration: Using virtual reality in teaching and learning practical skills:</li><ul><li>FE tutor – not always teaching through VR, Second Life, just for the added value elements.</li><li>Active learning and tutor led but creating opportunities for students to engage in.</li><li>RPG game-type approach: brief; exploring environments and finding objects; finding and communicating with people.</li><li>During pandemic the tutor relied on Second Life to teach their students practical forensic skills; crime scene investigations. Which looks a bit like Unity scenes.</li><li>Has plans to take from VR to make more immersive.</li><li>Students had training before going in Second Life.</li></ul><li>Panel discussion: Generative AI – embrace or shut down? a debate:</li><ul><li>General consensus is there's clear benefits, concerns and challenges of AI. It is here to stay, just like social media, calculator etc. Building positive use with students is a good way forward. Agree approaching slowly and gently until positive approaches are worked out.</li></ul></ul><br />Overall, a great day experiencing current discussions and practice taking place across sectors and specialisms. There was nothing in particular that stood out as new or game changing – not that was my aim. But I am sure that future conferences will feature interesting sessions through the experimentation of AI, now that is widely accessible. The VR demonstrations have allowed me to reflect on our technology enabled department, provision and my approach to our VR wall; what further digital leadership, clarity, support and resources are required. E.g. communication of my digital strategy/operational plan, digital curriculum service, VR wall roadmap and wider collaborations with our clinical skills technicians and partners. In particular, building better connections and collaborations with our technicians, to progress our VR and immersive learning environments.<div><br /><div>I had some great conversations with external colleagues whom I’ve not seen in-person for a while, and some met for the first time. Phil Whitehead, Chris Melia and I decided to re-create a picture from our last in-person meet up – a new tradition.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn0d71Ruxb7fCPL-S_Ha1l2_4_oH8tp4aeSNo1aYKs_lBD08F6BIPoqC7Hwm9tdV2pzf9tuFC6CgAnVC1Pd7P4WBO5CSlrUWyOr7ngjS9cOq-BFIQTh2GH45IJTnLDbZ6Mvw4-WDCqK0tYD_wpQC6TWBxCZzPwCdI_rPNPcTzwnRtu5iAkh-wVq5G9/s1478/Jisc%20Digifest%202023%20-%20Phil%20Whitehead,%20Dan%20Scott-Purdy%20and%20Chris%20Melia.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1478" data-original-width="1108" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn0d71Ruxb7fCPL-S_Ha1l2_4_oH8tp4aeSNo1aYKs_lBD08F6BIPoqC7Hwm9tdV2pzf9tuFC6CgAnVC1Pd7P4WBO5CSlrUWyOr7ngjS9cOq-BFIQTh2GH45IJTnLDbZ6Mvw4-WDCqK0tYD_wpQC6TWBxCZzPwCdI_rPNPcTzwnRtu5iAkh-wVq5G9/s320/Jisc%20Digifest%202023%20-%20Phil%20Whitehead,%20Dan%20Scott-Purdy%20and%20Chris%20Melia.jpg" width="240" /></a></div><div><br /></div><div>I also continued a conversation with our Jisc account manager on the use of university’s subscription to the Building Digital Capabilities tools, for our small-scale nursing digital literacies project. The event was also an opportunity to reaffirm my knowledge and practice, and that I am on the right track with other digital developments.</div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-89385570806729204782023-03-06T08:00:01.291+00:002024-02-02T13:15:03.597+00:00Learning technology manager - a celebration<div><div>As I said on my personal social medias on 31 December 2022;</div><div><div><div><div><br /></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;">"<span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;"><i>Deep gratitude for what is, has and yet to be. </i></span><span style="color: #222222;">🌱💫</span>".</blockquote></div><div><br /></div><div>This includes this momentous blog post, where I am empowered to silence my modesty and take the time, and take it in, to unapologetically celebrate some outstanding personal and professional achievement. Spring draws closer and new growth is emerging...</div><div><b><br /></b></div><div><b>Opportunity</b></div><div><div><br /></div><div>Following on from where I started out in my Digital Curriculum Support and Developer role, introduced in my blog post <a href="https://danielscott86.blogspot.com/2021/12/roots-and-beyond.html">Roots and beyond</a>. A promotional opportunity had arisen within my current place of work; a permanent Digital Curriculum Manager role within in the Institute of Health and Allied Professions (IHAP). First advertised on a cold and dark December evening before Christmas break - a shudder in my heart of the realisation that this is it, my career is about to change and progress once again, but this time with lots of growth, responsibility and accountability. I absolutely went for it wholeheartedly, went on to getting it and here's why this promotion is important to me.</div><div><br /></div><div>It is a type of role that I have always wanted to do and reflected in the title. Not blended in as part of a support role and not acknowledged or paid properly for it, which had been my previous experience to this point. In the past I have had a couple of near chances of being a learning technology manager when I worked in Further Education (FE). I'm grateful for not getting that learning technology manager job now, as it would not have led me to where I am now, and all the opportunities and self-development and progression that came with that journey. I would have been trapped and eventually suffocated as there was no room to grow. Hence outgrowing that role in FE all of those years ago. There were a few promised opportunities that failed to come to fruition and some were unsuccessful, even if I was a highly appointable candidate. So it took a while for me to reach this in-built goal. But these detours along my career journey were necessary to learn and grow to be the leader and manager that I am today.<span style="background-color: white; color: #222222;"> </span>I've been through the ranks of a learning technologist and can speak wholeheartedly from my experience. More on my leadership and management and history in the section 'Origins of a leader/manager' in my '<a href="https://danielscott86.blogspot.com/2020/12/dared-to-lead.html">Dared to lead</a>' blog post.</div><div><br /></div><div>As mentioned I've long been working at a senior level without any official title or status, so this role is a natural fit and progression for me. Just because my senior abilities weren't in any previous job title doesn't mean I didn't do that level of work or wasn't capable. For<span style="background-color: white; color: #222222;"> many years I have also generously dispensed my (wanted or unwanted) strategic thinking and ideas to other leaders/managers, and</span><span style="background-color: white; color: #222222;"> managed and developed others without the necessary credit. As well as my proactivity and abilities being taken advantage of, for the manager/leader to take a back seat. But I'm glad I saw the opportunity in this and excelled, all of which</span><span style="background-color: white; color: #222222;"> led to this moment. I can now harvest all of that for this new role and our institute. </span>I define myself as a learning technologist that has a blend of strategic/operational, pedagogical and facilitative attributes, as I identified in the section 'What type of learning technologist am I?' of <a href="https://danielscott86.blogspot.com/2022/06/learning-technologist-role-profile-defining-types-academic-practice.html">this blog post</a>. However, my previous positions either lacked opportunities to progress my talents in this space or I was not inclusively supported in developing them.</div><div><br /></div><div>What attracted me to this leadership and management role, firstly, was that again like the Digital Curriculum Support and Developer role, it is a brand new role. Meaning that I am not replacing a previous individual; a clean slate and consolidating more than 13 years learning technologist experience. Timely as the department is still new and enables me to shape my role, landscape and start from the beginning. As it’s harder to change what already was and is. Secondly, allowing me to narrow down to a context and specific curriculum. Once again <span style="background-color: white; color: #222222;">I saw the opportunity and </span><span style="background-color: white; color: #222222;">challenge</span><span style="background-color: white; color: #222222;"> before me to finally be in a role I was longing to do, and to utilise and develop my expertise and grow further - not be confined. </span><span style="background-color: white; color: #222222;">I've invested heavily in time and money on my Continuous Professional Development (CPD) in education over the years;</span> information technology and computing (2011),<span face=""Amazon Ember", Arial, sans-serif" style="background-color: white; color: #0f1111; font-size: 14px;"> </span><span style="background-color: white; color: #222222;">teaching (2011, 2012, 2014), assessment (2014), lead internal verification (2015) and Technology Enhanced Learning MSc (2016), and more recently qualifying as a C</span>hartered Management Institute (CMI) Level 5 Diploma in Management and Leadership (2021) and completing the <a href="https://danielscott86.blogspot.com/2021/03/jisc-digital-leaders-2021.html">Jisc Digital Leadership 2021</a> - <span style="background-color: white; color: #222222;">so it would be pointless if I didn't use them. I have d</span>evoted the first half of my life to my career to get me where I am now and heading next. Mission done. Weirdly I now seem to be taking more time to actually sit with myself and reflect on all of my milestones. Including my prestigious award I won back in 2016; the Association for Learning Technology (ALT) <a href="https://danielscott86.blogspot.com/2017/08/reflection-of-winning-year-on.html">Learning Technologist of the Year Award 2016 (individual award)</a>. It feels some what unreal that I have done what I have done - I work hard, I really do. I even came across this quote in another blog post from 2017 that pretty much sums up this blog post; "<a href="https://danielscott86.blogspot.com/2017/08/reflection-of-winning-year-on.html"><i>I have a lot of <span data-dobid="hdw">entrepreneurship</span> in me and it would be a huge waste not to use this gift. I'm still aspiring to be some sort of digital leader, may that be leading an organisation and supporting people for digital change or ensuring that an organisation's digital learning offering is industry leading. I do know that I want to work to my strengths that consists of rationalising, strategising, analysing, structuring and designing for learning technology/eLearning implementation and supporting and developing others in the process and application</i>.</a>"</div><div><br /></div><div>I am keen to hold the Digital Curriculum Manager role as it enables me to continue what I have established, shaped and developed in my then current role. Building on my natural and strong strategic, leadership and management disposition and skillset, and being . As well as allowing me to specialise in digital healthcare higher education (HE), whilst providing a progressive development opportunity for me to build on new challenges and opportunities. Further to my recent PebblePad Region ownership and management (specific assessment workflows and functionality), new academic year process of our professional competency workbooks, coordinating digital developments and CPD on H5P and PebblePad skills workshops and devising a IHAP digital curriculum questionnaire. Below are other pieces of evidence of what I have done in my then current role. Great to see all milestones and influential pieces and going above and beyond. All whilst a solo lead learning technologist, which is often unheard of for this type of role as we thrive on collaboration. Imagine the potential with my future successor!</div><div><ul><br /><li><a href="https://danielscott86.blogspot.com/2022/01/creating-and-improving-asynchronous-learning-opportunities.html">Creating and improving asynchronous learning opportunities</a>, 7 January 2022</li><li><a href="https://danielscott86.blogspot.com/2022/02/planning-and-facilitating-digital-innovation-snippets-of-practice.html">Planning and facilitating digital innovation - Snippets of practice</a>, 2 February 2022</li><li><a href="https://danielscott86.blogspot.com/2022/03/establishing-digital-development-group.html">Establishing a digital development group</a>, 17 March 2022</li><li><a href="https://danielscott86.blogspot.com/2022/05/ont-panel.html">On't panel</a>, 17 May 2022</li><li><a href="https://danielscott86.blogspot.com/2022/05/virtual-reality-wall.html">Virtual Reality wall</a>, 26 May 2022</li><li><a href="https://danielscott86.blogspot.com/2022/07/away-day-feel-good-moment.html">Away day - a feel good moment</a>, 11 July 2022</li><li><a href="https://danielscott86.blogspot.com/2022/08/digital-curriculum-engaging-colleagues-in-the-process.html">Digital curriculum - engaging colleagues in the process</a>, 31 August 2022</li><li><a href="https://danielscott86.blogspot.com/2022/09/h5p-happenings-my-observations-and-findings-of-colleague-perceptions.html">H5P happenings: my observations and findings of colleague perceptions</a>, 5 September 2022</li><li><a href="https://danielscott86.blogspot.com/2022/10/newsletters-as-a-vehicle-for-progressing-digital-practice.html">Newsletters as a vehicle for progressing digital practice</a>, 31 October 2022</li><li><a href="https://danielscott86.blogspot.com/2022/11/virtual-placements-using-h5p.html">Virtual placements using H5P</a>, 25 November 2022</li><li><a href="https://danielscott86.blogspot.com/2023/05/developing-digital-capabilities-in-healthcare-higher-education.html">Developing digital capabilities in healthcare higher education</a>, 2 May 2023</li><li><a href="https://danielscott86.blogspot.com/2023/06/exploring-a-pedagogical-rationale-for-vr-and-immersive-learning.html">Exploring a pedagogical rationale for VR and immersive learning</a>, 23 June 2023</li><li><a href="https://danielscott86.blogspot.com/2023/06/enabling-positive-virtual-reality-and-immersive-learning-adoption-a-journey-of-integrating-vr-walls.html">Enabling positive Virtual Reality and immersive learning adoption: a journey of integrating VR walls</a>, 27 June 2023</li><li><a href="https://danielscott86.blogspot.com/2023/07/digital-curriculum-questionnaire.html">Digital Curriculum Questionnaire</a>, 5 July 2023</li><li><a href="https://danielscott86.blogspot.com/2023/09/achieving-sfhea-and-scmalt.html">Achieving SFHEA and SCMALT</a>, 4 September 2023</li><li><a href="https://danielscott86.blogspot.com/2023/10/tilt-virtual-reality-and-immersive-learning-group.html">TILT Virtual Reality and Immersive Learning practice and scholarship group</a>, 31 October 2023</li></ul><div><br />I therefore see this manager position to be a fitting and fulfilling opportunity to enhance and progress IHAP’s digital and online learning and teaching offer. Including curriculum design, Virtual Reality (VR)/immersive learning, online asynchronous learning, Virtual Learning Environment (VLE) application, digital content and online teaching skills to progress our existing high standards. Moreover, implement more of my ideas and plans in my digital strategy/operational plan I independently developed, which has guided me to now. I endeavour to refine this as part of the main IHAP strategy which I am excited to take to our leadership team for review. Overall, I am highly passionate about digital technology and online learning design and am confident my existing and transferrable knowledge, skills, abilities, enthusiasm and commitment required for this position. I think that anyone that is passionate about their job and has these qualities will impact significantly on the organisation and it's colleagues and students.<br /></div></div><div><br /></div><div>I've also a growing curiosity for healthcare higher education which is specialist in it's own right, and requires different approaches and resources. Not many other subjects has extensive use of VR walls, immersive learning types, complex professional competency workbooks and non-traditional course structures. It provides an excellent opportunity for me to develop my expertise in healthcare higher education and technology.</div><div><br /></div><div>I applied and let the 'universe' do it's work... As daft and cringe as it may be, ahead of the interview I reminded myself of that scene in Burlesque (2010) when Christina Aguilera's character is auditioning and Cher's character says the following. Of which resonated with me and pushed my motivation even further all of those years ago.</div></div></div></div><div><div><div><br /></div></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;">"<i>I can't tell you. Nobody can tell you. You gotta make me believe that you belong up there. That you own that stage and nobody is going to take it away from you...You want to show me something, show me that.</i>"</div></blockquote><div><div><br /></div><div>This is my Ruth Wilder (GLOW from Netflix) moment. If any readers know the TV show and the character's story arc, you know.</div><div><br /></div><div>I got the job and am unashamedly proud! I'm so grateful and elated. It still feels quite surreal. Thanks to my Head for trusting in me to lead our digital journey, and enabling me to carry out my long-term vision and fulfil my career goals. I'm officially appointed as a <b><u>Digital Curriculum Manager</u></b>: digital - a strategic expert on digital pedagogy; leading our technology enhanced learning, teaching and assessment plans. And ensuring they are appropriate for physical and digital learning environments, including digital literacies and capabilities of students and colleagues; curriculum - healthcare professions including nursing, paramedicine, public health and potentially occupational health; manager - management of our curriculum technologies and a small team, including a leadership and strategic focus for the institute. <a href="https://www.linkedin.com/in/danielscott86/details/experience" target="_blank">Full details of my new role are on my LinkedIn profile</a>. <span style="background-color: white;"><span style="color: #222222;">Also a great milestone, as I have just past 5 and a half years at the university; quality in the incremental career progression, just the way I prefer it to be. </span></span>Like my last role, I may have been the only one interviewed, which shows that I am what they are looking for and clearly met the requirements and expectations - well I have been modelling the role. Perhaps I embodied myself as an acting interim manager. Plus my previous line manager before my Head, a Principle Lecturer, ended my last appraisal cycle with exceptional, where I had modestly put strong. Though it was later to be confirmed strong from higher up. The Principal Lecturer stating higher than strong justifies my work and going above and beyond.<span style="color: #222222;"><span style="background-color: white;"> </span></span>I was offered it within an hour after the interview, and of course I accepted! Though I'd have been extremely surprised and very possibly upset if I didn't get this, given I am doing most if not all the job currently and which it was heavily inspired on. And would have been a trigger on similar situations in the past! Where I had been doing the job and displaying those qualities, to then continue this and hand over my work to the successor. Moreover, I wouldn't know how I could continue in a support role if I had been working at this level. But fear not, this was not the case - so no room for negativity here now. On the way home that day of the interview and outcome I saw the symbolic kingfisher on the side of a vehicle - a good sign of prosperity to come. I'm glad I took the decision to work in the academy, as I wouldn't have had such opportunity. I saw the potential in this role and what more it could be, as well as having a development opportunity to progress to. It truly is a dream role for me, that has a great balance of learning technology and scholarship.