Good afternoon everyone Welcome to the one moment. They are okay. They are not Coming in we have to wait that they are they were in the front door Shall I say and they have to come in? Okay? Slowly, but they are coming in. Yeah, we have already Some of them here Maria Jean I've just given co-hosting status to both Larissa and to Jonas Hello Jonas and Larissa you're having co-hosts rights. You can connect your cameras if you will So, uh, Antonio, you may you have to make them co-host you made them a panelist Okay, and perhaps Yeah Okay, and there is a tool Already co-hosts. Yes. Okay, and Dora if she's there. Okay, so I think perhaps you can start. Yes Okay, good afternoon everyone Welcome to Three of the poster series the title is a Briepa Ceremony I was curious about what it meant briefly, but then I read it and It's best research in progress award. It's a new award Aiming at recognizing quality of research in progress And it's called poster, but in reality it means papers Representing research in progress and you can download the the papers I've read some of them and It's worth reading. You have also the presentations In PowerPoint or in video and I suggest that you take a look and if you haven't done That during the two other sessions There were about 16, I guess it's the number that I have in my head, but The president of the jury for this award may correct what I'm saying in fact, this is An interesting award because it tries to recognize high quality research and that is being done by the authors and This is An award like I said, it's new it's fresh It's fresh from this year and it has been supported by reads in Portuguese It means in English The journal of distance education and new learning from university data Bertha and they this journal and the editor-in-chief, which is the president of the jury my colleague and friend all the greater With whom we have several work together and debates It's been a long time that we have worked together from the university data Bertha and from the laboratory lead from from the same University and This this process of selecting the winner of this Award as Two phases the first one was to pre-select three final candidates and This jury that makes They've made this selection is chaired by like I said already by professor Alder freighter And the other members are Antonella Poche from the university. They let's to do the Roma credit Italy She has been the ex-coordinator of the NAP steering committee and blood Nia Hasco, I hope I pronounce it correctly from the Polytechnic University of Tunisiana in Romania is currently the coordinator of the NAP steering committee and Another member is Antonio Quinta Smith as professor at the university Bertha Portugal and from the same laboratory leave and Professor is Julino Livedo also from the same university and from the same laboratory. So After this introduction I Of course Would like to know the winner. I I don't know the winner. I know who I voted for but I I don't know the winner so I Think that it's time to hear the president of the jury and editor-in-chief of the read the magazine from the university Bertha My colleague Alder freighter. So she's online and the floor is yours. So you can proceed Thank you Alfred. Good afternoon to all It's a pleasure to be here in honor To honor the authors of the posters voted by participants This jury had To select three posters, which should be analyzed and voted on by conferences participants 16 posters or Analyze I analyzed Hugly different is some of them with great quality The task was not easy Since the choice should be made considering working progress Several interesting works were eliminated Because they did not fit the criteria On the other hand It was necessary to specify what could be research in progress Therefore, it was adopted as criteria To consider only research that had already started Even a short time ago This criterion turn led to delimination of two high quality works that reported investigations already carried out and another which was a research project then a new analysis was made on nine proposals remaining Which led to some discussion among the members of the jury the analysis of the consistency between the question under investigation and the chosen methodological approach including the analysis of partial and preliminary results Was there for other criteria considered? Lastly the analysis of innovative aspects related with main idea or With methodological approach all allowed to the selection of three works to be submitted to the voting on the participants Now I'm going to say some words about the posters The author of the paper integrated learning by design pedagogy in tissue training Jonas shows us an ongoing research aiming to use educational data mining to employ our students to improve learning It's a promising work in progress and could be a valuable contribution on how the technology can support an innovative approach to assessment for learning for now The investigation is still beginning, but we hope It will bring important and new results the poster T-shirt training through argumentation to promote autonomous learning in educational environment mediated by technology the Larissa introduces an investigation for accusing on an especially important problem in distance education student autonomy Bearing in mind that we'll see since now Rising interest on models of hybrid learning the issue of autonomy will be on the agenda The reported approach presupposes the need to train teachers to be aware of the need to foster autonomy in students and bring brings to light an Innovation way of doing it through argumentation in teaching training While the results are still partial The approach is interesting and we hope we hope that the research will rise good recommendations distance learning versus Emergence remote learning Portuguese schools in a turning point for digital transformation This is a beginning work on a very important issue Resid by the current pandemic situation The results will be crucial for all teachers and schools bearing in mind the implementation of sustainable hybrid education ecology The methodological approach slated is very promising It's all for the moment Alfred. Thank you It's been an interesting presentation and complete about Who were the finalists and their authors and the topics? So now I would like To show you the certificates that are going to be awarded I mean the candidates are probably nervous, but you have to wait a little bit and So the secretariat can can can show this. Okay, there you go. So you have the Honorary Mention certificate to to to John us Beclyn and his paper Can we see the next one please and this is the second one that? Second but not in order of merit. So it's the second in terms of the least was granted to Larissa and Rickis and Mirna at Nandes from Yunam and the next one please and you have here the winner of the award to Anna Paula Fons and Tonyetta Rocha and Maria Jones-Pilker and Nina Morgado And I would like all the Prada to say a few words right now if It thinks that it's wise otherwise I will ask them the winners to Say some words or somebody from the the authors. So Alder do you want to say something now or oh? Yes. Yes. Thank you Alfred. I would invite all the authors of the three the three posters to submit them to the Journal of Distance Education and their learning to To be published in a next edition, please Thank you Alfred Thank you now I repeat my my invitation to the authors are Representative of the authors that have won the award to say some words I think Jonas was here. I have to can Can you hear me? Yeah, quite well. So first of all, thank you for the pool conference. I've been so inspired because in my Research within my master's thesis. I'm struggling with the methodology and by having all these work in progress and seeing how researchers have used the data to actually prove the outcome has been so valuable to me and the poster itself as the motivation was I Yeah, I agree 100% myself because when I see in the common ground scholar CD scholar platform, we basically are mimicking the project. They've been started already And when I saw that it actually is possible with educational data mining to start giving the students feedback on their work before it's handed in to Evaluation that is something that I think is so important and I look forward to Putting this into a more Format for the correct publication. So thank you very much Thank you Jonas Larissa. Do you want to say something? Please do Yes, thank you Well, I also want to thank the committee and Eden for Doing this workshop this research workshop and also for the acknowledge that they gave us It really it's a challenge and it helped us to to keep on moving We have been meeting and I very Interested in working with teachers and students as well and autonomous learning, but we believe that teachers are Fundamental in Hacing autonomous learning with students. So all the questions all the comments that we received and This event is very challenging to continue with our work So I just want to thank you all for it and congratulate of everyone Good. Thank you. So we have the winner. Yeah Thank you. Hey, I Hello all first of all, I would like to congratulate Larissa and Jonas and all the other participants being a researcher is Not an easy task. And so just for that we are all In a in a well congratulated and second I would like to In my name and on behalf of my fellow co-authors I would like to thank Eden And the members of the jury for this recognition of our work It is a great honor to receive this award which we accept as a Motivation for further work, but above all as a great responsibility that our peers Have placed upon us as a research team So thank you very much for this award Thank you Thank you and congratulations to all Participants authors especially for the finalists and the winner. I think that even as that Capacity to enable sharing research and And Some of you have heard it before but I think personally I think there's not enough research on what we are doing here in Eden So any research is welcome, especially if it can be shared with the other So thank you for all that have presented the papers. I would like to thank Magazine from the University of Africa the journal and For this award. I think it's an incentive to everyone to publish and next year to apply for the award and I wish all a good rest of the conference. Thank you very much for being here and Let's go for the last session in some Time and enjoy the conference. Thank you. Thank you. Thank you at all Thank you Alfredo and congratulations to the winners and the finalists. I see here Larissa Jonas and Maria Joan and all the others Team is already here a team will be leading Actually, he's the chair of the closing keynote session. So thank you very much Alfredo and Alda and I will now Give the floor to team team are you there? Thank you. Yes Yes, I am Antonio. Thank you for some reason the video camera won't start but that doesn't really matter. You all know what I Very is here Martin as well As you as you know, Maha will be joining us a little bit later. You have the photo Thank you very much, Antonio. Please. Please. It's sorry to interrupt you. Please give Timothy a Core share co-host status so that they can Okay, so Timothy, I think that you can now share Thank you very much, Maria Okay, so welcome to this final closing legendary Session we have three speakers This afternoon who I am very Honoured to present here. We're going to start with Terry Anderson who who really needs no introduction But I'm going to introduce him anyway Terry is the professor emeritus of distance education at Tabaskar University in in Canada He's an educational researcher and teacher focusing on ICT tools in teaching and learning He teaches in masters and doctoral education programs in distance education at that University Terry is the editor Emeritus of the open access journal the international review of research and open and distance education a model and a member of Tech re technology enhance knowledge research Institute at Athabasca University He's a regular keynote speaker education and training conferences both online and face-to-face and his specialities include research teaching and social networking You also serves on advisory committees with the other and the Canadian governments and serves on several editorial boards and He's going to talk to us today about quality through three generations and aggregations of online learning. Thank you, Terry Great I my video isn't allowed. I can't seem to start my video. Oh, there it is. So Good. Well, I Thank you Timothy for that rather long introduction And what I would like to do now is to get my slide share my slides going and Here we are Thank you. I assume that you can see that Timothy. Oh You're muted. Yes, I can. It's perfect. Thank you. Okay. Well, it is a real pleasure to be to be asked again to To address a need and research workshop. I have very fond memories of Eden research net or not network conferences I mentioned in a little teaser that that that was the my very first international keynote was at Eden in Oldenburg in 2004 and I told a joke about Why distance education was better than sex and I won't repeat that joke, but you can search it on Google and the I guess From that experience, I don't know. I think the jokes have ended up so I've been invited back and here I am today too So thank you very much, Eden and and everyone who's been organizing this conference Okay, now, why am I not going forward here? Okay. Oh dear. I always start With keynote presentations by talking about the values that inspire me and I assume that this Inspire a lot of you a lot of distant educators online Teachers in general, but I really think we can and we must improve the quality effectiveness the cost the access All of those social justice issues that have driven us from from the first from the first Distance education models up to where we are today And secondly, I think we really need to get into lifelong education and decide that that whatever they do in a formal education should be a Stepping stone for student empowerment and freedom so that they can go on learning throughout their whole lives And finally the the cost of education. I think it's a human right and I think we have to do, you know more to Providing access when we can or as we must just to show a little joke here of the This is what people have in their profile picture versus how they actually look in in the zoom meeting like we're doing right now and To give you an illustration That's the picture that was on the keynote and you can see I'm a little bit older a little hairier than that and so So, you know, that's one of the advantages of online learning are on on virtual conferences and ways that our identity is Is mixed with with the technology that we use And one thing Antonio said on the opening session of this conference. He said that He just reflected that it was his first virtual conference and I guess that struck me is strange Well, you know, I guess it gives us, you know, we talked about all of many sessions Tony Bates as and others talked about the 19 impact on teaching and learning and We we really it gives us the the epidemic gives gives us a time to reflect As professionals as a change agents, but what is it for you personally? You know, how is this conference been better been worse been the same more accessible less accessible Cheaper all those sorts of things and what is the most significant personal learning that you've had from this conference professional learning? and what do you think is going to change at your institution as a result of this conference and I order are you feeling like this tweet from Amy Morgan yesterday? She said I want to go to a real conference with bad coffee and pastries and get some pens and a tote bag Instead of logging