I am a bit behind in my Masters study at the moment after taking almost three weeks to kick a nasty flu virus out of the way.
Compared to my last module, H817 isn’t as heavy on readings but that is like saying a rattlesnake bite might be a bit kinder than an alligator bite! And of course you don’t just stop at the required readings, there’s the suggested readings and the rabbit hole you disappear down as you scour the online library, blogs and everywhere in between.
I am resigned that I will not read everything ever for H817, in fact part of mastering a Masters I have discovered is choosing your reading battles wisely!
Thankfully we have a meme to sum it all…
Have a great week everyone!
This blog post is an activity for H817 Openness and Innovation in eLearning where we are asked to consider three key issues we feel face OER (Open Education Resources) and how they are being addressed.
For a quick recap on what OER are I recommend the nice and clear Defining OER on WikiEducator.
OER are learning resources which are available in the public domain and can be freely accessed, utilised and re-purposed by others under open licensing. Many define OER as must be openly accessible and allow the 4Rs – reuse, revise, remix and redistribute.
I like to remember that OER or learning objects should not be considered only as standalone objects, pockets of fact or thought that will be transmitted into the brain of anyone stumbling across them but rather they are part of a larger learning process and practice. How we create OER and how we then create and facilitate learning processes is an intertwined field. With that mind of thinking, I really like the following diagram from fro Beetham et al (2012)
There are many issues facing OER but the three I have decided to consider include:
Bias: whilst I could go a level above and state authenticity, reliability, and creator expertise as an issue I’d like us to consider bias, whether explicit or implicit.
Bias is being addressed in what I see as a, necessary, two-pronged approach. Firstly, creators of OER are being challenged to debate and address bias in their own creations and that of others. At OpenEd17: The 14th Annual Open Education Conference in 2017, a panel session was held on “Equity, Bias and their relationship to OER”
The session introduction noted:
“The open education movement is heavily rooted in the belief that teachers and faculty have the freedom to develop content that meets the needs of their students. This raises a few questions. Can the implementation of OER exacerbate bias? To what degree is OER content culturally relevant? Does the majority of OER content have a white American male slant? Are we remixing content that unintentionally alienates a particular group of students?”
This discussion within the OER community must continue unabated to address issues of bias in OER and to help both creators and users recognise it.
As I said there is a two pronged approach to recognizing and challenging bias in OER and that second prong is ensuring users must be aware of the possibility of bias and have the critical thinking skills to question and research any bias in OER they are intending to use. I particularly liked finding this rubric from Federation University, Australia which helps users evaluate OERs and including in the rubic they call out creator bias and obvious bias. I would argue we need to take the debate and warning of bias to the user even more overtly, given that a user may be more likely to not consider or recognize bias that those who have a lot of OER experience and life under their belt but also because today’s OERs users are the ones who will redistribute, grow and create future OERs.
Accreditation: this issue is because it is one close to heart. I’m over 40 but am still hurt when the dentist doesn’t give me a sticker for being a good patient. I am a recognition junkie. I want a badge, a medal, a certificate. I want something I can point at. Now, we can argue this is a major flaw in me but let’s not get personal! I know I am not alone. We live in a world where we are always trying to prove ourselves, to our friend, family, employers, potential employers. Even if we don’t get certificate based on assessment and ‘proof’ we know something, we like something tangible to show we are ‘doing something’.
The OER Evidence Report 2013-2014 does acknowledge this in their findings:
“the possibility of accreditation seems to be motivating to OER users, asOER Evidence Report 2013-2014 (p.33)
suggested by survey respondents when asked about ‘other’ factors that influenced their choice of OER:
“Transferable credits and job/ work experience
“Certificate of accomplishment or completion”
“Accreditation so that I can use to apply toward a degree or
for professional designation requirements (i.e. CPA)””
Whether it be a badge for participation, or a certificate based on some level of assessment, their is a great deal of motivation for the user in such a goal and we see several OER offering them. It is interesting to see OpenLearn describes this as ‘earn while you learn’ and describes their badge and statement offerings as “Earn a free digital badge or Statement of Participation as evidence of your learning to share with employers, friends and family.”
