Wednesday, 8 January 2014

References for Durham Blackboard Users conference talk Jan 10th 2014

Helen Barret’s Digital Storytelling portfolio site:
http://electronicportfolios.com/digistory/purposes.html

SocialLearn:

Martin Weller’s social learn discussion:

Future Learn:

Katy Jordan’s MOOC stats project

Martin Weller’s MOOC stats blog:

Goodfellow, Robin and Lea, Mary R. eds. (2013). Literacy in the Digital University: Critical Perspectives on learning, scholarship, and technology. Research into Higher Education. Abingdon: Routledge.

Goodfellow, Robin and Lea, Mary (2007). Challenging E-Learning in the University: a Literacies Perspective. Maidenhead & New York: McGraw Hill, Society for Research into Higher Education, Open University Press.

Goodfellow, Robin (2005). Virtuality and the shaping of educational communities. Education, Communication and Information, 5(2) pp. 113–129.

Goodfellow, Robin (2004). Online literacies and learning: Operational, cultural and critical dimensions. Language and Education, 18(5) pp. 379–399.


Laurillard, D. (1993) Rethinking University Teaching. London & New York: Routledge.


Tuesday, 10 December 2013

References for SRHE talk December 2013

The references for my talk at the Society for Research in Higher Education conference in Newport - December 11th 2013...

(link to slides and text to follow - after I see how the talk went!)

Daniel, J. (2012) ‘Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility’. Journal of Interactive Media in Education, 18http://jime.open.ac.uk/2012/18 (Accessed 25 June 2013).
Goodfellow, R. (2013) ‘Evaluating the SCORE Microsites’. http://www.heacademy.ac.uk/projects/detail/oer/OER_int_002_OU (Accessed 25 June 2013).
Higher Education Academy (2012) ‘Promoting UK OER Internationally’. http://www.heacademy.ac.uk/resources/detail/oer-phase-3-4ai-international (Accessed 25 June 2013).
McKenna, C. and Hughes, J. (2013) ‘Values, digital texts, and open practices – a changing scholarly  landscape in higher education’. In R. Goodfellow and M.R. Lea (eds) Literacy in the Digital University – critical perspectives on learning, scholarship, and technology, London: Routledge:15-26
Michael Peters. (2010) ‘The Idea of Openness: Open Education and Education for Openness’. In Encyclopaedia of Philosophy of Education, M. Peters, P. Ghiraldelli, B. Žarnić, A. Gibbons (eds.) http://www.ffst.hr/ENCYCLOPAEDIA/doku.php?id=open_education_and_education_for_openness (Accessed 25 June 2013).
OER Research ‘hubs’:
Trend Report: open educational resources 2013 Open Educational Resources Special Interest Group http://www.surf.nl/en/knowledge-and-innovation/knowledge-base/2013/trend-report-open-educational-resources-2013.html
Vitae (2003) UK Grad Programme 2003. http://www.vitae.ac.uk/CMS/files/upload/UK_GRAD_03-07_final%20report.pdf (Accessed 25 June 2013).

Wiley, D. and Green, C. (2012) ‘Why Open-ness in Education?’ In D. Oblinger (Ed) Game Changers. Education and Information Technologies. Educause. http://net.educause.edu/ir/library/pdf/pub72036.pdf (Accessed 25 June 2013).


Thursday, 5 December 2013

Literacy in the Digital University won't lie down!

I thought I'd finished blogging about this topic but I just listened in to a webinar about 'messing with digital literacies' and took this screenshot during it, of Mary Hamilton in a room full of books, in a window full of icons, with a screenfull of bullet points. You can't see the chatbox full of text or hear the stream full of audio... Literacies in the digital age just won't lie down.



Thursday, 31 October 2013

My Life as a Tapestry - 3

Schooling in the 1950s and 60s came with bells and whistles, and, for some, uniforms - navy blue for St. Ignatius, brown for St. Ursula, and a sort of sludgy turquoise for St. Anne.

Catholic schooling set out to teach me and my sisters about wickedness, though I don't know how much attention we paid. I learned about goodness from a man who stopped his lorry in the busy arterial road and handed me a puppy through the cab window. Susan learned about it from "Susan of St. Brides". Gillian was just naturally good - she was born without original sin. (I've used her in this drawing to experiment with breaking the 'border' convention between picture and margin - as the Bayeux artists did in the 'Harold's coronation' and 'Crossing' scenes).

I was impressed by the Church's sympathy for thieves, and alarmed by its paranoia. Sister Dympna wanted me to believe there was a lurking bus waiting to end my life in an instant, if I wasn't careful, and woe betide me if I wasn't in a state of grace when I turned up for judgement. The Canon told me that non-catholic kids would always be trying to trick me into losing my faith. Father Maloney said a scruffy exercise book was the first step to hell, and gave me 12 to make the lesson stick.

