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Jonathan Vernon

Jonathan Vernon

BA, MA (OXON), The School of Communication Arts, MA Open and Distance Education (OU), MA (Birmingham & Wolverhampton). Digital Editor & Online Learning Technologist, Designer and Producer.

Location Lewes, England

Achievements

Activity

  • How timely and what a terrific introduction. I hope tutors and students are joining this course!

  • I'm as impressed with the way the course is presented as I am with the intended outcomes of the course!

  • @LindaDagbey I like it! This is clear, well paced and I'm sure it will deliver effective learning too. Perhaps like me you will use the Learning Designer as a matter of normal practice.

  • We’re living in fascinating times - it is more exciting to be part of it rather than an observer looking in from the outside or an historian looking back at this period in 50 to 100 years.

  • I’ll get the certificate and pay for long term access to this content; I plan to master it. I’ve got lessons to plan lined up for the Learning Designer - the last I gave was observed formally towards a PGCE and was very well received for the balance, variety and methodology. The one on Digital Literacy. I now have something to prep: on personal hygiene for...

  • When introduced peer review needs to be given a great deal of support so that participants are encouraged to do 2 or 3 or more reviews. This requires a mini course with examples and some lessons on giving constructive feedback. Surely FutureLearn has this as a ‘learning object’ that can be taken off the shelf?

  • I’m intrigued, hopeful and excited - not least because I am in the thick of it trying to come up with solutions knowing that the answer is vast and disruptive. Some institutions will not be able to make the change. It requires significant disruption - the kind we have seen on the high street with retail. Maybe we will see students studying from home, or where...

  • Teachers have to reinvent themselves as producers, subject matter experts and learning designers. I’d even suggest having a budget for professional presenters - presentation is not the teaching, that comes from the pedagogy. The model at the Open University of a team working up content for a module that will run for a decade is at the far end of the spectrum...

  • Teacher expectation and institution provision is that as little or as much time will be spent on setting up and delivering online as is required in the class or workshop. Trying to point that the effort is at the start to set it all up and this is mitigated later does not wash either as payroll is sessional - you are paid for the hours you teach with...

  • My career until recently has been entirely in the private sector: media, advertising, comms in large businesses and government organisations. 'Change' and smart adaptation has been part of the management message since the early 1990s with Japanese approaches brought over from the likes of Toyota. Change was also sold through with impactful communications. As...

  • There are a number of ways to improve the Learning Designer.

  • If teachers, or rather more broadly 'educators', in order to embrace teachers, tutors, lecturers and others across all formal teaching sectors, are to be 'any kind of 'scientist' or 'engineer' then not only do they need to be qualified and certified, but they need to be paid accordingly - we are not. A previous Vice-Chancellor of The Open University had to...

  • Design is important - or 'writing' or 'composition'. It requires skill and care. There is a method to creating multiple choice quizzes that are effective - too often they are quickly put together, include flippant options which are obvious or the longest answer is generally the right one ... or the second. There are patterns of poor writing that are common...

  • Clear and effective

  • A delightful and effective lesson plan that has a distinct pattern - something I am starting to recognise having looked at a lot of these. Its as if at the start of the week I could not 'read music' but now I can :)

  • As a colleague has said to me - we expect everything to be as easy as Amazon. All trips such as they above need to be ironed out in Beta testing - which I know takes time, and for developers to make something feel and behave intuitively takes a lot of investment.

  • @ChrisG I have made the exact same comment. As I was teaching I couldn't join the webinar.

  • I don't understand how to follow the instructions to share via My Designs without the link to this presented here. I would need to be shown or reminded what box and icon I should use. Meanwhile, here is my adapted design from Scott Hayden describing how to teach a complex skill. I have taken what to some may be an easy skill - using the tool Screencastify >...

  • @DianaLaurillard yes, all would be realised id able to play with the coding 'behind the scenes' :) I do so love Google Keep and wonder what elements there could be brought on board. This is very much about keeping the formatting, but allowed personalisation - I'd like to be able to import photos - say an image per section. So making it even more of a playful...

  • I've been teaching and coaching swimmers for 20 years. Not an easy thing to do during a pandemic lockdown!

  • I'd never thought of student self-assessment but can see its value. I may enquire, invite chat and conversation - but having them just write down their position before, during and after some learning experiences sounds really useful.

  • All delivered online, but formative assessment using quizzes, and things like before and after mind maps, or Venn Diagrams - indeed any chart or drawing at all that expresses the complexity of a person's view of a topic, where they consider themselves to be and where there are strengths, gaps or weaknesses to address.

  • I just gave a 90 minute class on Digital Literacy to some PGCE students and by all accounts the session worked, the timings were close and readily adjusted to accommodate lower numbers and taking a break - they'd be online since 5:30pm and I joined them at 6:30pm. Each to their own, but I will keep using Learning Designer. I like having a running order - this...