Accessibility: my third issue I’d like us to consider is accessibility to OER, for those with disabilities. The OER Evidence Report 2013-2014 refers to the importance of Open Education for those with disabilities in terms of access to education over all stating:
Analysis of users of The Open University’s OpenLearn OER platform suggest that OER can increase access to education for informal learners with disabilities with 16% of respondents reporting a disability, compared with the UK-wide figure of 8% disabled students in higher education. For all learners this figure came down to 11.1%OER Evidence Report 2013-2014 (p.17)
However, the report does not go into details about disabled users satisfaction or issues with technically accessing OER material such as can the material be used with a screen reader, are video and audio materials accompanied by closed captions or transcripts?
I’d direct people who may not have considered this aspect before to Open Education Handbook/OER & Accessibility
“If the outputs are not meeting appropriate accessibility requirements then they have failed to be ‘open’ before they have even left the building, and a sustainability decline has already commenced”
Accessibility as part of the content design needs to be implemented and addressed at the beginning.
Merlot.org have a dedicated portal addressing accessibility issues, solutions and a community of institutions and educators actively researching accessibility issues and how to implement solutions. There portal can be found here.
Please share any of your thoughts, ideas or comments – I’d love to hear them, it’s almost as good as getting a badge 😉
Beetham, H., Falconer, I., McGill, L. and Littlejohn, A. Open practices: briefing paper. JISC, 2012 https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing
de los Arcos, B., Farrow, R., Perryman, L.-A., Pitt, R. & Weller, M. (2014). OER Evidence Report 2013-2014.
OER Research Hub. Available from http://oerresearchhub.org/about-2/reports/
This blog is actually an activity in #H817 Openness and Innovation in eLearning, this week we have been considering MOOCs (Massive Open Online Courses). For this activity we are asked to compare either DS106 or Rhizomatic 15 with offerings from FutureLearn or Coursera.
I’m comparing DS106 and Coursera. I recently completed a Coursera course (Instructional Design Foundations and Applications) so am familiar with it as a learner and user.
Before looking at both and comparing them in terms of technology, pedagogy, and general approach and philosophy let’s just remind ourselves on the backbone of what a MOOC is.
MOOC stands for Massive Open Online Courses and refers to online courses which are open access (via the internet) to an unlimited number of participants. MOOCs came out of the OER (Open Educational Resources) movement to offer scalable, open and affordable solutions to offering, sharing and collaborating learning experience.
Let me hand the explanation over to Dave Cromier, who coined the acronym MOOC, for a far better explanation!
Heading back to comparing DS106 and Coursera – why the need or interest to compare, I mean a MOOC is a MOOC is MOOC, right?! Well no, as the MOOC movement has developed we can see emerging differences to some of the finer points not least the pedagogical approach the MOOC author(s), or participants, take. We now see individual MOOCs dedicated to one area or topic to large scale enterprises using the MOOC model to offer a huge array of topics, from non-profit altruistic investment to for profit, capital backed endeavours.
It’s a really crude analogy but in my mind MOOCs are like bread, some are artisan loaves and others are sliced white but they are both bread and want you to have a nice sandwich at the end of the day.
DS106 describes itself as:
“Digital Storytelling (also affectionately known as ds106) is an open, online course that happens at various times throughout the year at the University of Mary Washington… but you can join in whenever you like and leave whenever you need. This course is free to anyone who wants to take it, and the only requirements are a real computer, a hardy internet connection, preferably a domain of your own and some commodity web hosting, and all the creativity you can muster”http://ds106.us/about/
Coursera tells their story as:
“Coursera was founded in 2012 by two Stanford Computer Science professors who wanted to share their knowledge and skills with the world. Professors Daphne Koller and Andrew Ng put their courses online for anyone to take – and taught more learners in a few months than they could have in an entire lifetime in the classroom. Since then, we’ve built a platform where anyone, anywhere can learn and earn credentials from the world’s top universities and education providers”
Whilst Coursera is a multi-course platform I am only going to think about the individual course I took which I mentioned before, a course which follows Coursera’s technical and pedagogical design we are going to delve in to now.
As with all MOOCs, both DS106 and Coursera are harnessing the internet and web connectivity to deliver their courses, both with online platforms.
