I'm happy to say my article with Chrissi Nerantzi (MMU) is now available in 'Using Social Media in the Social Age of Learning', a special issue of Lifewide Magazine. The article discusses:"...the role of Twitter, and in particular scheduled Tweet Chats, as a potential alternative to the traditional discussion forum in the open for professional development and networking. The experiences of facilitators across two open courses suggest that active participation in communities via Twitter can be an effective means to engage in social learning and professional development. Of course there are caveats, but with sufficient support structures in place, learners and teachers can benefit the ease and speed of the platform for rich and meaningful dialogue to support the co - construction of new knowledge and meaning".Head over to Lifewide Magazine for the full article, and also check out some other good pieces from the like of David Hopkins (@hopkinsdavid), Simon Thomson (@digisim), Francis Bell (@francisbell) and of course, Chrissi (@chrissinerantzi) and Sue Beckingham (@suebecks).Peter@Reedyreedles$nbsp;The Reed Diaries by Peter Reed is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License

[Post by Karla Willems, Account Manager at GeoMetrix Data Systems Inc.] The Association for Talent Development (formerly ASTD) is looking for your input for the annual State of the Industry Report. Your participation is vital in providing benchmarking data for the talent development industry. By taking a few minutes to provide some valuable date, you can help this industry association produce informative and comprehensive research. Submit your organization’s information by Saturday, July 25, so ATD can deliver the most up-to-date metrics and trends for our field. Your responses will be kept confidential; they will be combined with other responses and summarized in a report to further protect your confidentiality. For more information and to take the survey visit: ATD State of the Industry Survey For more information about the association visit: ATD

Image from Education Plus If we want to implement deeper learning opportunities with our learners, then we will need to have new models of PD that extends beyond the walls of our schools. It is the new models of PD that have the opportunity to get filtered down to the students, and if we can […]