</div><div><br /></div><div>I am also my proud of astute strategic abilities and influential work I ostensively carried out, that enabled such opportunities (and now a department career pathway) to be created - this is my biggest personal career achievement to date, well along side winning the ALT Learning Technologist of the Year Award 2016 (individual award). I can see why some may not want to go above their pay grade or beyond their job description, even if it comes naturally as it does for me. But that is an opportunity in itself to shape and to lead your role/space and inspire/enable such roles like this to be realised. Just like when I did my Digital Curriculum Support and Developer pre-arrival role planning that included: a two year roadmap to establish my role; what I want and don't want to be viewed/described as; RACI (Responsible, Accountable, Consulted and Informed) to help understand and develop my remit/boundaries and how I engage with colleagues and wider department etc, IHAP stakeholder analysis and tasks and communications to do and confirm ahead of my start date.</div><div><br /></div><div>I've definitely earned it and am so proud of myself of for finally getting a position of this type. After everything I have fought for and challenged myself in. I'm where I am meant to be, doing what I am meant to be. I feel strongly validated of my expertise and skills, which I really needed given what I had experienced in my previous team. Being recognised for these qualities and offered such promotion I find rare. <span style="background-color: white; color: #222222;">I've spent most of my career developing and proving. The latter, I no longer need to do now. </span><span style="background-color: white; color: #222222;">I've put so much effort into my career and t</span><span style="background-color: white; color: #222222;">his speaks volumes, I thoroughly deserve it, and as my Head told me. I guess that's the working class </span>ex-mining town <span style="background-color: white; color: #222222;">roots in me, I put the graft in. </span>Now I can concentrate on refining my learning technologist leadership and management abilities and focusing on achieving other professional missions in this space.</div><div><br /></div><div><span style="background-color: white; color: #222222;">It took me a long time to realise this, but I do feel it was my destiny to be in this role at this time. </span>I have a reaffirmed belief and trust in myself, and confidence in my leadership and authority where I had previously been inhibited/suppressed due to toxic workplace manipulation. <span style="background-color: white; color: #222222;">Perhaps I posed a threat to others; how capable I am of such things. </span> Luckily I'm strongly motivated by personal success which is also my sword and shield. Getting this role defeats those dark-minded critic's opinions and tactics. <span style="background-color: white; color: #222222;">This type of success is what happens when you take the decision to carry on pursuing your goals and leaving an environment that practices toxic workplace manipulation. </span><a href="https://danielscott86.blogspot.com/2020/10/imposter-phantom-in-self-or-environment.html">My imposter syndrome</a> is still present but has somewhat reduced in capacity since moving to this my previous role and institute. M<span style="background-color: white; color: #222222;">ore on all of this in the 'Roots and Beyond' blog post.</span></div><div><br /></div><div>I can genuinely say I didn't go for the job for the elevation in pay. But to do the role itself and continue in this place of work and context. It is a natural role I have been doing for years, I just haven't held such official opportunity. The role means more to me than the pay scale; the passion of the role and personal achievement. But yes it's great to be officially on the pay scale for the work I actually do and have been for many years. Salary and title chasing really doesn't bring happiness - it's one of those capitalistic things that's indoctrinated into us. But I am now worth more in the weight of my expertise and experience and naturally want to progress to a higher role due to this. Though if I want to progress in a similar role, then let's be real, it does help on the ol' résumé/CV with manager or leadership in the title. But I won't be moving on for a very long time yet, I've much to do, achieve and enjoy here!</div><div><div><br /></div><div>The day after the interview we had our department meeting, so in my standard agenda item to update on digital developments, I took the opportunity to say;</div></div><div><br /></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Me - "<i>Biggest update, I am proud to update that I have accepted the offer of Digital Curriculum Manager. Presently, service continues as normal, but in the long-term expect to see another person alongside me and increased excitement and improved service in all things digital curriculum. <br /></i></div></blockquote><div><i><br /></i></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;"><i> Without sounding too cringe worthy. As I said to Anne yesterday in the debrief, this is the best workplace I have worked in to date. Yes the healthcare profession helps but the culture Anne and everyone creates makes feelings like this possible. Thanks to everyone for their support and engagement with me – I have a vision, and everyone is included in our journey.</i>"</div></blockquote><div><div><br /></div><div>And because of this culture I have been able to fulfil my bestest potential in a nurturing and empowering environment.</div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><br /><div>Me - "<a href="https://twitter.com/_Daniel_Scott/status/1632644710186594306" target="_blank"><i>Proud to announce that I have been promoted and today I start my new role as Digital Curriculum Manager. Excited to continue specialising and leading the development and continuous improvement of digital learning experiences in our healthcare higher education. </i>🙌</a>"</div></blockquote><div><div><br /></div><div>I woke up with an excited feeling today, 6 March 2023, as I start my first day as an official manager. A new chapter, and from here onwards I'll be a manager of some kind. I'm fully energised and committed to bring further learning technologist expertise into our healthcare courses and profession. <span style="background-color: white;">In this role I will continue to have autonomy and remit for our institution's staff and students, and fulfil my ambitions for our institute, which I outlined in my digital strategy/operational plan. There is so much more I/we can achieve with a small team. It’s really exciting and I have lots of energy to put into it.</span><span style="background-color: white; mso-spacerun: yes;"> </span><span style="background-color: white;">I really want to shape and progress our digital healthcare higher education. T</span>hough because I am now in this higher role, it doesn't mean that I am now going to create external followship - that's for the more activist types. I'm sticking to my original intentions;</div><div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><br /><div>Me - "<i><a href="https://danielscott86.blogspot.com/2021/12/roots-and-beyond.html">My overall goal in the role is not to make a seismic change, but making sure that everything is about enabling and improving the most effective digital and online learning, teaching and assessment offer, in the healthcare context. However, I </a></i><span style="color: #222222;"><i><a href="https://danielscott86.blogspot.com/2021/12/roots-and-beyond.html">have wider ambitions to make a difference specifically at an institute, subject and course level.</a></i>"</span></div></blockquote></div><div><br /></div><div><span style="background-color: white;">EDIT: January 2024 I developed my new professional online profile tag line: <i>Making a local difference to UK healthcare HE by leading, enabling and improving our digital learning experiences</i>.</span></div><div><span style="background-color: white;"><br /></span></div><div><span style="background-color: white;">Whilst it's a manager in title, I am also a leader in this role; setting direction and questioning and challenging assumptions and practices. </span>W<span style="background-color: white;">hat kind of manager will I be? The approachable, supportive and inclusive one I've been demonstrating for years that's for sure. </span><span style="background-color: white;">As for supporting and developing others, that's a conversation to be had and how others like to be managed. But now I have the official platform to develop this professional aspect. </span>Bringing in a new sense of authority, responsibility and accountability in my role, as well as in the institution and wider university. <span style="background-color: white;">Whilst I'll have a redefined authority, but I will remain 'me' in my unique inclusive leadership and management approach. </span><span style="background-color: white;">I promise to be an inclusive leader, as I outlined in the section 'Lead wholeheartedly' in the 'Dared to lead' blog post. </span><span style="background-color: white;">I now need to reflect more deeply on what it means to be a manager and leader e.g. what values do I want to express etc. I will be drawing on my CMI qualification and put that into better practice. </span>And flexing my leadership and management abilities even further, guided by 'NTU's competency framework', specifically focusing on "<i>Levels 2, 3 and 4: Working with others: Team working; Customer focus; Communicating and influencing. Delivering Results: Making informed decisions; Organisation and delivery; Adaptability. Focusing on the future: Entrepreneurial and Commercial Focus; Creativity and Innovation; Leading and Coaching</i>".</div><div><span style="background-color: white;"><br /></span></div><div><span style="background-color: white;">Once I have a small team in place I can focus on the more strategic, scholarship/educational developer and evaluation parts of my role - which I've serious plans to embed. F</span><span style="background-color: white;">or my </span><span style="background-color: white;">Senior Certified Membership of Association for Learning Technology (SCMALT) submission - which I am awaiting the outcome on, along with my </span><span style="background-color: white;">Senior Fellowship of the Higher Education Academy (SFHEA). </span><span style="background-color: white;">M</span><span style="background-color: white;">y Advanced Area is management, implementation and support of learning technology. With specialist areas in online asynchronous learning design and VR and immersive learning. So these will be my primary research/focus areas.</span></div><div><span style="background-color: white;"><br /></span></div><div><span style="background-color: white;">I'm going to enjoy further growth in this role and what it brings with having a small team. I'm genuinely excited to have and grow my own team and be working with other like-minded learning technologist(s) on a day-to-day basis. I've missed working closely with other learning technologists. Workplace joy! I'm also excited to be back supporting and developing people in a team - back to the days of line managing my </span><a href="https://danielscott86.blogspot.com/2017/06/digital-learning-design-from-apprenticeship-to-permanent-job.html">digital learning design apprentices</a><span style="background-color: white;">, and shaping, directing ideas etc.</span></div><div><br /></div><div><b>Tenacity</b></div><div><b><br /></b></div><div><div><div><div>It was a tough 18 months+, doing the role I was employed for and effectively doing two jobs - well I do think I thrive a bit under a good amount of 'positive pressure'. Very hectic as I was planting seeds in different places across the department and now I am seeing them grow, creating opportunities for them to flourish. It's totally my fault for deliberately showcasing my personal and professional value and worth, and establishing new aspects of what I am able to offer; the wider remit of what is currently happening and possible in the digital healthcare higher education space (beyond any known preconceived ideas during the departments initiation), and the specific leadership and support required. Promoting and influencing the bigger potential of digital and learning technology possibilities and efficiencies. I had the imminent priority
of PebblePad workbook preparation and deployment, but then wanted to prove my wider worth, especially as I was on a fixed-term contract. It stretched me but was worth it
as it eventually paved the way for this new role. And I knew that I would be extremely busy in the shorter-term before it gets to being settled in the longer-term. I went above and beyond the role I accepted, showing I was more than just a support person dealing with technical problems and queries - but a lead learning technologist. Through my tact in taking ownership and management of our PebblePad Region and initiative to lead on our VR walls, and other pieces bulleted in the blog posts further above. Which were noticeably absent from the original job specification, which shows how much I have shaped and evolved my role to where it is now - incrementally developing it further. Therefore, VR and immersive learning are now specialist to my role. There is much overlap with my then current role to this new one, therefore some of it is what I had been doing now, and the new bits I independently integrated. So nothing unfamiliar. <span style="background-color: white; color: #222222;">Yes I didn't have to go extra mile and do this. </span><span style="background-color: white;">But this is naturally me and </span><span style="background-color: white;"><span style="color: #222222;">was a mix of enthusiasm, proactivity, ambition and priorities. And yes I can prioritise and drop things that 'can wait', but let me be realistic, if I had to turn people away, whilst establishing my role/offer to the institute, and redirect elsewhere they will continue to seek support there and not via me. The long-term impact on my role and additional work to re-build trust would be so much more - so I persevered as a short-term measure, showcasing my resilience. I had to be very shrewd in how I deal with my remit and role.</span></span></div></div><div><span style="background-color: white; color: #222222;"><br /></span></div><div><span style="background-color: white; color: #222222;">At the forefront, I'm glad to see that my Head has invested in digital and a learning technologist for our specialism. <span style="color: black;">It took months of steady influence of my learning technologist role value and own ambitions through my digital strategy/operational plan and other pieces mentioned. </span></span>Injecting my quiet assertiveness, I helped her realise the wider value of my role - the digital leadership, operational management and scholarship/educational developer aspects. Yes it does depend on how a senior responds to influence. But influence is influence here.<span style="background-color: white;"> </span>It started with my independent leadership (opportunity and challenge) of the Clifton VR wall in November 2021 that led to my Head asking if I'd be happy to lead on other related aspects. Later a honest conversation with my Head in February 2022, introducing my digital strategy/operational plan outlining <span style="background-color: white;">(and thoughtful use of language within it)</span> the wider and specific digital healthcare higher education work to be done, and about my future in the department; permanency and progressing into a higher position that reflects the role I am actually doing. As well as adapting to the increasing demand; huge growth in our department of students (I'm also in a student-facing role), courses and lecturers. Therefore there needed to be more than one learning technologist and to collaborate with. Plus, as the department was still in its infancy we could ask for what we needed. B<span style="background-color: white;">olstering myself with a small team to fulfil those wider digital healthcare higher education needs and in return purposeful progression.</span> The chat went really well and my early digital strategy/operational plan did it's job influencing and communicating my direction and intentions. Both for describing the wider value/extent of my role and as a communication tool to share across the department. Instilling what I am here to offer and express more of my talents. I'm applying the things I have learned from the CMI qualification, though some of it I have practically gained from my previous position, but I now have the underpinning knowledge to support such initiatives. Also, I find my non-politician type tone adds realness to the situation which allows others to reflect easily on their own practices. I.e. not using flowery language but to describe as things are. I also like to think that it's not just how I presented the information, but to my personable approach, honesty, straight-talking and vulnerability of my character.</div><div><br /></div><div>I feel much of my success has been the way that I have profiled and communicated myself, to which I have committed a lot of energy to. I utilised physical and digital spaces to articulate and communicate my role, including department and sub-course meetings, groups and committees, Microsoft Team spaces, IHAP newsletter and <a href="https://www.ntu.ac.uk/staff-profiles/social-sciences/daniel-scott" target="_blank">university role profile web page</a> - which I placed on my email signature for internal communications. I took the opportunity in meetings to communicate on what I am doing and working with who on what - even if I didn't feel I had anything to say. Further showcasing value and worth, and often beyond digital, such as <a href="https://danielscott86.blogspot.com/2021/02/thinking-through-thinking-environments.html">re-introducing Thinking Environments</a>.