Book Dash aims to gather creative teams together to write, illustrate, edit and produce a children’s story, in 12 hours. These stories are licensed as creative commons works, which means that anyone can print and distribute these beautiful children’s books, for free. The intention is that the books get into the hands of those who need to access reading materials, but can’t afford to buy a children’s book.
What was I doing there? I can’t claim any great story-making skills, but I can do a bit of stuff with computers, so I got to be the tech director and made sure that scanners, printers, Wi-Fi, power and other technologies worked as they should of. Producing a book is not for the faint of heart. There were many exhausted illustrators at the end of the day. I think that they’ve almost recovered from this book creation sprint – or was it a marathon? Whatever! All enjoyed the day thoroughly. To let you get a sense of the event, I’ve created a Bookdash Storify as a record of the day.
Warning: Consider the following 10 flags before climbing up the ed tech ladder
Some advice from below to my ed techie friends above. Career climbing involves risky routes. Without clear boundaries, an unending 24/7 passage awaits the enthusiastic networked sherpa. The online world, with all its advantages, has little respect for the traditional pathways that once characterized the standard 9-5 job.
Watch where you place your feet. Before moving anywhere, inspect the stability of the ground. In this any-time any-place world, make sure that you know the up and coming terrain. Slipping unexpectedly where the tread is uneven or unsure can be sore. Be aware. Read the warning signs. Notice the red flags before you press on upwards and apply for a new position.
The flags relate particularly to eLearning positions in an academic environment. But they might apply elsewhere. Before you fill in that application form, ask yourself these 5 questions.
Flag 1: Why is the position vacant?
How long was the previous incumbent in the advertised position? Are other potential colleagues in acting positions? How long has senior management been there? Have there been unexpected departures or a high staff turnover?
Flag 2: Are you going to be working for a boss?
Bureaucrat, boss or leader? Does the head of the academic unit have any credibility among his/her academic peers? What does his/her academic profile look like? Have you spotted his/her digital footprints? Don’t be confused by his/her electronic puffery. Expect at least a national leader with peer recognition and academic substance.
Flag 3: Does the institution understand their users?
What’s it like from the bottom up? Pretend to be a student who has lost a password. Phone the helpdesk with a query. See how they respond. Find out what the LMS is called. Then search for mentions on Twitter. Look for support materials authored by the unit. Are there genuine attempts to communicate urgent information to all students, academics, support etc?
Flag 4: Does the unit make regular attempts to communicate with their stakeholders
How transparent is the unit/department? Website? Social Media Account? What’s the balance between marketing and communication content? Any recent collaborations within the institution or beyond? Do they disclose any details or are they just releasing press statements?
Flag 5: Do the people that work there make attempts to reflect and research their practice?
Can you find blog posts, academic policies, peer reviewed journal articles or conference paper pertaining to the unit’s focus? Check out the advert again. What’s the job focus? Combine the focus with the institution’s name on Google scholar. Any papers? Any substance? If they are thinking and researching their work, then they’ll be sharing it with others and glad to share with you.
My listicle consists of 10 red flags. The first five (see above) are for ed techies to consider before they take the job. And the second five (to be added later) are intended for shortlisted ed techies, considering whether they should move on up and accept the job offer.
You’ve probably heard about the game Bingo. It’s a popular game of chance. The format is simple. A host hands out a set of printed cards, each with a square grid. Every card has random numbers printed in each square of the grid. The host then draws a number from a hat, announces it to all playing participants and if players have a corresponding number on their own grid, they mark off that matching square. This process is repeated until one lucky participant has completed a row (vertical, horizontal or diagonal) of squares on their card. With their clutch of lined random numbers, they then shout BINGO.
I’ve taken the Bingo format, and updated it for the web. I’ve removed “chance” from the game and replaced it with a grid of skills. Each participant receives the same bingo card that contains a grid of instructions or tasks. Participants read the various tasks on their cards and select certain which ones to complete. As in Bingo 1.0, the aim is for participants to fill up a line of marked tasks on their own grid. Once the skilled and quick participant has filled their row of squares on their bingo cards, they then shout BINGO.
Here are a selection of Bingo 2.0 cards that I have created.
Digital Footprint Bingo – intended to encourage participants to explore each other’s online presence. Good for digital literacies.
LMS Bingo – intended for students to show each other what they can do on the LMS. A more active way to orientate students to the LMS
Mobile Bingo – intended for participants who own smartphones, but are not aware of all its functionalities. Good for mobile or BYOD focused events.
These “Bingo 2.0” style activities make good workshop ice-breakers. They encourage participants to get out their huddles or comfortable zones, mingle and explore a topic that will be covered and offer the workshop facilitator informal feedback about the skills levels of participants.
You are most welcome to use them, improve and adapt them. I’d be interested to hear about how well they worked.