[Post by K.M. Lowe, Writer & Corporate Communicator] This year’s hot temperatures and droughts in some areas have resulted in record forest fires across North America. Fighting these fires is the responsibility of state and provincial fire protection services, which are responsible for millions of hectares of land. The forests that cover much of these lands are an integral part of the way of life for many and contribute to the lumber industry, recreation and tourism, fish and wildlife habit and more. One of these forest service agencies has been fighting fires for more than 100 years and has been using an LMS from GeoMetrix Data Systems for more than 10 of those years. This forest service has developed a formula for successful fire-fighting: find it fast, hit it hard, and attack where the need is greatest. The organization employs hundreds of fire fighters each year. When fire crews are not on the fire line or engaged in training exercises, they participate in non-fire project work throughout their communities. Fire fighters also come to the aid of other emergency response agencies. Such activities might include filling sandbags for flood control or fighting fires in other areas of North America when needed. It’s all part of the job. Fighting wildfires is dangerous and exhausting work. As the safety of fire fighters is of utmost importance, the service provides fire fighting and safety training to all employees prior to being assigned to fight wildfires. "Physically fit and well-trained fire fighters have higher productivity, are more safety conscious and have fewer accidents." These fire fighters are highly efficient and cost effective because they are well trained and physically fit. The training that fire fighters receive through the agency includes: fire line safety & first aid fire behavior & fire weather fire suppression helicopter safety & safe driving fire line communications WHMIS and Transportation of Dangerous Goods Boot-camp training and the experience fire crews have in the field are critical. The agency uses the TrainingPartner Learning Management System from GeoMetrix to track not only the training that is given to fire fighters, but also the experience that crew members gain in the field. The implementation of the LMS back in 2002 involved importing two sources of legacy data from two different government database systems. Greg Gammie, Implementation Services Manager at GeoMetrix explained, "To create a complete database, data had to be imported from both an HR system and a training database, combining information into new fields in the LMS. The result was the comprehensive database of training and HR information that the organization needed." The agency then tailored certain functionality of TrainingPartner to its specific needs by designating the ‘Programs’ inventory to track proficiency at a specific job level. "For internal reasons, the agency chose to use TrainingPartner Programs instead of the Skills or Job Roles functionality for job proficiency," noted Gammie. "Rather than tracking a designated certification or degree, the Programs inventory contained Crew Member, Crew Leader, Incident Commander and so on. Each ‘program’ was made up of the training, skills and experience required to qualify for a specific position." Courses in the system were set up to define not only what training was required but also what other activities were necessary to complete the qualification for a position. One of those other activities defined using the course functionality was field experience. Every hour spent fighting a fire was tracked in the LMS. Reports were designed for compiling fire experience data on any given fire fighter. A course history could be given for each fire attended, letting the agency track this experience along with formal training. Once the fire experience was reached for a particular level, the fire fighter received credit for having completed a designated ‘fire experience’ course. For example, a required course called Fire Experience-Crew Member was added to the ‘program’ called Crew Leader. The LMS carried out automatic updates, for example, the enrollment status for a fire experience course was automatically changed to ‘completed’ when the designated hours were entered for a crew member. Combined, the training and experience ‘courses’ made up a program that designated a job level providing the certification needed. While this use of the Programs inventory was unique, Gammie maintained that TrainingPartner’s flexibility let many customers develop unique processes using existing functionality. The LMS’s online interface was set up to give users different access rights depending on their classification. For example, supervisors had the ability to add fire or training information to their employees’ records over the web. Gammie explained, "With something as time-sensitive as fire fighting, it was critical that records be updated the minute an employee received new skills. If you took training at a remote station, it had to be in the LMS that day in case a fire broke out the next day and your services were needed. So the Online interface was used to immediately update records. Now, knowing what skills someone has acquired instantly is normal. In 2002 it was a new concept, but TrainingPartner did it." Essentially, the TrainingPartner Online interface was used as an online administration tool well before such things were available. "Of course, now all our products offer online administration. Back then that was new, but they figured out how to make it work for their needs," noted Gammie. After 10 years, the agency continues to use TrainingPartner, and GeoMetrix is proud to have worked with this organization for so long to help ensure that fire fighters have the training and experience they need to do their jobs and keep safe. Photos from Wikimedia Commons

