Exploring Malta

In the format of the Madeira trip blog post, here's a summary of our trip to Malta from 14th July to 21st July 2022.  It's the first time we have been out of the UK since the pandemic!

Malta, first day exploration, seeing the interesting rocky coastline.

Wandering around Valetta to get the best view and then out for cocktails.  Luckily there was an experimental Alchemist-type cocktail place just outside our hotel.

By the sea, despite what you might think, we're not natural sea-men.

It's just fun to have your own jaunt around town to see what sights you find.

Island exploration for the day.  The gorgeous old capital, trying to stay cool by going down into the catacombs.  Then to a beach further up north and checking out some coastal viewpoints.

Arrived home yesterday - now need to undo the daily cocktail routine. 😅 Some random holiday pic outtakes...

Away day - a feel good moment

Just a little bit to reflect on how good I felt after delivering a hands-on session at our Institute of Health and Allied Professions (IHAP) department away day on 8th July.  It's not often I feel like this after public speaking type activities (not my forte), so I deserve to congratulate myself.  I wasn't dreading it but I was conscious/overthinking it, as I do.  So in the spirit of capturing the feel good moment, just like the last part of my blog post 'Facing my frequency' - "Reflection on a good training session – come back to this after a ‘feel bad’ session", here I go.

So I planned an agenda item to deliver a practical hands-on H5P session 'Creating an online interactive asynchronous learning activity with H5P'.  I introduced H5P and walked through, as a group step by step, on how to create a Drag and Drop activity, through the use of a online activity template accessible within the VLE.  Which draws inspiration from my favourite asynchronous learning design framework; Gilly Salmon’s E-Tivity invitation.  Not to make it instantly usable, but to get staff on that journey of development.  I prepped a folder in our department Microsoft Teams space with some pre-prepared images for them to use.

I did the usual: introduced myself and my role; described what asynchronous means in the context of online learning; listed some benefits of asynchronous learning (the why); then got straight into NOW, our Virtual Learning Environment, and began the guided tour with those that brought laptops as requested, which were pretty much all of the lecturers - the target audience.

I was stopped for some lecturers to ask questions, of which were things I was about to cover, so I am glad we were all in sync!  Two of which I were going to bring up at the end of my session which led to an extended discussion: writing retreat day style H5P workshop in two specific parts, which I asked for their thoughts on, then the shared IHAP H5P collaboration space, which already exists and I previously communicated about, so I took the opportunity to re-promote and discuss the idea of a public H5P production list; some future digital development and support ambitions.  Dr Anne Felton, the head of IHAP, concluded my session my summarising the former two as actions.  I will share these ideas and more in a future blog post.

Afterwards, I saw that Anne Tweeted what I did with an image - "IHAP @NTUParamedic @PublicHealthNTU @NTUNursing staff development day. Kicking off this afternoon with @_Daniel_Scott helping team to build their digital education content using H5P."

Maybe it went really well because I was confident with what I was going to say, H5P enthusiast and expertise, the walkthrough was mapped out mentally and textually, and I was comfortable with the people in the room - I wasn't feeling nervous, but safe, respected and wanted to be listened to - and at times seeing some heads nod in agreement.  I felt in control of my session and commanded the room well.  BUT I must remember to print off my session outline as that also proved helpful to glance at times!  Yes I prepared and revisited and re-edited a fair bit, and even cut out quite a bit that I felt was good to mention, but I had to be tight with my time and hold folks attention.

I will certainly be doing more things like this, which I already do with individuals some course groups, but it's important I continue to take this platform so that I don't get labelled as just 'technical support'.  But as a digital education leader and developer.

Another rewarding aspect was hearing my name and digital throughout the subsequent away day sessions, including our new professor's, as well as some ad hoc conversations during break times.  Including how evaluating learning technologies is one of the biggest challenges as there's a lot choice and knowing what's appropriate and approved in an organisation.  So what I said and did was noticeably impactful.

P.S.  It was also great to see my cat Theo (as a kitten) and my book 'Digital Learning, Teaching and Assessment for HE and FE Practitioners' make an appearance in Anne's opening review of the last 12 months.

Learning technologist role profile, defining types and academic practice

Just some sketchy notes from recent reflections and observations stimulated by reviewing and contributing to Jisc's learning technologist role profile.  I was invited by Sarah Knight and Lou McGill to join the expert review group to specifically update this profile.  Which is part of a wider review and update of the Jisc series of digital capabilities role profiles.  I enjoy participating in this kind of work as it allows me to critically reflect on the detail and what's important whilst drawing on my cross-sector experiences; HE, FE and awarding organisations.  There's so much it's provoked from my experience.

