https://twitter.com/LTHEchat/status/696754703535902726 My first job will be to create the Storify for LTHEchat 45 (the first bilingual LTHEchat) which has guest facilitator Julie Tardy (@jtardy81). It takes place at 8:00 pm GMT on Wednesday 10th February. Looking forward to it. If you want to join me, these instructions may be helpful. https://twitter.com/LTHEchat/status/526634954630131712 Comments: My CPD in 2016: Part 2 #LTHEChat – Fresh and Crispy - Jun 1, 2017 […] 8th February, I join the team.

Because I couldn’t attend last Wednesday’s LTHEchat on using music creatively to enhance non-music teaching faciliated by Chris Wiley (@chris_wiley) I made a Storify of it. View the story “#LTHEchat No 44 : Using music creatively to enhance non-music teaching” on Storify There’s also an official Storify story published on the LTHEchat blog.

An important message in Sue Beckingham and Simon Lancaster’s pre-conference blog post the four dimensional conference: using social media at conferences, recently published by the Higher Education Academy (HEA), was the value of post-event interactions that can occur afterwards. Here is my story of the “after party” which I’ll add to over the next few weeks. View the story “HEA STEM Conference 2016 After Party” on Storify

Here’s the story of Day 2

I attended the HEA STEM Conference in Nottingham last week and I am preparing records of the tweet stream using @storify. Here’s the first episode which covers the end of the joint #HEAchat and #LTHEchat on tweeting at conferences to the end of Day one on Thursday 28th January. Here’s the story of Day 1.

Cross posted from My Work Blog The fourth iteration of the short course Bring Your Own Devices for Learning (#BYOD4L) started today and as this will be my third iteration, I have decided to volunteer as a participant and mentor. The course is hosted on Wordpress at byod4l.wordpress.com and it can also be followed by watching hashtag #byod4l on Twitter and other social networks. You can also contribute by joining the BYOD4Learning Community pages on Google+.

Readers may be interested in joining me in participating in #BYOD4L again next week 11-15 January 2016. I hope to be participating both as member of the Google+ community, on Twitter (Hashtag #BYOD4L) and as a mentor. See BYOD4L is Back Next Week for the announcement and joining instructions.

I have just joined the newly launched FutureLearn online course on Blended Learning Essentials. Any posts related this course will be posted on my work blog under category #FLble1.

I have just established a new home page on www.cpjobling.me. The site itself is generated by Jekyll and I’m using Octopress 3.0 for the content.

You may have noticed some differences to Fresh and Crispy since your last visit. The most significant is that my blogging platform is now Ghost rather than WordPress. I’m also now hosting my domain on DigitalOcean rather than CastIron coding. This means that I have my stuff on a complete virtual machine rather than space on a shared server. I’ll be gradually moving my other resources over to my new domain over the next few weeks.

My personal view after two weeks: edX – enrolment and discussion forum and the certification of learning via self-assessment (thanks to Matt Crosslin (@grandeped) for the clarification). Course content … seems to be hosted outside edX in a WordPress blog. Visual syllabus … not sure that it adds much but it looks nice. Dual layer MOOC – more confusing than helpful — at least at first. ProSolo – as the prime aggregator for the course it’s flawed; many of the daily digested materials are off-topic because it’s a contributor’s whole blog (and optionally comments) feed that is aggregated rather than posts tagged DALMOOC.

The biggest barrier to exploiting data analytics for teaching and learning at my institution is lack of access to the actual data. The useful stuff that we are required to analyse and reflect on is packaged for us either in PDF reports or as unstructured tables on web pages. Presumably this is done to make our analysis easier, but it also has the effect of aggregating and filtering the data into forms that the University finds useful, or assumes that we will find useful, or perhaps are most useful for national statistics agencies.