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About: Research-oriented learning technologist with a background as sound engineer, music producer, music industry trainer and educational/media consultant.

Professional role Learning Technology Fellow

Organisation, if you have one London Knowledge Lab

Interests online pedagogy, web conferencing, innovation adoption

Will you be blogging about ALT-C? No

Will ALT-C 2011 be your first ALT conference? No

What topics are on your radar? web conferencing, VLE, collaboration

7 September 2011
6 September 2011

Added Sarah Cornelius (friend) and Ben Steeples (friend)


5 September 2011

Sharing Learning Designs (Workshop 0153) - In response to Dejan's questions: I know this is not the case, but your questions *seem* to imply that there is an established format for "learning designs" and a common understanding for "resources". As we know from daily practice, learning designs tend to appear as ideas or activity descriptions, and if we are lucky, we might have lesson plans where activities are actually linked to a set of learning objectives. Based on that view of learning designs, I indeed reused a few - usually when taking over a course from someone else, so I found them in previous instances of that course, or in relevant course documentation. And as learning designs are mostly a set of linked ideas and concepts, the tool for adapting them was either pen and paper, or a word processor, and in one case, a virtual learning environment - the latter because it could handle sequencing a little more comfortable than a word processor. With resources, the situation is a bit different. But the tools to locate and adapt resources depend on the resource itself. For example, I like to use images (photos), and instead of creating my own, I find relevant images on photo databases such as morgueFiles or stock.xchng. I guess we all reuse academic articles, which we find on journal databases. And there are specific search mechanisms for other types of resources. But when resources become more complex, it gets more difficult: When trying to reuse more sophisticated learning objects for example, you often must adopt embedded, non-articulated assumptions - you must "learn" that resource before you can reuse it. This can be a massive time investment with no guaranteed return (the resource might turn out to be unsuitable), so for these kind of resources, I tend to rely on word of mouth. Learning object repositories such as JORUM are becoming more and more of an option, but for me only when I am need something very specific. And unfortunately, anything I downloaded from such repositories has been incredibly hard to edit. I hope the LDSE will eventually pave the way for articulating the thinking behind a teacher's learning design in a shareable manner.

Comments - Link

1 September 2011

Added James O'Toole (friend) and Martin Oliver (friend)


30 August 2011

Added Claire Bradley (friend), fred garnett (friend), Rose Heaney (friend), and Matt Lingard (friend)


22 August 2011

Added Dejan Ljubojevic (friend), Sarah Sherman (friend), Julie Voce (friend), Antony Coombs (friend), Al Holloway (want-to-meet), Alex O'Neill (friend), and Helen Keegan (friend)


Tim's Network

Ben Steeples
Ben Steeples (mutual) friend
Sarah Cornelius
Sarah Cornelius (mutual) friend
Martin Oliver
Martin Oliver (mutual) friend
James O'Toole
James O'Toole friend
Matt Lingard
Matt Lingard (mutual) friend
Rose Heaney
Rose Heaney (mutual) friend


Leave a note on Tim Neumann's profile.