EDIT: the new web page is: Individual digital capabilities and includes an updated 'Building digital capabilities framework' and role profiles.  Here's the revised 'Learning technology role profile'.

As I am actively holding a learning technologist role my contributions were pragmatic yet challenging of the existing material.  As well as recommending terminology and context additions and omissions.  The following are excerpts of some of my comments I made against the existing profile sections, which may be reflected in the final output.

• "I would also mention how this profile can be used for new and aspiring learning technologists, as a way to understanding and obtaining required knowledge and skills to fulfil and apply for such roles.  Plus the learning technologist role is still ambiguous to some, and has comparisons to a learning designer.  The learning technologist role profile has been previously been discussed previously in the Early-career learning technologists group: https://www.jisc.ac.uk/get-involved/early-career-learning-technologists-community
• In the commercial and corporate sector, that has been a major increase in learning technologist type roles, so this provides a good base to establish duties or benchmark duties
• ICT (digital) proficiency - can we draw on specifics from Essential Digital Skills qualifications?
• Add in 'castable devices' as this is now considered a basic and popular method
• Not just 'coding' but HTML creation and editing
• Identify, analyse and develop others digital literacies, skills and capabilities
• Include management of learning technology - as like a product owner and administering/integrating into the digital ecosystem
• List the tech types like Association for Learning Technology (ALT) do in their annual survey?  I quite like those and add more detail to the learning technologist role
• As well as immersive physical and digital environments
• Many learning technologists, like me, also test and replicate problems themselves to understand the problems and discover further capabilities
• Scaffold thinking around appropriate digital tools - not just any, but those that are fit for the intended purpose.  Learning technologists understanding tech for learning, work and living
• Support digital transformation/sophistication agendas
• Emphasising pedagogical and technical value
• Identifying areas for digital innovation, drawing on staff and student feedback
• Not just supporting and developing learning and teaching, but professional services (non-academic)
• Include GDPR
• add in digital/online (eLearning) content authoring, e.g. H5P. Many LTs are required as part of their roles to produce digital/online, sync or async interactive content
• content/resource/online activity development again, which follows a similar project/ADDIE model type of approach
• Advise on best option to present data, both in design and visuals
• Initiate and facilitate the learning technology life-cycle, from implementation to retired service/product
• Consult and develop appropriate digital systems and workflows and protocols to support research activities
• Advise on accessible communication and effective digital options to improve communication processes and protocols.  E.g. why communicate using email when can use Teams and other methods etc
• I/we value community, collaboration and participation, and diversity in ideas and contributions
• Identify suitable Continuing Professional Development (CPD) opportunities and promote to staff, facilitating and disseminating learning and findings
• Advise on effective digital/online CPD design, e.g. microlearning, not all in-person training session methods
• Not just contribute to curriculum development but also to quality processes and course committees
• Not just contribute to the development of digital learning environments and physical spaces, often consulting on best approaches and the design of the environment and options for presenting associated content
• I certainly develop and consult in my current and previous roles.  Not just content but on tool/system use and making sure we are getting the best service and experience possible
• We facilitate.  Again it's not all tech-focused.  I/we often lead and facilitate throughout these type of activities.  From design, set up, communication to archive outputs
• Facilitating communities of practice/special interest and scholarship groups
• When to say no or stop using digital/online. Evaluating the appropriateness of digital and it's suitability for intended purpose.  In line with being aware of positive and negative impact that digital technologies can have on people’s physical, psychological and emotional health
• Example sections could benefit from having further specific detail, a bit like a job spec to narrow down on the actual duties of what learning technologists actually do in this theme/topic.  And not all are tech and content-focused, but the interpersonal and values-led practices
• Emphasis on interpersonal tasks, not just tech-focused. Such as initiate and facilitate digital innovation processes, which may form part of course development improvements plans or quality activities.  And modelling digital leadership and new and emerging digital practices
• Scholarly practice such as the research learning technologists undertake to identify and analyse pedagogical literature to inform design and evaluation of such digital tools, systems, applications and services
• Reinforcing understanding of educational, learning and teaching theories and processes are important as a knowledge and skill base
• Understand basic/foundation graphic design and visual communication language to support multimedia design and projects"

I approached the review with my usual thorough commentary, which was welcomed by Lou McGill, as at the time not many of the review group had contributed.

"Officially a hero

Hey Daniel

just spotted your fab comments - thank you so much...  I will be letting all reviewers add

comments and then will go through and action them.

But just wanted to say how much I appreciate such thoughtful input.

