TALL blog

Adam Marshall posted a nice overview of the Data Flow in the OXCAP Project.

On the ContEd side, I made a basic searchable XCRI-CAP feed of the Department for Continuing Education’s courses. There are a few courses that aren’t in the course database that the feed uses, but most of them are there.

Cunningly, once the system had retrieved a bunch of data out of the database, it was easy to add a JSON feed of the courses as well, which I’ve used in the Sesame backend for looking up course data. I have a vague recollection of a standard JSON-based data schema that might be more useful than my home-grown structure, but will have to find it again before that’s an option…

Aimed at academic staff developing new courses and e-Learning managers and learning technologists seeking to encourage wider uptake of technology by teaching staff, this case study draws on the JISC-funded Cascade project’s experience of designing tools, systems and resources to enable academic staff to more effectively incorporate the use of technology in new programmes.

Using technology to support new course models that move a programme either fully or partially, online can allow for a much more flexible offerings to students.  However, to ensure this is done in an appropriate and sustainable fashion, staff have to be supported effectively in this process.  This can be done by:

• Ensuring technology use is considered at the right point in the course design process;
• Identifying where and how technology really addresses your needs;
• Providing support and guidance for those designing new programmes and wanting to take a more strategic approach to using technology in order to achieve maximum benefits;
• Providing information on the cost effectiveness and efficiency of different choices so that those designing new programmes can ensure their course is sustainable.

Read the full case study at:  Cascade Case Study 5: Maximizing effective use of technology in new programmes.

In the last fortnight I have been to two events focusing on mobile technologies, one here at the department run by the Forum Oxford people and the Seriously Mobile Summit in London (cue being blown away by Canary Wharf -we’re not in Oxford any more Toto). The former was by telecoms people for telecoms people and after a day in a room with them even someone who has only just mastered predictive text starts thinking the future is mobile phones….yes they will be doing EVERYTHING for us in 10 years time…but that is a whole other story.
What does this all mean for learning? The second event focused on this by way of social software and immersive worlds. What is clear is that getting content on mobile devices is getting easier an easier – to the point where this will be just another way students assume they can access your stuff in a few years time – but will they want to?
Going back the telecoms guys, who stress that the point about mobiles is that they are always with you…what aspects of your learning do you want all the time?
At the moment, I would think it will be forums blogs wikis…the places where the conversation is taking place, much more than the “content” of our courses, but I guess the best way to find out is to ask our students, something we’ll be doing as part of the Isthmus project over the next few months.

The Fundamental Science of Nanotechnology is the second module of the Postgraduate Certificate in Nanotechnology developed and delivered entirely online by TALL. The module is an in-depth exploration of the science of nanotechnology for professionals with a background in the physical sciences. The course is pioneering the use of Adobe Breeze to hold online ‘tutorials’ netween tutors and students on a weekly basis. Module 3, Fundamental Characterisation for Nanotechnology begins on 12 March 2007.