jamdsf123.bsky.social
Senior learning designer. “mas não subiu para as estrelas, se à terra pertencia e a Blimunda.”
236 posts
214 followers
406 following
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A community based on trust, respect and scholarship is not possible everywhere (cough Twitter cough), so it’s been great to contribute to building one here.
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This is not dialogue, empathy, expressions of identity or ideology. We’re screaming statements and thinking by proxy of topical, powerful issues and competing for attention, power.
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This approach to dialogue assumes bad faith, chains conclusions to the power and energy of absolute, irrefutable moral imperatives, dichotomies & Kafka traps. And dichotomies usually cover the blind spot of self-exceptionalism.
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You see it in the absolute and decontextualised arguments, devoid of historical flow or nuance or, which is worst, an openness that invites listening, and coda to understand them critically, possibly refute them.
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Thank you, I learned a lot! #LTHEChat
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A6: were I a cynic and I might ask if academics would even notice and how often they look outside their own module… #LTHEChat
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A5: I’ve never designed one, but it doesn’t seem that it prevents programmatic curricula and assessment design approaches. Keen to hear from people who run them! #LTHEChat
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A4: The OU does it wonderfully. Might depend on how you design programmes. #LTHEChat
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A2: Perhaps the same way we support other transitions to HE: induction, building skills, motivation and knowledge, assessment design, building a sense of capability, facilitation strategies, etc. #LTHEChat
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A1: Distance learners, learners with caring/ working responsibilities, PT and modular learners. There’s scope for impact on multiple learner profiles #LTHEChat
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Sunny SE London ☀️
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I think this is a systemic thing. It's easier to develop a programme this way, as there are more gains and pressure points (careers, success/failure) on LDs than academic staff. Might be a solution HE found to scale up online learning.
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The result is an online learning sector that lives of its reputation, but is made of lift-and-shift, low-quality learning experiences built by fixers.
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And that needs to be captured in design; that knowledge is the key to facilitate and assess, later. We focus on simple, prestige-focused interventions and push this problems under the rug.
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The problem beyond the ethical, emotional and professional cost to LDs is that this pushes the problem downstream. There is an intersection where the knowledge of students, scientific and pedagogical concepts meet and that only teaching staff can have.
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We work in a sector that shifts workloads down at every opportunity, no surprise there. But co-design and co-creation require complex relationships, skills & processes, which we are bad at developing. They cost time, effort, risk & it is much simpler to get LDs to just do it, or now use AI to do it.
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Thank you!
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♥️
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@drntasler.bsky.social I'd love to hear more about this. Anything you can share?
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A6: Speaking endlessly about the first question that should be asked before you write a curriculum, or design for learning: What skills, motivations, learning and experience do students bring and which do they need to develop to successfully engage and complete this course. #LTHEChat
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Absolutely agree. Feedback rich, immediate application, promotion of distributed practice, low-stake to discourage collusion and cheating, so many good things going for it. Next year, I'll try again :)
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A5: A deficit model to education, where there is a belief that someone else should have taught them, or that students are at fault. Assessment design that discourages coursework, iteration, distributed practice. The lack of a proper learner analysis to understand and design for students'needs...
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Couldn't get that past Quality and Standards this time round. Not very keen on one piece of assessment distributed over a few weeks for a single grade...
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A4: In a way, by co-designing a good induction, just in time workshops with specialists integrated with authentic, discipline-specific learning; designing guided independent study resources for blended, or good asynchronous learning courses, add tools for time keeping, goal setting.
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This is the most recent, but it's work in progress.
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Maybe at curriculum and assessment design stages. The complexity and subject level specificity of academic writing and data literacy, point towards discipline specific. But there might be some value in general skill development from the great people in Libraries, academic skill departments, etc.
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A3: Maybe co-create them with students. I've had some success with a transition pedagogy and co-creation of a learning approach with students. Sort of a contract they make with each other for social learning and with themselves for independent learning. #LTHEChat
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Love the roast chicken metaphor!
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And then the academic year starts, as do assessments and there is so much change. Have you tried or know of anyone who's tried a transition into HE pre-start module? Has it worked, in your view? Before running module and programme integrated strategies?
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A2:Years of timetabled sync learning, exam preparation, little research, a lack of guided independent study, academic writing &collaboration have led them to being academically successful in a narrow way. Design good blended programmes & assessment that encourages distributed practice #LTHEChat
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So important. Note taking and summarising can only take you so far. Do you find that they come somehow underprepared from FE?
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Maybe by 8:45!
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Great list. So many of these relate to independent learning and motivation. I wish HE did asynchronous learning better, to maximise the use of these skills. #LTHEChat