into another webinar Well, I think that for those of us who have attended some of the sessions that This isn't just been another webinar. We've had some some very interesting talk, but I I like the debate very much the Oxford debate That Alan Tate facilitated and the question Let me just paraphrase the question the COVID-19 pandemic will have no lasting impact on Eden's and my own professional development and I think that's something we can think about as we Go about our own professional learning and and reflect on on on how this has been for each of us and Let me let me do a little brag sheet. This is my one and my only claim to internet fame is that I organized the very first online conference ever held online and that was in 1992 for ICDE and It was before the internet So we use bit net and net north and phytonet and all sorts of other ways that we hack together electronic communications asynchronously through email but since then Lynn Anderson and and I wrote a book about online conferences and that that's a little dated to 1990 I Think this book was 2002 or something like that But anyways, they've been a long time and it's it's interesting that That us as the professionals leaders in the distance ed field how we're not that experienced in online conferences yet so One of the things that I've gotten by I Tend to ask all the students that I come across post-secondary and secondary To tell me what it's like to learn online as they've all been thrown into it in Canada as in most of the world And you get what surprises me is how different the reactions is, you know, some people You know, it sucks other people say it it used to be way better other people says I love it I can stay home. I can do this I can turn turn off I can repeat you know all those sorts of things But it strikes me that there's a huge variation on what technology are they using what time is it asynchronous? synchronous unpaste paste and what quality is goes into the the professional development and the instructional design and the teacher skill What what net literacy that the students have? What age are they because I think it varies over age, but maybe most important And what I'm going to talk about today is that there's three at least three different pedagogies that are used in online learning and They they have different outcomes different intense and they go in different directions So when we talk about what's quality in distance ed or online ed I think we really have to be clear about what are the criteria? What's the pedagogy that we're using and I know that educators love to say it isn't the technology It's the pedagogy. Well, that is true, but they do have a dance together and the one does influence the other okay This is a quote from a teacher in Australia and notice that she says what pedagogical Principles drive what I normally do in other words What do I do in the classroom and how can I use these technologies to transform them? I think that's the common I heard I've heard that from Tony Bates talk is and from the debate that you know People tend to teach the way they were taught and what they're striving to do is to take that online Or that classroom experience and put it out online And if that's your criteria for what's a high quality course Then it'll be quite a bit different than if you're having a self-paced learning or or as you'll see the other the three generations the way I've sliced it But it's about interaction empowerment and engagement and learning is experience everything else just information and we see Information glut, but we don't see learning You know growing anywhere near as fast as content So how do we put those two together is what I'll be talking about and again? I think showing my age here 2011 John Rahn wrote this article three generations of distance education pedagogy And I wanted to revisit those three with a kind of an update in both the technology and the way we think about teaching and learning In the last nine years. So the first generation Basically cognitive behaviorism You know, it's it's instructional design if you went if you were trained as an instructional system designer Especially in North America You would have learned about gangie and how learning works you gain their attention you tell them what's going to be taught Yes, stimulate recall. It's very structured. It's there's clear ways that teaching and learning should happen And and then you assess performance and you enhance transfer opportunities So structured a way forward that we follow for many years Especially in the early days of distance education But again, the cognitive revolution came along and we started learning about chunking and cognitive load and working memory and split attention all these other Things there variables that interact in the teaching and learning context But one of the things that it celebrated was the capacity to learn alone and and I think that's especially when we talk about About, you know, the challenges teachers have going from the classroom to an online and firm environment There's this idea and students have it as well that I really need somebody to hold my hand to tell me what to do To work in a group and learning alone But this first generation doesn't necessarily in fact It almost celebrates the idea of freedom of space and time and pace And that's why at at the basket in our undergraduate program. It continues to this day. There's no pace instruction. It's all You pace yourself you start when you want you finish when you want it allows Individualization freedom from group think and the power of learning to learn and again people talk about the value of working in groups But it also gives you the freedom from groups And I think that's an important part of of lots of different ways that we learn things So what is the nature of knowledge? It's coherent existing almost independent of perspective Context-free and it can be transmitted you can take knowledge and I can transmit it to other people and it assumes a closed System with discoverable Relationships between what goes in what comes out and that's why you know from a research perspective It's it's very powerful and sometimes very easy to to to measure the whatever the inputs that you have and measure the output on final high stakes exam or something like that The technologies Again, Martin's gonna soon talk about OER's Simulations textbooks one-way lectures, but there have been some very significant Advances with the technologies if for the first generation and up on the left. You see it just a straight mook Video lesson mook. I'm sure you've all seen them, but most of you probably participated in one But what's the the differences on the right students are typing in comments or questions or and and they're not doing it in Real time because the MOOC is is self-paced and and they're able to just type of it And so you can see somebody's comment even though that comment was by that person studying the loan You know two weeks two years ago It's kind of it provides an economy and a scalability that we don't see in the other generations and Down at the bottom here You see one of my classes of waist-thread interaction where people are not only adding their text comments Asynchronously, but they're adding video and audio as well I think there's a number of tools that are available to do just this We're also seeing that it used you know there's been a big push on chatbots for for customer interaction and Like some of them it can be very useful as probably many of you have interacted with a chat box But we're just starting to see them use now In education for you know any number of if you think of how many questions a teacher gets that Are not about the subject matter, but you know what day is the exam do or You know, I'm gonna be late. Oh, you know all the sort of the logistical kind of stuff that isn't really relying on the teachers her subject matter nor her Magnetic personality they just want information and machines are great at that And then this is from the states One of the registrar says there's a humanistic connection to a chatbot with that would never have expected Students are also almost more comfortable sharing those fears with the chatbot. So there's a You get into the the fact that the interaction in the first generation is with content and that the tools of the content are changing very rapidly and of course MOOCs, you know, it's easy to say all MOOCs or so, you know 2012 or whatever that other They're they're not making any money or they're going away or whatever But as you can see the number is continues to grow and the number of people engaged in them OER's and as we've heard a lot many of talk people recently, you know, it's not that the Educational it's not the open educational object. It's the open educational practices that we really need to work on now And mostly I'm a huge fan of OER's because they save time. There's so many Educational interventions that just take up teachers time and I think OER's have a good potential to reduce that time We're starting to see very powerful tools scary as well. This one's I don't know a lot about but lightsail It's for K-12 learners But you know that the loneliness of the distance education teacher is that the teacher especially in this first generation Hardly in the past anyways and corresponded stays It wasn't really in touch with the students. They couldn't really know what's happening with these students And now we have these tools where the machine is reading out things and listening to students It's saying what pieces there what speeds they're reading at all the time just a whole bunch of Data that that can be had again. This is a commercial company And it was rated by this common sense selection as having a huge High learning rating and a pedagogy rating and I just underlined the point It depends what kind of pedagogy we're talking about. It's just a good tool or is it a bad tool? And then of course learning analytics I know the solar group is on to their eighth or ninth annual conference and their journal and there's Learning analytics is it is huge and it especially works with this first generation But colleagues well You know, are these dashboards really doing the job or did they just present what's easily measured and Matcha use it Gasevic and part of I wrote just a few months ago that are found by analyzing these dashboards That they're rarely grounded in learning theory. They cannot be suggested to support meta-cognition And they do not have and for any information about effective learning tactics and strategies and have Significant limitations and how their evaluation is conducted As researchers we tend to love graphs and pictures that show the truth but it's you know, let's remember that That that learning happens inside people's heads and it's not easily measured nor displayed through learning analytics or any other way and Finally The big challenge with this first generation especially and maybe all the generations is this idea that Data is going out there. It's being used especially if you start using social media commercial social media And I hope that most of you seen Zuboff's book on surveillance capitalism It was a real eye-opener for me But there is a real danger of cloud computing owning and selling our data And I congratulate the EU for doing a lot more work on you know, trying to get on handle on what Google and Amazon and Facebook are up to in terms of controlling public discourse So there's huge privacy issues and my own solution that I struggled with it at the basket and was not that successful But John Drun and I built a social media our own kind of semi-private Facebook if you like and I think that's part of the solution I think students are gonna and teachers are gonna demand that our institutions are Not having our information sold to the highest bidder and used for whatever kind of purposes The but the real power of this first generation is it maximizes delegation the student and I don't have to be Responsible for deciding the curriculum Seeing if I know it measuring my progress I can delegate that all to the institution or to the teacher and and freeing people students from that delegation It's just one of the freedoms and I'll get to them a little bit later But it is an important one for this generation So how do we research it usually first-generation focuses on empirical stuff? And we ask the questions when you add these new technologies Does it really add value and we have to remember to subtract the known and unknown side effects if you can and If you can subtract something that's not on that is unknown And then asking the question how does enhanced use of technology affect those with less technological index economic flexibility? and we saw that In one of the other key notes that talking about you know the difference in in literacy levels among students based on gender and socioeconomic background and then This first-generation has a real problem with high-stakes testing and figuring out how we can should make sure that Assessment is really assessing learning in a in a way that's both efficient and effective But are most importantly that it's effective. It really does a help students and not just prevent Stress there give them stress and barriers So first-generation conclusion interaction is mostly one-to-one. It's an important role of student content interaction Rather than student teacher or student student. We're talking about student content interaction It has assessment and privacy issues, but it's scalable and remember we talked about the right to basic education Is one of the values that drives me and reducing costs and the first-generation Why we invented it in the first place for correspondence was it is scalable and when you talk to developing countries I was at UNICEF a few months ago and you know where they have hundreds of thousands of students You're not going to scale up The second generation as we'll see in a second and OERs MOOCs analytics They promise to reduce cost and increase efficiency of these interactions Again, they present challenge, but they they present promise too Okay, moving to the second. I hope I'm not taking too much time here It's group-orientated are in rather than the focus on the individual We start to focus on the group or the team or the class or whatever So it's exclusive in that you're either in the course or you're out of the course and it's usually closed group instruction on an LMS or Or some other way Oftentimes, it's a you know, it's a very teacher dominated kind of an environment And you know like down the bottom the picture of Moodle. I remember The people who invented Moodle always bragging that it was a constructivist based tool Well, I think we've seen that it can be used for constructivist purposes Or it can be used for first-generation or even connectivist ways of learning as well So it's I don't think they're inherently one or the other But there is a focus on collaboration and shared purpose and again This this quote down at the bottom creating the successful online community is Dependent on knowing what works in the face-to-face environment and implementing notice the transfer there They're saying, you know, if I can get this right in the face-to-face like I've been doing all my career and for hundreds of years at our university I can just move it into an online environment and it'll have a successful online community and There's some truth to that it is a very nice transition from from face-to-face learning to follow this pedagogy It's socially constructed arrived at through a dialogical encounters with other people and So it really focuses on learning together sharing defending your views all the stuff that I'm sure many of you have taken courses with Or been taught to teach in a constructivist manner Again synchronous really made a big difference to this this second generation. I