</div><p>I need to dismiss my modesty and toot my own horn and say that I am f***ing awesome! I don't say it to myself enough and I shouldn't undersell the personal and professional achievement I have made here. This is a testament to not only my achievement but the change I can bring. Just look at what I did here; highly developed infectious influencing (persuasion), strategising, leadership, operational planning, decisiveness, keen observation for detail, entrepreneurship etc. As well as my understanding to know the difference between relationship building (not always transactional, but relational), communicating, collaborating and achieving tasks. And the capability to know what each needs (and individuals needs; empathy, intuition, business interest/ideas) to cultivate the right environment to establish and nurture them. <span style="background-color: white;"><span style="color: #222222;">This is not just luck or timing, but astute abilities, genuine talents and hard work. These things didn't just happen, I made them happen. No soft skills here, </span></span>my: laser focus; steadfast nature; <a href="https://danielscott86.blogspot.com/2016/11/this-is-proactivity.html">highly proactive</a>; perpetually enthusiastic; responsive; dynamic; intuitive (assert and yield); ability to lead without instruction; reliable; pragmatic; meticulous and diligent work ethic - effective change communicator and customer service. Complemented by my approachable and supportive personality, and the ability to be my authentic self, express vulnerability and perform/act when needed to. I feel those that are enthusiastic and committed to their professions and roles, builds trust in that they will do an outstanding job and do it right to the best of their abilities. Again, I do strongly feel that my Head and other seniors see this and trust in me, and value me as a digital leader, and that other colleagues see the value and positive change I have brought thus far. <span style="background-color: white;">I need to be proud and outspoken and say that I am talented. I've consciously made my efforts a success. I am passionate about my role and </span><span style="background-color: white;">personal and professional development (lifelong learning)</span><span style="background-color: white;"> and put my heart and soul into it, with a dash of obsession maybe. I'm also passionate about my career development given </span>my educational history and ex-mining town upbringing<span style="background-color: white;"> and it's such a celebration to have got a role I have long been aspiring to fulfil. Where the deep-rooted goal was to make something of myself work-wise - more of that in my blog post '</span><a href="https://danielscott86.blogspot.com/2018/02/growth-from-roots-to-shoots.html">Growth - from roots to shoots</a>'. <span style="background-color: white;">I eventually got here. EDIT: I really resonate with a quote from Leigh-Anne Pinnock, from a interview in June 2023; "<i>I feel like I've already won...so anything that happens after now is a bonus.</i>" That's how I feel now, even if I have ideas and plans beyond this role.</span></p></div><div><p>In the next 3 months, I will:</p><ul><br /><li>Re-write (completed) job description and specification for my previous Digital Curriculum Support and Development post in preparation for advertising. Simultaneously produce a job description for an Associate (graduate/internship) of the same name, adapting the profile of the intern I had for 6 weeks in August-September 2022</li><li>Recruit my replacement and explore the Associate graduate/internship opportunity as part of the university internal graduate/internship programme</li><li>Form and communicate my new team purpose, structure, processes and project management approaches</li><li>Devise a team induction and planning day</li><li>Outline immediate priorities, to name a few; refresh PebblePad student and external's guidance and support resources for staff, PebblePocket set up, VR wall footage, H5P content production</li><li>Take my digital strategy/operational plan to the leadership team for comment and scrutiny, agreeing priorities for the coming year</li></ul><div><br />I'll certainly be blogging more about the journey of growth I take in my new role, and as a team, in all things technology enhanced learning, teaching and assessment in IHAP.</div><div><br /><span style="background-color: white;">Whilst I wouldn't call my efforts to date failures, but a journey with lots of challenges and learning I have navigated well, the quote below resonates somehow. I didn't give up reaching my goal.</span></div><div><div><div><span style="background-color: white;"><br /></span></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><span style="background-color: white;">Barack Obama, Back-to-School Speech at Wakefield High School, 8 September 2009, Arlington, Virginia. - "<a href="https://obamawhitehouse.archives.gov/the-press-office/remarks-president-a-national-address-americas-schoolchildren" target="_blank"><i>...Some of the most successful people in the world are the ones who've had the most failures. J.K. Rowling's -- who wrote Harry Potter -- her first Harry Potter book was rejected 12 times before it was finally published. Michael Jordan was cut from his high school basketball team. He lost hundreds of games and missed thousands of shots during his career. But he once said, "I have failed over and over and over again in my life. And that's why I succeed."</i></a></span></blockquote><div><span style="background-color: white;"><div><a href="https://obamawhitehouse.archives.gov/the-press-office/remarks-president-a-national-address-americas-schoolchildren" target="_blank"><i><br /></i></a></div></span></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><span style="background-color: white;"><div><a href="https://obamawhitehouse.archives.gov/the-press-office/remarks-president-a-national-address-americas-schoolchildren" target="_blank"><i>These people succeeded because they understood that you can't let your failures define you -- you have to let your failures teach you. You have to let them show you what to do differently the next time.</i></a>"</div></span></blockquote><div><span><div style="background-color: white;"><br /></div></span><div><span><span style="background-color: white;">EDIT: Funny what a change in job title can do and affect the mindset. I was excited over the weekend for it to become official and share the news widely, then on Monday morning I was really anxious - the imposter said hello. Perhaps because I've transitioned from talking/fantasising about the job to actually being in it and doing it, and that there's no going go back - from hereon I will be in this type of role. </span></span><span style="background-color: white;">I also find that I don't intrinsically and extrinsically define myself as a leader. When people describe me as one I am quite surprised. Maybe because I don't believe that I am, but I literally am one and have been for years - again self-belief.</span><span><span style="background-color: white;"> I need to trust and believe in myself, I've been doing a excellent job thus far, it only continues - that won't change. On my Facebook memories, on this day in 2014, I was reminded of this status I wrote; "</span><i style="background-color: white;"><a href="https://danielscott86.blogspot.com/2018/12/musings-through-years.html">Proud is something that you can do, that you didn't think you were capable of.</a></i><span style="background-color: white;">". Quite fitting. However, as the day passed I felt a sense of newfound personal powe</span></span>r (not in a take advantage way) <span><span style="background-color: white;">and authority. Which I think is incredibly validating for someone with a background like mine.</span></span></div><span><div style="background-color: white;"><br /></div></span><div><span><span style="background-color: white;">I am very touched by the reactions and comments received on </span><a href="https://www.linkedin.com/feed/update/urn:li:activity:7038410385720266752" style="background-color: white;" target="_blank">LinkedIn</a><span style="background-color: white;">, </span><a href="https://twitter.com/_Daniel_Scott/status/1632644710186594306" style="background-color: white;" target="_blank">Twitter</a><span style="background-color: white;"> and personally:</span><br /><br /></span><div><ul style="text-align: left;"><span><li style="background-color: white;">Sue Beckingham - "<i>Congratulations 👏 Daniel!</i>"</li><li style="background-color: white;">Adrian Clark - "<i>Congratulations Dan, you’ll smash it</i>"</li><li style="background-color: white;">Dr Richard Nelson - "<i>That is brilliant news. You deserve it. We'll have to catch up sometime.</i>"</li><li style="background-color: white;">Nicola Sparkes - "<i>Congratulations Daniel Scott-Purdy</i>"</li><li style="background-color: white;">Colette Fuller - "<i>Excellent news Dan! I have been planning to get in touch for weeks, even more reason now! Congratulations!</i> 👏"</li><ul><li><span><span style="background-color: white;">Colette Fuller - "</span></span><i>Many congratulations on your new role, I think from our last conversation that seemed well overdue so I’m glad you are getting the recognition you deserve! Now you have a promotion hopefully you will be able to recruit a team to help you with your work! </i>😊<i> That’s exciting!</i>"</li></ul><li style="background-color: white;">Rebecca Peat - "<i>Congratulation Daniel Scott-Purdy that’s great news</i> 🎉🎉"</li></span><li><span><span style="background-color: white;">James Littlehales - "</span></span><i>Well done Dan. Great news!</i>"</li><li>James Littlehales - "<i>Congratulations on the new job! I knew you would be great for that role.</i>"</li><li>Lliam Dickinson - "<i>Great work, Dan </i>👏"</li><li>Stacey Hayes-Allen - "<i>Congratulations Danny!</i>"</li><li>Elaine Swift - "<i>Congratulations!</i>"</li><li>Maz Andrian - "<i>Congrats Daniel Scott-Purdy ' Wishing you the best ! Great work Daniel.</i>"</li><li>Rachel Evans - "<i>Congrats Dan that's great news.</i>"</li><span><li style="background-color: white;">Phil Whitehead - "<i>Congrats my friend you at digifest ? We should catch up</i>"</li><li style="background-color: white;">Ellie Stevens - "<i>Congratulations!! </i>🥳"</li><li style="background-color: white;">Dr Chinenye Uchendu - "<i>Congratulation Dan</i> 🎉<i>. All the best in your new role.</i>"</li><li style="background-color: white;">Jesrine Clarke-D - "<i>Congratulations Daniel</i> 🥳👏🏾"</li></span><li><span><span style="background-color: white;">Sue Pears - "<i>Hi Scott-Purdy, Daniel A slightly belated Congratulations on your promotion. Great to see you flourish and thrive</i> </span></span>🙂<span><span style="background-color: white;">"</span></span></li><li><span style="background-color: white;">Alison Lewis - "</span><i>Good luck </i><span style="background-color: white;">🍀</span><i>You will crack it</i><span style="background-color: white;">"</span></li><span><li style="background-color: white;">Alan Purdy - "<i>Well done</i>"</li><li style="background-color: white;">Emma Lousie Killkelly - "<i>Congratulations Daniel -- really well done! I hope your first day goes well, and the rest of your career. x</i>"</li><li style="background-color: white;">Louise Wollerton Scott - "<i>Well done xxxx</i>"</li><li style="background-color: white;">Terry Turnbull - "<i>Good luck young Dan. Hard work pays off mate.</i>"</li><ul style="background-color: white;"><li>Me - "<i>Aw thanks Tezza. How you have seen me grow eh!</i>😄"</li><li>Terry - "<i>Honeywell Apprentice to NYC maybe >>></i>"</li></ul><li style="background-color: white;">Steve Athey - "<i>Congratulations and good luck Daniel </i>🎉🥂"</li><li style="background-color: white;">Claire Taylor - "<i>Good luck Daniel </i>🍀<i> not that you’ll need it xxx</i>"</li><li style="background-color: white;">Jenna Galley - "<i>Super proud of you </i>🤩🙌<i> Have the best day xx</i>"</li><li style="background-color: white;">Judith Hunt - "<i>Congratulations </i>👏🎉"</li><li style="background-color: white;">Kelly Stewart - "Y<i>eah! </i>🥰😍"</li><li style="background-color: white;">Cheryl Key - "<i>Congratulations!!! </i>🎉"</li><li style="background-color: white;">Roy Scott - "Y<i>ou’ve come along way son very well done</i>"</li><li style="background-color: white;">Vicky Scott - "<i>Well done Dan - you have worked hard for this - onward & upward xx</i>"</li><ul style="background-color: white;"><li>Me - "<i>I have, not gonna lie!</i>"</li><li>Vicky Scott - "<i>amazing the work you have put in x</i>"</li></ul><li><span style="background-color: white;">Denise Sedgwick - "</span><i>Well done Dan</i>"</li><li><span style="background-color: white;">Craig Morris - "</span>Y<i>ou have come a long way and so deserve this.</i> 😊🥂"</li><li><span style="background-color: white;">Jill Brown - "</span><i>Good luck Dan</i> 👏🥳"</li></span></ul></div></div><span><div style="background-color: white;"><br /></div><div style="background-color: white;"><b style="background-color: transparent;">Liaison</b></div></span></div></div></div><div><div><div><br /></div><div>Since I moved into the school and institute from a central service department, I find a lot of colleagues reach out to me to learn about what I am doing. I think this is because I am now in the day-to-day place where central teams are trying to reach. I've now become a liaison to my contacts - a link to the faculty so to speak. This includes people from central teams in Centre of Academic Development and Quality and Digital Technologies, whom I set up bi-monthly catch ups with that since I started up in my previous role. However, it is important that I establish and maintain co-collaborative ways of working and that are not just one-sided - taking without reciprocating. I've as much to gain from them as they do me.</div></div><div><br /></div><div>On this topic, by my move into a school and institute, am I at risk of becoming too insular? No. I'm too connected and involved with other university-wide teams and projects to allow that.</div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;">Tim Fawns thread - "<a href="https://twitter.com/timbocop/status/1589931988081049601" target="_blank"><i>A worry for me about moving to a centralised faculty development role is the lack of disciplinary base to ground my ideas. I spend a lot of time in the abstract but need ways of connecting to specific contexts. How do other centralised educators deal with this?</i></a>"</blockquote><p>This was the opposite for me, I went from a central team to a school and institute. So I resonate with the context aspect. But do I miss the freedom and 'cross-pollinating' across different disciplines? As I mentioned in my 'Roots and Beyond' blog post, there were always challenges in the central team to getting involved and lacked a strong academic remit. So I wanted to be in a place where I was needed, wanted and valued, and could see direct student and colleague impact I was making. And from my experience there is a stronger remit in being local than 'global'. Central teams primarily lead on strategic principles, standards and policies that schools and institutes adhere to as part of the 'university way'. This helps me to easily draw on, adapt and apply them in my role.</p><p>I do notice there's a kind of attitude present in central service departments/teams that it is better/superior to be there than in a department area, perhaps because they oversee the wider university. Yes they set the standards and policies etc. However, one noticeable thing being in an institute is that there is no cut off point, as there is with central teams, e.g. project-based. People need a designated 'go to' in their departments for daily conversations and support, not as and when project-based. <span style="background-color: white;">I'm employed to the institute to lead and develop our contextualised digital curriculum, the remit I hold; </span><span style="background-color: white;">overseeing all digital healthcare higher education developments. </span><span style="background-color: white;">I should be consulted and collaborated with by central teams.</span></p><p>EDIT:</p><p>In August 2023 as part of my amended SFHEA application, I included the following:</p><p>Me - "<i>I have gone above and beyond my original role. Firstly, by adopting the VR walls to ensure positive adoption, configuration and integration into the curriculum, which was not part of my original role – leading to successful initiatives such as the trauma-informed art-based activity using the Mansfield VR wall. Secondly, effectively articulating and communicating a digital learning vision or IHAP, which led to a successful promotion as Digital Curriculum Manager – the start of the Digital Curriculum Team with wider and specific responsibilities. Demonstrating exceptional and highly-developed leadership and strategic abilities, simultaneously showcasing the wider value to meet the broader goals for our department. This involved me working and balancing two positions; my former role and my new role, keeping business as usual going, but influencing and creating in-roads, and developing professional working relationships for the seeds I planted to flourish. All of which was acknowledged by Anne Felton, Head of Department and my line manager, in our department away day on 5th July 2023. Therefore, I define my energy, work, efforts and achievements as exceptional. This is reflected and complemented in this application.</i>"</p><p>Anne Felton went on to making this comment in my end of year appraisal for 2022/2023. Showcasing the impact of my work, self-coordination and how she perceives my role and in the department and healthcare higher education moving forwards. Which is a result of effective influence and coordination of my knowledge and skills.</p></div></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><div><div><p>Anne Felton - "<i>Dan has effectively lead the digital curriculum agenda at IHAP which is reflected in his successful appointment as Digital Curriculum Manager in March. Dan has drafted a department digital plan which he has utilised to help drive some key achievements this year.</i></p></div></div></div></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div style="text-align: left;"><p><i>Dan has collaborated with academics to establish the digital literacies working group which will examine students confidence and competence with digital literacy and plan innovations in response to this. Dan has put in significant work to quality assure and standardise the Igloo offer across both Clifton and Mansfield. This has involved securing additional input from Igloo at no cost and liaising with DT to ensure technological mechanisms are working efficiently and to a high standard. He has working to enhance the reputation in this field by hosting several external visits to the VR facilities and building networks for knowledge exchange activities in VR education which is also reflected in his successful advocacy to establish a TILT specialist group.</i></p></div><div style="text-align: left;"><p><i>Dan has collaborated with academic staff to conduct two pilots using the VR room which provide an important opportunity to demonstrate the breadth of VR use in education and support embedding this within programmes. He has also conducted, analysed and reported on a BSc student survey regarding digital resources which provides an important student centred baseline for course developments.</i></p></div><div style="text-align: left;"><p><i>Alongside this Dan has continued to provide 1:1 support for staff and students on digital resources such as Pebblepad and NOW which are a frequent workload demand.</i></p></div><div style="text-align: left;"><p><i>Congratulations Dan on some excellent work which leaves you in a solid position for growing these innovations further next year, particularly as your team expands.</i>"</p></div></blockquote><p>EDIT: December 2023, Andrew Kirke, Principal Lecturer, made the following comment when I reached out to address his departure - "<i>Dan you have been brilliant and an absolute pleasure to work with.</i>"</p>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-87559631879877159132023-02-01T20:30:00.005+00:002023-02-16T15:49:56.468+00:00Celebrating #DLTAbook - A #DLTAbook talk<p>Today, 1 February 2023 I delivered another #DLTbook talk; Celebrating ‘Digital Learning, Teaching and Assessment for HE and FE Practitioners’. This was originally planned as a Nottingham Trent University's (NTU) School of Social Science Showcase for June 2022 which somehow got missed in the scheduling. So I later pursued for it to be repurposed as part of NTU's Nottingham Institute of Education (NIE)'s Digest Lunchtime Seminars Spring Term 2023. This webinar builds on the structure I set out in '<a href="https://danielscott86.blogspot.com/2022/12/online-asynchronous-learning-design-using-h5p-a-DLTAbook-talk.html">Online asynchronous learning design using H5P - A #DLTAbook talk</a>'.