Lou"

What type of learning technologist am I?

I have had many identity crises in my learning technologist career, which is no surprise given the different specialisms we work across, and the unlimited opportunities to work on a variety of educational projects.  As seasoned learning technologists know, there are many hats in which we wear and can adapt to wearing.  In my career as a learning technologist, I've continuously reflected and maintained my focus areas, and been conflicted between being reactive and proactive.  But have recently clarified the following.  There are many specialisms to being a learning technologist, and that there are also specific types.  Whether that is defined by interest, mindset or by the nature or focus/boundaries of the role the learning technologist is in.  Below is a palette of learning technologist types I have identified, in alphabetical order.  As with learning approach types and preferences, you may not be one but a mix.  I'm confident that all learning technologist duties will come under the following areas.  They are also useful to help articulate a learning technologist's focus and interests or even to shape their role around.

• Creative - design and multimedia production
• Facilitative - consultant, translator, staff development, training, teaching coaching and mentoring
• Pedagogical - curriculum design and development
• Strategic/operational - leadership (digital, academic and/or strategic), management (people and/or projects), innovation
• Technical - hardware, software, computing, coding and programming
• Theoretical - scholarship and research

I define myself as blend of strategic/operational, pedagogical and facilitative.  I have had a strategic/operation mindset for some time now, however my previous positions either lacked opportunities to progress my talents in this area or I was not supported effectively in developing them.  Often you can be labelled as a technical (techie) when in fact there is more facets to your skillset and interests than the typically perceived 'technologist' element.  Also, sometimes there's external and internal pressures in having to be all types; your employment contract, organisation/department or a bit of imposter syndrome in comparing to other learning technologists.

I am now making a conscious start on my Senior Certified Membership of ALT (SCMALT).  I shall be revisiting my 'Preparing for SCMALT' blog post, however some focus areas I reflected on have now changed as a result of taking back control of my career, growing, qualifying in new areas and have a newfound direction and purpose.  I'm genuinely excited to undertake the SCMALT process, but not for the paper and materialistic glory, but the cathartic opportunity to reflect, identify impact and value, check-in on my personal and professional values, celebrate achievements and milestones, establish clarity and future plans/direction.  As I have grown so much since my last CMALT submission.  As well as pausing to take stock and consolidate why I am a learning technologist and enjoy being one.  All very much needed now that I have clocked 12 years of being in this profession.

Revisiting the teacher role

Around this time I was thinking about my own purpose and interest as a learning technologist.  What popped into my head was the role of a teacher/tutor in digital technology and online environments.  Not particularly focused on pedagogy or a piece of digital technology.  But them as a person and the personal/spiritual value they bring to the intricate process of teaching and facilitating learning through the identified digital technology.  I think I am referring to eTutoring and how myself as a learning technologist needs to emphasise/re-emphasise the early teacher education principles and not get too carried away/obsessed with the complexity of learning design and digital technology.  But increased awareness of developing the teacher interpersonal knowledge and skills.  I need to unpack this further, but I think I am attempting to revisit the core of the teaching role, from an adult learning context and how that translates into the eTutoring role.  Gilly Salmon's e-moderating competencies will be useful here and how they can also work in-person as well as online environments.  I feel a sense that I may be needing to revisit my teacher skills in the not too distant future.  I have plans next year to undertake Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) and look into Senior Fellowship of the Higher Education Academy (SFHEA) which will update and bolster my knowledge and practice in higher education teaching.  As my teacher training was undertaken during my time working in further education.  However, I wouldn't define myself as the typical teacher, I am more aligned to curriculum design, assessment and quality assurance than I am actually stood up teaching.

Whilst I am talking about the learning technologist role, below is an updated list of my favourite writings on this topic, other pieces hyperlinked within them:

• Confessions of a Learning Technologist
• Describing my learning technologist role
• Association for Learning Technology blog post series:
• “What makes a Learning Technologist?” – Part 1 of 4: Job titles written by me
• “What makes a Learning Technologist?” – Part 2 of 4: Career paths
• “What makes a Learning Technologist?” – Part 3 of 4: Roles and duties
• “What makes a Learning Technologist?” – Part 4 of 4: Best-part challenges co-written by me
• What makes a Learning Technologist' - my story
• 10 years in learning technology
• Level 3 Certificate and Diploma in Technology Enhanced Learning
• Pathway Leaders: Daniel Scott - Learning Technologist - recorded webinar
• Early-career learning technologists group
• On't panel
• 'Making the most of learning technologists' section in Digital Learning, Teaching and Assessment for HE and FE Practitioners