remember my PhD supervisor Randy Garrison some of you may remember him but he in fact he was on one of the panels in this session But he made his career in a way by arguing that we had to get away from this industrial model of auto Peters and we had to really talk about real interaction and What he meant by that and it was synchronous interaction and where there was all of these bio audio conference in those early days But now of course as we're doing right now Gives you immediacy it gives you pacing so every Tuesday night. I know I have to do this or do that And I think that can be very valuable for people as social modeling. We can see how others answer We can see how the teacher operates and that's been an important part of teaching and learning for For a long time and as I mentioned earlier, it's a comfortable media for students and teachers And you think well if video conferencing is good then immersion must be better And you've seen second life come and go mostly go, but it still is a kind of a fringe technology out there for teaching and learning It's it's interesting to just speculate why if a little bit of Ventura or of Visual and it's good. Why isn't More than just a talking head. Why don't we have places in our learning and I don't know what your own experiences are I've always when I used to take classes in there I'd lose half of them and it was just a little too disconcerting for old guy like me who knows, okay just an example of the kind of availability of an OER here just I wanted to give a talk out to this Open access book on collaborative learning lots of activities lots of projects lots of ways that you know If if teachers who are being forced by COVID into an online Environment, they often don't know how to conduct collaborative kind of learning so what do they know how to learn they know how to lecture so they lecture and But I think there are resources and I think as change agents, which it's useful for us to to promote them The social form is groups that based as I said, it's limited in size. I have seen courses going up to 50 students per Per teacher if you like in a real-time session, I don't think you can go too much higher Dunbar's maximum number, you know 150 people who you can get to know anyways There's one of the things that John and I've always thought is that what defines a group is that you have Mutual awareness or at least the capacity to become mutually aware of each other of everyone else who's in the group Is there too much teacher domination and dependency? I guess they'll leave that to you But it isn't scalable at least not like the first generation was Some great new tools I was particularly like this by Diana Loreland and her team in London Is that it breaks down this constructivism into actually what the teachers do and if you look at your proposed course And as you're planning it or your anticipation of it How how much is content interaction? How much collaboration? How much discussion? How much investigation? How much practice? How much production and then this you goes directly working in a spreadsheet and it draws some nice little spiderman for you to see that really This is what my course from a constructivist perspective should look like it should have major components of all of these and Really what does my course out and I think is really useful to Group management enhancements, you know the Google Docs the Slack systems all of these things I think are great for groups one of the problems that I always felt with groups is you can do almost anything in the distance in a in the synchronous group or even asynchronously But it's going to take twice as long or it takes a lot long just getting people coordinated and on At first base at the same time all that sort of thing But the tools really help and along those lines so how do we research it? I think we focus on the lived experience of participants least this is the normal way it does that term lived experience Always gets me because what other kind of experience is there but lived experience, but anyways They the researcher often adds why or how not just counting and how much It it's often used interviews and focus groups I love the tools now that you can use that will do voice transcription and and qualitative analysis that we never had before But it does raise the question It's a focus on interaction and how much interaction is enough how much is too much and What what inhibits or supports this critical group collaboration in the second generation? So you can see that if your idea of what you're trying to do in your online learning This really has a constructivist focus. It will have a lot of different outputs in terms of quality It'll look different than the one on the first generation So a summary not scalable it can be expensive. There are many new tools coming out to enhance the efficiency it focuses on the human skills student to student and student teacher and As I said, it's the easiest pedagogy for teachers and learners transitioning to online so the third and final and I know there are many ways that one can cut up educational tech or educational psychology or Pedagogies and I've just John and I've picked these three, but what there are other alternatives for as well And some we called it connective pedagogies as opposed to just connectivism as George Siemens and Stephen Downs would say but it also has lots of pedagogical Basis it looks at chaos theory and emergence and Dave Cormier's rhizometric learning communities of practice and Often what I've noticed about researchers in Europe. Is there a lot more interested and knowledgeable about actor network theory than Then we are here in North America And so I think that that that is a strength that that can be applied to this third generation so from George Siemens, you know, he's big eight that he Published I think was 2004 What is connectivism? It's created by linking to appropriate people and to objects and maybe I think he even says it's that wisdom can be created and stored in non-human devices and So whether that's exactly true or not I don't even know if George would argue these days But it's certainly true that we can offload to machines in ways that we had never dreamed about before our cognitive processes And we should we have the opportunity to exploit those It's about capacity to learn rather than what I actually learn or what I can answer on a test It's much showing my capacity to learn with and from machines other people remote resources But it does assume the ubiquitous internet and we all know the term Not I wouldn't say maybe there are lots of people on this planet who do not have access to ubiquitous internet at a fordable price and the other fact is that it's emergent one never knows exactly what's going to happen to when when starts When you do a connectivist-based course, how many people are going to enroll how many people are going to last Is it going to be just a few or and you have to wait and let the kind of the magic of human and networking Emerge and that's challenging. I wrote a blog a long time ago. Just talking about the three ways that you can connectify your course And Networks effects is probably the biggest one that things can get amplified you can find things through accessibility through the search engines and Persistence is that the learning that happens this year doesn't you don't start over next September Doing the same old courses that you taught last year because you've learned some things since last year And so if your students learn some things and so by building on the artifacts that those students create in the past We we help them to create content in the connectivist model not learning in a bubble That's was one of the things we tried to do with our homegrown Facebook at Athabasca was to say Sometimes I want everyone in the world including my grandmother to be able to read what a wonderful thing I've just done or picture or something like that But other times I want to close. I want to just have my teacher I just want to have my friends know my class know and so having that control over it It's not in a bubble, but that bubble can can can can expand to the whole world But it's very disruptive high levels of net literacy and presence It's scary for a lot of people teachers and students that requires new roles for teachers and students and there are big issues about Artificial artifact ownership persistence privacy For many years of my grad courses I would have Post what students had written or research assignments or whatever from past years with their permission And it was very interesting. Some people thought oh, man, I would never read that I'd be cheating and other people said Thank God I could read that because I can now understand what I'm supposed to do. So there's this this Legacy that that can live on and is celebrated in a connectivist environment, but it can be a bit too manic for some this is again, this is from John drawn in my book teaching crowds where we did these kind of spider-graphs where We talked about all the kind of freedom that the students have or could have or should have and teachers as well and and then For each of these Aggregations or pedagogies we drew these kind of maps and this is just the connectivist one And if the if it goes out to the edge then it's maximizing the freedom So you can see the location you can study where you want what time you want pacing is often set by this Individual students you can socialize with whom you want or network with whom you want The approach in the pedagogy a little essay, but it's it's still pretty flexible But where it really fails is notice this one We had to invent the word delegate ability couldn't think of anything better But sometimes I want to choose to let a teacher teach me this It'll be a lot better for me and faster and connectivism doesn't really lend itself to that you know, it's kind of the burden is on the on the learner to to go out and to You know how to create the network create the the linkages and the connections and Teach themselves a little bit more in this in this model So, how do we research this? This is a research seminar well there's ideas of Checking or measuring innovation wayfinding. How do they make sense of the the net? How do they operate? What kind of skills do they have in terms of creation of content? All those sorts of things Again examining and archiving of the learning artifacts is very important due to kind of measure the types and the diversity of students net presence and As for all of these things I'm a huge fan of design-based studies because I think rather than just running around measuring things We have to do interventions. We have to add a new tool to the game or you know, sort of try to Try something measure it don't get hung up on it being qualitative or quantitative just be pragmatic and figure out what can help My students and my teaching So just to summarize Connectivism born on the net the locus of control shifts to students more so It's emergent and disruptive and does raise the question Do you have to you know already be fairly advanced learner in order to maximize learning using this pedagogy? So We were John and I did some other work just just talking about the aggregations of these again repeating the individual is the focus and the first generation groups in the second and Networks and sets and you might not be familiar with the idea of a set But basically it's all the people who are interested in Subject X or who've enrolled in this MOOC or something like that And how do we make connections and allow them to help each other learn within the set even though you'll never know their names or? You know they go beyond the personal identity and I think my time is ending. So this is my concluding Slide is that students really and teachers deserve the experience of trying out all three of these generations Learning learning structured content by oneself in groups and in networks And there is no one pedagogical model context depth intensity or aggregation that supports learning for everyone But I think we need multiple types of our multiple kinds of pedagogy Driving forward, but we also need multiple types of research and I hope that This little talk has inspired you and your own research Within your institution and as an individual so I did upload the slides if you just do a searching for terrier on slide share you can see it there and I look forward to any comments Thank you very much there. That was a very interesting and entertaining Presentation we've got time for a couple of questions. There's one from Maria in the chat You talk in your in the second edition of your book online conferences, what would you like to change your ad? Well, that's good Well, I guess if you look at the sophistication of the tool the platform that we're using for this Eden conference It's way above in terms of both handling the logistics of registration in terms of the profile pictures in terms of You know switching between synchronous and asynchronous integrating various technologies So there is a big technological push The second thing I would talk more about is just that we had this idea you know that you have to jump on an airplane and go a long ways away in order to get away from the real world and You know immerse yourself in the conference and We weren't very good at multitasking Whereas now when you go to the conference face to face Half the people are sitting and with their laptops open back home You know, so there's a big convergence in face to face and other Conferences and third I we did emphasize it a bit and did a bit of a study on the impact on carbon emissions of virtual conferences and air travel You know, especially for me in North America to to come to portugal despite the quality of the wine It would you know It's starting to be a more important thing weighing on my head Is just you know, what is the cost of all in terms of not only money But in terms of the environment and I think that's a lot bigger now than it was in 2004 But I hope somebody it's surprisingly how few books there are on virtual conferences. There's there's sites now commercial sites But I think there's lots of research that couldn't should be done by some young people Yeah, I quite agree. Thank you very much. Last was a great answer final question and for my my colleague. Um, So, how do you suggest that we should focus on the assessment of student learning? The assessment of student learning. Yeah, um, well, I think that there's growing evidence that Our reliance on the high test high stakes testing Uh, it it's pedagogically not very sound. We know that people Get themselves under huge amounts of stress whether it's sitting in their home being watched by a machine or a human Or whether it's I think we need an authentic assessment ways in which we more directly tie what the students do To uh, what's what's being assessed rather than just sitting them in a room and having them write an exam And we have a big legacy within the the distance education world anyways on the open universities about uh, you know, celebrating and really thinking that that that final exam is a very critical importance and I don't know. It's going to be hard for us to give that up, but There isn't much pedagogical grounds for it And there's certainly some logistic problems that uh, kovat is bringing up and of course We've trained students to to be cheaters in many ways because it is such a high stakes that they have very little choice in And they react as you might expect I wish I had the answer to that one I think you've given us some good insights. So thank you very much again Um terry. I'm going to pass over to my my second presenter here martin weller Who is the director of the oer hub at the open university in the uk? He's a professor of educational technology His interest has always been in the application of new technology