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Digital learning down-under – Michael Sankey
"Professor Michael Sankey – Griffith University"
Monday, November 09, 2020
Digital Learning and Teaching Links (weekly)
Sunday, November 08, 2020
Global Education Highlights (weekly)
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Digital learning down-under – Michael Sankey
"Professor Michael Sankey – Griffith University"
Monday, October 12, 2020
Digital Learning and Teaching Links (weekly)
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Is Learning on Zoom the Same as In Person? Not to Your Brain | EdSurge News
"At this point the Zoom call has almost come to define learning and working in the age of COVID-19. But a few months ago, people began realizing that all these video calls were making them tired—exhausted even—more so than a day of in-person class or all-day meetings. The phenomena even has a name: Zoom fatigue. And it’s backed by some pretty interesting brain science. "
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9 Insights For Educators We Learned On A Zoom Call — With Zoom | EdSurge News
"Of all the behaviors necessitated by the pandemic—wearing face masks, ordering takeout or groceries online, working from home—only one has taken over the lexicon, serving variously as a verb, adjective or noun: Zooming. "
Sunday, October 11, 2020
Global Education Highlights (weekly)
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Is Learning on Zoom the Same as In Person? Not to Your Brain | EdSurge News
"At this point the Zoom call has almost come to define learning and working in the age of COVID-19. But a few months ago, people began realizing that all these video calls were making them tired—exhausted even—more so than a day of in-person class or all-day meetings. The phenomena even has a name: Zoom fatigue. And it’s backed by some pretty interesting brain science. "
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9 Insights For Educators We Learned On A Zoom Call — With Zoom | EdSurge News
"Of all the behaviors necessitated by the pandemic—wearing face masks, ordering takeout or groceries online, working from home—only one has taken over the lexicon, serving variously as a verb, adjective or noun: Zooming. "
Monday, October 05, 2020
Digital Learning and Teaching Links (weekly)
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Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning | EDUCAUSE
"As online learning becomes a more common model for higher education courses, institutions and instructors should investigate the benefits of including both synchronous and asynchronous elements in online learning to maximize the benefits of both these environments." Bichronous? This is a new one to me. Interesting disucssion around why this term is so relevant to online learning and teaching today.
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Companies and instructors build technology to take remote instruction video tools to the next level
New developments in online synchronous learning as a direct outcome from COVID virtual experiences. Yes....we can do lot better and support learning teaching through carefully designed pedagogically sustainable tools.
Sunday, October 04, 2020
Global Education Highlights (weekly)
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Companies and instructors build technology to take remote instruction video tools to the next level
New developments in online synchronous learning as a direct outcome from COVID virtual experiences. Yes....we can do lot better and support learning teaching through carefully designed pedagogically sustainable tools.
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Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning | EDUCAUSE
"As online learning becomes a more common model for higher education courses, institutions and instructors should investigate the benefits of including both synchronous and asynchronous elements in online learning to maximize the benefits of both these environments." Bichronous? This is a new one to me. Interesting disucssion around why this term is so relevant to online learning and teaching today.
Monday, September 28, 2020
Digital Learning and Teaching Links (weekly)
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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)
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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
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.
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