</p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p>"<i>From my 12 years' experience of being a learning technologist, practitioners still need basic introduction and support in the pedagogical application of digital tools and systems - including me. As we know, not everyone starts at the highest digital literacy and skills levels. For example, when first approaching the use of Virtual Reality (VR). There's a lot to consider before implementing, such as pedagogical planning and designing, identifying suitable digital technologies and considering the practitioners and their student's digital confidence and competence and so much more! </i></p><p><i>In this short presentation I will introduce and celebrate my new publication ‘<a href="https://www.amazon.co.uk/Digital-Learning-Teaching-Assessment-Practitioners/dp/1914171179" target="_blank">Digital Learning, Teaching and Assessment for HE and FE Practitioners</a>’. The pandemic clearly highlighted practitioners' digital confidence and competence. Therefore, this book is very much relevant and needed. Additionally current practitioners have ongoing personal confidence and competence barriers with integrating digital and online into their role. As per response to the first edition and my own strong belief, I feel that this book will help practitioners build a positive relationship with digital technology in order to support them in making effective, purposeful and meaningful Technology Enhanced Learning, Teaching and Assessment (TELTA).</i></p><p><i>I will discuss the rationale behind this accessible, practical, yet theory-based educational guide, and showcase snippets of key content and feedback.</i>"</p></blockquote><p>Philip Wood, Professor at the Nottingham Institute of Education (NIE) - "<i>Thanks ever so much for leading the session. Really useful. Hope the book is successful - looks great.</i>"</p>Me - "<i>Thank you Philip, glad it created some discussion too.</i>"<div><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/S4sw4HctiNE" width="420"></iframe></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-58710819478537853832023-01-31T16:00:00.029+00:002024-01-26T07:55:40.258+00:00Dreaming, rituals and values<p><b>Dreaming the journey into the mystery</b></p><p>This blog post, like many others, contains deep inner spiritual work, and I am unapologetic in taking further responsibility of my personal growth and connection to the wider web of life. Which may offend others' modern sensibilities or current belief systems.</p><p>As a long-term interest of mine and fulfilling what I feel and interpret as a destiny maybe as a healer or spiritual enquirer, and to separate from my full-time work. I am keeping busy with exploring my inner universe and deepen my connection to the wider web of life. <span style="background-color: white;">I find the power of setting boundaries and focusing on non-work related goals is inspiring and empowering. This deeper exploration was a</span> goal I set back in January 2022 as part of the <a href="https://hub.21gratitudes.com" target="_blank">21 Gratitudes</a> lesson theme 'Living Life On Purpose', in the 'Live New Year refuge Class Special'. Inner work that I feel many of us avoid or don't know how to handle - which I feel leads us into one of the global messes we are in today; detached from our spiritual selves. I'm open and willing to dive deeper into my being to truly be the best version of myself.</p><p>I thought the previous blog posts on this topic ('<a href="https://danielscott86.blogspot.com/2021/01/the-calling-awakening-and-initiation.html">The calling, awakening and initiation</a>' and '<a href="https://danielscott86.blogspot.com/2021/11/love-lessons-and-meaning-from-agatha.html">Love, lessons and meaning from Agatha</a>' and '<a href="https://danielscott86.blogspot.com/2022/09/hold-the-man.html">Hold the man</a>') were going to happen imminently, but I now feel they were planting the seeds and foundations of what is to come - the new dreams I have longed talked about coming into fruition. 2023 looks to be another year of significant growth. And I think this area is where the healing, vulnerabilities and empathy will all be woven together. A higher purpose that I have long been trying to understand. It's t<span style="background-color: white;">ime to connect and experience more of this great mystery.</span></p><p>Whilst I practice Movement Medicine quite flexibly, work and life is often in the way. Now that I am in the process of finishing off other full-time work-related projects. And hopefully securing a full-time work promotional opportunity in my current workplace<span style="color: #222222;">. </span>That completes the professional goals I mentioned in the 'Agatha' blog post above. To which I have devoted the first half of my life to my full-time career, to get me where I am going next - a mission done. Once settled I will have made space and capacity to take in more of Movement Medicine and maybe other shamanic practices to solidify my practice. In a world that is highly information-based, noisy, politically dangerous and full of egotistic, self-righteous and competitive behaviours, everyone tripping over themselves to be seen and heard. This work enables me to bring myself back into my body and find a place of inner peace and obtain clarity.</p><div>I can see how all the dots have connect over the last few years leading into this space of work. And not all in one go, but incremental - drip-feeding over the years. It's funny how some things you don't see at the time, and that are close/obvious, but reveal themselves at a time when is most convenient. Like how I found the <a href="https://www.centreforshamanicarts.co.uk" target="_blank">Centre for Shamanic Arts</a> in Derbyshire (30 mins away from me). I'm sure I looked at shamanic things nearby a long while back and this didn't come up, but it has now I am developing in this area. I'm also now in various groups and know individuals in this work to ask questions and get further involved. Imagine if I did come across all of this at the beginning of my journey in this space, it would have been overwhelming or overlooked, so I can see the 'universe logic' in it, if there is such mysterious choreography - which I do strongly believe in. Anyway, in the immediate past and when I was younger I had different priorities and circumstances and needed to live and experience more before heading here.</div><div><p>I've not submerged myself, but allowed my self to naturally engage and grow my curiosity in between full-time work and personal life. I need to remember to be patient with myself and allow myself to not know things in order to learn. This also requires a lot of unlearning from this industrious and transactional world. I've trusted my engagement, incremental with the odd stride, not forcing it, which has worked so far, and the sudden bursts of interest in topics with Movement Medicine. Creating intentions and making small steps is key here. Imagine if I literally pushed myself in that direction it would have felt forced and unnatural = not being engaged. Though I often get s<span style="background-color: white; color: #222222;">tressed out by overthinking what intentions and goals are to be made! I notice I have been keen to participate in-person and on the land experiences, and have done a couple now, not so much to address a problem or dive deep. But to get a better understanding of the traditional shamanic-type practices and I guess figure out if this side of it is for me - part of the wider healing purpose discovery. I feel I </span>am inspired more for Movement Medicine; dancing and embodiment, getting lost in it and connecting on mine or larger dancefloors. B<span style="background-color: white; color: #222222;">ut I won't rule out from attending in-person and on land experiences again, such as sweat lodges. As there is a need for them, just not as often.</span></p></div><p>My intention is to fill more of my spare time with my spiritual interests so that I don't fill this with full-time work things. I<span style="background-color: white; color: #222222;"> love my full-time work career, I've put a lot of heart, soul and energy into that, </span>and rightly <span style="background-color: white;"><span style="color: #222222;">deserves some </span></span><span style="color: #222222;">attention, </span><span style="background-color: white; color: #222222;">but now is the time to relax the full-time career immersion a bit. I've other purposes identified that deserve this. Therefore, I don't just want to be known for my full-time work.</span> Interesting that when you set your intentions and dreams, things happen - my much loved Law of Attraction; ask, conceive, believe, receive. As I said in the 'Calling...' blog post above; "<i>I'm not trying to pigeonhole myself in something because I am lost and need to be found (nothing wrong with that if you are - been there many times) or looking to something 'bigger' for an answer - as all answers are within us if we open our minds and hearts and listen and connect through ourselves.</i>" I want to honor and develop the natural interest and gifts in this space. And I'm really intrigued by the philosophy of shamanism. I'm starting to think more critically about integrating it. It's a call I want to answer and is weaved in other areas as the rest of this blog post discusses.</p><p><span style="background-color: white;">I also feel it's part of 'g</span><span style="background-color: white;">rowing up' and taking responsibility of myself, and I do so by being serious in developing my natural gifts. It is also helping me to c</span><span style="background-color: white;">alm and separate my ego. Blending my journey into being a healer/spiritual enquirer; connecting with my body, wider web of life, empathetic conversations and sharing/using medicine. </span>Weaving all of these together somehow. I'm h<span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;">olding myself accountable to a long term interest and in the process clarifying my intentions. </span><span style="background-color: white; color: #222222;">What's that old saying, you're more inclined to do something you write it down? And writing strongly helps me with clarity, focus and memory - which I say in '<a href="https://danielscott86.blogspot.com/2018/08/why-openness-is-good.html">Why openness is good</a>'. </span>Plus, writing is part of my reflective process; digesting, consolidating and forming new directions and focus points.</p><p>I'm doing well in engaging with Movement Medicine and this mystical topic. Though the hard hitting reality after coming back in to my day to day lifestyle is still quite a challenge - and so I need to keep aware of that and not stray too deep. I now have the challenge of moving between both worlds; industrial and spiritual. I'm still working towards my January 2022 goal of being more connected and visualised people as my support group - which came true in the 'Hold the man' blog post above. I also need to realise that I can engage in shamanism through reading around the topic and not just through Movement Medicine. But Movement Medicine is the sphere of this work for me. And through this and other spaces I am now in those like-minded communities to widen my knowledge. I've also been informally building a small group to do in-person/and on land Movement Medicine with and dreaming other plans to do more of this locally in my area. B<span style="background-color: white;"><span style="color: #222222;">ut for the imminent future I will commit fully to the 21 Gratitudes Study Hub and practices there. As well as complete the 21 Gratitude's Encounter Part 1 introductory course (which I started and parked in January in 2022). </span></span><span style="color: #222222;">I'm also open to the idea of teaching Movement Medicine, which there is a strange but strong sense of doing. And keeping true shamanic practices as a way of release tensions and reinvigorate myself. I may also explore doing Reiki at some point too.</span></p><div dir="auto">I now find myself inspired and thinking and working within this ancient and ritual cycle. The image was first shared with me by one of my Sons of the Sun brothers.</div><div><span style="color: #222222;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/themes/2151431563/settings_images/Xf0DVqUdToWe8Nzjao4X_Untitled_design-modified.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="800" height="320" src="https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/themes/2151431563/settings_images/Xf0DVqUdToWe8Nzjao4X_Untitled_design-modified.png" width="320" /></a></div><br /><span style="color: #222222;">The Celtic Wheel from Mari Kennedy: <a href="https://www.thecelticwheel.com" target="_blank">https://www.thecelticwheel.com</a>.</span></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><span style="color: #222222;"><br /></span></div><div><span style="color: #222222;"><span style="color: black;">Rey f</span></span>rom Star Wars: The Last Jedi (2017):</div></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">"<i>Something inside me has always been there. Then I was awake and I need help...</i>" ...<span style="color: #222222;"><span style="color: black;">"<i>I need someone to show me my place in all this.</i>"</span></span></p></blockquote><div><div dir="auto">At this point I feel it is important to ask myself why am I interested in Movement Medicine and to rationalise my approach, to avoid the 'hungry ghost' scenario. I will also try to remain grounded to identifying what my spiritual needs are and ensuring I address them. As you can easily find yourself going down a rabbit hole of this type of work, as a lot of this can easily resonate and be helpful. So I need to establish boundaries with it, but remain flexible and open to what can be received - maybe see it as a continuum, with no specific end point. Acting as principles or values to keep me grounded, below is what I came up with when thinking on the spot. I'm sure these will change/develop as I progress.</div><div dir="auto"><ol><br /><li>To continue nurturing my interest in this subject and practice, by participating in related shamanic activities and reading</li><li>To answer and decipher 'a call' to engage and develop my sense of spiritual purpose</li><li>To live a more spiritual and fulfilling life that has potential to have a wider impact on the planet and our human existence</li><li>To identify a 'shamanic specialism', most likely Movement Medicine - and what is my medicine (healing through my experience of loneliness, rejection and being misunderstood)?</li><li>To maybe develop a second career in this space; facilitate, hold spaces or maybe eventually teach shamanic related topics</li></ol><br /><div>In terms of another shamanic-related specialism, an overarching focus I can take with this work is perhaps 'untaming the human'. A separate topic, but there's a movement to<span style="background-color: white;"><span style="color: #222222;"> decolonise system, processes, policies, curriculums, technology etc. Well let's re-animal ourselves from others ideals and structures... </span></span><span style="color: #222222;">Food for thought:</span></div><div><div><div><span style="color: #222222;"><br /></span></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div><i>"This[...]is the work of internal accountability. We are cultivating within ourselves a transformative practice that helps us heal from what the world has been, while generating what the world will be.</i></div><div><i> </i></div><div><i>We must become accountable to our time, our earth, our species, our people, and our loved ones, from the inside out."</i></div><div><i> </i></div><div><i>"<b>We live (and die) inside of systems that were imagined centuries ago by those ambitious and narrow minds of colonists and patriarchs. We live inside the lineage of relatively ignorant imaginations, which were obsessed with protection and domination.</b> But we know so much more now. We know each other’s pain and complexity now; we know we are one interconnected ecosystem - so far the only planetary development specifically like us."</i></div></blockquote><div><i><br /></i></div></div></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div><div dir="auto"><div><div style="text-align: left;"><i>By Adrienne Maree Brown '<a href="https://www.yesmagazine.org/opinion/2022/06/29/murmurations-healing-inner-accountability" target="_blank">Murmurations: Returning to the Whole</a>'.</i></div></div></div></div></blockquote><div><div dir="auto"><div><div><br /><span style="color: #222222;">Brings a refreshing perspective through my interest, curiosity and engagement in such a diverse and thought-provoking topic. I</span>'m increasingly interested in enabling humans to embrace our animal sides through such work as '<a href="https://www.amazon.co.uk/How-Be-Animal-History-Means/dp/1786895714" target="_blank">How to Be Animal: A New History of What it Means to Be Human</a>.'</div></div><div><br /></div><div>Or, from the 'Calling...' blog post further above:</div><div><br /></div></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div><div dir="auto"><div style="text-align: left;">"<i>A further thought, I'm now contemplating that this calling, awakening and initiation is not only for me, but may have a bigger role in my professionalism in digital education, as a way to bring back primal interconnectedness that we much need? </i><span style="background-color: white; color: #222222; font-style: italic;">Am I being called upon to encourage and develop humanness through digital technology? D</span><i>eveloping ways we can better feel each others energies as we do in-person</i><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small; font-style: italic;">. </span><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small; font-style: italic;">However, as we realise, digital technology cannot give us empathy, care, love etc, even though the extreme introverts might argue that. </span>😉<i> Anyway, a<span style="background-color: white; color: #222222;">t this embryonic stage its for me personally not work-related as I need a clear separation. But who knows, maybe this might </span>become a larger piece and I am certain that things I have learned and qualified in throughout my career will be useful in this space, e.g. a return to lifelong teaching and using my abilities to simplify complex information to make it more accessible.</i>"</div></div></div></blockquote><div><div dir="auto"><div><br /></div><div><span style="background-color: white; color: #222222;">Related - on 13 January 2023, I shared </span><a href="https://twitter.com/_Daniel_Scott/status/1613834565172297728" target="_blank">this on work socials on the current AI conversation</a><span style="background-color: white; color: #222222;">:</span></div><div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><br /><i><a href="https://twitter.com/_Daniel_Scott/status/1613834565172297728" target="_blank">Two current uppermost thoughts on the #ChatGPT conversation. 1) Where is the human sense of achievement of the thinking, agonising and doing of our own efforts in what it can do for us? 2) I still stand strong in my thoughts below from 2013: https://danielscott86.blogspot.com/2013/09/evolutionary-not-revolutionary.html</a></i></blockquote><div><div><i><a href="https://twitter.com/_Daniel_Scott/status/1613834565172297728" target="_blank"><br /></a></i></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div><a href="https://twitter.com/_Daniel_Scott/status/1613834591894384640" target="_blank"><i><b>I'm glad to be focusing on my somatic work. Because we need it more than ever. Inner work that enhances the outer work.