#innoconf21 continued

This post is a continuation of the keynote I prepared for #innoconf21 to acknowledge the many details I would have liked to say but didn't have time to include! 

I used Vevox to garner information from participants during my presentation so I will use the data submitted anonymously in response to my questions to make sure that the participant voices are heard. This is an extension of the approach I took to my keynote which was to open the process so that the recording showed the interaction which would often be left "behind the scenes". 

As you can see in the first image above, the participants had a range of experience of using technology for teaching with over 50% saying they had little or no experience of teaching using online tools prior to the pandemic. Immediately this impacted on my keynote. Seeing this I was immediately very aware of how tired these people must be. Rethinking your usual teaching style and reframing it through computer mediation takes time, to do it whilst juggling a global pandemic is exhausting. As Laura Czerniewicz says in her blogpost :

"the classroom has been made strange"

Despite the exhaustion, they were engaging in an online conference, eager to find out more about mastering the skills necessary. The response to the next question showed lots of experimentation has been happening. 

I see here a mixture of institutional tools such as the VLE Blackboard/Moodle and relatively new internet Zoom and Padlet. Also some references to hardware such as ipads, phone and a router, things that may not have featured in the vocabulary of teaching tools for some until recently. After lockdown many had to get familiar with these pretty quickly. In such a situation, when a technologist tells you to follow a few steps and use this "solution" it is easy to be left with the impression that there is magic in the technology that solves your problem. It was this very mindset that was questioned on the arrival of CD-ROMs years ago, showing the dangers of succumbing to the WOW factor.  I was eager not to further feed this myth of "solutionism" which remains rife in this space. 

I believe that the current pace of change in technology has outpaced the capacity of practitioners, especially if they are isolated and not part of of a helpful Community of Practice. That thought was illustrated when I asked about professional support networks:

Unsurprisingly given the emergency situation we see informal support coming from friends, colleagues and even partners. Social media looks like it has provided a connection to colleagues now disconnected physically. However the immediate emergency has passed so how are we best to proceed in a world which may yet undergo more changes? I would propose that joining an appropriate expert network would be a good first step. Let's get good quality information to ensure that we build on the initial "magic" with greater understanding of what is actually going on in the background. As I tweeted later:

If we are going to bust myths about #edtech we have to see behind the magic curtain. Ask better questions of your tech support and students- what happens to the student data? How much did this platform cost? who cannot access? #innoconf21

— Teresa MacKinnon (@WarwickLanguage) September 17, 2021

If we are to carve out something using technological tools that carries our values and priorities we have to be more confident that we understand what we are doing. There is a risk that otherwise our work will be carved up. 

Such great work is already happening in languages, driven by practitioners who love to learn and who are willing to collaborate in order to create great learner experiences. I shared examples on our padlet board of produsage (using extracts from media to create exciting learning opportunities) and virtual exchange (international collaborations between practitioners and students). Wider adoption of innovative assessment techniques such as blogging, wikipedia editing and eportfolio use would also be welcomed as they provide meaningful ways of acquiring skills which will shift the balance from students as consumers to students as producers of knowledge. See links document. 

Connecting with folk already doing these things, according to what you think you can change this year will be a useful shortcut to build upon their expertise. My experience of these folk is that they welcome those who take an interest in their work. They are generally open to human centred approaches, we all need to be if we are to sustain our influence and our role in the future of language teaching. It really is in our hands. We need to bear in mind that great carving takes time, Google tells me that even experienced sculptors can take up to 80 hours to make a relatively simple piece. So identify your priorities for the new term, get informed and connected and then make your own masterpiece. 

Recording of my keynote.