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An H5P Branching Scenario That Might Break the Boat – CogDogBlog
Gamification and virtual simulation possibilities with new H5P branching scenario tool
Sunday, September 27, 2020
Global Education Highlights (weekly)
Monday, September 21, 2020
CMALT Contextual Statement
Your portfolio should begin with a contextual statement – the kind of thing you might write in a cover letter for a job application. It should provide a concise biography, outlining your career history and current role(s), highlighting briefly the operational context in which you work or have worked, and reflecting on why you are submitting your portfolio for CMALT and how this relates to your future career aspirations. This section is not assessed, but will be very helpful for the assessors as they approach the rest of your portfolio. (From CMALT Guidelines for Candidates).
Some details about me:
Name: Julie Lindsay
Current position: Associate Director, Digital Learning Innovation
Current employer: University of Southern Queensland, Australia
Time in current position: Joined May, 2020
Qualifications: BA (Hons), GradDip (Education), GradDip (Computer Education), MA (Music), MA (Educational Technology Leadership), PhD
Statement (Contextual)
I have an extensive and diverse 30+-year career in education, am digitally fluent, globally connected and active and have adapted emerging technologies for use within learning environments to support enhanced student outcomes. My passion is for teaching and learning that focuses on the student, in conjunction particularly with online learning modes, connected learning and online global collaboration. In higher education I foster student engagement that goes beyond the ‘lecture’. Learning is social, interactive and often collaborative therefore strategies for learner-learner, learner-content, and learner-community engagement are imperative. I have designed and customized online and in-person professional learning with a focus on digital and online technologies through workshops, presentations and online courses, thereby influencing peers to adopt new tools and pedagogies. I understand the current higher education context whereby more traditional teaching and learning modes now need to shift to accommodate new approaches to student engagement, retention and success. This difficult transition period is impacting across all university sectors and requires ongoing communication, support and collaborative learning design. It also requires a deeper understanding on the part of the academic developer as to pedagogical applications: something that comes experientially from ‘doing’, not just from ‘telling’.
In 2019 I completed a PhD (University of Southern Queensland), ‘Online global collaborative educators and pedagogical change’. Research was around theoretical frameworks of constructivism, constructionism, connected learning and connectivism, community of inquiry and community of practice, collaborativism, online learning and global collaboration, as well as heutagogy and self-determined learning. My work for the past 20+ years has been across borders - beyond the school, beyond the university, while continuing to foster better interdisciplinary working relationships internal to the institution. Previously I completed an MA in Educational Technology Leadership (George Washington University) that covered broad concepts and themes for teaching and learning at all education levels through the use of digital and online technologies including instructional design, web and user interface development, curriculum integration, policy creation, and pedagogical applications. My qualifications are coupled with extensive experience in online learning, technology integration, learning design, (online and in-person subjects and courses), and design and implementation of teacher professional learning.
My interest in educational technology started in the 1980's through music technology when I taught at the K-12 level and introduced sequencing, computer-based composition and electronic performance. In the 1990's when the Internet became available in the classroom my fascination with connecting and collaborating beyond the classroom walls led to a passion for online global collaborative learning. For 15 years I worked outside of Australia in international schools (Zambia, Kuwait, Bangladesh, Qatar, China), providing leadership for 1:1 and online learning modes.
Recent ThinkPieces created using Adobe Spark.
Leading for pedagogical change in an online learning environment
There's a whole world out there to connect, collaborate and learn with
Why am I completing the CMALT accreditation?
Completing my PhD recently and joining USQ in the area of digital learning innovation has inspired me to review and reflect on my career and consider what I really want to achieve in the next stage. My current role is a leadership position and I have a team of 20+ who support the entire university with digital audio, video, graphical and pedagogical innovations for online learning. I would like to consolidate my understanding of learning and teaching and continue to develop my authority in online and digital learning. I am hoping completing CMALT will inspire me to reflect and share, something I have neglected in recent years due to PhD studies.
How does this relate to my future career?