to academic practice It is the um open university oer hub research team running a portfolio of projects examining the impact of open educational practices martin joined the ou back in 1995 as a lecturer in ai And he chaired the ou's first major e-learning conference t171 inspiring name back in 1999 with nearly 15 000 students This evolved a number of strategic shifts in the ou to make it an online provider He was the first director of the ve le recommending the adoption of mud And he's currently the academic director for the learning design project and also director of the oer hub His research area is in open education and digital scholarship He runs a blog about this and has authored two books the digital scholar and the battle for open Both of which are open available under open licenses. He practices what he preaches He's a regular and recently well known blogger at ed techie dot net and today his title is 25 years of ed tech why an understanding of the history of educational technology is important in the pandemic Thank you martin Thanks, uh, can you hear me okay? Yep, cool. So i'll try to share in my screen Five books if you don't mind Well, you go Let's get it right while we're here Cool, um Is that good for you? That's fine. Thank you very much So, uh, what i'm going to talk about is my fifth book actually 25 years of ed tech So this has quite a lot of resonance with what terry's just saying actually I probably should have gone before terry. I think because then you could have done the deep dive into some of the things that i'm only touching upon lightly So an alternative title for this would be uh, I remember when this was all paper Because really 25 years is quite a nice time to look back over ed tech and think about because it takes Well, it depends when you start it from but if you go back to sort of like the mid 90s There's really when the internet started to become pervasive And i work in the institute of educational technology at the open university Which was founded um in 1970 so obviously we did lots of things We would call ed tech before the internet came along But I think really in the mid 90s is when it started to become synonymous with uh digital technologies and the internets That's the sort of uh era that i'm looking at um And another alternative title is why knows a mystery of ed tech is a good idea in the pandemic And hopefully i'll have time to come to that in the end They will notice there's a slightly different version of each of these graphics on on each slide And you can remix your own i'll give you a link to remix the the cover of the book later which done by uh my friend Brian Mathers Uh, so just about the book uh is creative commons licensed published by uh at the basque university press Thanks terry for Set them up. Um So the digital version is freely available And the visuals have been done by bro methods and they're also freely available um So, uh, I think we've covered all this from tim so I work at uh i it at the open university. That's me on twitter. That's my blog Uh, so the two other books i've written that are open access of digital scholar and battle for open and i'm also the um director of the open program at the university, which is our interdisciplinary Program where students can choose and any module and combine them which has become Increasing interest in thinking times of pandemic good, okay, so an outline for the talk i'm going to talk about The motivation for writing the book in the first place and the approach I took um as we're in a research seminar you can really criticize my My research methodology in writing this book. Um And i'm going to look at some of the the technologies in the book and sort of split it up into three phases And notice that terry had three generations. There must be something about us That's all bloats. We like to split things up into three phases Then i'll draw out some themes. I think that come out of that analysis And and then hopefully we can think about what it means in times of the pandemic at the end So the approach I took was uh in 2018 It was the association of learning technologies 25th year and I was the President of all at the time So I stupidly said in a in a conversation. Why don't I write a blog post for each year? um For those 25 years So I started doing that and my approach was just to choose a technology from every year from 94 when we're looking at them Um, and just sort of use it to explore Some of the issues that each of those technologies raised How they were used and what it meant for ed tech going forward Uh, but it's really based on my experience. There was no conflict in those survey of what what would you cover? Uh, and I slightly fudged it by saying i'm going to choose when they become significant in my view Not when they're invented and those kind of things and of course when they become significant is affected by my personal experience My geographical locations. There may be more significant in other places at different times But anyway, I wrote this blog series. Um, which you can still see there and at the end of it It seemed to resonate with people despite the fact that I felt I was running out of steam by about 2012, but I kept going um And so lot of people you should tell them to book so that seemed like a good idea, you know, I had the kind of basis there to start a book Uh, but there are some so I went away. I locked myself in a cottage and call them all in in the middle of a big storm in the winter and wrote a book um And it was a good thing to do to kind of gave me room to kind of explore some of these issues in more in more depth But just before we're going further that there are some kind of limitations to that approach So you're probably going to hate me then this talk because I haven't mentioned your favorite technology There are some glaring emissions you'll say what about mobile learning? What about game-based learning and they should all be there? Um, or I have mentioned your favorite technology and do you think I've misrepresented it? um I put things in the wrong year sometimes Several things was refined for the same year. So I had to kind of like shift some around I think so you might say this should have gone this year or this was when it was significant for me Or I've missed something that's kind of not that you think's really significant I also think this limitation of putting out a technology of year Isn't that good for kind of perhaps longer more abstract themes things like Accessibility or digital identity or academic labor? I think there's a there's a flavor in all of those across all of those Technologies you might pull out, but it's probably not as good for for drawing them out over a longer time I've almost needed 25 years of their own nothing to kind of explore those And ends up being quite technology focused perhaps the technology is the kind of easier hook. I think to kind of latch on to each year As I mentioned, there were some some glaring emissions which I just say sorry um But I think in the end it's not just an astounding trip and I'll come on to why it is kind of quite fun to um To kind of look back and think oh, I remember bulletin ball systems, whatever Um, but I think there's more to it than that So I think the way to view it is like those 100 best film lists, you know There was much characterised by what's what's absent as what's in them. So It's more of a discussion started for it. That's that's kind of put that one but I think what's What is more interesting is the the motivations I thought for And there are a few things first of all, uh, based on working education technology You know, it's um, it's a field that people move into from other areas It's not like so the example I was given is if you went to a a chemistry conference And probably well, I'll be stereotyping chemistry But if you went to a chemistry conference and you sat down at lunch Probably everyone at that table would have a chemistry phd Because if you go to an a tech conference, then people you sit there at lunch That might have come from computer science psychology Philosophy art history is kind of a very rich mix. I think that's one of its strengths What it means is we don't have a kind of shared Understanding and common kind of knowledge base that that arises from that that kind of common canon of knowledge So I wanted to try and provide one one form of that not the form I'm not claiming that I also wanted to push back against this kind of this kind of Feeling we often see in the popular press and particularly coming out from Kind of Silicon Valley this idea that Higher education is too slow to do anything to do any innovation And it really needs people from outside to come along and save it and You know, it's never going to survive the digital world. What's kind of things? So I wanted to demonstrate a kind of history of innovation that has taken place in higher education And I think by having the the book and looking back over 25 years allowing to draw out some Some of these kind of longer themes and lessons that will come to hopefully if I stop waffling Um I wanted to highlight the necessity of a critical approach and I'll come onto that in the in the third of my phases and but I think mostly it was this desire to provide this kind of alternative historical narrative one of the the sort of Concepts that often gets pushed in education technology technology as a whole is this idea of disruption and the whole idea of disruption is that You know, someone's come along and sweep it away. I think that's gone before And it's a really bad theory just in general. It's particularly bad in in education. We keep having this kind of Year zero mentality like so people saying oh Move to the first time We've done online learning and as tim said, you know, many of us have been doing online At scowl for some time before that it was quite a surprise to learn that it was invented in 2012 when you see that kind of Repeatedly so I wanted to kind of provide this it's narrative that that refuted that that approach This cartoon from brian. I think sort of sums it up More easily than I just said so historical uneasy. I think it's kind of phrase So we just like 94. Hey, we've entered on our learning then moops 2012 I'm just invented on my learning and then probably during the pandemic now we've reinvented on my learning And it's just like each time it seems to be starting from scratch And so these were the technologies I chose so you can look out for your favorite ones now About why I'm not going to have time to go through all 25 years now We're not going to do this in real time 25 years later. You can see the kind of the type of things that I've chosen there Terry mentioned Open educational resources moops really there's one of things and And I've kind of spread it up in in the book. I don't do this, but I think since then I've started to think of it as Three sort of phases really starts off optimistic. We've been wow. What can we do with this stuff? Then you get this kind of mainstreaming of e-learning Then I think we're moving to a more kind of critical phase around a lot of the technology So I think to start off with that That optimistic phase to pick out just a few Few technologies Okay, good. Um I think the one to kind of pick up the most is surprise surprise the web really so And again, I'm not saying when it was invented brown sort of 95 I picked as The year when it was becoming mainstream and you could you know People would know what you're talking about if you said a web browse and those kind of things And the real potential for it for education became apparent although lots of people were still dismissive of it and I think what What the web really showed us is that it removed that barrier to publication So anyone could publish anything And at the time that felt we're liberating. You suddenly you didn't have to do all this other stuff It meant other you meant Conventional universities could do distance education and we at the open university Dislocation we could do a lot more interactive stuff And I think in many ways we're still struggling with What the web gave us that kind of freedom because it seemed really great anyone could publish anything What that meant was anyone could publish anything and that And that's become a real issue. You know, it's not yet as we see with The sort of far right and a lot of the kind of misinformation and disinformation see kind of line I think that's so really I think all of the things we're dealing with at the moment come from the fundamental Liberty that the web kind of offered us And constructively, I don't understand this now because Terry's covered it all but around 97 so As Terry said, my constructiveness has long roots kind of In terms of concept now, but around 1997 I thought it was really interesting. I would go to a lot of e-learning conferences and almost every paper started with We took a constructiveness approach to our And sometimes I think That was an excuse for for poor design Basically, I haven't done anything. But hey, the students can construct their own knowledge So therefore I'll just call it instructor is but I think more more interesting and perhaps more fairly And I think what it really showed was academics thinking really thinking about what the technology offered I think because it was new people were thinking What what can we do now that we couldn't do before and for instance, we were really excited about hypertext That idea that you had non-linear text if you could go off and exploit things and construct their own meaning from that And there were lots of you know, talk about different pedagogies that we were sort of resurrected that existed before But applying in an online setting of problem-based learning resource-based learning and all those things And I think in many ways We lost a lot of that excitement So I'm the guy in Terry's cartoons going online learning used to be better So I think sometimes we lost some of that experimental approach and it's interesting when you look at And a very conventional MOOCs now that you know, not constructed us at all They're very kind of straightforward. You know, watch this video do this then do this So I think a lot of that kind of experimentation has been lost And I think mainly that that might be a result of the fact that because the internet and that is so pervasive now We almost don't see What it offers. We don't see its newness. I think when it was newer novel We wanted to kind of explore what it could possibly do plus And I think wikis are a really good example of that And I remember going to conference in 98 and seeing Mark Goodsdale talk about wikis and I came back and I was like a converter. We've got to put everything in wikis It's amazing. Um, and obviously there's wiki wikipedia is kind of fantastic success now But actually we don't really use wikis a lot in education And I think it's an interesting question to ask yourself now. Why aren't MOOCs in wikis for instance, you know So we still and I came across a course outline that Mark, I think you've put together and all these different uses of wikis And actually it was a really kind of radical proposal for how you construct courses and have students share knowledge A lot of that kind of stuff that terry is talking about Students building on previous cohorts and working across different years and working together to create their kind of own content Um, and if you would have put it in now, that'd be quite a radical proposal. I think so again I think some of that kind of experimentation got lost somewhere Which brings us into the kind of mainstream interface so towards the end of the 90s E-learning was a was a common term and people were sort of moving towards it and most universities recognized There were some something there to explore so My choice for 2002 was VLE or the LMS And around this time, uh, lots of universities adopted Different