Coursera’s technological approach may be considered more polished and commercial, with a purposely design platform specifically tailored to their requirements and wants. It uses best practices of web page and user interface design. . It is designed for both computer and mobile usage, with a free mobile app available. This makes the platform very accessible in terms of mobility and gives learners the opportunity to access and use their MOOC across a wide range of devices and therefore, across a range of physical areas meaning they are not required to be tied to a given place. As a for profit, capital backed MOOC, it clear to see that there has been a financial commitment to the engineering of the site.
It is a largely self-contained platform with robust search functions. As such, there is a dedicated communication channel for users having technical issues and little reliance on third-party applications. The system incorporates and hosts its own content such as video and asynchronous forums.
DS106’s technological approach echoes their roots in the open movement. As a non-profit site, were funding for the server has been in the past provided by a kickstarter campaign, DS106 has utilised free and open source technology, third-party technology and an altruistic and participatory community to create their online presence. The main site is in the style of a blog, with participants needing to have access to their own blog to fully participate. The site has no robust search function and is organised in a relatively simple, blog style hierarchy. Whilst the site can be accessed on a mobile browser and displays well, there is no specific mobile app or technology to further enable mobile access.
The use of technology, and trouble shooting, is supported by the community. As the site links out to, and uses, many third party applications, much of the DS106 handbook actually refers to using and troubleshooting such technology such as WordPress, Audacity, GIMP, Flickr etc. The use of third-party can be seen as an issue given the possibility of failure of that third-party. For example, DS106 notes they have a downloaded archive but that much work curated on Storify was lost when that service was pulled. This means participants must have some technological knowledge and awareness to ensure their work is backed up. Of course, it can be argued that a MOOC such as Coursera is at risk of market changes and ‘going under’ but I would argue this is less of a risk than reliance on open third-party applications.
Open pedagogy is often referred to as requiring open and free access, and the 4Rs of reuse, revise, remix, redistribute as the backbone. In MOOCs we see that content is open and free to access as a pedagogical constant thought the 4Rs may not be. Whilst some MOOCs will allow, and actively encourage, the reuse, revise, remix and redistribute aspect of content, others may provide content under closed licence but ensuring access is open and free.
For the two MOOCs I am comparing there are some distinct pedagogical differences.
DS106 stays pedagogically close to the ideas as laid out by Cromier in the previous video. As an open ended course, or as they themselves state “
course experience”, DS106 is a non-linear, ‘pick and mix’ approach to content and activity. It relies heavily on the pedagogical approach of social learning, encouraging peer-to-peer interaction and even peer devised assignments. With no ‘teacher’, DS106 moves away from the expert led approach and towards a much more participatory model where learners rather find their answers as opposed to ‘learn’ a correct answer. Content is continuously being produced by the community however, this means it must also be actively assessed and policed by the community (as I looked at it today there were a lot of spam posts). There is no specific end goal or rather, the end goals are specific to the individual learning and their interpretation of their success. The site is very open about this approach and explains it fully in their verbiage.
The Coursera pedagogical approach is much more didactic in nature, mirroring the traditional expert-led model often experienced in offline education and training. Content and activities are presented in a linear fashion, with assessment and an end point. Whilst Coursera has flexible deadlines, these are deadlines nevertheless.
Courses are presented are specific units with a beginning, middle and end. The content is set and presented in the form of readings and videos. However, Coursera does employ some participatory methods with the use of interactive quizzing and social learning through the use of asynchronous forums though again, this is largely directed as part of the linear course plan. Whether users go ‘off piste’ and begin other conversations or develop other communication lines is neither encouraged nor prohibited. One area Coursera is using the power of the community is in the use of peer assessed assignments, where users are given assignments to produce (usually in the form of short essays or posts) which are then scored by fellow students following a rubric and they are encouraged to comment on their scores and reasoning. Coursera, like many of the mainstream MOOCs, does offer certification to show completion of a course and its assessment for a fee.
Like DS106, Coursera is also open in its pedagogical approach and has an open blog which includes insight into their pedagogical research and implementations such as the post “How A/B Testing Powers Pedagogy on Coursera“
So whilst they have some pedagogical differences, both DS106 and Coursera use an open and free access approach and are adopting social learning, though to differing degrees.