I am recognized as an online learning and pedagogical thought leader in and beyond Australia and many colleagues regard me as a mentor for new and innovative approaches. I am very active professionally online (for example, 5000+ LinkedIn followers and 15000+ Twitter followers) and connect with colleagues, peers, and experts, to share, contribute and collaborate. My profile as an emerging researcher is growing and current peer-reviewed articles related to connected learning beyond the classroom and moving from local to global modes as well as online global collaboration and pedagogical practices are listed on my CV. I am writing papers on findings from my PhD research that include: Specific strategies for educators to overcome barriers and focus on enablers for forging new pedagogies in online collaborative learning (utilising emerging digital technologies); The Global Collaborator Mindset attributes of connection, openness, autonomy and innovation, revealing ongoing change and flexibility in approaches to learning and teaching; and, A new model of online learning (Online Global Collaborative Learning (OGCL) Framework) that has implications for learning design in teacher education and higher education.
My career in higher education is relatively short (8 years), with Adjunct and other contractual work at Charles Sturt University leading to my current position at USQ. My motivation to complete CMALT relates to my future career in higher education and how I can continue to grow as a leader in the areas of educational technology, innovation, online learning and global collaborative learning.
Academic profile: orcid.org/0000-0002-6220-8785
Researchgate: https://www.researchgate.net/profile/Julie_Lindsay2
LinkedIn: https://www.linkedin.com/in/julieannelindsay/
Twitter: @julielindsay
Blog ‘The Global Educator’: http://www.julielindsay.net
Website: https://learningconfluence.com/
Online bio and links to social media: http://about.me/julielindsay
Select publications
- Lindsay, J. (2017). Connecting beyond the classroom - Move from local to global learning modes. Scan: The Journal for Educators 36(2), pp. 27-38. Retrieved from: https://tinyurl.com/scan-Lindsay-2017 (peer-reviewed)
- Lindsay, J. (2016). Commentary: We Are a Global Community: What if We Collaborated? Learninglandscapes, 10(1), 37-46.
- Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning & teaching. Eugene, Oregon/Arlington, VA: International Society for Technology in Education.
- Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. New York: Allyn and Bacon.
Monday, September 14, 2020
Digital Learning and Teaching Links (weekly)
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Creating Emotional Engagement in Online Learning | EDUCAUSE
As educators who deliver online courses in a teacher education program, we wanted to find the most effective ways to facilitate online learning and teaching. We collected survey data and conducted interviews with three hundred university students about how they engaged with their online courses and found that, above all else, teachers help students feel connected and supported in their online studies and are essential to students' emotional engagement.
Monday, August 24, 2020
Digital Learning and Teaching Links (weekly)
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Patter shares a few useful points on how to run a tweetchat
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Why Accessible Education Needs to be More Than a Tick-Box Exercise
Shelley Kinash article, starting with "What image comes to mind when you hear the word accessibility? Most likely, it is the wheelchair sign. This means that there are larger sized parking spaces, which are closer to entrances, so that people can park accommodating vehicles and reasonably access public places."
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Research reports on Covid-19 and emergency remote learning/online learning | Tony Bates
Collated by Dr Tony Bates This is just a selection, of course, with a particular focus on North America, and will be added to as new reports emerge. They are roughly in sequential order of the date of publication, although not all full dates were available.
Sunday, August 23, 2020
Monday, August 17, 2020
Digital Learning and Teaching Links (weekly)
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Tales of Teaching Online Podcast | DTeach
"Join A/Prof. Chie Adachi (Director, Digital Learning), A/Prof. Marcus O’Donnell (Director, Cloud Learning Futures), Dr Jo Elliott (Lecturer, Digital Learning Innovation) and Joan Sutherland (Senior Educational Developer) as they capture, share and celebrate the stories of teaching staff who share their personal experiences and provide insights into what is needed to innovate in the digital learning space. These insights into what they have learnt along the way, what has worked, and what they are doing to further enhance the teaching and learning experience at Deakin can influence your teaching practice. Topics range from the power of social media during COVID-19 through to facilitating connection through digital polling in the online space. "
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Flipping the Classroom – ANU Coffee Courses
Relevant online short course focused on flipped learning and flipping the classroom.