Following on from Doug Belshaw's post on his morning routine, I thought I'd follow up with my own. Not so much because I think everyone is that interested in my life, but because I think it's useful to actually think about your own routines to identify what works and what doesn't. And well, I always do stuff in the open so what better place :-)The idea is that different people answer the exact same questions, so here goes:What is your morning routine?I am a creature of habit so routines come easily to me. The working week is pretty standard for me. I wake up at 6am each day and attempt a quick wash, get dressed and have a bowl of cereal. I say 'attempt' because it's not uncommon for me to procrastinate here, whether that's by making a fuss of the dogs (who are normally taking up most of our bed) or generally staying in the bed for an extra 5 minutes if I'm particularly tired. But generally I'm up and out so I can drive into Liverpool to get to the gym for as close to 7am as possible. My wardrobe organisation helps here. My shirts are colour coordinated and things like socks are folded in pairs. Shoes live in their boxes.  Yes I'm a little OCD in this area.Regardless of what time I get there, I'll do a short workout until 7.30am. Recently I've spent this time in the gym doing a mix of CV and weight training, but for the year previously I've spent this time swimming (20 lengths or so each morning). My fairly recent switch to the gym is a conscious attempt to try and lose weight/trim up - partly for myself but partly to look good on my wedding photos in August.My habitual nature sees me picking either the same cubicle (when swimming) or spot in the changing room (when in the gym) - ok I'm a bit OCD here too. This gives me enough time for a shower and get to the shop for milk/sandwich/etc, before getting into the office for 8am.Switch on computer. Make a brew. Always!How long have you stuck with this routine so far?I've been in this routine pretty much since starting at Liverpool in March 13, and largely because the circumstances allow for this. Previously I had to get the train to Manchester and my routine was very much:home - drive - train - walk to officewalk to station - train - car - homeI feel so much better for the exercise now though so it's something I'm keen to keep in my routine.How has your morning routine changed over recent years?I think the above answers this one...What time do you go to sleep?Well I should start by saying the world cup isn't helping here!I like to get to bed at about 9.30pm and aim to be asleep by 10.15. Unfortunately my night time routine isn't quite as regimental as my morning routine though.Do you use an alarm to wake you up in the mornings, and if so do you ever hit the snooze button? I have two alarms - I have a lumia light alarm like +Doug Belshaw but use the secondary alarm from my phone. I prefer the alert from my phone (usually a song I've selected) over the noise of the light alarm, but I set the clock one minute apart so hopefully the light will wake me up in the 9 minutes previous to the 6am phone alarm. If that makes sense...Do you see to email first thing in the morning, or leave it until later in the day? I check my email all the time. Literally. My alarm goes off and I'll grab my phone. I hate unread email messages so I quickly open it up, delete the junk and see what's left. There's generally not much to action immediately though.How soon do you check your phone in the morning, either for calls/messages or social media and news? As above.What are your most important tasks in the morning? Generally my main concern is to not forget my towel, etc. Sometimes my partner is in work early (4.30am) so I'll have to cover the jobs she normally sorts out - mainly letting the dogs out and feeding them. No major hassle, but every minute is essential in my regimental start to the day.On days you’re not settled in your own home, are you able to adapt any of your routine to fit in with a different environment? It's rare that I'm not at home, but if I'm at a conference or something like that, I just make sure I can have a cup of tea when I wake up. I drink a lot of tea!What do you do if you fail to follow your routine, and how does this influence the rest of your day? As long as I get my shower of a morning, I'm not too bothered by anything else. I feel better after my workout but it's not something that particularly affects me if I don't get to it.So there you have it. I'd be interested to read other people's routines so if you do one, let me know!Peter@Reedyreedles$nbsp;The Reed Diaries by Peter Reed is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License

Tonight I had someone remind me of the important role that TL’s play in helping students to select and check out books! Yes - helping students to select and check out books!! It reminded me of the special roles that TL’s play for students, staff and families. In addition it reminded me of the role […]

Chromebooks in the wild at Falmouth: ET have recently had the opportunity to try out some new devices including laptops running Google’s Chrome OS which makes use of it’s productivity suite. I’ve summarised my experience in a series of posts and talked about the use of these affordable devices in an educational context.

After a short period of downtime (its first since going live), the Learning Space has now been migrated to its new location - a more robust server environment. You won’t notice any visible difference in the way the service operates, other than an increase in speed during periods of heavy use. Can we take this opportunity to thank you kindly for your patience!

As the weather seems to be taking on a distinctly autumnal feel and we prepare for the start of term there is opportunity to reflect on an event I attended in the summer. One of these was the ‘Applied Minds - Looking to the future’ workshop, hosted by Mounts Bay School in the lovely settings of Tregenna Castle. The Applied Minds workshop provided ET with an opportunity to engage with teachers, from local primary and secondary schools who were meeting to share best practice and discuss the future of education.  I hosted two 20 minute round table discussions on the topic of games based learning (GBL) each of which started with an introduction to games based learning. Participants were particularly interested in successful examples of games being used for learning elsewhere, a couple of those that we looked at were: Savannah A location based game simulating lion behaviour. Designed by Futurelab with the BBC National History Unit it enabled young children to role play the life of lions  - players work together to carry out a series of ‘Lion Missions’ (such as marking territory, hiding cubs and hunting) and Guitar Hero An East Lothian secondary school used Guitar hero for a whole term using the game as a basis for a personal research project on a rock star; a starting point for discussion regarding cultural and economic factors in different countries;  to consider instruments used in different religions; looking at design and marketing merchandise; to build on geography lessons (planning tour etc). What followed were some really interesting conversations about how games can be incorporated into teaching, with some participants already having experience of this. There were many perceived benefits expressed by the teachers using GBL, the two most common being increasing pupil motivation and being able to allow students (or players) to draw upon and develop a wide range of skills. We over-ran our 20 minute slot on both occasions, often drawing the interest of other workshop delegates passing by. It’s safe to say the enthusiasm for GBL is healthy, and given the time and resources we will see GBL increasingly present in mainstream education.