It would be very easy to try and spar DS106 and Coursera against one another as the happy hippie versus the corporate line puller but this would be both disingenuous, lazy and missing the point by a few thousand miles. Neither one is better or worse than the other but are examples of what can be done in the MOOC model, what can be offered and also, warn us of what pitfalls there may be. Both are dedicated to open and free access to learning. Is one at risk of too heavy-a reliance on altruism and open/free source? Yes? Could another be at risk of being influenced by the market and this reflected in an almost ‘colonisation’ of knowledge or bias? Yes. But, they also represent the many arms to the MOOC model, a model which is scalable, affordable and hugely adaptable.
One area which I did notice though which isn’t asked for in this activity but I would like to address is the issue of accessibility in terms of learners with disabilities.
DS106 has a very distinct visual look, grey background with white and fuschia text, which made me wonder if this was deliberate for accessibility. Personally, I found it very difficult to read and would have to alter several aspects of my monitor. Colour contrast for text is one aspect of ensuring accessibility for visually impaired users. I put the frontpage of DS106 through the WAVE Web Accessibility Evaluation Tool and it came back with 34 instances of poor colour contrast on the page, making it very difficult to read. This compares to 1 instance of poor colour contrast when we put Coursera through the same tool. I cannot find any reference to accessibility on the DS106 page so must assume the look is a design choice. Other accessibility issue included videos without closed captions or transcripts.
As a commercially backed site it is unsurprising that Coursera has a dedicated accessibility section and aims to comply with WCAG guidelines. They have a dedicated communication channel for accessibility issues to be raised.
For open resources such as DS106, accessibility will and should be a topic for discussion and I think it actually opens a further door and exciting conversation around using the open movement to support and solve accessibility issues.
Recently, we said goodbye to one of our long-standing team members at work as she moves to pastures new. We have been together for many years, gone through her pregnancy together, many birthdays, Christmases, oh yes, and work! And none of this has been face to face. I am based in the UK and she is based in the Philippines . Our team is located across the globe but somehow we’ve always felt in the same room, this makes saying goodbye a little harder.
In a physical office the chance to say goodbye can be memorialised with gifts or after dinner drinks – a proper send off and celebration.
In our last team meeting before her departure, held as always virtually, I came up with the idea of screen sharing Coggle.it, my go to for making mind maps. I put a photo of our colleague and friend in the centre and invited everyone to share words they think of when thinking of her and our time together. We added in branches of special memories and in-house jokes. I am not going to share the map we created as that is personal to us but I made one up you can see hear to give you a rough idea of what it can look like. We sent the map to our friend, so she can print it out and remember how much we all loved working with her and why we think she’ll grow to even higher heights in future. It was great fun to all create together, and yes there were tears!
Another Block 2 activity and one I feel is really the start of a longer discussion rather than a completed artefact.
For this activity we were asked to choose two readings from a list of 6, all looking at the concept of openness and openness in education and to visually represent some of our takeaways.
Cormier (2013), What do you mean… open?
Bates (2015), ‘What do we mean by open in education?’
For my visual representation I have gone back to my old friend Coogle.it to create a colourful mind map.
Please click here to view the original version with clickable links
I can imagine going back to this mind map in time to edit but for the moment it has very much focused my attention on the concept of openness as a philosophy of education and helped finally quieten the idea of open = free. It’s also made me focus more on when we do use an open system the dynamic between it being more user or creator centric but what I would like to further consider is when the user-creator line becomes more blurred as we see with open resources which have social and collaborative learning as one of it main pedagogies.
I am entering the second block of my latest module in my Masters in Online and Distance Education. This module, H817, is called Openness and Innovation in E-Learning and for the next seven weeks we’ll be considering openess, in terms of Open Education and Open Education Resources.
Our first activity is this – blog about our own personal experience of open education to date. It has made me stop in my tracks, have I been open to to? have I realised I was even taking part in it?
The philosophy of open education is to offer access to high-quality educational resources and experiences, free from the barriers of entry requirement, monetary restrictions etc. Open education goes beyond the simple act of sharing information, but looks to actively encourage collaboration, and I would argue an important aspect of that collaboration in a breaking down of formal hierarchy, privilege and platform.