</b></i></a></div></blockquote></div></div></div><div><span><div class="separator" style="clear: both; color: #222222; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both;"><span style="color: #222222;">Related to to this topic, on 29 January 2023, Lou Mycroft while I was on my way to Nottingham City centre to go shopping with my husband. She shared her blog post '<a href="https://loumycroft.substack.com/p/energy-work" target="_blank">Energy Work</a>'. She mentioned briefly about shamanism, to which got me even more engaged. After reading I reached out to say:</span></div><div class="separator" style="clear: both;"><span style="color: #222222;"><br /></span></div></div></span></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div><span><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: left;"><span style="color: #222222;">"<i>Just a quick one to say I enjoyed reading your new Joyful Practice piece on energy work. 1) who runs the woodland bathing? Sounds right up my street. 2) The shamanic talk got me thinking about the work I do in that space. If it's something you are interested in I'd say incorporate it in your work/lifestyle. To me it's not appropriating, the things I do teach you how to integrate in everyday life. If you want to know more am happy to have a catch up about it.</i>"</span></div></div></span></div></blockquote><div><span><div class="separator" style="clear: both; color: #222222; text-align: left;"><br /></div><div class="separator" style="clear: both; color: #222222; text-align: center;"><div style="color: black; text-align: left;"><span style="background-color: white; color: #222222;"><b>Spiritual ritual-making</b></span><br /><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;"><br /></span></div><div style="text-align: left;"><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;"><span face="Arial, Helvetica, sans-serif" style="color: #222222; font-size: small;">I hold a full-time role that demands a lot of my head space. So I do take my Saturdays especially to rest, do nothing, unwind and do whatever occurs. And give thought to how some learnings and resourcing can be applied throughout the</span> following week. I'm keen to create some spi<u><b>ritual</b></u> rituals - well it's in the word I see. <span style="color: black;">In December 2021 I saw '</span><a href="https://medium.com/@Being_of_the_Earth/six-rituals-to-end-the-year-in-gratitude-b553bbebb4ba" target="_blank">Six rituals to end the year in gratitude</a><span style="color: black;">' by </span><a href="https://medium.com/@Being_of_the_Earth" target="_blank">Being of the Earth (Petra Bongartz)</a><span style="color: black;">. I thought this was a good way to create and embed these into my lifestyle. B</span>ut have not made any effort with these yet, but I will be this year. <a href="https://medium.com/@Being_of_the_Earth" style="background-color: transparent;" target="_blank">Petra Bongartz</a> also sends out<span style="background-color: transparent;"> Dandelion Dispatches, 'potent medicine for our times, planted in your inbox', which may end up being published on the Medium website. Anyway, on the October 2022 mailing there was a section on generative ideas '</span><a href="https://medium.com/@Being_of_the_Earth/crafting-our-evolution-why-meaning-is-in-the-making-of-things-117f07060d31" style="background-color: transparent;" target="_blank">Creating your own mini retreat with a schedule of activities that nourish you and move you out of your daily routine</a><span style="background-color: transparent;">'</span><span style="background-color: transparent;">. I could do Movement Medicine (and in the rain in my garden), nature walking, improvised vision quest, making a sacred space in garden and forest bathing. I could m</span><span face="Arial, Helvetica, sans-serif" style="color: #222222; font-size: small;">ake these ritual plans an annual event. Like I used to do with those end of academic year <a href="https://danielscott86.blogspot.com/2016/10/20152016-in-summary.html">summary blog posts</a>, but</span><span style="background-color: transparent;"> on the intentions for year and journal my progress. Also taking guidance from another Petra's Dandelion Dispatches '</span><a href="https://medium.com/@Being_of_the_Earth/a-shift-in-perspective-that-puts-power-back-into-your-own-hands-fdf7176bfe8d" style="background-color: transparent;" target="_blank">A shift in perspective that puts power back into your own hands</a><span style="background-color: transparent;">', specifically the "What do I want to practice and how can I be intentional about it?" section. The 21 Gratitude's E</span></span>ncounter Part 1 online course also teaches you how to establish rituals. So another reason to get on and complete it.</div><div style="color: black; text-align: left;"><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;"><span style="background-color: transparent;"><br /></span></span></div></div></span><div><b>Identifying values</b></div><div><br /><span face="Arial, Helvetica, sans-serif" style="color: #222222; font-size: small;">On 28 June and 4 July 2022, I volunteered as a coachee for my friend Lorna Taylor's life coaching programme she was studying towards. She is now a qualified Self-Development and Wellness Coach.</span></div><div><span face="Arial, Helvetica, sans-serif" style="color: #222222; font-size: small;"><br /></span></div><div><span face="Arial, Helvetica, sans-serif" style="color: #222222; font-size: small;">We don't often get asked about our values, and I struggle to know what mine are beyond the obvious do good for good, self, friends, family etc. So I found this process really helpful and aligned my spirit and intent in the process. </span>Life coaching is not just for those that have a problem or lost focus, but good to evaluate where you are in life and if you have a good balance and your values are intact and strong. I lost my way with my values, and having done the work to identify them I feel I know a bit more about who I am and feel more grounded. So I would highly recommend anyone to undertake it to self-evaluate.</div><div><span face="Arial, Helvetica, sans-serif" style="color: #222222; font-size: small;"><br /></span></div><div><span style="background-color: white; color: #222222;">Session 1:</span></div><div><ul><br /><li><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;">Clarity - we went through my coaching clarity form that I completed beforehand, then discussed it in the session.</span></li><li>Wheel of life - clarifying areas of my life. I was asked to draw a circle with 8 segments and had to state what I felt about them and give myself a rating 1 (not happy with) and 10 (fully satisfied): friends and family - 8 nice small circle and spend equal amount of time; significant other - 10 we're on same page and support each other; personal growth - 8 about me and understanding and aligning to my purpose; fun and leisure - 7 I can relax but don't have a significant hobby, or I do but just don't consider them as that; home environment -10 perfect and reflects me and has quiet places is tidy; career - 10 - brilliant , fulfilling my ambitions, except my values, not sure what mine are; money - 10 - great and get enough to do what I want to do in life, I don't overspend and manage it well; health - 10 great, no problems.</li></ul><div><br /><span style="background-color: white; color: #222222;">Personal development as a theme came out highly important - this is what my journey is about and is tied into the lifelong learner that I am. </span><span style="background-color: white;"><span style="color: #222222;">We didn't spend too long on the activities as I scored high in most areas and I was just a practice person, but Lorna did go on to explain what she would do with her niche clients in certain parts. I got what I needed which were the values, which I didn't know I needed and was missing. I</span></span><span style="background-color: white; color: #222222;">t was also great to independently think and be put on spot about things and to have the opportunity to question my self and articulate who I am.</span></div></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><div><p><span style="color: #222222;">"S<i>o the areas of main interest that you would like:</i></span></p></div></div><div><div><p><span style="color: #222222;"><i>To work on is fun and recreation and personal growth. You have established through your session today that this means a lot to you and in order for you to achieve these goals, a routine, commitment and consideration to time may need to be implemented into your lifestyle. Also you discovered that working with other networks and the resources y</i></span><i style="color: #222222;">ou have such as talking to others a</i><i style="color: #222222;">bout your spiritual interests and maybe Joining a community group would be positive. You also established that a good starting point for your wellness and me time would be a Saturday morning to filter that in to your week and by creating a space that is calm a</i><i style="color: #222222;">nd quiet would help with your mindset. Also restarting your course when you are ready you feel would be a good step to move forward with your goal. I would say this is great clarity for you from this session.</i><span style="color: #222222;"> 🥰</span></p></div></div></blockquote><div><p><span style="background-color: white; color: #222222;">Session 2:</span></p><div><p>A powerful session getting me to focus on my values. Some key points I took:</p><ol><br /><li>When feeling overwhelmed you can't be excited, so you need to ground yourself - through values and/or things you want to be doing/making you happy</li><li>You can follow/aspire to others values, but it doesn't make us happy as we are living others values and not our own</li><li>When we know our values we are in fulfilment/aligned to our lives - once we know them we can stand up/fight for them</li></ol><p><br />I selected 10 words from a document that I was emotionally connected to (what does that value give me emotionally) to and importance them. There were lots more words that resonated, but here's some I selected: Gratitude; authenticity; relationship; ambition; healing; balance; individuality; empathy; calmness; purpose.</p><p>After comparing against each other via a type of scoring method, my top 5 ended up being: healing; relationship; individuality; empathy; purpose. Then I was asked if I am practising these or have space to. Other questions included post chat (in our non-coaching catch up): How does this value show up in my life? What does it feel like if this value is violated? E.g. the opposite, if someone is not taking healing if given advice on.</p><p>I went onto identifying my talents and gifts. Some talents: reflection; self-aware; regulating feelings and thoughts; giving people my time and supporting them. What other people would say about me: ambitious; organised; proactive (attention to effort and energy); attention to other peoples feelings (empathy); being comfortable in my own space and mind; fighter; follow gut/trust in the process</p></div><div><span face="Arial, Helvetica, sans-serif" style="color: #222222; font-size: x-small;"><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;">Some excerpts from our chat about the words I chose, specifically on the word healing, that I thought was interesting.</span></span></div><div><span face="Arial, Helvetica, sans-serif" style="color: #222222; font-size: x-small;"><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;"><p style="color: black;"><span style="color: #222222;">"<i>I do like the word healing...</i></span><i><span style="color: #222222;">it's quite calming...</span><span style="color: #222222;">Been able to like recognise when I need to, </span><span style="color: #222222;">like heal myself. </span><span style="color: #222222;">So emotional sort of healing maybe? (Lorna). T</span><span style="color: #222222;">he act and </span><span style="color: #222222;">process of like healing...</span><span style="color: #222222;">acknowledging something and knowing </span><span style="color: #222222;">what I can like potentially overcome it...T</span><span style="color: #222222;">hat calmness comes into as well. T</span><span style="color: #222222;">his is what lights you up (Lorna)... Sh</span></i><span style="color: #222222;"><i>aring and over sharing...resonate and relate to...I personally find it empowering.</i>"</span></p></span></span></div><div><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;">As Lorna said on my last session: "<i>...</i></span><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;"><i>keep in line with your values and you will soon find the balance for both work and your spiritual side</i>".</span></div><div><br /></div><div>On 14 January 2023 I attended Lorna's session 'Finding you... A Journey of Self Discovery'. Which later complemented the work I did above. I enjoyed it a lot, good balance of meditation and vision board making. I really enjoyed it and surprised myself, as I am not creative physically in cutting and sticking type, but I really got into it - the perfectionist in me had to be precise with it. As to me, the clearer intention the clearer steps to be taken. I may well blog about this vision board in a future blog post to see how the manifesting unfolds.</div><div><br /></div><div>If your interest chimes with mine on this spiritual topic, and on a similar path, I'd be keen to hear from you.</div></div><div><br /></div><div>EDIT: A little reflection. I also find that my husband Gary keeps me spiritually grounded. Not only through his advice, but as he is a hairdresser, he doesn't have the industrious mindset of office-based jobs. Which I find refreshing as I can fulfill my professional ambitions there but then arrive home into a space that doesn't thrive on such things.</div><div><br /></div><div>Ya'Acov Darling Khan - "<a href="https://www.facebook.com/story.php?story_fbid=pfbid0FhYZe4B2HxMKSuRghGUxpZLepgAZN5HKbfpJyb6VpVjNFJsMazxZSJNhmrC7UzZNl&id=100050561226336" target="_blank"><i>Finding a sense of freedom and peace by resting in the knowledge of who you are and what you are committed to is a powerful realization. When you have a clear understanding of your values, beliefs, and aspirations, it provides a solid foundation for your sense of self and your life's purpose.<br /><br />By knowing yourself and being aware of your core principles, you can navigate through life with greater clarity and authenticity. You become less swayed by external pressures or the opinions of others, as you are anchored in both your own truth and the willingness to hear others. This inner alignment allows you to make choices and take actions that are in harmony with your values and goals, leading to a greater sense of fulfillment and freedom.<br /><br />When you are committed to something meaningful, whether it be personal growth, a cause you believe in, or relationships that matter to you, it gives your life purpose and direction. It provides a sense of meaning and fuels your motivation to strive for what truly matters to you. This commitment can guide your decisions and actions, empowering you to live a life aligned with your deepest values.<br /><br />In this state of self-awareness and commitment, you can also cultivate a sense of inner peace and contentment. Alongside seeking working for external accomplishments, you can find a sense of fulfillment from within. This development of this inner peace supports us to, step by step, let go of the burdens that might have weighed us down in the pas</i>t<i>.</i></a>"</div><div><div></div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-30623304994572399142022-12-07T16:00:00.046+00:002022-12-08T12:34:12.498+00:00Online asynchronous learning design using H5P - A #DLTAbook talk<div>I was invited by <a href="https://www.linkedin.com/in/dan-williams-89155941?miniProfileUrn=urn%3Ali%3Afs_miniProfile%3AACoAAAjNYq0BESyriT1kEbqS7jH3-xvyWUbmH-Y&lipi=urn%3Ali%3Apage%3Ad_flagship3_search_srp_all%3B1Df1RNuoSQyzVB%2FL7CxR%2BQ%3D%3D" target="_blank">Dan Williams teacher of teachers</a>, to deliver a digital practice session, 7 December 2022 via webinar, to his cohort of teacher trainees. He asked for my input around teaching using digital tools and perhaps discussing my book a bit, which is on their reading list. I chose the topic and title; '<i>Online asynchronous learning design using H5P - A #DLTAbook talk. Digital practice for the University of Derby Post-14 teacher trainees</i>'. I emphasised how asynchronous learning opportunities are increasingly important and the skills in creating eLearning activities are required in their online teaching toolkit - and how and where to find support. Introducing a few frameworks to help them integrate this into their practice, and to consider digital at the outset when creating digital and online activities and resources. Offering further advice and resources are in Chapter 2 ‘Creating eLearning activities and digital resources’ section and Chapter 3 ‘Designing online activities’ in <a href="https://www.amazon.co.uk/Digital-Learning-Teaching-Assessment-Practitioners/dp/1914171179" target="_blank">#DTLAbook</a>.</div><div><br /></div><div>There were approx. 30 students, some in-classroom and some online. All in further education and teaching a range of subjects, but pre-service so not many vocational. It looked to be an enjoyable session and generated lots of questions at the end.</div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;">Me - "<a href="https://twitter.com/_Daniel_Scott/status/1600533300665278465" target="_blank"><i>Enjoyed giving a talk and demo to @FurtherEdagogy's @UoDPost14ITE #teachertrainees today. On the topic of online #asynchronous #learningdesign using #H5P. Whilst exhibiting some #DLTAbook content. Thank you Dan.</i></a>"</blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">@UoDPost14ITE - "<a href="https://twitter.com/UoDPost14ITE/status/1600539610962182156" target="_blank"><i>Very grateful to @_Daniel_Scott for giving up his time, knowledge and experience on digital learning to @UoDPost14ITE trainees. Lots to reflect on and apply to practice.</i></a>"</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">Dan Williams - "<a href="https://twitter.com/FurtherEdagogy/status/1600539778285453317" target="_blank"><i>Really appreciate your support, Daniel. The trainees had lots to reflect on and think about in relation to their practice. </i>👍</a>" </p></blockquote><div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/7lXCYGQB2Lw" width="420"></iframe></div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-73590443555347615902022-11-25T12:00:00.017+00:002023-07-10T15:14:13.353+01:00Virtual placements using H5P<p>Back in April 2022, our head and my line manager, Dr Anne Felton, and I started to explore opportunities in nursing virtual placements. We intended to conduct a short pilot to try out the process and explore the possibilities to showcase for the wider department. With a long-term view of building a catalogue of different virtual placement offerings. Anne defines virtual placements as;</p><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;">"<i>Virtual placements would involve developing practice scenarios that the students might work through online. These can be used to compliment practice placements for example to support an induction through a virtual tour, a patients view of the ward or to create some practice-based scenarios to get them to think and reflect, for example on how they might respond in certain situations, what might the implications be etc. There are many possibilities for them but my initial target is to help students make up practice hours.