The margins here denote the Vatican and the distinctive 1870s school architecture that was still housing most younger children 80 years later. The 11+ examination was our rite of passage to even older grammar schools, or the occasional new secondary modern, if we didn't pass. School milk and the catechism were rituals that marked every school day.

The Latin caption is supposed to mean 'here they learn to be pure and holy' but Google Translate gave me the perfect form of the verb disco (I learn) instead of the present. Given the form of the 3rd person plural for the present indicative of that verb it's probably just as well (thanks to Alan for pointing this out).


Sunday, 1 September 2013

My life as a tapestry - 2

I was part of the baby boom. Being a child in those years meant receiving all the determined postwar care of a society breathless with relief and obsessed with minding everyone's business. Those 'Demmit Cynthia' accents concealed a steely resolve to vaccinate and educate.

My Auntie Doreen looms large in my pre-school memory - she was an overworked teacher, so why have I represented her here as a happy housewife?


Amongst the kids in the picture are my extended family of cousins: Stephen and Sheila, Andrew and Christopher, Wendy and Jane. 

Three of these families had later additions who will get mentions in their proper time and place.

Although the chronology is all over the place as Susan is still in the pram here.

My childhood self loved his little sister but also developed an unaccountable hatred of prams.

All childhoods have their dark side. For the polio kids at my school it was pain and being left out, and sometimes,  all too sadly, mockery. For me, it was the wordless terror of the moon and the sensation of my head gradually turning to stone.

In the subtext, the Labour government, the NHS and the BBC administer to the daily needs of our bodies, minds and sense of nationhood.


Thursday, 15 August 2013

My life as a tapestry - 1



I was inspired by ruminating on the Bayeux tapestry in this blog a couple of years ago to start a tapestry of my own life. (Not literally a tapestry as I can't embroider, but a drawing of a tapestry).

Where to begin?




















The death this week of my Uncle John sent me back to 1947 - the year he returned from several years abroad in the service of World War II, only to find that the family home in Romford that he had left was now occupied by strangers. His father had sold up and gone back to Ireland without telling anyone. A not uncommon story amongst returning servicepeople after that war I'm told.

1947 was also the year I was born - in a family home that my parents already shared with my aunt and uncle. I and my cousin Andrew were born about 2 months apart - I thought of our sister-mums as rather like the Cholmondeley Ladies of the 17th century.

My aunt Eileen coming back from being a nurse in Syria is in the picture too. As is my Dad, proudly starting his new life in civvy street. And a man clearing rubble, and a scientist observing something vaguely atomic.

The Latin narrative is completely cod, of course. It says 'a new lifeworld starts here'.

The sub-text running round the borders is about patriotism, militarism, industrialisation, and the rather more scarce self-harming luxuries of everyday life after the greatest man-made disaster the World had ever seen.



Monday, 5 August 2013

Literacy in the Digital University book hits the world's bookshelves!

Revisiting my much-neglected blog to proudly announce the publication of THE BOOK which is the final output from the Literacy in the Digital University seminar series and subsequent work. Information is available on the Routledge website.

Introduction: Literacy, the Digital, and the University
Robin Goodfellow and Mary Lea

Chapter 1. Values, digital texts and open practices - a changing scholarly landscape in higher education
Colleen McKenna and Jane Hughes

Chapter 2. Researching academic literacy practices around Twitter: Performative methods and their onto-ethical implications
Jude Fransman

Chapter 3. Crossing boundaries: digital and non-digital literacy practices in formal and informal contexts in further and higher education
Candice Satchwell, David Barton and Mary Hamilton

Chapter 4. Emergent practices for literacy, e-learners, and the digital university
Caroline Haythornthwaite

Chapter 5. The Literacies of ‘Digital Scholarship’ – Truth and Use values
Robin Goodfellow

Chapter 6. Beyond ‘the social’: digital literacies as sociomaterial practice
Lesley Gourlay and Martin Oliver

Chapter 7. Posthuman literacy in heterotopic space: a pedagogical proposal
Siân Bayne and Jen Ross

Chapter 8. Open Content Literacy: a new approach to content creation and collaboration?
Lindsey Martin and Alison Mackenzie

Chapter 9. Digital literacies as situated knowledge practices: academics’ influence on learners behaviours
Allison Littlejohn, Helen Beetham and Lou McGill

Chapter 10. Academic literacies in the digital university: integrating individual accounts with network practice
Mary R. Lea

Chapter 11. Text-making Practices in Online Writing Spaces: from Research to Practice
Carmen Lee

Chapter 12. The digital university: A concept in need of definition
Chris Jones

Chapter 13. Control and the Classroom in the Digital University: the Effect of Course Management Systems on Pedagogy
Bronwyn T. Williams