Open education gives us Open Educational Resources (OERs), commonly online and digital, OERs can provide knowledge, resources, activities and debate with the aim that collaboration can see this disseminated, reworked and become an on-going learning environment. That said, OER does not mean a free for all and unusable chaotic landscape. What we have seen with OER is educators and learner sharing common standards, which may be required (such as Common Core State Standards) or informal standards which may be culturally or context driven and this providing a base for further development.
But this digresses from my experience of open education. Let me take you back many years, when in my late teens I was taken seriously ill, left bricks and mortar University and was housebound for some time. I was still craving education, mainly to prove I was still relevant and that great word, ‘normal’. The internet was a way off, mobile phones were bricks and even the library felt like a marathon.
In those days I discovered correspondence courses which I signed up to…with embarrassment, I mean they weren’t ‘proper’ learning were they. Whilst my peers were graduating and entering the jobs market I was completing essays to be sent by post to get a certificate that I assumed people would laugh at or consider little more than something free from a box of cereal. How many times have we heard someone ridiculed by suggesting they got their degree through the post, or even today the concept of the diploma mill – everything being tarred with the same brush and all that.
I would watch Open University broadcasts on any subject on the television, Sunday morning teach yourself Urdu programs – what I release now was I was taking part in open education and for myself at time it was a vital learning lifeline bourne out of accessibility issues.
A little later, now confident in my self made bedroom University of Rebecca, I applied to do my Masters in the Sociology of Sport with the University of Leicester by distance – one of those proper, real, brick universities with tutors and professors who worked with the government. I passed, with distinction.
Fast forward better health, entering the workplace and being almost ‘normal’ 🙂 and along came the internet and I soon found a myriad of learning opportunities to dip my toe in*, often for free or for a small fee. A love of learning, but admittedly a fear I must also keep up with the people who went the ‘normal route’ you’d find me signing up for a range of courses from leisure interests to computer skills and now I am taking the plunge to solidify what has become my career and interest in learning via online methods and technology in my Masters.
Fears still persist. I still crave the recognition and official acknowledgement of my learning with a shining certificate and still fear those I have obtained through OERs don’t carry weight or merit. Yet I’ve never really stopped to consider the wealth of learning and knowledge gained via OER in general and how I believe and hope that has manifested itself in my professional capabilities. Of course, I have a fear about this blog alone which I am daring to make public and ‘proper experts’ could come and point and laugh but as a previous post points out I am learning that the L&D community the is hugely welcoming and respectful so fear be gone.
Other than this Masters, my most recent OER experience was a course on Cousera where I paid the small fee to complete the certification which involved peer reviewed assignments and gave me that comfort I appear to crave of a standard form of measurement we have been trained to desire/require through secondary and tertiary education. This raises a lot of questions.
Firstly, even if small, we still see a monetary barrier to achieving this comfort of measurement so how do we measure learning and impact for the individual? My bugbear of being able to click play on a LinkedIn Learning video, go do the washing and come back to find it says ‘completed, here’s a certificate’ is a common cause of a Rebecca rant.
Secondly, more than ever, I am not keen on people telling me what I should learn or do next. My eyes have been opened to the ability of personalised learning journeys and I like it. How will the corporate beings who still want to steer their employees cope, not to mention that dreaded fear of if you let someone plan their own journey it may culminate with them leaving us.
Thirdly, whilst I have mentioned that OER has not become a free for all, we do still have the looming shadow of the word of the moment ‘fake this and fake that’ and the unscrupulous who will twist what is presented as an OER to be a money making scheme or certainly something of little value to the individual. Often those individuals are some of the more at risk or naive persons for whom OER should, and can be, a wonderful, powerful tool in their development, in finding their voice and being part of the wider discussions. OER can be a driving force for diversity and inclusion, for accessibility and flexibility but how do we in more powerful and privileged positions ensure that is the case.
One thing is for sure this is going to be an interesting block to study!
*in the interest of openness, I hold my hands up to being one of those people who has signed up for far many more courses than I have actually completed but that folks, is a story for another day!
Recently, I find myself perusing social media and online journals (usually in the comfort of my bed, half asleep) and asking myself:
“Where the hell are they all getting their energy from??!”