</i>"</div></blockquote><div><br /></div><div><p>Ideally we wanted our first virtual placement to be live for September, for the start of the next academic year. The pilot was approved and kicked off with a planning workshop, held on the afternoon of 13th April 2022. A mix of students, service users and academics were invited to form a working group. I designed and led the workshop (and overall project), and Anne assisted in facilitating the discussions. I took a brief rapid learning design approach as shown in the slides below. Followed by further slides where I curated the outputs of the day, for the group to access and review.</p><p>Before we headed into the main planning aspects, Anne introduced the outline for the afternoon, defined what we mean by virtual placements for the pilot needs/context and group introductions. I then showcased some curated internal and external examples using potential digital technologies. Namely <a href="https://danielscott86.blogspot.com/2021/03/h5p-endeavours-a-progress-update.html">H5P</a> - <a href="https://h5p.org/virtual-tour-360" target="_blank">Virtual Tour (360)</a> and <a href="https://h5p.org/branching-scenario" target="_blank">Branching Scenario</a>, ThingLink and <a href="https://danielscott86.blogspot.com/2020/06/pebblepad-review.html">PebblePad</a>, to stimulate ideas, possibilities and discussion to flow into the afternoon.</p><div>Planning workshop presentation:</div><div><br /><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/8_VSpigmjGY" width="420"></iframe></div></div><div><br /></div><div>Outputs:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkBuvc4Byc0OvtU70ZyNPL5nGbtt3UE5QnArOM5K7vZ7nbCAHfc9METmoAY2dYfQhDeXqZ15WJk-Fc1mv3curvSEpugRRnnaCZ_ocKakrxYn7rXg83ypOYBxF-z8qN9tf7dMQHjQaXRnya7S-KAm0JdMSrecEXMm8YBWDxY1Fn06MGio1L3hY6cxfg/s2667/Outputs%20From%20the%20Virtual%20Placement%20Workshop%2013th%20April_Page_1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="2667" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkBuvc4Byc0OvtU70ZyNPL5nGbtt3UE5QnArOM5K7vZ7nbCAHfc9METmoAY2dYfQhDeXqZ15WJk-Fc1mv3curvSEpugRRnnaCZ_ocKakrxYn7rXg83ypOYBxF-z8qN9tf7dMQHjQaXRnya7S-KAm0JdMSrecEXMm8YBWDxY1Fn06MGio1L3hY6cxfg/s320/Outputs%20From%20the%20Virtual%20Placement%20Workshop%2013th%20April_Page_1.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1AOPbGyFR68xa5TGpQ7ydHG64Phag3CuJKHx6MPHN8l4VrQ18VUrDubi8ehregSJBzs3DvUTAHe2Dyy_s2uLdPrgWkCQ3E7fIf2lMnT4wrChpgfftYrXKnj15PkH56AhV34pmHYMGMMlVQl9v9MOk2Dc46rTUB6d7Xx_RfOcgfA9iW6F_23MMJiMH/s4000/Outputs%20From%20the%20Virtual%20Placement%20Workshop%2013th%20April_Page_2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="4000" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1AOPbGyFR68xa5TGpQ7ydHG64Phag3CuJKHx6MPHN8l4VrQ18VUrDubi8ehregSJBzs3DvUTAHe2Dyy_s2uLdPrgWkCQ3E7fIf2lMnT4wrChpgfftYrXKnj15PkH56AhV34pmHYMGMMlVQl9v9MOk2Dc46rTUB6d7Xx_RfOcgfA9iW6F_23MMJiMH/s320/Outputs%20From%20the%20Virtual%20Placement%20Workshop%2013th%20April_Page_2.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWg612geWYSGUzI1hDKZ6cTr_9r7LHASYQ4jWA1yYUj8xr3v9wzFVt5pS1vAn2fzS6rh5rdqVgvrm2kTC4hzrME_lyN8u2QZx9zq89AGXyWmc1w_-nf6ywN9JWV9gJAbokajeuOslXW-udjrzdivS3gJPr4wLLhmVINQIMpAFlIZqDDPvLmvFRK3qG/s4000/Outputs%20From%20the%20Virtual%20Placement%20Workshop%2013th%20April_Page_3.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="4000" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWg612geWYSGUzI1hDKZ6cTr_9r7LHASYQ4jWA1yYUj8xr3v9wzFVt5pS1vAn2fzS6rh5rdqVgvrm2kTC4hzrME_lyN8u2QZx9zq89AGXyWmc1w_-nf6ywN9JWV9gJAbokajeuOslXW-udjrzdivS3gJPr4wLLhmVINQIMpAFlIZqDDPvLmvFRK3qG/s320/Outputs%20From%20the%20Virtual%20Placement%20Workshop%2013th%20April_Page_3.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5vsb1dFNGQRlof_f5CcJoG6xNkRWJxKc5zwUExQ0UQDL29h5lULb_3IaAxwlq5nr0WmqUGnCLbtxE0c-ohLkobp7-U0MegV2VUtFudCZLwSeSIrNXqwFze6uh1hQJfnXybD9srVxGeqLixuWdjyutFVOdL-JtO2_6rA4d3gspXmq4vLaMz_U8ZOgF/s4000/Outputs%20From%20the%20Virtual%20Placement%20Workshop%2013th%20April_Page_4.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="4000" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5vsb1dFNGQRlof_f5CcJoG6xNkRWJxKc5zwUExQ0UQDL29h5lULb_3IaAxwlq5nr0WmqUGnCLbtxE0c-ohLkobp7-U0MegV2VUtFudCZLwSeSIrNXqwFze6uh1hQJfnXybD9srVxGeqLixuWdjyutFVOdL-JtO2_6rA4d3gspXmq4vLaMz_U8ZOgF/s320/Outputs%20From%20the%20Virtual%20Placement%20Workshop%2013th%20April_Page_4.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4zQEazr5C9ipM8badfsKGky9lj69lNdG7P7sM9lkebZpd7WpGX3WzbyMdC8TVPX2Hyd_hYQnh-ed4mYqkeUVV7NUIOYnCfnui3x6hyVVFWKMuoKFuQTWGVZYsEg135foo3mrqWDRu7FxiAIDGuEs4WZvy-ffC3M_4Q2_iy91JKezP0REqGVAQYKe_/s2667/Outputs%20From%20the%20Virtual%20Placement%20Workshop%2013th%20April_Page_5.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="2667" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4zQEazr5C9ipM8badfsKGky9lj69lNdG7P7sM9lkebZpd7WpGX3WzbyMdC8TVPX2Hyd_hYQnh-ed4mYqkeUVV7NUIOYnCfnui3x6hyVVFWKMuoKFuQTWGVZYsEg135foo3mrqWDRu7FxiAIDGuEs4WZvy-ffC3M_4Q2_iy91JKezP0REqGVAQYKe_/s320/Outputs%20From%20the%20Virtual%20Placement%20Workshop%2013th%20April_Page_5.png" width="320" /></a></div><br /><div>The planning workshop concluded with identifying the 'Introduction to a ward' as our first virtual placement to develop. And starting to flesh out detail of the 'scenes' to be developed first, and next steps.</div><p>Post-planning workshop, myself and Anne agreed to use the internal NTU tool, H5P, to create a virtual 360° tour - using the Virtual Tour (360) content type. The external tool ThingLink was a contender, but I was keen to use what we had already access to (approved and supported), I'm an expert in and that can achieve the same outcome. And also supports the long-term vision of creating a catalogue of virtual placement options. We will look to creating video-based scenarios further down the line, e.g. using H5P's Branching Scenario content type.</p><p>The next stage was to asynchronously flesh out our identified 'Introduction to a ward' scenes by developing a storyboard. I placed the process instructions in the Microsoft PowerPoint, where I facilitated and prompted as we progressed through it. I chose PowerPoint as hopefully the wider group have used this previously. But if individuals found the process and tool difficult navigate, I invited them to reach out personally to go through it with them. The plan after that was to asynchronously review and reality check the storyboard. Then I suggested we meet synchronously online to check in with each other, if the group are available. During this time, we would also look to assigning roles of who can support with the production, e.g. capturing footage. I tried to arrange a synchronous meeting but the group's availability made asynchronous more feasible to facilitate. Below is the storyboard template I put together that includes the identified ward scene with some group contributions.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ9antOnswPO5TLv9cZYru1LrGREbUzM7vgPWkYxqm2-JylRzmWKDIw9QB5caFyY18_ihLMoihWRW4_1H5Fr47x1bujdDNWU3P2kqWkRYBA-rW1nlyAnTup910W239eQcVsQ3F28Q04xNB5eoYnGxDfydJF9g__qvP6QSiyrF7Po2BBw8DCO10en_4/s2667/Virtual%20placement%20pilot%20storyboard%20development-%20contributions_Page_01.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="2667" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ9antOnswPO5TLv9cZYru1LrGREbUzM7vgPWkYxqm2-JylRzmWKDIw9QB5caFyY18_ihLMoihWRW4_1H5Fr47x1bujdDNWU3P2kqWkRYBA-rW1nlyAnTup910W239eQcVsQ3F28Q04xNB5eoYnGxDfydJF9g__qvP6QSiyrF7Po2BBw8DCO10en_4/s320/Virtual%20placement%20pilot%20storyboard%20development-%20contributions_Page_01.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsWHKc8xMal5h_B0SbXCsGACqyx9ivJFOzXZ-BJ8Z9nd3EhgCMi2-8MI9PzBe53rpf3su5QPeqYKpJQjjWsxKXSnxXSHgnTfe4ajW1P_HMiAAn2CIcGLB-zcqPzVdObF1OU4kQyR2tPYheuOc4VfvE8olwflfDkfMEXsfm2ss9vf3VFWDoqTxioaMf/s2667/Virtual%20placement%20pilot%20storyboard%20development-%20contributions_Page_02.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="2667" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsWHKc8xMal5h_B0SbXCsGACqyx9ivJFOzXZ-BJ8Z9nd3EhgCMi2-8MI9PzBe53rpf3su5QPeqYKpJQjjWsxKXSnxXSHgnTfe4ajW1P_HMiAAn2CIcGLB-zcqPzVdObF1OU4kQyR2tPYheuOc4VfvE8olwflfDkfMEXsfm2ss9vf3VFWDoqTxioaMf/s320/Virtual%20placement%20pilot%20storyboard%20development-%20contributions_Page_02.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8Ze38ZnCC50lULQmxf3p2v3EYNwpoZjI0tD6TerPSiP9bz2yZsb2b4MMGXX-2T0QWQf61DMFs1MQYNUVcCCnr_MQTUpa1lsW9Eptpa3jB9kppd3ztURpI_8Wp6JxTGgSoFpv62Cg9Rn3-rpL2Hau0zrgscxo6Be_NM1TARsHaRWJMOivVTIU4gJb3/s4000/Virtual%20placement%20pilot%20storyboard%20development-%20contributions_Page_03.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2250" data-original-width="4000" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8Ze38ZnCC50lULQmxf3p2v3EYNwpoZjI0tD6TerPSiP9bz2yZsb2b4MMGXX-2T0QWQf61DMFs1MQYNUVcCCnr_MQTUpa1lsW9Eptpa3jB9kppd3ztURpI_8Wp6JxTGgSoFpv62Cg9Rn3-rpL2Hau0zrgscxo6Be_NM1TARsHaRWJMOivVTIU4gJb3/s320/Virtual%20placement%20pilot%20storyboard%20development-%20contributions_Page_03.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxPUgNgE1HfFYVLEgXPdjL2_TGoHBCJ_YVEbpW7kyKnMh7vkwjJVGi3oQeNq8DxtUA3yn3K5ULzz42rdfh56Gn68EC9Maqj41cQOvJFoNYhFc81tB7wHBwtER5ZmTM3tEO-SOlCfBKJ402gZwTuFe6ajNOabyptwqaBEgrPAzOx8Ye9c-eHMf7XS94/s2667/Virtual%20placement%20pilot%20storyboard%20development-%20contributions_Page_04.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="2667" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxPUgNgE1HfFYVLEgXPdjL2_TGoHBCJ_YVEbpW7kyKnMh7vkwjJVGi3oQeNq8DxtUA3yn3K5ULzz42rdfh56Gn68EC9Maqj41cQOvJFoNYhFc81tB7wHBwtER5ZmTM3tEO-SOlCfBKJ402gZwTuFe6ajNOabyptwqaBEgrPAzOx8Ye9c-eHMf7XS94/s320/Virtual%20placement%20pilot%20storyboard%20development-%20contributions_Page_04.png" width="320" /></a></div><br /><div class="separator" style="clear: both; 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text-align: center;"><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;">Anne - "<i>Thanks very much for pulling all this together Dan. I’m looking forward to developing the specifics!</i>"</div></blockquote><div><br /></div><div>The contributions on the storyboard template shaped up the scene nicely. Providing a good image of what we are aiming to produce. At this point I asked a couple of questions to the group for expert thoughts on; is there sufficient detail/content to introduce students to a ward? Any detail/content gaps that we need to include?</div><div><p>So after we have confirmed the storyboard content, I needed to start planning how we would capture the actual footage to support the virtual placement activity. As most of the group have access to the appropriate content locations. I needed a couple of volunteers to help capture the required imagery and supply other pieces of content and props detailed in the storyboard, so that I can produce in H5P. I invited them to contact me so that I can coordinate with them on using our 360° camera and agree timescales.</p><p>As availability was becoming more precious, and as the project timescales are flexible, we decided to scale back the pilot 'Introduction to a ward' scene. To focus only on a the notice board present in that particular scene - isolating an individual interactive element. An academic is now in the process of creating this and should be ready by December. I'll update below as this progresses.</p><p>On a related topic - earlier in November 2022 in the central Association for Learning Technology mailing list, Karoline Nanfeldt posted a the query; "<i>Virtual nursing placements - </i> <i>I’d love to hear experiences/good practice anyone has had delivering virtual placements, in particular for nursing or other health care related fields.</i>"</p><p>There was a few responses, including one with a really useful paper - so I responded with:</p><p>"<i>Many thanks for asking this and for the contributions that followed, especially yours Tim which I will take the time to read through.</i> [Tim Cappelli, Orchestrating Technology to Create Integrated Learning Experiences for Nursing Students, 8th e-Learning Excellence Awards 2022 - An Anthology of Case Histories - see Orchestrating Technology to Create Integrated Learning Experiences for Nursing Students]</p><div><i>I/we are in the early stages of developing such online async 360 'virtual placements'. But I did kick off a project earlier this year through a lightweight learning design approach with academics, students and external stakeholders. Where we outlined a few topic areas to develop through H5P's Virtual Tour (360) content type - to be accessed via our VLE. I/we've not got to taking this further yet, but we identified an 'introduction to a ward' as the first activity. I'm happy to share more of my approach and outputs as they develop. I may even do a blog post on it.</i>"</div></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-21367739805338298252022-11-04T20:00:00.041+00:002023-11-14T13:55:25.758+00:00Our awesome wedding day<p>This blog post is a little different in that its also written by my husband Gary, a joint effort written from both our perspectives. A reflective summary of our wedding day.</p><p></p><p style="text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVNROEwHPvIj72JJuiufAmMgQO8zQ4mDhLZGo2r93GcPEDhUb7qGGsEpv5W3IkxEWW_tU02tUwHodGHX9FInZyrIUHWPyLJ_gd9EmCDym2LBjZJqxJECRep69pXBRhvJ0v9w6Kr4DcnkV2MCc_vHeI47pBgZcJiqBrJVzTqWUxnAjE-n5hUYZHqE1x/s320/Mr%20and%20Mr%20Dan%20and%20Gary%20Scott-Purdy.jpg" /></p><p>It<span style="text-align: left;">s seven years to the day since we first met in-person, our day, the 4th October and on this date in 2022, we got married! Our venue is </span><a href="https://thewestmillvenue.com" style="text-align: left;" target="_blank">The West Mill</a><span style="text-align: left;">, at Darley Abbey Mills in Derby. We choose this venue as it has the vintage industrial style we both like and fell in love with it at a friends wedding back in 2018. Our shared vision for the theme, </span><a href="https://en.wikipedia.org/wiki/San_Junipero" style="text-align: left;">San Junipero</a><span style="text-align: left;">, was realised after we first watched the Black Mirror episode back in 2016. Rather than a bleak dystopian future this was an uplifting LGBT+ love story. We knew back then that if we got married this would be the theme! Seeing all the things we had planned for, come to life on the day, from visuals (Gary) to audio (Dan) blew us away. The day was a complete sensory overload, and it really went way beyond our expectations.</span></p><p></p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><i>Dan - </i>"<i>Happy wedding day eve to us. This time tomorrow we'll be easing into the night, celebrating the rest of our lives together. This was our first pic on our first in-person meet up, back on 4th October 2015. Excited, but overwhelmed by what the day will bring. </i> 🥰👬🏳️🌈"</blockquote><p style="text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkvRXDxCn7_0d3a_5T6VESEG3GjMkU3dvKIH5TdGlfRj1SUCXdfxBjMUv117e74oRWaT0X5DkRqDm1DWoC_NlLNHbtc3u1rob46aw2zt6_RP8SPxqfEa91l9CNMGls1LnukD9LFoyJUrxO0Pric17JB_-Ogi5j6b_NDjh_9kEBa731CPVc1vEi0en9/s1080/Dan%20and%20Gary%20Scott-Purdy%20first%20picture.jpeg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkvRXDxCn7_0d3a_5T6VESEG3GjMkU3dvKIH5TdGlfRj1SUCXdfxBjMUv117e74oRWaT0X5DkRqDm1DWoC_NlLNHbtc3u1rob46aw2zt6_RP8SPxqfEa91l9CNMGls1LnukD9LFoyJUrxO0Pric17JB_-Ogi5j6b_NDjh_9kEBa731CPVc1vEi0en9/s320/Dan%20and%20Gary%20Scott-Purdy%20first%20picture.jpeg" width="320" /></a></p><p>The wedding morning felt like a kind of Christmas day; that feeling of celebration, family and friends coming together sharing food and having a dance. As we had organised ourselves well we didn't have much to do up until around 10.30am, other than gather our suits and belongings for the day. We were just excited to get there and get it started.</p><p><b>Arrival at venue</b></p><p>On our drive down to the venue we both felt excited but the nerves were kicking in, so we had some good chats about what was about to unfold. As we pulled in to the venue, Dan's mum Vicky, her partner and her mother were already there. Martin and Stu, our best men, arrived shortly afterwards. Martin had the coveted role as the master of ceremonies; announcing each part of the wedding, a role he took very seriously. The <a href="https://screenphotography.co.uk" target="_blank">Photographers</a> were also already there and were taking photos of the venue and our stationery, as well as the outside river and small woodland area. We had the same photographers as Gary's mum, Lynda, who got married July 2021, as we were impressed by their work.</p><p>We unpacked more items out of the car to give to the events manager and when we walked through the doors, we saw all of Gary's wedding stationery and designs, such as the welcome board and neon decorative pieces. The florist had also set up and so the whole venue was now ready for us, we were just blown away by it all, positively overwhelmed! Everything we had been planning for and things we could only imagine, were actually here and it looked and felt incredible! Gary was like a hyper child with excitement!</p><p><b>Getting ready</b></p><p>As the venue is over three floors We went up to the top with the best men to start getting ready in the dressing room. We were chatting, feeling buzzed and calming the nerves all while the photographers were there capturing the moments. Before we got our suits and accessories on they organised them to take pictures of. They were also handy to have on side for advice, when we asked them about how to put cuff links on and the style of tie knot the best men need to have.</p><p>Soon the guests started to arrive. Gary had to pop downstairs and he spoke to a few people but quickly came back up in to hiding although he was even more excited and the day felt even more real. Lynda and her husband came up to see us and we had a natter before we gave our wedding day gifts to each other. It was quite funny that we got each other similar gifts. From Dan a white-framed timeline of our milestones, where we: met; travelled; nested; engaged (Gary proposed at the top of Ben Nevis, 1 June 2021); married. Each milestone had a love heart map. From Gary a turquoise wooden dial-type object that says "You are my universe" on the front, and then you turn the dial at the side to reveal key milestones that led up to us getting married. Dan instantly got teary as it allowed him to revisit those times briefly in his head. It was a sweet and deeply touching moment.</p><p>We had a walk around the upper part of the venue and started to hear some of the wedding playlist, some classic 80s chillout songs which started with Enya's 'Sail Away'. Dan remembers saying "Gary can you hear music!" It was his time to feel the excitement, and Sail Away is now etched into his mind to transport him back to this day.</p><p>The registrar met us to have another 'pre-marriage chat' and walked us through what would happen. She made some lovely comments about us and the wedding flowers and stationery design. She seemed to feel the vibe, saying that it was brilliant and unique, and that some weddings she goes to over does it. <span>After that we summoned up our mums and had a mini rehearsal, the real deal is moments away, we had a quick moment to compose ourselves and Gary helped his future mother in law titivate her hair then we were good to go!