  • We/I use Jamboard, Trelloboard and Google Meet breakouts - so Zoom is one video conferencing tool, Meet another - as was Skype in the past. Google Meet also has 'polls' and 'Q&A' functionality. To moderate Jamboard, which can be allocated to a small group breakout, a simple timeline or template can be on the Jamboard already. We are learning to work in teacher...

  • Wouldn't it be great to put side by side a set of classes that were delivered in the classroom before the pandemic and the need to teach remotely online, and a set of classes - ostensibly the same ones - now being taught online to see how different teachers, institutions, platforms, tools and students are managing? I've experienced both wonderful,...

  • I too look forward to there being a signifcant libary, even at massive databank of these - that will be the power of it! I am now thinking of many learning experiences I have had which I would like to re-engineer into the Learning Designer electronic mold not only to share, but to see for myself for planning such learning experiences. I did a residential with...

  • I agree with your thinking and would certainly welcome an easy 'export' function that would take it into my chosen format. I would prefer a Google Doc of two or three columns with the duration, contents and colour coding. I've heard these called 'swim lanes'. I would see it as a 'Running Order' so that I can have this in front of me, ready to take a class ......

  • I'd like to be able to design a lesson with my fingers on a touchscreen - for the pie-chart components be elements I could increase or decrease at will so that I could see how the pace of a session would alter.

  • There's something really exciting here. I'm up in the early hours and have already written up 'two sides of A4' with my thoughts. Two decades ago I had just moved to an innovating and creative web agency that wanted to get into 'education' but our ideas were beyond what the technology and networks could deliver - we couldn't even put video up, let alone the 3d...

  • Every time I take a class online, or sit in to observer or to asssit with another class I need a simply way to plan, a simple way to reflect and a simple way to record what has just taken place. And have a process and approach that others can adopt so that in time we are all 'singing from the same hymn sheet'. Perhaps therefore the Learning Designer offers...

  • Every day experience with different sets of students in FE and HE, from Level 1 to postrgrads is a remarkable insight into the endeavours of the teachers to teacher and the ability of some groups to be 'off the grid'. Every ploy is used by teachers to set up and track, follow and engaged with ... to winkle out of everyone some kind of response - if only a...

  • Our experience is that work won't be done before a class, but it will be done afterwards as homework ... to the trick is to use homework to bridge between two sessions: delivering on the follow up from the session just given and feeding in the one to come.

  • I have had it used on me often, the idea of small groups being set a task and given time to produce a reply - and then a speaker from that group providing the response in the plenary.

  • Well said. The act of making a comparison is better straight off, and the fuller content rather than a summary too. The students have to engage, not simply be given the answers.

  • I understand that the best way to become a good teacher is through practice which comes from experience, and observing the work of good teachers. The benefits of these designs is to have enough 'good work' to draw from, like reading multiple reviews on Amazon, where hundreds even thousands of such contributions produce clear 'best practice'. This can be...

  • It is satisfying and worthwhile to look at someone else's work and to provide a review; this is easy to do when someone with experience as a teacher producers a clever, simple and engagining online expressions of what I have learnt is an classroom classic 'using the five senses' to write a poem.
    It is worth noting however that I had to click passed three...

  • There's quite a bit to do here, and 'foreign' layouts to become familiar with, as well as a design which could be made more friendly and personalised. All is possible in the 21st century! Either massive uptake globally, or one institution or department adopting it for a term, or just a week of classes across a couple of departments would be a start. Followed...

  • I took the Learning Design for the Water Cycle and refashioned it to run a session in which I would explain and demonstrate the use of the micro-blogging platform Twitter as part of a 7 week series of such courses on Social Media. My first iteration came out at 3 hours 35 minutes, despite my planning it all in a Google Doc. Clearly I hadn't been keeping an eye...

  • The two learning designs are indentical in activities, timings, descriptions of what is done and how delivered - except one is called 'Water Cycle' and the 'template' is not. Like a running order for a regular TV show, take the BBC's One Show, we know that time alloted will be filled with a particular thing: an introduction, a guest speaker, a slot to show and...

  • Done. I don't know how long I was meant to spend on this part of the week's exercises but it has been worth every minute. Possbly 4 hours?

  • What a joyous way to end the week. OK, I'm on a screen. OK, I'm even mixing work and pleasure, but I revisited the Learning Design I created a week ago and used the following Monday. I have now edited that to offer it as a plan for what we did on the day - it still runs to 2 hours which makes it more of an online workshop that a traditional lesson, but we...

  • I love Google Keep. I use it to make lists, prioritise and plan. It is simple because of the extraordinary complexity that exists behind it: I can add an image or images to each list, I can colourise any list, I can turn a list into a tickable list ... and I can move items around, tick them off, share a list with others and save the entire thing to Google...

  • I'd love to see further iterations of this. A colleague said the other day, with great expectations for e-learning - when will it be as simple as Amazon? i.e. Intuitive. This of course would need investment and proclude it as an Open Educational Resource - investors like to get their investment back with a return. Not that I know anything about finance!