VLEs so Moodle or Blackboard those kind of things And I think it was a kind of a Fausty impact in some ways. I think adopting VLEs What they allowed you to do was to move very quickly to a certain space in e-learning. So prior to VLEs So As Tim said, I was the VLE director at the OU And we sort of every faculty had their own set of technologies Which might be some guy in a basement who's put it together himself versus And some might be some third-party software some might be collection of bits and bulbs, you know um So there's kind of big variety that going on around the university and what having a VLE allowed you to do was to kind of move very quickly to get everyone to the same point So you could roll out student support staff support You had kind of universal production methods. So you could put everything in the same platform So that got us very far quite quickly. Then I think what happened was Um, a lot of the institutional processes then began to cement around the VLE So we began to have a road map for development and began to talk about how are we going to do this in VLEx or how are we going to do this in black or how are we going to move Rather than thinking about what it was we wanted to actually do So it's almost like this this sediment build up built up around The VLE and became quite hard then to move beyond it. So we would have educated So if I want to do this there's a well, we can't do that in the VLE. So therefore you can't do it So I think it stopped some of that experimentation I talked about in the earlier phases And around 2006 we had the explosion of what we call web 2.0 And this kind of led to the inevitable internet boom and bust and lots of these Technologies don't exist anymore because it turned out you did actually need a business model And it couldn't just rely on lots of users But I think what web 2.0 did more fundamentally was make us much like the initial web. It made us question some of the fundamental practices around That we hold dear in academia. So David Weinberg talks about filtering on the way out rather than filtering on the way in. We've developed all these systems that filter so that academic publishing is a really good example that we see Do peer review and only when it gets past a certain quality is it published and that's ground There's filter on the way out means you publish most things And then they get filtered whether that's through References whether that's through you know ratings those kind of things so And I think that was quite interesting firstly in academia is think about what's Fundamentals that we want to keep and what can be adapted and changed and so there's like the physics repository Archive where they will publish any paper a preprint of a paper that looks like an academic paper So it would be good enough to be sent out to view is the filter They don't actually review it and then publish and that's become one of the biggest sort of sites around So it has a much kind of quicker turnover of publication and knowledge And I picked Twitter for 2009 And I think Twitter probably leads more into the next session So at the time it was kind of really interesting and what can we do with this platform? And and I think the good things about it were that it really helped like blogs helped kind of Break down some of the the barriers around education And the boundaries of the institution if you like so suddenly you could see academics behaving like human beings online But that might not always be a good thing But so I think that you kind of helped blur some of those boundaries and that I think that in general is a good thing but as we know it also has led to lots of other issues and trolls and Nazis and all sorts of things and I think it raises a really big issue for us as academics about how much we encourage students or our Colleagues to Partake in this world because if it becomes that you need to have a Twitter profile in order to Get the benefits and there's all these kind of good things from it And also you're pushing people to narrow that kind of carries potential harm with it This brings me on to the critical pessimistic phase. I think of ed tech Which I think it's important we kind of move from this isn't all great to let's be more critical about it So I think this really began around mooks around 2012, you know when suddenly mooks were everywhere And everyone said no with suddenly developing online learning as if it never happened before um And many of us were just sort of like banging our heads against the wall the idea of this stuff, you know Was that new and and again Mooks are still struggling for a business model But but equally that they break also there's millions of people have learned online through things that we don't want to say that's a bad thing but I think um, you know the idea as Sebastian Thrun said, you know that there's only going to be 10 providers of global education in the future It just isn't born out and actually mooks Really need universities to kind of operate carefully and we soon found out that actually the people who succeeded in mooks Were people who already had a good education So this idea that they become democratised education. It just wasn't born out Um learning analytics. So again, you know, terry talked about this Uh analytics are interesting. I think particularly for us in distance education So we use them quite a lot in the open university So not necessarily a bad thing and I think the sort of analogy I give you's like if you're given a lecture Um, actually a face-to-face lecture, so I can't see any of you at the moment But if you're given a face-to-face lecture, you can see if people are being bored or staring out the window And maybe you'll change your approach and that kind of stuff. That's been really difficult to do in distance education Uh, and so having some of that feedback and some of that data Allows us to change our courses adaptive people are struggling certain areas But also it comes with a whole wealth of issues around who's who owns that data. Who's doing what? Um, and I had a learners feel about and I think some of that kind of analytics we've seen around exam problems as well as particularly pernicious And so the last book and last year in the book is 2018 so just like with the ed text dystopian turn I think it was kind of really when we could stop saying, you know You could be the idea that you could be neutral about technology Ed Tech had really gone by then if you could see a lot of the kind of damage and potential issues So it really meant we kind of had to try to a very kind of careful balance nuance line I think around our application of technology So to quickly pull out some themes. I'm not sure What time supposed to finish now as we're running a bit later. Um I think Over the 25 years I looked you could argue that the technology part of a technology was was bigger more significant But I wonder if we're seeing a shift now particularly with that kind of idea of criticality that people are naturally Much more think about okay. What's the educational potential of these things? Um, I think as I said previously in the last slide, I think innocence and neutrality is no longer about this much You can't say oh, well, it's just technology technology is neutral. How people use it is up to them kind of thing I think we need to think about how these things will be used a lot of the time. They're very kind of pernicious and Maladjusted use is entirely predictable. I mean, so okay, if that's what's going to happen. How do we stop it? I think it's interesting to see this kind of recurring ideas and cycles of interest so artificial intelligence comes up a lot through the history and for instance, I did my Phd artificial intelligence back in the in the 80s The 90s the early 90s and Even then people say now I was going to get rid of teachers You're probably teachers and we're going to have these intelligent children systems It's about 10 years later the same people would tell that so Well, actually it was more complex and we thought about and we didn't speak to educators You know big surprise, but now we're seeing that exactly the same idea again. You can get rid of teachers. You know, I will teach everybody Which I think brings on to this idea of that I think what comes back through a lot of these kind of looking back at history is What's the role of humans and how does technology relate to it in terms of the educational process? And I think it's more interesting So I think some technologies seek to replace people so you know people are the expensive inefficient part in the system Other technologies I think seek to help educators and I think it's the latter but are of more interesting actually more more viable for us And lastly, I think just I want that point I wanted to make to Demonstrate this history of innovation. You can see that it does happen. And actually there's been this kind of big broad wide-ranging Innovations that taking place in that have come out of higher education And I either developing technology or taking technology from elsewhere and adapting it for different use and that kind of stuff So the idea that technology needs some kind of savior on a white horse to to ride in and And rescue it from from the evil internet and not understanding the stuff just isn't true so If I've got time and talk about uh in time of the pandemic So I was joking on twitter that you know, particularly at the start of the year It felt like being in educational technology suddenly felt like you were in the kind of the action movie version of that life You know, suddenly getting called upon to do all these things Who knew that, you know, education technology would one day be a kind of emergency service So I was joking that I wanted to be like one of those those cops in a film He gets to hang off a helicopter and says i'm getting too old for this shit. So Brian drew Brian drew me this this little graphic Um, but suddenly, you know ed tech became very relevant. It was the only way we could carry on operating for lots of people But I think what that means is we're getting a lot for lots of the principal's and vice chancellors They didn't want to be Running an online university. They're not prepared to run an online university. They want it to go away So what they're looking for is someone who'll come along and sell them a magic solution So, you know, here's here's the big button that says go online and it'll work for them And and people are going to be willing to sell that to them because they can get lots of money for it so Partly, I think it's really important now more than ever to understand what's gone before Understand what's worked What hasn't worked and why for those things then you can ask sensible questions these things. So I'll just give a couple of examples So one of the things I saw was people saying, ah, look exams are really problematic and they're quite right They're actually a weak point in the whole higher education system So, you know bringing all these people together At the same time at the same place for a real high-stakes assessment assessment It's just really kind of not a very good thing to do But there are other alternatives, possibly with something like how you can use blockchain for assessment So they can compile all these small tasks and put them on their blockchain Well, okay, that sounds good, you know, but If you've got a knowledge of at least some history of the headset if you might as well What does that offer me that an e-portfolio doesn't already offer me e-portfolios have been around for a long time and they haven't necessarily revolutionized um assessment so how will your blockchain for assessment Overcome some of the problems that e-portfolios face because actually The problem of e-portfolios if there is a problem, I think they're pretty good It's not necessary to do the technology it's to do with getting employers to recognize them or to get Educators to adapt their Teaching to break it up into small tasks. So that it's got nothing to do with the technology. So It's a blockchain isn't going to solve those problems So I think you know just knowing that would be good to ask those questions to people if they're selling you a blockchain solution The other thing I saw people talking about suddenly was now we're all shifting online Why don't we share content, you know, so at the end of the late 90s one of the years I give over to is the idea of learning objects and they're learning the idea was why are we all creating this content, you know um Individually when we could just create a few really good ones and share it between us And learning objects went around for ages and they know though they were a good idea They never really took off they were kind of over engineered and sharing content wasn't really something that Accidents we used to do so if you want to think about we read through content It'd be well advised to look back at learning objects and think what were the problems with them Is there's only different we can do to overcome them this time? And we've already got open educational resources how best can we use those and adapt those? And uh, perhaps last the the VLE in the LMS, you know, lots of people are jumping to new technologies But most universities and institutions already have a VLE um You need to think about how you can move beyond it maybe but actually the tech isn't your problem here the problem is more likely to be training staff and giving staff confidence and skills in using the VLE interesting and innovative ways that aren't just replicating the lecture and perhaps some of those pedagogies that terry talked about So uh in conclusion on my entire mutual there is a long history of ed tech innovation in education It doesn't need saving so anyone says, you know, there's a revolution coming and we're going to change higher education Ask them in which way it needs to be changed or saved And I think understanding some of this history is essential to making good decisions right now in the pandemic on the face of lots of issues so, um Here's some fun stuff. So you can download the book there free I created a site where you can find there's a timeline you can get all the free images There's even a spotify playlist for 25 years of ed tech there You can go to the remixer sites and remix the cover yourself. You can change the color and the text and that kind of stuff The good people are Hypothesists have created an annotated version. So you can go in and tell me all the things that I've done wrong and most excitingly, uh, perhaps, uh, clink the lawns is uh Over the summer got in touch with me and said can we do an audiobook version of Of 25 years and I said that'd be great. You know, I didn't want to read it Um, that's why I read a couple of chapters, but he put together a big community So people reading one chapter each. I think maha's in the auditing maha reads a chapter I apologize maha. I'm making enough to read one of my chapters And but that's that's that's gonna start being released. I think on november Fourth of second on that. Um, I said there'd be like an audio version audiobook version I think that's really exciting because that really demonstrates the power of it being an open resource that we can do this and then uh, royal pescini has been doing um A podcast about each of the chapters and we can then talk about Not me, but other people talk about all the things that I've missed out and why it's rubbish But that would be a space the chapters. There's kind of a whole kind of ecosystem around the book, which is good If you want to discuss stuff we have time I thought we could talk about some of the reasoning behind the book and all my motivations You can tell me all the technologies. I should have covered some of those general themes Or the all the relevance to the pandemic and particularly I think you know what your context is like and how