Some people in Instructional Design and Learning and Development, seem like unstoppable thought machines. Working full-time, doing practice projects on the side, writing journal articles, taking part in all the conversations, they seem like 24-7 producers. For some of us it can seem very daunting, especially those of us who are new, changing into this career path or are more used to being in the quiet corner. If we can’t measure up to them, do we measure up at all?
For myself I am juggling working full time, part-time study for my Masters and have some health limitations. That means always being tired and never feeling I am quite making ‘it’.
Firstly, life is not a competition and yes that includes work and study life. Competition, especially in the world of work, seems to be a driving force. As much as the influencers on Instagram are selling unobtainable and unrealistic goals, the same can be said in the world of work. You do not need to keep up with the Joneses, you need to do you. Do not let the FOMO (fear of missing out) rule you. Be careful who you are measuring yourself against and ask yourself – what affect is it having on you? Is it propelling you, inspiring you? Or, is it making you feel inferior? Stressing you out?
Here’s another insight I have discovered. Those people posting loads, the non-stop creation machines – that’s who they are. They are not sat at their keyboards with the sole purpose of shaming you because you aren’t as prolific. They are passionate, dedicated and by good fortune, have the energy and platform to do this. (Side note: if anyone out there is feeling they ‘have to’ keep producing and being part of the online community and it is beginning to become a chore or they are burning out please take time for yourself! Let’s always ensure our community is not one of negative judgement and assumptions). Amongst them there will be the odd few who just love the sound of their own voice, as anywhere in life, but you have the power of who you listen to and the benefit of your own judgement and gut feelings.
In my experience the most prolific and vocal posters in L&D are open, welcoming and often eager cheerleaders. They are our ambassadors. Reach out to them, follow them, enjoy the benefits of their sharing of their network and knowledge, and THANK THEM.
Prioritise your own wants and needs, and accept that you may not be able to do everything, or be everything to all people. Don’t feel you have to say something for the sake of saying something, say something because you have something to say.
I feel I can only give back to the Instructional Design and Learning community as a second tier activity at the moment. I am not in a place to regularly blog (as much as I would love too), I can’t always stay up or join in the conversations but I am still part of the community and hope whatever little I can give back will help someone else down the line.
The blog wanderer returns! So, as you see I haven’t blogged in many months (shame on me). We left with me in the throws of my first module of my Masters in Online and Distance Education (MAODE). I cannot put into words the amount of paper and post-it notes I got through preparing my final external examined assignment for that but let’s cut to the good news – I passed!
No sooner had I passed though then it was time to see Mum into hospital for a total knee replacement and play Florence Nightingale for her recovery which I am pleased to say is doing very well. Throw in a dose of a very busy and hectic time at work, Christmas and some business trips….well time just flew away from me.
Now it is time to get organised and fly into 2019 with determination. Last week I started my second module in the MAODE ‘Openness and Innovation in eLearning’. Here’s the description of this module:
“Innovations in elearning continue apace, especially with the use of social software tools that encourage peer supported learning. With an emphasis on exploring innovation, you will discover some of the latest educational communication developments, the increasing use of data in education through the fast changing field of learning analytics, and also experience developments in open education. You will develop specific elearning skills (in particular those of collaborative working through an assessed elearning design activity), conduct small-scale investigations, and use case studies, with the overall aim of incorporating or rethinking elearning activity into your own professional context. This module will introduce you to current debates around the concept of openness and the ethical issues relating to learning analytics. “
I am very excited about this next module which contains a lot of critical reading and thinking, discussion, and reflection. To that last point, reflection, journalling is actively encouraged throughout the module.
This has made me contemplate what and how keeping a journal means to me. Like many forms of reflection I believe some people strive to find the perfect journal process, that there is a right or wrong way to journal. It always worries me that so many of us at work, in study, in every life task are driven by, and judge ourselves by, the perception of perfection and ‘the right way’.
Personally, I am going to journal in two ways: I am going to swing between ye olde pen and paper and a big tabbed notebook (any excuse to go to Paperchase) and blogging.
Written journalling, I can be more freeform, mind map, sketch note, doodle, colloquial to the extreme. This makes me more comfortable. The downside is it may be more difficult to scan and research during assignment preparation.