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Digital first pedagogical guru Dr Kate Davis shares how she keeps up to date with online news and resources for higher education.
Sunday, August 16, 2020
Global Education Highlights (weekly)
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Tales of Teaching Online Podcast | DTeach
"Join A/Prof. Chie Adachi (Director, Digital Learning), A/Prof. Marcus O’Donnell (Director, Cloud Learning Futures), Dr Jo Elliott (Lecturer, Digital Learning Innovation) and Joan Sutherland (Senior Educational Developer) as they capture, share and celebrate the stories of teaching staff who share their personal experiences and provide insights into what is needed to innovate in the digital learning space. These insights into what they have learnt along the way, what has worked, and what they are doing to further enhance the teaching and learning experience at Deakin can influence your teaching practice. Topics range from the power of social media during COVID-19 through to facilitating connection through digital polling in the online space. "
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Flipping the Classroom – ANU Coffee Courses
Relevant online short course focused on flipped learning and flipping the classroom.
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Digital first pedagogical guru Dr Kate Davis shares how she keeps up to date with online news and resources for higher education.
Monday, July 27, 2020
Digital Learning and Teaching Links (weekly)
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Synchronous and asynchronous learning
Excellent overview of synchronous and asynchronous learning modes and when to use each in higher education and beyond.
Sunday, July 26, 2020
Global Education Highlights (weekly)
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Synchronous and asynchronous learning
Excellent overview of synchronous and asynchronous learning modes and when to use each in higher education and beyond.
Monday, July 20, 2020
Digital Learning and Teaching Links (weekly)
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Education Disrupted, Education Reimagined - WISE
In April 2020, WISE launched the Education Disrupted, Education Reimagined virtual convening series in partnership with Salzburg Global Seminar on the impact of COVID-19 on global education. Interest in the series has far exceeded expectations, with events in April and June bringing together more than 3,000 participants from 98 countries, with thousands also participating via social media. The third and final online symposium will take place in September. To help capture the immense momentum these events have generated within the WISE global community, WISE will publish a special edition e-book, titled Education Disrupted, Education Reimagined: Thoughts and Responses from Education’s Frontline During the COVID-19 Pandemic and Beyond. The book will be released in parts throughout July, August, and September 2020.
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Online Teaching 2.0: Reimagining What We Know - WISE
The global pandemic has pushed educators around the world to a transformative moment for online learning. Since February 2020, an unprecedented number of teachers, students, and parents have become exposed to a new mode of teaching. Teachers did not have the luxury of options, as online education came towards them, shouting “Ready or not, here I come!” The transformation is deep and wide: All levels of teaching, from pre-k classes to doctoral programs, moved to the cloud. Every discipline, from physics to physical education, from chemistry to creative writing, has a chance to test their limits and potentials in the new modality of teaching.
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Open Access in Theory and Practice: The Theory-Practice Relationship and Openness
By Stephen Pinfield, Simon Wakeling, David Bawden, Lyn Robinson Investigates the theory-practice relationship in the domain of open access publication and dissemination of research outputs.
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So you want to blog – a blog of my own | patter
Pat Thomson shares words of wisdom about why having a blog of your own is a scholarly and reflective practice.
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What will education be after Covid-19
USQ-based panel discussing education and COVID-19 influences. Good example of the use of Voicethread for asynchronous discussion.
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The 7 elements of a good online course
George Veletsianos shares his insight into online learning and course design.
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Online Collaboration Principles
This paper uses the community of inquiry model to describe the principles of collaboration. The principles describe social and cognitive presence issues associated with the three functions of teaching presence—design, facilitation and direction. Guidelines are discussed for each of the principles. Garrison, D. R. (2006a). Online collaboration principles. Journal of Asynchronous Learning Networks, 10(1) pp. 25-34.
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