</span></p><p></p><p><b>Ceremony</b></p><p>Typing this the feelings are coming back, excitement and anxiousness. Martin had called people up to the ceremony room, the scene was set with 80s chilled music playing and we went to get into position. Gary his Mum and Stu sneaked around to the other room entrance. Dan had a peep through the door to get a glimpse of people arriving and shared a special moment with his mum in the dressing room before they stepped through the doors. He said "this is it, your last son getting married". They hugged and smiled and took a step through the main door. Gary and his mum were waiting on the other side, beaming smiles on their faces.</p><p>The piano version of Belinda Carlisle's 'Heaven Is A Place On Earth' started to play, that was Martin and Stuarts cue to start walking followed by us linking arms with our mothers. We started to walk through and I took a glimpse of our guests and Dan was a bit overwhelmed. He put his hand over his face as the emotions just hit, he'd not seen some of our friends and family for a month and now they were all in the room together. Dan said in his speech "It’s not often you get all of your loved ones together in one room, on one day, at the same time." As we met in the middle with our mums they held hands and walked to the front and we got chance for a quick hug and kiss before making our walk to the front. Dan was that teary he daren't look at people but Gary was excited to see everyone.</p><p>We stopped at the bottom of the aisle and awaited the ceremony instructions. It was a slight blur at this point for Dan as he part went into serious mode to listen to what had to be repeated - the part he was fretting about. The registrar opened up the ceremony beautifully, and invited Jasmine, Gary's sister, to do the first reading which was cat themed and fit us perfectly. Our friend Jenna was called up to do her reading which is one we chose for her to deliver, on the art of marriage. Next came the 'objections' which thankfully no one did, but we did both turned around to check. Looking at the photographers picture, it looked like we choreographed the moment, as it was a great moment of synchronicity with us turning at the exact moment, mirroring each other. Dan's grandma actually asked if we practiced that - nope! Dan was soon into ultra serious mode as we both then had to repeat the registrar on the formal ceremony 'I do' bits'. We were then passed our custom vows that we both put together. We both thought the registrar was going to read them out to repeat, but we were put on spot when she passed us it to read to one and another but we made those vows to one another which we had wrote ourselves. The guys gave us our rings and we placed them on each other finger, after a bit of confusion of who had what ring. And then the deed was done, the registrar pronounced us as <span>married!</span> Gary will go on to say in his speech "Growing up, I never thought I'd get married" but here we are, the knot is well and truly tied! The registrar went on to say we can now "celebrate our awesome wedding day" so nice she picked that up from our welcome sign and incorporated in, she was so invested in it from beginning. We walked back down the aisle to Starship's 'Nothing's Gonna Stop Us Now', cheering, clapping and fist pumping! This is one day or life moment that we'd like to relive again and again.</p><b>Mr and Mr Scott-Purdy</b><p>And the celebrations begin! We whisked our selves off to dressing room to take a moment for ourselves and take the ceremony in. We got a first serving of our canapés with a bit of fizz to wash them down. We made our way to our guest on the ground floor ready for the confetti walk. We were announced as Mr and Mr Scott-Purdy for the first time and walked through the storm of confetti, the wind whipping it up perfectly. This was fun and the pictures show it, pure love, joy and celebration and getting completely covered in confetti - which Jack, Jasmine's fiancé, later plucked out of our hair. Gary's dad had to be a troll and poor confetti down his back. Thanks for that Alan! Whilst we were outside, the photographers used their drone to capture a great picture of us all together in the courtyard, and a unique birds eye view.</p><p>Time for a drink after all that. Along with our best guys, we had made cocktails the day before in massive self-serve jars, there was sex on the beach, pina colada and porn star martini, along with a non-alcoholic elderflower option. These certainly went down well, especially the pina colada. People got rather tipsy and quickly, well they were quite strong. Dan remembers speaking to his gran and saying "how many have you had, not that's a bad thing" her eyes said she had more than a couple. We mingled and worked the room. Scanning around Dan saw his mum in a teary mess talking to two of our friends Jenna and Lorna, she was very proud of her son. More circulating and socialising occurred and we had some formal snaps taken although getting all the tipsy people into position was like herding cats. Photographers then organised us for some pictures with our families. </p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;"><i>Dan - </i>"<i>We did it! Mr and Mr Scott-Purdy.</i> 🥰 <i>Literally our happiest and best day ever. It went way beyond our expectations. Thank you everyone for your love, energy and generosity. And thank you Jasmine Purdy for creating the short video capturing the day. Now the processing begins on our mini-moon in Lake District.</i>"</p></blockquote><p></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='420' height='315' src='https://www.blogger.com/video.g?token=AD6v5dwH9btylmVO18rPofZ3fK0EAw8B0LEQ70g8_iuDu7maKMZY8Ce1kAB85aVsIXmT_AEII0KDbh5fUJQySV97uQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><div class="separator" style="clear: both; text-align: center;"><i><br /></i></div><div class="separator" style="clear: both; text-align: left;"><b>Wedding breakfast</b></div><p>Before we had our wedding breakfast, the photographer whisked us both off for some personal pictures around the river and little woodland area. Martin and Stu joined us for the walk before going on to announce for everyone to take a seat for food. As we made our way back in, Martin announced us as Mr and Mr Scott-Purdy - we're starting to like the sound of that now.</p><p>As people sat down they realised they had a personal portrait drawn by Gary, each person or couple drawn with an 80's look. These were well-received by everyone and further set the theme and tone as did the amazing background music playing. Dan had another music moment where he said to Gary "can you hear the 80s electronic synth instrumental sounds". It really gave the day such an 80s ambient feel. We tucked into our delicious three-course meal and chatted more to our friends and families.</p><p>A moment many look forward to, the speeches! Martin and Stu did a double-act and shared theirs between them. They did such an incredible job of balancing our story with heart and humour, they told some embarrassing stories about us and Gary added some details on the fly. Gary own speech was up next and he's a bit of a natural at giving speeches, he gave his mum away at her wedding and so gave one there. Gary has a way of involving the audience and he did just that, people were interacting with what he was saying and there was such laughter. He even had a good ol' poo story. Dan was last and delivered an emotional one, in my own style (see bottom of this blog post for the full thing). He did a great job, even if he had to stop a few times as he got highly emotional at parts. He expressed his natural vulnerabilities and a bit of cheeky wit. After the speeches our mums came to us. Vicky said how inspirational and unique we are and how proud she is of us both. Quite touching to hear. A nice moment when Val, Gary's dad Alan's wife, came and hugged Dan and said thanks for how comfortable we made her feel.</p><p>As some people went to check-in to their rooms, Dan stopped around and got chatting to his friends Mike and Matt. They had a deep conversation about Dan's '<a href="https://danielscott86.blogspot.com/2022/09/hold-the-man.html">Hold the man</a>' experience and the profound impact it had. After searching for a while Gary then popped up to say he'd been trying to find Dan, as we were called for some pictures up in ceremony room with some creative lighting. They turned out rather nice.</p><p><b>Dancing into the night</b></p><p>We were reminded by Martin to head to the second floor, the bar and lounge, for cake cutting and then our wedding dance. Our two-tier cake was lemon drizzle on the top tier and orange and passionfruit on the bottom. It was decorated in white buttercream and neon pink and blue patterns with a silver accent, made by <a href="https://dawnshinfield.wixsite.com/dawnmariecakes" target="_blank">Dawn Marie Cakes</a>. With additional gluten free cupcakes Gary had one of his hairdressing clients make. We then took to the dancefloor to awkwardly shuffle around, we were dreading it but enjoyed the moment. The song was Years & Years' 'Shine', that transitioned into Belinda Carlisle's 'Heaven Is A Place On Earth'. A custom request that our DJ, <a href="https://vinyl-sounds.co.uk" target="_blank">Vinyl Sounds (Tim Asher)</a>, made and it worked as we got everyone on the dancefloor for Belinda. It was such a great feeling having them join in with us and what an epic song - again embedding the San Junipero vibe. Tim played us an 80s-only set all night, and as we had requested, he emphasised more neon pink and blue lights to his outstanding DJ set up. Dan had a personal mission to dance hard the whole night, and made sure he fulfilled it, he really made the most of the dancefloor and applying his Movement Medicine to the 80s music. He fully let go of any self-doubt and what people thought, to just simply enjoy dancing and be free despite the leg and knee ache in the morning. Dan had a good moment with Fleetwood Mac's 'Seven Wonders', a great bit of expressive dancing with that one. It was so lovely to see our loved ones dance with us. Dan particularly enjoyed a dance to Stan Bush's The Touch with his brother. As many were hitting the vintage-looking photobooth, we headed down and got a few snaps of us with our families and friends wearing the daft items. As our guests began to leave we tried staying up for as long as we could. Gary became tired first and said his goodbyes to the remaining guests and Dan joined about 30 minutes later. That concludes our special day, one that'll be a highlight for us for many years.</p><p></p><p><b>Post-wedding and mini-moon</b></p><p>Our immediate family, along with best men, stayed in the venue's gorgeous apartments. The apartments had a large communal kitchen where we all met in the morning to share breakfast. It was so nice to be able to sharing the memories of the day with our family and now official extended family. Dan's grandma went on to say that the wedding was a nice memory to have.</p><p>We then had to gather our belongings from the venue and got to packing it into our car. As we approached the car, we noticed balloons inside and lipstick writing on the side windows saying "Just married", and a just married banner on the inside of the rear window. A lovely departing surprise, although Dan wasn't keen on the gold bits inside the balloons that exploded everywhere when popped! The culprits were Martin, Stu and their parents - sneaky sneaky!</p><p>When we arrived home, there were more decorations waiting for us , just married banners taped to the door with balloons. The decorations continued inside with more dreaded gold-filled balloons, of which some had already been popped by Theo. On the table were some extra gifts from Martin and Stu - we love you boys! We took some time to chill and opened the cards and gifts from our lovely guests.</p><p>Then comes the mini-moon at the <a href="https://www.lakedistricthotels.net/lodorefalls" target="_blank">Lodore Falls Hotel & Spa</a> near Keswick in Lake District. This was just the vibe we needed, relaxing slow paced getaway, time to focus on each other and wind down after the fast paced day previous. We enjoyed leisurely strolls around Keswick with a few trips to the chocolate shop. We explored the Lodore waterfall and went for a walk up Catbells, not to strenuous but amazing views at the top. We treated ourselves to a six course taster meal at the Forest Side and made the most of our two hours of spa time each day. All in all an amazing trip. </p><p></p><p>Has anything changed since being married? Not so much, but we both talked about this and do feel there is an increased sense of belongingness to one and another, a type of 'soul contract' that goes beyond paper. And there's also greater sense of confidence (single to married status?) and security between us.</p>It was such an emotional and happy day because of the love between us, our personal history to celebrating where we are now. A big thing we took from that day is that the love for us both is real, and there was so much of it for us too. It was greatly felt and we've more love and appreciation for each person that was present for us.<div><br /></div><div>From what guests have been saying, many seem to have took a piece of our wedding into their hearts. Some have said they felt the love between us and around us, like a euphoric-type feeling. They really must've let the love and emotion in. Perhaps because we kept our love and wedding real and authentic to us, and not make it something it is not.</div><div><br /></div><div>We have lived together officially since April 2018, now married, got our furbaby - what's next? For definite, more travelling. We're ready for rest of our lives 😊 We'll remember this day forever.</div><div><div><br /></div><div><div>Below are some a few online comments we received, in no particular order:</div><div><div><br /></div><div><ul style="text-align: left;"><li>Roy S (dad) - "J<i>ust want to wish my youngest all the very best today, I hope you and Gary have the most wonderful day</i>"</li><li>Stu and Martin G-W - "<i>All ready for tomorrow's Best Men duties at Daniel & Gary soon-to-be Scott-Purdy's wedding day. Speech done, plans ready, going to be an exciting day</i> 😁 🏳️🌈"</li><li>Stu and Martin G-W - "<i>Brilliant day celebrating the new Mr and Mr! A dream achieved, equality a reality.</i> 🙂 🏳️🌈"</li><li>Jasmine P - "<i>Congratulations to Mr & Mr Scott-Purdy! Beautifully personalised wedding</i> 🥰"</li><li>Dan B - "<i>Hey man! Thank you so much for letting us be a part of your and Danny's day, we absolutely loved it. I feel like it was so special watching how excited you both were to tie the knot! The ceremony, jasmines reading, both of your turbo charged emotional speeches, it was just fantastic honestly. So proud to have been in the room! Everyone we talked to that we didn't know was so friendly and fun, a true testament to how great you both are. I would ask how it feels now the excitement has died down but in all honesty the best part is what comes now for you both! A life together, making more memories! Hope to see you both soon for food and a catch-up! Xx</i>"</li><li>Jenna G - "<i>See you both tomorrow</i> 🥰 <i>get plenty of rest tonight xxx</i>"</li><li>Mike L-C - "<i>Hi chaps. Thank you for a wonderful day yesterday and congratulations again! Have a fabulous mini-moon! X</i>"</li><li>Matt L-C - "<i>Have an amazing honeymoon</i> ❤️ <i>Congratulations, was a wonderful, love filled day</i> ❤️ <i>Absolutely, I'm still buzzing from the speeches, they were amazing!</i>"</li><li>Andy T and James F - "<i>Happy wedding day to Gary Purdy and Daniel Scott</i>💍"</li><li>Craig M - "<i>See both of you tomorrow. Try and get plenty of sleep and ease the mind xx</i>"</li><li>Craig M - "<i>Beautiful day and evening celebrating the wedding of two lovely people x</i>"</li><li>Steve S - "<i>Had a great time, thank you both for inviting me to be part of your special day</i> 😊 <i>You all did brilliantly in ya speeches, well done! Hope to see you both soon."</i></li><li>Sean J-D- "<i>I'm so happy for you, and I'm sad I wasn't around to celebrate your special day with you xxx</i>"</li><li>Rosie B - "<i>Can't wait!! See you down the aisle </i>💕"</li><li>Rosie B - "<i>I'm excited for you to finally tie the knot! The best couple! What an amazing day - I bet you're both still on Cloud 9! Thank you so much for letting us share it with you, it was so special. X</i>"</li><li>Amy C - "<i>Happy wedding day to one of my longest friend! I'm so happy you found your person. Congratulations to you both</i> ❤️"</li><li>Sue W - "<i>Wonderful </i>❤️ <i>congratulations</i> 🎊<i> xx</i> 😘"</li><li>Chris W - "<i>Have a wonderful day all of you</i> ❤️🍾🥂<i>xxx</i>"</li><li>Chloe S - "<i>Congratulations you pair!</i> 😍😍 <i>Looks like a perfect day xxx</i>"</li><li>Chris G - "<i>Congratulations to you both Dan! wishing you many happy years together. Looks like a really special day</i> 🥰❤️🎉 <i>X</i>"</li><li>Michelle S - "<i>Congratulations - can’t believe little Dan is married</i> 💙🥂🍾<i>xx</i>"</li><li>Craig D - "<i>Huge congratulations to you both guys!!! </i>🍾🥂🤵♂️🤵♂️🐱💕 <i>Hope your special day was everything you dreamed it would be and more! Loving the 80's neon table arrangements and theme by the way! Very San Junipero!</i>🌴 <i>Hope you're all well and have a fab mini moon! Xx</i>"</li><li>Ryan S - "<i>Congratulations</i> 👏 <i>All the best to you both for the future</i>"</li><li>Jonny H - "<i>Have an amazing time tomorrow!</i> 🥂 💍 ❤️"</li><li>Callum P - "<i>Congratulations guys! Have an absolute blast! Love and luck for the future</i> 🎉💙🎉🤵♂🤵♂XX"</li><li>Christine G - "<i>Thinking of you and Gary this morning Dan... I hope you post lots of pics of your celebration!</i>"</li><li>Darren A - "A<i>www so beautiful </i>😍🤩 <i>xxx</i>"</li><li>Clare H - "A<i>www Absolutely gorgeous!!! huge congratulations</i>"</li><li>Robbie B - "<i>Huge congratulations boys!! Gorgeous photos xx</i>"</li><li>Emma H - "A<i>ww it looks amazing! Congrats guys x</i>"</li><li>Kelly S - "<i>So darn chuffed for you both</i> 🤩🎉"</li><li>Emma C - "<i>Congratulations!! That video got me </i>🥲 <i>xxx</i>"</li><li>Steve A - "<i>Congratulation both of you, glad you had the best day every x</i>🎂🥂"</li><li>Jane G - "So exciting! Congrats guys. U got this!"</li><li>Claire A - "<i>Have a lovely day/ night </i>💕 <i>xx</i>"</li><li>Lindsey S - "<i>Have the best day xx"</i></li><li>Sophia D - "<i>Have a great day</i> 🥰🥂"</li><li>Paula M - "C<i>ongratulations hope you have an amazing day xx</i>"</li><li>Fran J - "<i>So exciting..have an amazing day! Really looking forward to celebrating with you both tomorrow evening! Xxx</i>"</li><li>Gemma S - "<i>Aww congrats, have a lovely day</i> ❤️❤️"</li><li>Diane H - "<i>Have a wonderful day lovelies xxxxx</i>❤️❤️❤️"</li><li>Lisa W - "<i>Hope you have a fabulous day and night xx enjoy every moment</i>"</li><li>Rebecca M - "<i>Can't wait to have a dance with the newlyweds! Xx</i>"</li><li>Sandra S - "<i>Hope you have lots of happiness together as me and uncle Roy did</i>❤️"</li><li>Donna T - "<i>Congratulations to you both</i> 💙👨❤️👨💙 <i>xx</i>"</li><li>Mandy M - "<i>Congratulations</i> 🎉🎊🎈 <i>Have a fab day x</i>"</li><li>Jane W - "<i>Have an amazing day</i> ❤️💕 😙 <i>keep calm and take in every moment xxx</i> 🥰😘"</li><li>Jill B - "<i>Congratulations</i> 🥳 <i>wishing you both all the best</i> 💙🎉"</li><li>Katie F - "<i>Congratulations </i>🥳 <i>have a fabulous day and take in every minute xx</i>"</li><li>Cat B - "<i>Have an amazing day</i> 🙂❤️, <i>I'm so sorry we can't be there, but we can't wait to see the pictures xx</i>"</li><li>Lucy C - "<i>Congratulations to you both have the best day xx</i>"</li><li>Leanne A - "<i>Have a lovely day, congratulations x</i>"</li><li>Carol B - "<i>Congratulations to you both. I hope you have a fabulous day tomorrow. Lots of love</i> 💞💞💞💞💞"</li><li>Alison L - "<i>Congratulations</i> 💕💕💕<i>How wonderful you both look</i>"</li><li>Liz T - "<i>Have a lovely day guys. Congratulations! Xx</i>"</li><li>Anita W - "<i>Congratulations! Have the best day xx</i>"</li><li>Viv M - "<i>Cannot wait. Love Viv Jim Steve Jenna Stacey and Rory xxxxxx</i>"</li><li>Martyn H - "<i>Congratulations</i> 🎈🎊🎉 <i>Both have a great day</i>"</li><li>Karen M - "<i>Enjoy your day boys x</i>"</li><li>Sarah S - "<i>Congratulations! Hope you have a wonderful day</i> 🍾🥂"</li><li>Lainey K - "<i>That's awesome! Congratulations! .. hope you have a fabulous day xx</i> 👬👨❤️👨🍾💒🏳️🌈"</li><li>Gary P - "<i>Congratulations to you both for tomorrow. Best wishes for your future together. X</i>"</li><li>Faye O - "<i>Congratulations to you both</i> 💞 <i>enjoy your special day</i> 🎉<i>xx</i>"</li><li>Helen G - "<i>Have a wonderful day!