Cam Gleeson started his career as a plumber and gasfitter and in 2008 turned his hand to teaching trades to apprentices and pre-apprentices full time.
He now works as a technology consultant and digital media teacher at Swinburne. Cam’s teaching has lead him to Arnhem Land where he is mostly involved with Indigenous students. His commitment to lifelong learning is being challenged in a whole new way in the Outback. ‘It’s a whole new ball game’, applying high-speed tech to the oldest cultures in the world.
Seeing a lot in the value that technology can add to the trades was the start and now he’s an advocate for use of electronic technology in any training program.
Hear from Cam on the nuances of his experience in teaching with Quitch in the trades.
In mediated teaching and learning, skeuomorphism helps educators map ritualized pedagogies into new learning contexts. Higher education learning designers are best equipped to lead the way in recognizing, leveraging, and resisting skeuomorphism when it perpetuates problematic rituals.
Online higher education specifically sits in a unique position when it comes to class size, especially considering that the majority of the discussion about class size has focused on face-to-face environments.
People and processes should be at the center of any student success effort. Here's how IT leaders can help steer technology decisions, implement culture change and move the needle on mission-driven goals.
We've taken a deeper look at how students are feeling about online learning, pulling together student feedback across the sector with trends we've seen in Cadmus.
In first semester 2021, I convened MATH3062 – Fractals and Chaotic Dynamics. This was my first time delivering the course, and to spice things up I chose to deliver it in the flipped classroom approach – delivering edited and concise online lecture material.
Having followed successful mathematics YouTubers for a few years (e.g.Numberphile and 3blue1brown), I’d been wanting to develop my skills with video communication. This semester was a good opportunity, given the uncertainty around in-person activities.
By investing in the cloud, data, and analytics, institutions can improve student success, operational efficiency, and innovation in research and learning.
I reluctantly started teaching online 4 years ago. Now I absolutely love it. Instead of teaching "online" I see it as teaching "out in the world" - without walls. This is Episode 1 where I go over the basic setup and structure of my class:
Tip #1 - Simplify the structure - 1:59 Tip #2 - Greet them at the virtual door - 3:27 Tip #3 - Justify your Decisions - 3:50 Tip #4 - Built community with video introductions - 4:34 Tip #5 - Consider having a discussion about discussions - 5:03 Tip #6 - Weekly overviews - 5:22 Tip #7 - Don‘t waste their time - 7:46 Tip #8 - Read to them - 8:32 Tip #9 - Respond freely - 8:56 Tip #10 - Get feedback - 9:36
Check out the whole series! New videos posted every week.
Finding the perfect student relationship management system implementation, or SRM, is getting more important for today's higher education institutions, but, it seems, that's not getting any easier to achieve.
It is worth considering where on-line activities provide the most value in fully on-line or blended learning designs. Here are six activities which belong in the on-line environment – you can probably think of many more
Jonathan Hall’s “8-Step Checklist For Producing Engaging Instructional Video” begins with key process advice for building sound instructional design into video, followed by tips and workflow for pre-production (planning the content and thinking through the logistics of location), production, and post-production.
While hybrid learning environments show great potential in higher education, there are still pedagogical and technical challenges to overcome. Here are key guidelines for moving forward, based on research in the field.
Academics are increasing encouraged by their universities to engage with industry - but what role do podcasts play in this goal? Dr Ruth DeSouza (@DeSouzaRN) explores this question with reference to her work on birthing and justice. The post originally appeared on Dr DeSouza’s own blog, and can be f
The Centre for Learning and Teaching (CLT) recently launched a “Welcome Video” service across the whole of ANU where course convenors were assisted in crafting video messages to students. As semester two starts there has been a great response from across campus with many taking up the offer of filming on campus, and many others filming their own at home or in their office set up.
Learn about the support model designed at Tecnológico de Monterrey to accompany its teachers during the delivery of their online courses in the face of the COVID-19 pandemic.
My point isn’t that amidst the turmoil of the past 12 months, institutions and educators new to online should have somehow found the reserves of strength they needed to build a rich and compelling online learning experience. That would’ve been nearly impossible. It’s more about how we pick up the pieces: how we ensure that at the end of this long, brutal year, we can take and share what we’ve learned, examine our mistakes and triumphs, and use them to make something better moving forward that not only advances the field but also improves outcomes for students.
The E-Learning Maturity Model (eMM) provides a means by which institutions can assess and compare their capability to sustainably develop, deploy and support e-learning. The eMM is based on the ideas of the Capability Maturity Model and SPICE (Software Process Improvement and Capability dEtermination) methodologies.
The underlying idea that guides the development of the eMM is that the ability of an institution to be effective in any particular area of work is dependent on their capability to engage in high quality processes that are reproducible and able to be extended and sustained as demand grows.
ePortfolios can be defined as “personal learning spaces”. An ePortfolio is a collection of materials that documents student accomplishments. Unlike an “analogue” portfolio, the digital element allows for the inclusion of different media (video, audio, infographics, etc), thereby providing students with various means of expression as well as the possibility to easily connect resources and ideas. But ePortfolios go further than that. A space for deep learning, ePortfolios enable the visualisation of one’s own learning path. They can be seen as a “learning diary”, where students reflect on their learning process.
Education technology may have come into its own during the pandemic. But will it remain front and center forever? Here, education and industry leaders alike offer their views on higher ed's future.
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