you're Whether it might have relevance to what you're doing or how if you could push it under someone's nose, it might help So I'll leave it there Thank you Tim. Thank you very much martin as ever. I'm a very entertaining talk I just love the t-shirt by the way. I'm I'm not the t-shirt the cartoon. Sorry. I was gonna say I'm getting too old. I want that as a t-shirt. There is a t-shirt. I should I should be wearing I'm not wearing it because you can get a t-shirt, of course Also the merchandise Okay, we can leave the discussion stuff with the q&a session afterwards. Just one question if you're if you'll permit me There's this thing about um educationalists who love to tell us that pedagogy comes before Technology like the horse and the cart thing and that's probably true up to a certain point But I mean if you think about it Also, um change happens as a pro as a combination of evolution and revolution So everything goes on quite nicely and all of a sudden someone pulls the carpet out and it changes I mean an example which may or may not be that revolution is 5g that's coming Hold some possibly cool things. I mean, how do you see that fitting in and how do you see it historically? What importance do you think it'll have in the future? Uh 5g in particular? Well, yeah, both things evolutionary revolutionary thing and 5g is an example yeah, I think I think these things take a long time to for us to realize what they're going to do and it's rarely the thing we think they're going to do so I think um, you know, it's like with the iphone. You know, we we had like, um Mobile learning for a long time, but it was quite hard work often You'd have these kind of text face into faces and you had to download a special no one really used it It's like but suddenly you've got this device everyone's using all the time And that makes kind of augmented reality was when it's just I think it's that lowering the threshold of People's application of these things and how easy is to you? I think that's when it becomes quite exciting You know when it's actually easy to do rather than something you've got a really sort of put people's minds to and do stuff and Maybe the pandemic is the big revolution, you know, suddenly all these people have shifted online and stuff and I think Tony Bates has done some good analysis and that and I think he's quite right to say It's not like everyone's going to carry on and teach everything online But I think what will come out of isn't with a much more kind of blended provision and stuff So I think I think it's that almost like the kind of social acceptance of the stuff is the kind of bigger bigger revolution Okay, thank you very much. Martin. There's a couple of questions in the q&a tool. I'll leave you to Answer and move on to our final speaker. Mahavali She's an associate professor of practice at the center for learning and teaching at the american university in kairi she's an editor editor at hybrid pedagogy journal and An editorial board member of teaching in higher education online learning journal learning media technology international journal of educational technology in higher education And also the journal of pedagogic development. She is blocked for the chronicle of higher educations prof hacker DM central blogs and al final media. She's the co-founder of virtual connection Connecting dog and co-facilitator of equity on bound. She's a former international director of digital pedagogy lab She was a ninth person Interviewed on the leaders and legends of online learning podcasts and she was featured alongside 15 amazing women of the most open movement in the uncommon women 2018 coloring book She's a learner holic great term writer holic and passions about open and connected educator She tweets a lot at at bali mal bali maha and blogs a lot At her blog blog dot ma havali dot me and today she's going to talk to us about paradigm shifts We need an open and online learning post-covid. Thank you maha Thank you so much tim and thank you everyone for joining me today Uh, I after I named this keynote I kind of felt like paradigm shifts is a very big word So we'll talk about that again towards the end of this First of all, salamu alaikum. This is the uh arabic for peace be upon you The greeting and I wanted to share this picture of flame trees that I used to see from my windows that cheered me up during co-vid And I like sharing, you know colorful things and pictures and my slides because we're all we've all got some bad days My slides are available for commenting. You can comment on them now or any time afterwards at bit dot least slash eden bali. This is um uh case sensitive And before I get started, I know there are a few people here In the panelists and in the attendees and could you type in the chat how you're feeling today? Tell me how you're feeling right now And if you've been sitting for an hour or longer, you may need to stretch I want you to be awake for this keynote because i'm going to ask you to participate So let's see how many people are um are able to to just share in the chat. How are you feeling today? I'm gonna pause for a second while people do that You're welcome for the stretch invitation All right, I'm glad everyone's feeling well today But it would be totally okay if you weren't because some days in this pandemic are not as great as others I hope you and your loved ones are safe and well Good that you've had a walk just as they Or could say I don't know pronounce you good. That's lossful. Yeah, that happens sometimes Okay, so my journey for today what I'm going to be doing is I'm going to just talk you through How COVID-19 made me rethink a lot of what we consider to be good practice in open online learning How would surface some important aspects of it? But I also instead of just telling you what I've Come to conclusions is I also ask people on twitter because that sometimes sparks ideas for me That hadn't been clear to me. So I've been in the field of e-learning since 2003 I feel like I have to say this because the other keynotes are people like terry anderson who sort of And martin weller who sort of invented e-learning and tony bates. So I have to say I've been in this field for quite some time Although I guess I was at the early phases of of being here. So I've been here for 17 years, right? But I've still had some paradigm shifts with COVID It's changed my mind about a few things and so just a quick question again to the audience Is there something like when you hear, you know, COVID has caused a paradigm shift Did that happen to you type in the chat like some of the things that come to your mind? If you're gonna say what has COVID made me rethink And the panelists like martin and terry I hope you're here because I want to hear from you too I don't know if you've if you'd say you've you've said that in your your keynotes already or not I'll pause for a second and wait for the chat. It's going to be difficult for me to check twitter But I'm trying to check the chat. So Hi, aliza marie I'm sorry the anise feeling sadness So martin is saying that a massive uptake of online is going to be an A paradigm shift of sorts alexandra. Hi alexandra People start sharing ideas and practices more hope this is here to stay as I agree with you This has been wonderful to see people who have not previously been sharing openly has have started too much more than usual As jose says extended the work already done with students Rethinking social interactions recognizing my immediate social circle Oh day saying institution has been in panic have to find a new job. I'm sorry That I mean this the economic impact is not small on on people's Job stability sometimes terry saying that huge educational institutions can move swiftly. Yes That's a good one. Usually they're so slow to get anything done and then all of a sudden Oh fun No, they've been resisting online learnings for years and now all of a sudden they can do it and now it's okay And it's the same quality and students should pay the same fees. So that's an interesting thing Yeah panic panic I think was a normal reaction. I think Probably those of us who are into e-learning for a long time were less panic than everyone else But it's understandable why everyone else would have been pennant We think how to teach primary students online I think this this one we need to spend a lot of time on this young students I have a daughter who's eight and I yeah, that's a big deal and Deborah saying That we're not a niche field. I've been thinking of this too Experiences we had something that now everyone feels like they've now experienced online learning and they know how to do it And like all this stuff that we've been learning for years is is not relevant to them anymore And we're not we don't know something that they don't know anymore. That's true And a master in the video conferencing is the only yes, I'm going to talk about that Yes, yes Yes widespread creation of resources so that yeah, I hear that's a good thing more teamwork or design Yeah, we're mainstream now. We're like the traditional lists now. We're not progressive anymore Okay, I'm going and so I I did share on twitter And for me one of the main It's not really a paradigm shifts in the sense that it already existed But the importance of the socio-emotional dimension of digital literacy is being more essential than usual For me, I think it's more important not because It wasn't there. It was always there in online learning the the social aspect was always Not core to online learning of these constructivist and connectivist approaches to online learning are all about that And we who have been in online learning have known about this forever. The difference is when we did online learning We also had our face-to-face Life going on at the same time when I did my master's online I had my full-time job where I went and I met people I did my phd where I met my supervisor a few times a year But most of the time I went to work and I saw people every day But with the trauma and the social distancing of of covet 19 plus the cognitive load of of this very stressful time the the importance of teachers Providing space for expressing and discussing their emotions and providing an emotionally safe space for students became more important for different reasons And they were not equipped to do that and that's why they felt like synchronous might be the way to do it But I also believe in a lot of the importance of semi synchronous third places, which I'll come back to in a minute So this this obviously Aside from the community of inquiry model, which all of us know about There's also Cleveland innocent campel in 2012 who talked about emotional presence separately from social presence because if you're not careful Social presence can be just socialization without making room for the expression of emotion and care And I think that that there's value in separating those out. So socio and emotional They're not one thing and they won't automatically both happen together And and then there was this other realization which came up in several different spaces But here virginia yonkers is mentioning it is the in online learning We're very used to a lot of asynchronous like synchronous was happening, of course But online learning was usually designed to be mainly asynchronous mainly flexible so that people can do whatever whatever whenever Um, but the synchronous became important and a lot of us in e-learning were like you guys don't understand E-learning doesn't have to be like that But in reality because there was no face-to-face social the synchronous had to be Online and and so the social had to be synchronous online to a lot of people And that a lot of undergraduate students to be able to manage their time in this new mode of learning in this trauma They weren't ready for that and actually when you think about it the teachers as well Because asynchronous takes a lot more time to manage And a lot more thought and nobody had that time or the space to think about all of that Um And so yeah, because as Pauline Ridley is saying there was no face-to-face synchronous So you had to think about that The other thing is you know, I was just saying asynchronous requires time management autonomy from students And that's much more difficult for younger students building community was always possible online It became more important than ever but it's it's The ways in which um, I'm going to talk about this in a little bit It's just the ways in which synchronous was a lower cognitive load for people makes a huge difference Um, and we'll talk about the equity issues there Um, I'm going to be mentioning a lot of research that I've been involved in here But I'm going to be touching upon it because for me. I think what was more important to spend my summertime Uh was not doing research even though I have a lot of research in the works But I wanted to work on what people needed and I chose to spend august Creating community building resources for teachers who don't know how to do so online Because I realized that no matter how much I talk to them about how community building online is possible And I try to send them resources They needed to see it and so this if you haven't seen this resource, I'm gonna Whoops. All right. I clicked on it by mistake. I did not mean to do that But that's not a bad thing I'm going to try to type it into the chat so that folks can take a look at it It just gives people ideas of resources of, you know, how would you Um build community online like specific resources they can look at and videos and adaptations and how would you adapt it if your students Can't be synchronous and things like that So I'm just wondering for me what was happening is people are going to be synchronous anyway They don't know how to use it the best way possible So why not give them ideas if you're going to be synchronous Here are some ways to make use of that time together to really build community And really listen to students and make this experience interactive instead of getting getting online and And just lecturing or doing breakout rooms for example, but not giving students something very specific to do in the breakout rooms. And so One of the ways I do it is with using these techniques called liberating structures, which I will mention again later But that's the important thing if this is where people are at this is what teachers are willing to do They're not willing to do to put in the time and I understand it's not just an unwillingness It's you don't have time and they don't have the cognitive space to design a proper online course in the ways that we've So decided that online courses should be beforehand Then let's make the best of what we have now and make the synchronous time count and make it matter and make it worthwhile And those semi synchronous third places are great because if you have something like a whatsapp group or a slack team or something or google docs You're allowing people to participate synchronously or asynchronously and that creates a kind of equity that you couldn't do So even though asynchronous learning of course is more accessible in general for people with poor infrastructure Or people whose time is not very flexible like working parents And so on Synchronous does work better for many who can access it and on a socio-emotional level and lower cognitive load because not everyone Knows how to manage their time or express their emotions online And so this whole trauma informed approach has been really helpful for me during this pandemic And I learned from my summit and Karen Costa about this It's helped me as a teacher and as a mom and as someone who's also creating a lot of care communities for others Um and to realize that we are in a pandemic now probably when this is over There will be a lot of emotional damage for a lot of people To different degrees obviously it's not equally