Blogging is when I want to more vocal, hopefully entice people into conversation on the topics and share different views and resources. Blogging also allows me to draw in more mutlimedia aspects I may want to index for future reference and also allow me to be more creative such as putting my thoughts into an infographic to share with others.
I would love to hear anyone’s thoughts on how they journal, especially in terms of keeping a learning journal whilst studying.
It is going to be a very busy year, especially in the first half. With work and study can I keep organised and on track (to be honest, I wouldn’t take that bet!!). There will be late nights, comfort eating, panics and middle aged tantrums I am sure, but I am sure I will learn plenty 😉
It’s the fourth day of my four day weekend. I took some holiday time from work to give myself a long weekend to dedicate to study with my next assignment due next Monday.
The idea has been to rise early, study non-stop, go to bed late.
The reality has been to toss and turn through the night as Britain continues to be in a heatwave. I cannot begin to explain to you how we Brits are not built for this weather (and I still have a bit of the goth about me so, I can melt in the face of a fridge light). Finally turn on the computer, study for five minutes before googling ‘at what temperature does the brain melt?’ because you are sure you can feel the inside of your head turning to mush. Then the joy of a sweat drenched keyboard as your eyelids suddenly feel like they have a ton weight attached to them. All this before you have even clocked the assignment question!
So when I say I have sweated over this assignment i really mean it!
Not the catchiest of blog post titles I admit but hey, we’re having a heatwave in the UK and the brain circuitry is melting!
This last weekend I was in London (a very hot, sticky London!) to see the play The Lieutenant of Inishmore starring amongst others the ever so attractive and talented, Aiden ‘Poldark’ Turner. The play was super! The whole cast shone, it was witty, dark and poignant. Also the love of cats features very strongly so perhaps that could explain why a crazy cat lady like myself was so drawn to it.
But, I am not blogging a review, or fangirling about Mr Turner (tempting as that may be!) what I was thinking about on my train journey home was how much design jumped out at me over the weekend. We cannot go through even the most routine of days without design all around us but, how much do we take in consciously or subconsciously? How many times do we something seemingly so unrelated from our projects that gives us a light bulb moment? What’s the oddest times you’ve had an a-ha moment?
This weekend my first a-ha moment was bananas, literally. As I walked into the hotel there was a warning sign out front that the surface was slippery. and it wasn’t the usual dull yellow a-frame stand, it was in the shape of a banana skin! Now I may be behind the times and everyone else has seen these already but, it was my first banana skin warning sign and it made me smile and more importantly, pay attention to the surface! What could have been just another utilitarian sign had been given some humour and style which didn’t distract from its main function but, actually enhanced it!
Lesson 1: just because something is functional it can still be attractive, enticing even and a little humour goes a long way!
Then, as Mum would be travelling with a wheelchair, as she awaits a knee operation, I visited the theatre website to check out the accessibility section. Whilst there I noticed a video tour of the theatre. Having not visited before I clicked to watch. At first I admit to being taken aback as the narration was incredibly simplified and matter of fact; it was only then I realised I was still on the access section and this was actually a video tour and guide to what happens at the theatre for visitors on the autism spectrum and other sensory issues. So I watched from the start and was very impressed with how the video was laid out and clearly a lot of research and consideration had been given to it’s production. You can watch the video here and I recommend you do.
Lesson 2: always remember the audience you are designing for, not yourself or your own perceptions.
I continued to click around the site and came across this absolute gem, the Delfont MacKintosh Theatres’ Etiquette Guide. The playful nature of this guide reminds me of when air safety announcements are done really well. It is succinct, amusing, visually appealing and very much in tune with the theatre setting and the grand Victorian and Edwardian design many of them boast.
Some people may find the theatre off putting or fear it is elitist etc, but I hope this guide gives them the confidence to come and enjoy the proceedings feeling prepared and informed, but not lectured.
Lesson 3: keep it light, keep it succinct, keep it on theme, give it visual appeal, break up the tedium of rules and instructions.
The show itself also boasted a set design of pure genius with some of the best theatre special effects I have seen in a long time, especially the gory ones but I will not go into detail on those as I don’t want to let any spoilers out should you be going to attend, and I wholeheartedly recommend you do!
So, where have you recently been that has peeked the design centre of your brain or given you a left field idea to incorporate into your e-learning or training designs?