Cheese

February 22, 2010

Do you remember ever playing Trivial Pursuit?

You recall the general knowledge quiz game, where you had to fill in your six pieces of cheese (or cake) covering six different subject areas.

One of the traits of playing the game was that you favoured certain subject areas and avoided others. You liked History and Geography, but avoided Arts & Literature. As a result you answered many questions on the subjects you liked and virtually ignored the subject you didn’t.

When it comes to embedding of learning technologies (ILT) into a curriculum area, managers of those areas do something similar.

They may be excellent at pushing the use of interactive whiteboards with their staff and teams; but as they don’t like the VLE that much, it gets ignored or only paid lip service.

Likewise when using learning technologies to solve issues in the area; you may use it to solve some areas, whilst ignoring other areas.

The same happens when it comes to writing ILT action plans for curriculum areas. These plans will favour particular technologies and some problem areas. Other technologies and other problem areas will get ignored.

In order to avoid this happening, we have decided to make use of the cheese concept for Trivial Pursuit in order to ensure that curriculum teams make best use of the range of technologies available, ensuring none are left out; likewise ensuring that learning technologies are used to solve issues in a range of areas, rather than one specific area or a few areas.

The areas we have chosen for our cheeses are based on the needs of our corporate college ILT Strategy.

We have two sets of cheese, one with a technology focus and one with a learner focus.

Technology Focus

Learner Focus

In later blog posts I will go into more detail about the different cheeses and exemplar action plans for those cheeses.

The key though for managers is that they MUST plan and COMPLETE action plans for each of the twelve cheeses. They can’t just ignore a cheese because they “feel like it”.

This should have the result that across the college there is a more holisitic approach to embedding of ILT into the curriculum. That weaker areas are not ignored in favour of stronger areas. Eventually the whole college will be moving forward in the use of ILT to enhance and enrich the learner experience; something that is essential as the world of technology is moving too.

We’ll see how this goes…

Photo source.

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e-Learning Stuff Podcast #021: Goldilocks, what’s that all about then?

May 10, 2009

So what do you understand by inclusion? Can we use learning technologies to improve inclusivity?

We discuss the ILT Champions Conference at Gloucestershire College, including the unconference format used and the learning spaces seen at the college. Do we need big names at conferences? Do we need keynotes? How do we make conferences financially viable?

We move onto planning. Do you plan your lessons a week, a month or a year in advance? Is planning a good thing or does it hinder creativity?

This is the twenty-first e-Learning Stuff Podcast, Goldilocks, what’s that all about then?

Download the podcast in mp3 format: Goldilocks, what’s that all about then?

Subscribe to the podcast in iTunes.

James is joined by Dave Foord, David Sugden and Nick Jeans.

Shownotes

ewan