distributed But this is the moment where everyone has a little bit of this right And that flexible online learning is is better for everyone not just for those who are disadvantaged But then it's also important to think about equity literacy and that not everyone is in the same space, right? So first of all What to tell any asino a saying over here is that a lot of the divisions between developing and developed worlds are not useful So much right now. There is sort of the the privileged and the less privileged In every space. So it's not that Yeah, I know for example there and we'll talk about this later There are rural spaces in Canada that don't have internet connectivity where Cairo here in Egypt has good connectivity But there are other spaces that don't right because online and the pandemic have not been equalizers they've just actually revealed and Revealed and reproduced a lot of inequalities and injustices and you have to look at them in a lot of different spaces But a lot of things that people who previously had been privileged And Paris Saint-Méhanon is talking about passport privilege the ability to move between countries and the mobility to do that Now everyone knows how it feels not to be able to move From one country to another comfortably And Paris is saying the world has always been coveted for us. I think she made up that term And so it's important when we talk about equity and social justice to look at all the different dimensions of it There are the economic dimensions where we talk about a lot in ed tech about access to the technology and the devices But there's also cultural and political dimensions and when we talk about something like open educational resources and their existence Whose culture is represented in these open educational resources? And the political dimension of who has the right to choose how we will do things So for example, a lot of institutions did move quickly online But at terry was saying this right but at the risk or at the cost of not Having a very good process of involving professors In the choice of how are we going to move online? And so sometimes institutions including mine initially would say oh, we're going to teach you how to use the learning management system The lecture capture system and then teachers were like, but I don't lecture. How am I going to use this? And for me, it's very important to to give Teachers agency so that they can learn to give their students agency as well And to make sure that cultural representation is equitably distributed and the marginal groups are represented And so someone in the chat earlier when when martin was talking about wikis We mentioned wikipedia And one of the things about wikipedia is that theoretically of course economically It's a good space because it's a free encyclopedia, right? You don't have to pay to get there as long as you have internet You can reach it but culturally and politically it's problematic because We know that the representation of white male Points of view and biographies and so on is much stronger there And then who are the editors to have the political power to edit things out and to refuse the biographies that you add Are mostly also white males. So these are things to think about even when we talk about something being open And that there are a lot of resources shared which part of the world are these resources shared from in which language Is it shared and how is who has access to that language and then who has whose culture is represented? And everything that we we are now saying is open So i'm just going to ask you to think about this like what kind of example pedagogies Do you know or that have happened during the pandemic that you feel can empower a privileged one group in one context? But also disadvantage another I'll pause for a second to see if people have something to share here Okay, nobody's typing right now, but you can keep typing if you're thinking about these things the paper that I mentioned over here by Rajiv jangani kathryn kronan and myself Talks about how open educational practices can seem to be promoting social justice for one in one day one dimension but not in another Synchronous sessions. Yeah, exactly. I think synchronous sessions are definitely one of those spaces like Everyone who has an internet connection probably finds it Easier to do a synchronous learning experience than to do asynchronous Empowers people who don't have other commitments. That's true. So people who have care work Time is not equal for for people right breakout sessions doing live events If you have a very slow connection the breakout sessions don't work out very well Now you get disconnected sometimes, but otherwise it's really enabling a better conversation right in smaller groups Um, I think you're right that all pedagogies empower and privilege one group day It's what i'm saying is that sometimes you're doing something that is meant to promote equity But then by mistake you're you're still going to miss someone in that process It's it's I think it's a never-ending struggle, right? Um Inequalities become more obvious. I agree as soon as you start putting technology It's not that inequalities weren't there, but they're stronger. So for example in South Africa Some of the inequalities became really obvious because people had at least access to Technology and internet on campus and then suddenly they didn't so the fact that they lived in homes That didn't have good internet became more obvious or they didn't have their own devices became more obvious Yeah All right, and some icebreaker activities. Thank you, martin. So in our community building resources We have a section called safety considerations, which Kate bulls gave And wrote and she's talking about even when you're doing a community building activity that maybe 90% of people will enjoy There will be some people for whom it's unsafe and you have to be really careful about how to do that And terry's saying men dominate synchronous online conversation as they usually do after f. Yes, they dominate everything. That's true All right, so context is really necessary for any discussion about all of this Same action or intervention can marginalize one group privilege another This is a doodle by my daughter who is bilingual She speaks English and Arabic and in Arabic you can read from right to left or from left to right And when I saw this doodle I asked her which direction are you supposed to read it And she said well, if you read it from right to left, this is the story And then if you read it from left to right, this is the story So she has two stories going at the same time And I think we need to have room in our postmodern brains To recognize that the story Looks different from different directions from different angles depending on whom you are sometimes the thing that's really Working well for the teacher isn't working well for the student or the thing that is working for one student Obviously is not working for another I know i'm overemphasizing this but it's really important to to just keep thinking about the ways this is happening um And so for example talking about economic injustice And how that can influence cultural injustice as well and thinking about indigenous populations in canada These are shared by tennis morgan and tania alias and ways in which If you see the image on the right, this is an actress who is from i don't know how to pronounce this ikawwit tribe i'm guessing in canada one of the indigenous tribes And she barely made it to the deadline to make it to apply for to be to have a role in a movie So the fact that she her internet is slow Was topping her from even just applying for the opportunity that she wanted to be part of And this one the other one from tennis morgan This case he was a digital innovator is able to create Art artwork using virtual reality which represents his culture But most people from his own culture don't have a fast enough internet connection to benefit from what he's doing That's what he's talking about in that video. So that's really important to think about that And one of the funny things that happened during this twitter conversation is that they kept talking about how the north is reaching the world And in my context as a global south person, the north is the dominant white male type of culture But they were actually talking about the northern territories in canada the northwest territories in canada who are Less privileged and and less reachable because they are you know So it's it's very interesting that just using even the geographic term north is tricky, right? So it needs to be very careful This is one of my favorite diagrams You've probably seen it or seen one similar to it before differentiating equity and equality and the importance of trying to ensure that we don't Forget equity while we're just focusing on equality, but I think not everyone wants an apple So it's important to offer something different And that sometimes someone is privileged in one way, but maybe they need care and not apples today. So just think about that The important thing is to give people Parity of participation give them the choice to choose what they want to don't just give them the crumbs I love this quote by desmond tutu I think giving students and teachers The full menu of rights But also letting them choose their own menu and their own ingredients and don't just tell them Oh, this is what you're going to get now choose from what i've given you You need to allow them to choose what they want to include. So when you know when when institutions tell teachers you have to use only the lms That's highly problematic. Like maybe they have another way to engage students that better fits their own Teaching philosophy. I'm going to run through the intentionally equitable hospitality aspect This is a paper that I co-authored with my colleagues at virtually connecting And it's about the teacher as the host and making sure they listen Who do they listen to as they design their courses and making sure you set the intention to be equitable Because it's not going to happen by coincidence And that the equity aspect means paying attention to every each and every student's needs and not all students Which is a lot of hard work But how we research this stuff and whose stories and on whose terms are we doing this? And I believe that auto ethnography is one of the best ways to research this kind of thing because there's a lot of Ambiguous and uncertainties and a lot of things are happening online and offline. It's not just online If you research only public twitter, you don't really know what's happening in the private conversations And you don't know what's happening offline away from twitter altogether that you cannot research in that way So i've got a chapter on doing auto ethnography on the internet Recently published that talks about this and the assumption is that you cannot categorize people. The other is never fully knowable From a from afar. You don't even even fully know yourself But at least you can express where you're coming from and why you're doing things in certain ways. So for example When covet happened happened in egyptian schools. They started to assign projects instead of exams Which sounds like a very good pedagogy, right? It's more authentic They're learning research skills, which is like wow, but actually neither the teachers nor the students had ever done this before Nobody knew how to do this. Nobody was prepared to do it And suddenly they had to learn to do it during a pandemic where the teachers couldn't explain to students How to use the internet properly how to use scholarly resources or anything. So it was a nice idea But in practice it was highly problematic Um, another thing that I think became really important for me during Uh, covet was the importance of global and open professional development Like there's no reason not to open up a lot of what we do for professional development to people from other countries Or at least even locally across institutions Um, and this is a research I did with daniella gashago and nicola palette from uh, south africa which was a collaborative auto ethnography about no size fits all where It's a little similar to what terry and john john were doing in terms of like looking at different dimensions of what an online or networked experience could be Then in ours we were saying like these are different dimensions and of course can be any of those things and it's really important to First of all recognize that different teachers may need different amounts of freedom and amounts of structure in order to learn Right. Do they have an autonomous learning path or do we all need to follow the same path? For example, or is there something in between like a dual pathway? It's important to think about these things and that a course can be processor content centric And this applies both to professional development and the courses that teachers teach as well, right? Um, so the important thing is how can we uh, if we are people who are supporting others to teach online How can we give them choice and give them multiple pathways and matt crosslin has experienced This and has experimented with this in several different books and he's talked about it And autumn canes and i have published about the importance of promoting equity and ownership and agency in faculty development using connected learning And then using that as the way to help teachers learn and how we model for teachers Giving choices to their own students. I know i'm kind of running out of time. So i'm going to skip these particular examples And just talk about whose labor are we valuing in this pandemic? This has been always important but more more Visible, I think and some things of it are invisible I have a lot of respect for teachers and professors who managed to go online with little or no preparation for this These are traumatic times and they've had family and psychological and additional pressures So it has not been an easy time to adapt to something completely foreign to a lot of people But then how much agency and supported institutions offer teachers In order to embody their own teaching philosophy online so that it's not a horrible experience for them and their students And when we talk about alternative assessments, it's really I Strongly agree that we want people to do alternative assessments rather than standardized test and proctoring But how much help does it need to change someone's mindset in the midst of a pandemic? To rethink something so big that they hadn't thought about before even though it's good pedagogy Even though I think they should keep doing it beyond the pandemic. It was just a difficult time to do this Um that I also wanted to recognize something really important here And I'm sure a lot of you are in this situation where you are the administrative staff who are really keeping the ship afloat So it's not enough to thank the teachers for the work that they've done There's been a big burden of shifting online on people who are at tech experts And they're they're visible to the teachers But sometimes administrators or people outside are looking at the teachers are not looking at the amount of work We've been doing to support the the work online This quote is from laura turnovich and a lot of others in african south african institutions Talking about the shift to online and and the kind of work that's been going on And it's not just that we've given them training on how to go online We've been doing a lot of effective labor. We've been educational developers caring for the teachers so they can care for students Part of it is just to keep them going But it's been a lot of pressure on us too, right? And and we still have to care for our own families. So it's not been easy And that's why centering our values has become really important. I think both terry and and mardin have