The EdMedia World conference on Educational Media and Technology is an annual event hosted by the AACE (Association for the Advancement of Computing in Education). This years conference had delegates for 61 countries in attendance. As part of the conference Educational Technology at Falmouth University in collaboration with Jarno Tolonen from Education Technology Services at Tampere University of Applied Sciences, Finland, had a submitted paper accepted for presentation. The paper addressed the theme "New roles of the instructor and learner" and is titled: "Empowering the Learning Event: New Roles for Learning and Teaching". The conference this year was held at University of Tampere, Finland between 23rd - 26th June, themes for EdMedia centred on seven major topics: Infrastructure Tools & Content-Oriented Applications New Roles of the Instructor & Learner Human-Computer Interaction (HCI/CHI) Cases & Projects Universal Web Accessibility Indigenous Peoples & Technology  A different keynote started each days proceedings followed by a discussion session should delegates wish to debate issues from the morning session further with speakers. Professor Jill Jameson from Greenwich University started the conference with a keynote titled: Why we Need Distributed, Transformational e-Leadership and Trust in the Fifth Age of Educational Media and Technology. Some of the principles of educational e-leadership and technology Jameson has previously discussed in her article "e-Leadership in higher education: The fifth "age" of educational technology research" which featured in the October 2013 edition of British Journal of Educational Technology. This would be a good starting resource to reference should themes from the keynote prove of interest. The importance of trust within an educational environment was particularly stressed as part of this presentation; it underlies the educational system - "Without trust we cannot stand" (Confucius). Jill recognised that there are many struggles currently being experienced in management as many advances are infrastructure led. Marketisation of the web has led to some resistance (overt or not) and a values based approach to e-leadership in education was recommended as part of the presentation; "To lead the people walk beside them" - Lao Tzu. Many of the themes from this first keynote resonated with the presentation we were to deliver at the conference in the week. The importance of reevaluating roles and how to share practice within education were particular threads discussed in the subsequent discussion session which followed the keynote. E-leadership was one particular area where delegates were keen to share experiences in their institutions;  innovations were portrayed potentially disruptive and chaotic when not managed effectively, a point which resonated with those in the room. Interestingly representatives from Singapore Universities highlighted that they work personally with the minister for education to develop educational strategies used in the country, one such benefit of having a smaller population. The conference itself had representation from Finland’s Ministry of Education; senior minister Jouni Kangasniemi was an invited speaker for an afternoon session titled "Education in the Digitalizing World - Challenges and Opportunities as Seen from the Finnish Perspective". The Finnish educational system has long been regarded as an exemplar model which places particular emphasis on the student experience (Sahlberg, 2007). I found this session especially relevant as it gave an opportunity to discuss common digital themes and issues from different institutional perspectives.   As part of the session Jouni introduced the Opeka website which uses a questionnaire system for teachers to survey their use of IT and technology in teaching. The results of which are then collated for other educational establishments to view and analyze. As a method for collecting information across schools its a great initiative and gives a feel for digital competence levels in staff. This process allows for more evidence based development opportunities, something the Finnish education system supports. As part of this session there was much talk of assessment methods and the possibilities of fully digital submissions. The potential for assessment and technology was the theme in a keynote titled; "Learning Analytics: Welcome to the Future of Assessment" delivered by Simon Buckingham Shum. This session was a deep exploration into learning analytics; a phrase I’ve often heard bounded around to improve student assessment. Simon’s keynote critically explored analytics, while exploring how software is shaping education. He stated, "Integrity and trust is what all technology is built on", the same values should be placed on the way in which we interpret and analyze information derived from these sources. Classification systems, types of analytics and the potential for analytics to shape education were all discussed as part of the keynote. The challenge of changing organisational and