Yay, the Investigating Technology Enhanced Learning module is my last taught module of the MEd Practitioner Enquiry Masters programme. This is the module I have been most excited about (although I have enjoyed all the other modules). I have worked at Newcastle University for almost two decades (yikes) but the MEd was my first opportunity to experience Newcastle from a student perspective. Through my work with Newcastle I have been fortunate to lead on many educational technology project (hence my excitement for this module). I have spent a few years leading on the coordination of 100% online programmes, and since March 2019 I have been leading on specific blended learning projects in my role as Learning Enhancement and Technology Projects Advisor (it’s a bit of a mouth full that one!).
Before the first workshop I had feelings of excitement and apprehension. Eager to enhance my theoretical knowledge of TEL and to be able to translate this into practice. Yet apprehensive for two reasons really, 1: the pressure I put on myself because of my experiences and the expectation from others because of that and 2: my demographics. Typically, the other modules I have studied have been with full-time students that have already formed their peer groups, and that may not have entered the world of work. Then here is me rocking up, the middle-aged, part-time student, full-time working Mum with limited hours to spare…😬 I was aware of course that I was perhaps at an advantage to others given my previous experience and I made a mental note to ensure I listened to what experiences my peers bring to the course (after all younger generations know a lot about technology) and to give them the opportunity to explore some the educational technologies that I may already have experience with.
I was delighted when I got to the first workshop that it was a small student group, and a lovely student group. I of course was the only part-time mature student but that was OK because I was not the only ‘mature’ person in the room (sorry James 😊). Having a small student group, working together in a safe and inclusive environment really allows for critical reflection and social learning. Our first task was to create a personal learning network using paper and colour pens (yep…no matter how technology progresses there is still something tangible about flip charts and coloured pens). James asked us to map out our personal learning network so that we can identify our relationship with certain online technologies, and offline networks. I was really surprised at the many different sources of information and how I use these to expand my knowledge. The networks just kept expanding and it really hits home the impact of technology on all our lives. After the session I recreated my personal network using MindView, mind mapping software.
James also introduced us to blogging as a tool for refection (something I have not done before). I really felt the pressure in creating a blog that was publicly accessible with my views, especially as I work in the sector. This is perhaps why a faffed a lot creating my first blog page, style, image etc… and why my first blog, the home page setting the scene blog, had to make an academic splash, and didn’t really include what I really thought…
Michelle's thinking space... 