have mentioned this You know the attack is not neutral and technologies can reinforce Reproduce or amplify things like cultural surveillance control inequalities So which of your values have become central? During this pandemic if you have bandwidth Right about this type in the chat. I'm about to finish Verna Rossi was talking about the importance of centering pedagogy of care And tanya's again talking about, you know, how education systems are heavily centered around control And it's really important as teachers who don't do that who want to keep doing this Is this really what they want to teach their students? Are we preparing learners for the world as it is? Especially when we talk about academic integrity Are we preparing the world learners for the world as it is? Are we preparing them to be agents who can imagine the world as it could be? And so for me if I you know You can say that you want to prepare students for a horrible world and a cruel world out there Or you can help them become people who will make that world a better place and it sounds very idealistic But I think every teacher has the responsibility and broom to sort of think about how to do that I'm going to leave you with these quotes about hope my voice is Is appearing on me, so I'm just going to put them up on this screen and not read them out loud Okay, I've coughed a little bit and had a drink of water Thinking about how hope is so important to have right now But it sometimes can feel wrong because you know, you might be supporting a broken system There's a lot happening in our institutions that we may not be happy with And it's difficult to even know what's right and what's wrong and what's the best way forward And and then I think the importance of having communities And continue to to be critical of systemic injustice But still to be insistent about hope and then hope for probably equity oriented change I hope is something that a lot of us still hold hope for and And you know hope is not a passive thing that you just have and just do nothing about If you have hope for somebody change like think about what it is that you can do to bring about the changes that you're hoping for And I am about to finish now Yes, I think it's a beautiful quote from Laura et al. So there's like I think 20 authors for that article That I'm quoting over here Yes, all the evil came out At the bottom there was hope I love that Anna. Thank you for sharing that I didn't know that about Pandora's mouse All right. Thank you very much for listening. I think I'm just took my time Thank you very much my very very interesting and engaging presentation, I think a lot of the sentiment there is things we can really identify with These times that we're in at the moment Just one quick question before we move on to the question and answer session where you'll have another opportunity to answer more questions and that was really about Of all the stuff you've written one of the things I particularly like was your pedagogy of care and when you updated it for the the the covid edition and because We've been using in my group We've been using MOOCs for working for social inclusion with refugees, for example, and we could really identify that one thing I would like to ask you about though is how how do you see the scalability in this kind of approach to online learning because What you can do with a small number of students in terms of empathic Identification of emotional states. It's kind of a lot harder when you've got large numbers of students Yeah, yeah, I get us that a lot So, yeah Care does it's a good question, right? I think care doesn't scale in the sense that one person cannot show the same amount of care to a million people But I think care distributes so you can distribute the care so that there are small You know small communities of 10 people who are caring for each other and supporting each other I think it seems like we're putting maybe pressure on students to do that for each other sometimes But I think that's the kind of human being I think they should be so if you're working in a large institution You want the professors in the department to support each other Not just to require that support from the president of the institution, right? If you're working in a large faculty that has different sub departments So in the same way, I think with students if you're if you're teaching 200 students Of course, you can't pay attention to every single one of them. You can do surveys and you can find out Roughly what's happening, but you can also encourage both having teaching assistants But also encourage students with each other and create spaces for them To support each other and make time for that So you can make the time or design the spaces That promote that and so doing something like a slack team and giving them Different channels to work on where you're not as a teacher participating in every single thing Making breakout groups and maybe making them consistently in the same breakout room Rooms for some sessions in a row Asking them specifically to give peer feedback asking them specifically to ask about each other Those are the kinds of things I think so just distributing that care delegating I think this was something I think terry mentioned is delegating the care down So that it's happening everywhere and not the responsibility of just one person who has a lot of power But just the responsibility of everyone I hope that helps It does that was very very interesting. Thank you very much indeed. Okay. We're moving on to the question and Answer session now. So if the speakers can reactivate their cameras and Microphones and I'd also like to ask my my colleague Joseph to do the same He just popped out there Terry Yeah, I had to turn that light off. Sorry Okay, thank you very much right, um Okay, let's get uh, let's get going then um the the talks have all been very interesting and I think we've seen a lot of uh Topic a topic over the last few days about um the role that's from Vedtech in or an online learning and stuff in um in this time of The pandemic, I mean how do you think the um What we've seen and what people are doing is going to is going to play out over the next series of months and years Because depending on how the how when the vaccine and vaccination becomes available We might be the beginning of next year quite possibly the following year before we all have it So, I mean a lot of teaching teachers have been forced online kicking and screaming So, I mean, how can we see now they're beginning to get a Taste for it. Do you think this is going to affect the way they work? Or do you think with time we'll a lot of people just go back and do the way things the way they did before Okay, um, can I start with Terry there please? Sure. Um, well, I'm I imagine that the teachers will Run back to the to the campuses and uh, and be thank god This is over it kind of feeling a lot of them will But I I think they might have a lot less students in front of them because I think people start to realize That the the options that are available with online learning That they they are starting to realize. Hmm.  It's certainly it's open teacher size, but The impact on the students and then especially in north america where we're where maybe globally where we're really driven by students box and how many are enrolling and I think it's going to be sort of long lasting impact Yeah, yeah, I think you you could be right there martin don't write anything I mean, I think terry's right. I think there'll be a mixture of reactions. I think there'll be a backlash and we'll go I'll be tried online. It was terrible. Let's go back to face-to-face on campus. I think other people and I think particularly learners will find Enjoy some of the flexibility. I hate to be one of those speakers who extrapolates from a sample of one but my daughter's at university At the moment and she's like the first year as she texts me the day like I've got a 10 o'clock lecture I got up at 10 to 10. It's great. Why won't we do this all this time? So she's enjoying it, but I think you know to go to As talk I think you know, I think what might be more impactful is just I think the kind of You know mental health impact on all this stuff, you know, and where we feel when we sit at the end of it You know more seriously, I mean wow's we're just going into a second lockdown now I think the second one feels a lot tougher than the first one in a cycle. Not sure what's going to end. So I think When we come out then there'll be a lot of there'll be a long tail of effects I think very kind of human effects thinking how we conduct education of those Um, I'll just jump in right away. Yeah, so I think one of the issues I think is the trauma of experiencing online learning during a traumatic time and a lot of people's minds will be tied together Whether or not you had a good teaching or online experience is just that online learning will remind a lot of people The pandemic and I'm kind of worried about that in a on a subliminal level. I don't think on a conscious level even But I I do from teachers and my institution especially because I think we did a good job helping them out Those who did come For help we spent the whole summer teaching them how to teach better online and engage students and things like that A lot of them are coming back and saying a lot of what I've learned I'm going to use even when I go face to face. So it's not that they're planning to teach online more But to teach face to face better and to make better use of technology when they can and I think Students may be feeling different again because of the socio-emotional aspect that they're missing But I what the dimension that I think will I hope Definitely continue without any bad effects is this global local professional development thing Where it's going to be in the past When when someone invited me to a keynote and everyone knows this I would only say yes to about one out of ten because I couldn't travel all the time Now because everything's online I can't say no because I can do all these keynotes And I'm thinking about like this space where you have terry from canada and martin from the uk and myself from egypt It's much more expensive to do this face to face all the time and those of us who do online stuff And of course eden is one of them where you do a lot of these things all the time online You're doing more of them and everyone's doing them and and all the communities are doing them And you're seeing the value of this global kind of communication And we're learning how to do it better too because they used to happen before and it's getting better It's getting more engaging So I think that one I hope stays forever It's sort of promotes a lot of equity in the professional development of of educators who don't normally Either because of their location or their finances could not attend as many of these Yeah, that's a good point. I must admit that I've also got three children in Education in different stage two in university one at school and it's hard because they're giving support on One stage where they're trying to teach on on the other. So it's actually okay, um so we've been forced online and um Things are moving a lot quicker and I heard someone over the past couple of days say that that's actually caused an acceleration that we've seen in the way that Ed tech has been adopted that may have taken perhaps five years or more to have been Undertaken in the in ordinary conditions, which is presumably a good thing But what I'd like to ask you and ma will start with you Do you think that we'll see The quality of the process and our techniques evolve at the same way or will we still be blundering on in the In the same way we are at the moment You uh the quality of the techniques where in this just the online learning we're doing during the pandemic you mean Yeah, yeah, yeah, yeah I mean, I would hope people are still learning from there's this combination of people learning from their experience and from their colleagues and The sharing that others have said has increased over time um, and at the same time the exhaustion and The situation like you're in like having children and working and doing all that might become more exhausting might become more of Of a burden, but I I do think There I think what I'm seeing so this is theoretically speaking I was worried that this would not be happening but what I'm seeing around me is that the Anyone who's been trying to make an effort has been getting better at this There are a few people who are still resistant and not getting better at it Perhaps institutions will get better at trying to reach people who don't want to be reached Because in the past a lot of us who work in educational technology We only worked with people who Signed up for online or blended learning because they wanted to do it for a reason that they knew either they believed in it or There was a good logistical reason now everyone has the reason but it's not a reason they chose And so some people have been open-minded about this And some people have not And the ones who have not and they're continuing to just stick to whatever they want to do I don't know if that's gonna I don't know what we can do about that really I don't know if terry and martin have ideas for this Okay, uh, terry Yeah, well, I think that if you look at the example of the The examination assessment high-takes tests that have been the bread and butter for institutions For years and especially in our distance ed world You know, you see arm guards going out with the exams and this sort of thing But it they don't really work very well online and So what am I going to do have no assessment? That's not acceptable. So, uh, you know that that kind of Impact, uh, I think will will be positive pedagogically anyways Okay martin Yeah, I think Covered really, but I think what you see is some Educator will be thinking okay. I think perhaps more institutions than anything if institutions start to think Even if it's not even this pandemic goes away. There might be other ones or there might be other factors. It might be terry talked about, you know Trying to think about climate change and bringing people to one place. So I think we might see institutions starting to think how do we devise a more robust system and I mentioned that, you know The exam is at least a weak point in in that but I think also just having everyone come to one place I think trying to do open or blended approach would be something that institutions start to push and then I think a lot of educators will come and build in and I think lots of them will have Enjoy some of the experience as well. You know, we've been able to teach online and they'll want to kind of get better with it I think Just a lot of students will think actually I quite like giving lectures from my house But they might want to do different things and they'll get feedback from students I think you know, you'll have some of that feedback coming through. So I think it will take sort of two or three iterations to get To get there, but it depends as mahal says whether people are just exhausted by that time and just don't have the capacity Hmm Can I just follow up quickly on something mahal said earlier that you know This fact that we can do professional development at a distance at a much lower cost now than Than we could in her keynotes example But I wonder if we reflect on that, you know, how many people are at this Eden workshop conference and registered and Uh, I don't know actually is it a lot more or a lot less? I see 45 45 50 people At the closing, you know, you know is I I can't remember. I thought it was bigger But then of course it's things changed besides just Going online But uh to repeat what I said earlier I guess at the start is that I think we really seriously have to think about how we support Distance from learners or on