academic cultures to take into consideration these issues is of particular relevance when teaching and learning utilises student data. As part of his talk Simon referenced the blog http://learningemergence.net/; a joint collaboration between the Open University, University of Bristol and Incept Labs, it pays particular attention to emergent learning trends, specifically technological advances in learning and teaching and is well worth a visit. After Simon’s talk I went to a session which focused purely on learning spaces, something Finland in particular seem to have mastered. Spaces at Finnish Universities seem really in tune with what students want, and are majorly successful as a result. This session was delivered in the Oasis; an adaptable and inviting learning environment at Tampere University. Tiered seating, books, board games and bean bags littered the room, furniture was free to move meaning the resulting space could be configured to suit multiple teaching styles. It got me to thinking about the spaces we have within our University and whether these areas are flexible enough and suit the needs of our creative students.    The session at EdMedia highlighted space case studies from five Universities; Bentley University, Tampere University of Technology, Tampere University and Loughborough University. The presentations regarding spaces were really valuable and while I felt more positive about some spaces than others, I found it immensely valid that staff with expertise in learning and teaching were given the space, both metaphorically and physically, to try out different configurations with the aim of enhancing learning and teaching at their universities. We spend a lot of time telling our students to explore their creative sides, experiment with their work, approach things from a different angle. Shouldn’t we also do the same when it comes to teaching and learning environments? The next session of the day saw a move from physical spaces to digital spaces. Thom Cochrane’s presentation "Mobile Social Media As a Catalyst for Pedagogical Change" was one of a few sessions that demonstrated examples of digital projects happening at AUT University. Thom’s session thoughtfully explored learning with mobile devices, as with other forms of digitally enhanced learning it’s not just about the content delivery, technology has to be appropriate. Technologies of this kind inspire different styles of learning, as educators we should embrace these opportunities, especially if they encourage active participation from students and their devices. As with previous presentations, having the opportunity to explore and trial new styles of delivery and technical integrations has been imperative in enhancing student experience. Having the space to trial and explore is so important particularly in times of rapid technical advancement.    The afternoon saw Jarno Tolonen and myself present our session titled "Empowering the Learning Event: New Roles for Learning and Teaching". We made a purposeful decision to involve the audience as part of our presentation; seemed only right given the nature of our paper. Challenging the roles of instructors and learners is something which needs to be confronted in a world where knowledge can be acquired digitally. As part of our session we challenged delegates who attended, asking them what it means to be a teacher in today’s connected society. Needless to say there were some very opposing views held within the room, it was great to see so many professionals approach the discussion in a passionate and engaging way. As part of the conference I hadn’t seen many presentations which had incorporated the delegates in attendance, with so much experience and educational expertise available it seemed an opportunity not to be overlooked. This approach definitely worked to our advantage, the room was full and we ended up being the only presentation in the session, meaning our original 15 minute allocated slot had been unexpectedly extended to an hour.     We chatted to delegates after the session and received positive feedback from those attending. As a result we have decided to keep investigating new roles for learning in teaching, we’re also hoping to incorporate some of the common themes which arose as part of the conference. Our partnership with TAMK has developed over the years and its really positive that we’re going to be working together in the future. The themes from this years conference were so relevant and timely given current advancements in education, it was a great opportunity to be involved with the event and contribute some ideas from a educational technology perspective. Finland as ever was a beautiful place to visit and I’ve come away with a renewed energy to push for more appropriate spaces for teaching and learning. Our partnership with TAMK has also strengthened and we look forward to further projects in the future.     Sahlberg, P. 2007. Education policies for raising student learning: The Finnish approach. Journal of Education Policy, 22(2), 173-197.