  • @MariaRodriguesDidier So good I had to do a short Screencast explaining it as demonstration of the Learning Designer. I must add my own to the Padlet - I was too ambitious, and on the day able to be more relaxed with the timings. However, I had not expected a 1 hour class to run for 2 hours. I don't know if that is a good thing or not! In that instance as a...

  • I then need to have a proper go at using the interactive elements. In most cases students will be 'in class' for a set period of time, 90 minutes, which is what we used to call a 'double class'.

  • I'm now digging deeper and have gone through saved designs, and on to education sector, suitable for FE and as the pie chart looks very different I know that 'Using Video to Showcase a Skill' will work better for a compare and contrast. My intention is to compare and contrast three very different designs before forming a view. I have already used the plan for...

  • @TomWorthington Bespoke learning design outside education is quite a task with a bespoke blue-print drawn up for the content, though it may still be built on a common platform with its specific affordances. I rather think the Learning Designer is a terrific way to simplify drafting, especially if you want to save time. The value comes once you as an individual...

  • The three examples are really the same thing three times over. The timings are identical with the word skill, literative review or poster replaced from time to time. Perhaps this is the point? That the pattern when analysed like this can be very similar, even if the topicis very different. I would suggest that 1 minute for a teacher to go over each in turn a...

  • A great start to the week. Or ten days. I do tend to get behind, or get ahead depending on the time/energy I can give it as like others I'm in the front line taking teaching online and supporting others doing this.

  • Very well and what a mind blow to see '1000 students' down as the class size! Finite measures are given for timings that students can adjust to suit their own interests and needs. A little, and keeping it simple is a lesson worth our baring in mind. A student may hit 'play' but not watch a video (or read the transcript), may open a document and not read it ......

  • I've been a fan of Gilly Salmon's five stage model and e-titivities for a decade. I even have my own set of coloured bricks ostensibly to help with planning. I think she has adjusted her model, the three elements and the five steps a little as when designed nearly 20 years ago the Tech was a major component for success or failure - so there had to be a...

  • Differentiation in pure self-paced online learning is easy to achieve because high functioning can push ahead, or take up additional challenges if they wish. The problem is for anyone getting behind, feeling they are getting behind, not supported and dropping out. All of this is addressed readily in the class. Blended requires a mix and match of the too:...

  • Yes, breaks would be a great addition. Even more so online where people are on laptops, or phones - they need a break from the screen for a number of reasons: ergonomically it is bad for the body (who is ever sitting correctly?), and bad for the eyes (looking at a screen). That said, will people not take a short break whenever they wish? A break is an active...

  • I know a review is what colleagues will want. A simple comparison with what they know. My take on this is that the Learning Designer is a mutable 'blue-print' or 'smart template' rather than a platform itself. That instead of using a Google Doc, Post Its on the wall or lines on a whiteboard to plan elements across a session this puts it in one place, with the...

  • I'm glad that the concern about workload and anxiety isn't as great as I have found with colleagues, some of whom are extremely anxious about how they can take a live workshop demo like class and put it online. We are learning to do so much lately why not? Well, I'm not taking swimming teaching or coaching for obvous reasons! But motor vehicle maintenance?...

  • Wow! Well, I have gone through all the steps entirely as events got ahead of themselves I found myself executing the plan with a 'class' that should have run for an hour but was still active after 2 hours. Ok, 'Adult Learners' who had the option to leave at an hour but my deliberately 'open' approach allowed them to contribute a lot and being democratic I...

  • Is there research to indicate when given 10 minutes to undertake a task whether students take an hour or 1 minute? And how this relates to later outcomes? Can a student spend too long on a thing ? Of course, if they do nothing they can make no progress? We take the proverbial horse to water but will they drink? And if we don't do we know and what can we do...

  • Goodness. I'm going to get out of the bath to do justice to this set of tasks ...

  • We have a lot to learn from you that we could apply here in England!

  • There is nothing more frustrating that a colleague coming along to show off how they have made a tool no one has heard of 'sing'. Are we about to ditch the thing we are still mastering to climb his learning curve? You can end up forever 'giving something a go' and not getting far enough with anything. No wonder some teachers want to give up - or take the rest...

  • How did you manage it?

  • Good for you and I so wish others would have your sense to do this! We have to work with what we've got, not think of ourselves as multi-media interactive producers who can make platforms sing, in VR when too often our students don't have the device, the space, speed or bandwidth. We can't 'ditch the Zoom' as mooted somewhere, but we can do the Zoom or Meet in...

  • I won’t believe it until I have tried to deliver it and learnt from the experience. My full resonse runs to 1702 words, so I'll keep that for another place. I have a habit of relfecting at length and can type faster than I can think it which makes for interesting reading days later. I wrote that? Did I? Really! Well today I disagree.

    I go for tables, and...