CMALT Portfolio

Submitted by Derek Moore – Jan 2021

Frontmatter

This is the CMALT Portfolio for Derek Moore. This portfolio is an account of my professional journey as an “ed-techie”. The portfolio that I have submitted below is an an honest and fair account of my professional experience and reflections as a learning technologist. The resources below are licensed under CC BY, unless noted otherwise.

My Profile(s)

My pointillistic profile

Professionals, when asked to introduce themselves to peers, often first summarise the “facts” of their history with a set of credentials, career experiences, previous employers and responsibilities held. I’ve skipped the initial first step. My credentials, career and previous employers are scattered across the web. My profile is pointillistic. Instead of writing down a laundry list of “facts”, arranged in chronological order, my profile pages offer real time “appraisals” the on-life stream of me. By visiting Twitter, LinkedIn, Facebook, Flickr, Instagram, you can reveal a richer picture of who I am and what I do.

Current Role

I run a consultancy entitled “Weblearning”. I offer clients “e-expertise”. Sometimes I do wiz-bang stuff, where in ideal conditions, I show users how they can learn with, through and about technologies. We connect to each other, to information and to the world. Work, at other times, is more prosaic. I’m behind the screen, frustrated by slow connection speeds, forgotten passwords and the unsteady or disorientated users. Weblearning offers me the space to be curious, stretch out, connect to others, ask more questions, explore the how and whys, explain how things fit (or don’t fit) together. Digital enables the above, in a range of settings, be it classroom, bedroom, boardroom, cubicle, library, train or taxi. Whatever the context, there’s nothing more gratifying than seeing an “aha” moment. The spark that goes along with understanding, discovery or illumination. I’m convinced that digital technologies facilitate or prompt “Aha” moments among individuals, in classes, within departments, schools, institutions and beyond. I work one to one, with small groups, in teams, on workshops, in units or organisations, wearing many different hats, to see and enable these “aha” moments.

My career history

My career history is one of swinging through the hopes and hype of digital in education. Over my career as a schoolteacher, IT facilitator, head of ICT, consultant, ed-tech lecturer, head of content services and lead educational developer, I’ve been an advocate for the use of ICT in education and included within digital initiatives by colleagues, students, teachers, academics, librarians, activists and administrators. The implicit belief by many of the above in the ability of technology to enable / enhance (TEL) education is both exciting and frightening. Wonderful, because of the hope that change is possible. And worrying, because these hopes have become hype and lead to massive (and I think unnecessary) expenditure and cynicism.

Reason for submitting my portfolio

I began my digital journey with a digital portfolio for my Masters in Computer Assisted Education two decades ago. Ten years ago, I set tasks for my pre-service teachers and taught them how to create their own portfolios. After 20 years in the ed tech field, I think that its time to revisit my work, to reflect on my trajectory, join the dots together and share this with others.

Core Areas

Please use each of the links below to access each section of my submission.

Table of Contents

Core Area 1: Operational Issues

  • Constraints and Benefits: The affordances of the LMS
  • Technical Knowledge: From Digitization to Digitalization
  • Supporting Deployment: Hybrid Field Guide

Core Area 2: Learning, Teaching and Assessment

  • Teaching, Learning and Assessment Processes: Constructive Alignment
  • Target Learners: Needs Assessments

Core Area 3: The Wider Context

  • Legislation, Policies and Standards: Creative Commons
  • Intuitional Policy: Open Education

Core Area 4: Communication – Working with others

  • Communication: Personal Learning Networks
  • Collaboration: Communities of Practice

Specialist option(s)

Future Plans

  • Capacity Development: Leadership

Please note:

The evidence associated within each section is distributed over the web and “linkrot” may affect the availability of certain artefacts. Your assistance in reporting broken links – via comments below – would be appreciated.