</i>"</li><li>Dave F - "<i>Congratulations and have a wonderful day</i> 👨❤️👨 <i>x</i>"</li><li>Russ D - "<i>Congratulations to the both of you, have a fantastic day</i> 🥂🍾 <i>xx</i>"</li><li>Andrea R - "<i>What marvellous news</i> 🙂 <i>Congratulations</i> 😍🍾🥂🍾😍"</li><li>Steph C - "<i>Soak up every moment Dan and hope you both have a fabulous day xxx</i>"</li><li>Terry T - "<i>Have a great day guys!</i> 🍾"</li><li>Kelly S - "<i>Congratulations enjoy your day</i> 🎉💕"</li><li>Malcolm M - "<i>Congratulations</i> 🎉 <i>have a wonderful day xx</i>"</li><li>Jackie S - "<i>Congratulations hope you both had a fantastic day</i>"</li><li>Lou M - "<i>Delighted for you both</i> ❤️❤️❤️"</li><li>David N-T - "<i>All the best Dan</i>"</li><li>Vinyl Sounds - DJ Tim Asher 🎧 - <i>Thanks Daniel & Gary, it was so nice to first meet you at the Wedding Fair and then see you both rocking it at The West Mill Exclusive Use Wedding Venue on your big day</i> 🙌🙌 <i>Hope you both have a fantastic marriage together</i> ❤️</li><li>Sons of the Sun brothers:</li><ul><li>Josh - "<i>Blessings to you both</i> ❤️❤️❤️❤️ <i>so much love, thank you for sharing x</i>"</li><li>Thomas - "<i>Wow Amazing Brother, Congratulations on your wedding and bright future in the union! Also your post was really amazing! Looking forward to hear more from you. Viva Life </i>🐒❤️🔥"</li><li>Adam W - "<i>Viva your life together!</i> 🙏❤️🔥 <i>Best wishes</i>"</li><li>Ka'el - "<i>Congratulations brother! Thank you for sharing these insights into what looks and feels like a beautiful celebration of love and life!</i> ❤🔥🙏🏻 <i>All the best for you, Gary, and your loved ones!</i> 🤍"</li><li>Jay - "<i>Daniel and Gary, many</i> ❤️ <i>congratulations on your wedding! Many Blessings on your union and your life together, filled with every happiness, tons of love and this circle of brotherhood for support in times of need. Kreddi, Jay</i>"</li><li>Ross W - "<i>Beautiful bro! Have a wonderful day!</i> 💗"</li></ul></ul></div><div><br /></div><div>Dan's speech:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv4ei2b2yeJWGy48dSUv8kYG8wDNXIPNwaxdz6vLWpjoIoW_22DQFm5DVlOvx-FdJs3DaBBLczEFvZxfp4zoSZ9oX1i5ZXv6VhVyt5bygJCsYm9AEewBNDVb9AwJt3k2pUC_YEmiavqyNt4RlTTZ9Ce0ISpBy1UeL68GPiitlxS1gTrayHQbRCFayP/s2339/Dan's%20wedding%20speech_Page_1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv4ei2b2yeJWGy48dSUv8kYG8wDNXIPNwaxdz6vLWpjoIoW_22DQFm5DVlOvx-FdJs3DaBBLczEFvZxfp4zoSZ9oX1i5ZXv6VhVyt5bygJCsYm9AEewBNDVb9AwJt3k2pUC_YEmiavqyNt4RlTTZ9Ce0ISpBy1UeL68GPiitlxS1gTrayHQbRCFayP/s320/Dan's%20wedding%20speech_Page_1.png" width="226" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgzUkVDnsadtKfkVso5kRejsndz4kSWDw3eAEbj-yemj8YTfFhV4MJPh_9-g99wZ-WS3wn8f0s7wt7kP0Xy0JU0de-hzWng3WFVFTSm3XCWidEJ1uPrykEvc8yNYLp8r6y2Pkkdj8BmNmW9vjX7y2JQBMq5V_nPKXt-v-8L01jnLLYPvskmjZ7sCFU/s2339/Dan's%20wedding%20speech_Page_2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2339" data-original-width="1654" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgzUkVDnsadtKfkVso5kRejsndz4kSWDw3eAEbj-yemj8YTfFhV4MJPh_9-g99wZ-WS3wn8f0s7wt7kP0Xy0JU0de-hzWng3WFVFTSm3XCWidEJ1uPrykEvc8yNYLp8r6y2Pkkdj8BmNmW9vjX7y2JQBMq5V_nPKXt-v-8L01jnLLYPvskmjZ7sCFU/s320/Dan's%20wedding%20speech_Page_2.png" width="226" /></a></div><br /><div>An extract from my blog post on where it all started, 'All about now' from 3 November 2015; “<a href="https://danielscott86.blogspot.com/2015/11/all-about-now.html"><i>While I am in the now.<span style="mso-spacerun: yes;"> </span>Tonight I have shared a reason for happiness, I have started a relationship with a new guy called Gary. <span style="mso-spacerun: yes;"> </span>He's beautiful both on the inside and the outside, creative and artistic and has a matching sense of humour as me.<span style="mso-spacerun: yes;"> </span>How lucky am I!<span style="mso-spacerun: yes;"> </span>Everything I have needed or wanted in someone he has got and I don't have to immerse myself into this relationship to feel a purpose.<span style="mso-spacerun: yes;"> </span>Because I can feel it.<span style="mso-spacerun: yes;"> </span>We have no labels as we know we are together.<span style="mso-spacerun: yes;"> </span>There are no rules or procedures on how things should be - just us and how we are. It's too easy to base future events on past ones, so just don't!<span style="mso-spacerun: yes;"> </span>It feels right and this time I seem to have taken my time and not given my all up front, but allowed it to trickle out rather than a flood gate opening and drowning everything in it's path!<span style="mso-spacerun: yes;"> </span>You can't keep doing the same thing, let things be and how they should be.<span style="mso-spacerun: yes;"> </span>I can learn a lot from Gary.<span style="mso-spacerun: yes;"> </span>It's like I provide the emotional side and he provides the logical side.<span style="mso-spacerun: yes;"> </span>We both provide the parts that we both have less of and become whole when put together.</i></a></div><p class="MsoNormal"><a href="https://danielscott86.blogspot.com/2015/11/all-about-now.html"><i><o:p></o:p></i></a></p><p class="MsoNormal"><a href="https://danielscott86.blogspot.com/2015/11/all-about-now.html"><i>I'm looking at my future, and it looks so damn pretty!<span style="mso-spacerun: yes;"> </span>I'm no longer standing alone but together to share our mutual dreams and journey.<span style="mso-spacerun: yes;"> </span>And as a result we shall both grow as people from inside and out.<span style="mso-spacerun: yes;"> </span>The caterpillar I once introduced a long time ago, maybe this is the cocoon stage and the butterfly has not yet begun to develop.</i></a>”</p>EDIT:<br /><p></p></div></div></div><div>Some comments on the blog post:<br /><br /><ul style="text-align: left;"><li>Viv M - "<i>Yay, congratulations on your one month anniversary. Love you guys. Great day xx</i>"</li><li>Jasmine P - "<i>Best day! Such a good read, takes me right back to every little detail</i> 🥰<i> love you both! X</i>"</li><li>Jenna G - "<i>Want to do it all again</i> 😁🙌💞 <i>xx</i>"</li><ul><li>Dan - "<i>So do we! As guests at our own wedding lol, for a different viewpoint.</i> 😊<i> x</i>"</li></ul><li>Jayne B (colleague) - "<i>Hi Daniel, Just a quick note to say how much I enjoyed reading about your wedding celebrations on your blog. Wishing you both the very happiest life together.</i>" </li></ul></div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.comtag:blogger.com,1999:blog-2649648032418175415.post-70053473653410445012022-10-31T16:00:00.089+00:002024-01-19T10:55:10.843+00:00Newsletters as a vehicle for progressing digital practice<p>At the end of September 2022 I co-launched our debut Institute of Health and Allied Professions (IHAP) newsletter, alongside our School Management Support Administrator and Head of Department. An idea I initiated early in my role (though there had been previous discussions before my arrival), suggesting it to my head as a useful extension to our department meetings, improve general department communications and a central place for staff to share publications rather than email via department mail list. Additionally, I had a personal underpinning intention of building connectedness, community and belongingness across the department, through such means. As well as enabling people with quieter and talkative dispositions a platform to express themselves.</p><p>As a digital curriculum lead in the department, I feel it firmly fits within my role to produce this so I took lead on it. I went onto co-collecting news, curate other news worthy items, produce, edit/write new text and communicate the newsletter, and subsequent news item submission request and feedback forms.</p><p>EDIT: In December 2022, after reading Rod Webb's '<a href="https://www.trainerslibrary.com/public_profile_blog.aspx?pub=2&blog=1454#.Y5rTeXbP02w" target="_blank">You’re a STAR!</a>' blog post, I feel his recommendation below reinforces my initiative.</p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p>"<i>Make it Easy to Get Recognised</i></p><p><i>Create frameworks that make it easy for good news stories to be shared. Encourage people across the organisation to throw a wider spotlight on their own local stars with rewards and public acknowledgment.</i>"</p></blockquote><p>Rob explains stars in the context of "<i>Here’s the question I’d like you to ask yourselves the next time you’re looking at the night sky. Do the stars that shine most brightly, really shine more brightly? Or is it that they are simply closer and therefore easier to see? What about the ones you can’t see because you’re looking in the wrong direction? Or those that can’t be seen at all from your side of the planet?...Remember, there are a lot of stars out there. The stars that shine most brightly in your orbit, though important, might not be the only stars worth noticing.</i>" </p><p>I produced the interactive newsletter using Microsoft Sway, and using the visual embed feature in an Outlook email to distribute across to all IHAP staff members. The newsletters will be published bi-monthly, but me and my head will review the frequency. The next one is scheduled for the end of November 2022. Below illustrates the newsletter structure - I have not included a screenshot due to staff names, personal details and pictures featuring in it.</p><p></p><ul><br /><li>Key updates</li><li>Meet the team, Staff Spotlight: [staff name]</li><li>Successes to celebrate incl. publications</li><li>Events and opportunities incl. staff socials, dates for your diaries, appreciation and staffing</li><li>Innovation corner incl. [staff name and topic title]</li><li>Digital developments</li><li>Reflective moment incl. [staff name and topic title]</li><li>How to feature in this newsletter and feedback</li><ul><li>Joyful resource</li></ul></ul><p></p><p><br />Besides communicating important department updates and successes, I see interventions like this to celebrate, disseminate and progress digital practices - making them visible to all. A motivational vehicle to enable others to share and progress their digital practices: literacies; developments; experiments; innovations; achievements/successes; reflections/evaluations and a safe space to share what and why something digital hasn't work. So I have an underpinning intention of using some of the designated spaces in this newsletter to share such information; digital developments and innovation corner. So far in this section we have had audio feedback and Vevox practices. Obtaining pieces like this requires me to engage and work with our academics on capturing and presenting such detail, and or collaboration opportunities to feature in future editions. Which I have approached a couple via a mini case study format that I have. I think some may have been reluctant at first, but after they had seen the first one and how it is presented, it has piqued their interest in wanting to share. The digital developments section highlighted:</p><p></p><ul><br /><li>"<i>Digital Curriculum Support and Development - IHAP staff have direct access to a designated learning technologist (me), that offers advice and support on all things technology enhanced learning and teaching. From embedding digital literacies and skills into the curriculum, innovation and learning design support, to advice and skills in using curriculum-specific learning technologies including PebblePad, H5P, Virtual Reality (VR) immersive walls, NOW, Microsoft Office 365 suite, Microsoft HoloLens, iPads and much more.</i></li><li><i>VR wall content - if some academics need any 360° video content to use on the VR wall, and feel able to use our 360° camera - bookable tutorial and handout available. They can book the camera out via the technicians and capture the footage you need. Then Digital Curriculum Support and Development will encode the content to be accessible via the VR suites (Clifton and Mansfield).</i></li><li><i>Online tips and support - shared some popular self-directed resources and encouraging staff to upload a profile picture/book for a professional picture to be taken.</i></li><li><i>Upcoming workshops - listed H5P retreat, understanding and using ATLAS (PebblePad) and VR wall sessions.</i></li><li><i>H5P developments - shared my 'IHAP Shared H5P developments catalogue' to preview IHAP-specific in-development and completed H5P objects, also enabling opportunities for academics to co-collaborate with subject content leads and adapt objects for their own courses and modules. And using H5P Course Presentation title slide placeholders to add a professional flare to Course Presentation H5P objects using one of the samples, created by then intern.</i>"</li></ul><div><br />I also took initiative by putting in others bits such as internal communities, department SharePoint site, promoting the use of our #NTUIHAP social media hashtag, and suggested the sections; appreciation and a joyful resource to close the newsletter with. I also encouraged my head with her reflective moment section inclusion. I've subtly been modelling gratitude, appreciation and <a href="https://danielscott86.blogspot.com/2021/05/talking-about-vulnerabilities.html">vulnerabilities</a> across the department - I'm not just all about digital! This was subsequently made an agenda item at the December 2022 department meeting; "IHAP Newsletter – Appreciation/Innovation/Reflective moments". EDIT: In the November 2022 edition, over a weekend I pondered over a 'reflective moment'. Before publishing, at the last minute, I included the following piece on based our colleague social party.</div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div><i>"</i><b style="font-style: italic;">The value of colleague social events</b></div></blockquote><div style="text-align: left;"><i><br /></i></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div style="text-align: left;"><i>We spend a good proportion of our lives at work, so I like to make some effort in getting to know colleagues more personally. Having previously come from a highly individualistic work environment, I have realised how important and vital workplace family-like relationships are to feeling a sense of belongingness, self-worth and achievement.</i></div></blockquote><div style="text-align: left;"><i><br /></i></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;"><i>In a role like mine as a learning technologist, where I am present across multiple course teams. It's a challenge to feel connected to a particular team, as well as getting to know people personally. Therefore, I value social events such as the IHAP Christmas party that was held on 25th November 2022. Alcohol or non-alcohol infused (although sometimes it helps!), to me, are crucial to establishing professional working relationships and my own wellbeing. Quality time with colleagues outside of the work boundaries can do us good. With that in mind, I respect those that prefer a clear separation from work and personal lives, and staff socials that may not be for everyone.</i></div></blockquote><div style="text-align: left;"><i><br /></i></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;"><i>At the event I had some great personal conversations with people, and some who I wouldn't have perhaps been as confident to speak to. But now we have got more acquainted, I feel this has now enabled further connection and dialogue between us, even possible friendships, that can be transferred into the work environment. We have more in common beyond our professions than we might have thought. Do not underestimate and take for granted the value of true team spirit when everyone pulls together and to share hearts and minds towards common goals.</i></div></blockquote><div style="text-align: left;"><i><br /></i></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div style="text-align: left;"><i>Thank you Kathryn Shilling for organising a wonderful event for us to get together and enjoy a good ol' time!"</i></div><br /></blockquote><div>I'm not a 'rainbows and unicorns' person though. It is naturally me - not forced internally or externally on me. I often forget to give appreciation (as well as learn graciously receive) so I have made a conscious effort to do so, so I openly invite others to join me.</div><div><br /></div>The newsletter has been well-received so far by staff - ratings have all been 5* and below are some pieces of feedback I received. Engagement figures provided by Sway look high and decent too.<br /><ul style="text-align: left;"><br /><li>Professor Sara Owen, Executive Dean of the School of Social Sciences - "<i>Hi, I loved this newsletter…so much better than list of publications. Dan is a talent! Best wishes Sara</i>"</li><li>Farai Pfende, Senior Lecturer - "<i>Many thanks for a great new digital innovation for HAP.</i>"</li><li>Dr Anne Felton, Head of Department - "<i>Thanks for doing such a great job co-ordinating and putting
together.</i>"</li><li>Leah Jayes, Senior Lecturer in Public Health - "<i>This is the first newsletter I’ve read since joining, such a great resource, thank you.</i>"</li><li>Tara Bromley, School Management Support Administrator - "<i>Thank
you for all your work on the newsletter!</i>"</li><li>Nikki Welyczko, Deputy Head of Department - "<i>Btw, I’ve had a look at a couple of past Newsletters and they are fabulous. Really well done!</i>"</li><ul><li>Me - "<i>Thank you Nikki, very kind of you to say. I do feel they add value to bringing belonginess and community to the department.</i>"</li></ul></ul><div><br />I'm hoping for the success to continue, and the newsletter to be a staple department communication method. I will continuously evaluate and collect feedback on it. I'll report back here as I progress with this intervention.</div><div><br /></div><div>EDIT:<br /><br />In January 2023, Nottingham Trent University's communications department reached out to say the following: "<i>We’re doing a project at the moment, scoping out the types of communications colleagues and students receive from schools. It’s been flagged to us that you send out an Allied Health Newsletter. </i></div><div><div><i><br /></i></div><div><i>Are you able to let me know the following:</i></div><div><ul><i><br /></i><li><i>How many colleagues does this go to?</i></li><li><i>Does it go to any students?</i></li><li><i>Is it just sent to Allied Health colleagues? </i></li><li><i>What’s the frequency? </i></li><li><i>What’s the sign off process? </i></li><li><i>How do you get the content to create it? </i></li><li><i>I can see it’s a sway, is it just updated on SharePoint or is it emailed out? </i></li><li><i>Have you had any specific colleague feedback around it?</i></li><li><i>Are you able to share your viewing figures?</i>"</li></ul></div></div><div><br />This shows that the newsletter has been recognised by central services as a key communication method in our area.</div>Daniel Scott-Purdy MSc(TEL) SFHEA SCMALThttp://www.blogger.com/profile/17248631595579887933noreply@blogger.com