The more I think about it, the more I think that integrity is a red herring. Or maybe it's that we're thinking about the wrong kind of integrity. Or looking in the wrong place for it. We're stuck on this black and white idea of integrity, and it’s focused on students. The idea that students are faced with a decision whether to cheat or not cheat, and those who act with integrity choose not to cheat.

At @CRADLEdeakin and @TEQSAGov webinar on #ChatGPTHigherEd - how should educators respond?

Firstly, @margaret_bea raises the need to include students in discussions and to look for a diverse range of voices. Yes! Side note: I’m hearing a lot of people say “ChatGPT is just a tool”. Beware instrumentalism – technologies aren’t neutral things that humans use to their desired ends. They-and-we, in combination, reshape society and the world.

A philosophical Monday #feedback quiz

1. A teacher comments on a student’s work. How many feedback loops are happening in each of the following?
- the student never sees it.
- the student sees it but the teacher doesn’t know.
- the student sees it & discusses with the teacher. 2. Is feedback a thing that happens or a thing that is?

Entangled Pedagogy and #ChatGPT 🧵

Can we approach assessment via values (what matters), purposes (what we’re trying to achieve with students) & context (who are our students, what are they studying, at what level? What infrastructure, systems, policies &culture are in place?) Tech and methods are important but we need to keep a close eye on values, purposes and context because they're easily forgotten in knee-jerk or head-in-sand responses.

If technology-enhanced learning (TEL) is a thing, then pens, paper and washing machines should be part of it. But what work does the TEL label do? 🧵

Friday thoughts (with apologies to people who have TEL in the title of their job or Research Centre!)

https://twitter.com/timbocop/status/1569218832740528129

IMO there’s an assumption that TEL should involve something new that teachers and students haven't done much before. But we also know that getting used to an approach over time is important in terms of efficacy.

Thoughts on themes & results in #ThematicAnalysis. There are many ways to think about this, here's mine (currently).

Themes don't emerge, but also themes are not your results. They're ways of organising data that help you tell a story about some aspects of your research area. Themes aren't right or wrong, they're just more or less interesting. Themes like "barriers" and "drivers" aren't *wrong*, they're just usually not conducive to interesting stories. Maybe they suggest a need to keep looking for themes that will help tell a richer story.

On the last day of #UoELTConf22, I'll be chairing Neil Speirs and colleagues on "A quiet, unnoticed form of gentle solidarity" and @sbayne on "The ‘mode 3’ university: Is this our future?" Looking forward to it! Neil plays confronting video of Edinburgh student stories of exclusion, isolation, loneliness, patronisation, bullying, inferiority complex due to social class. Gathered over 20 years but could still be told today. Accents, wealth, privilege, elitism. #UoELTConf22

This morning at #UoELTConf22, @robzker asks why, after introducing more compassionate policies around assessment during the pandemic, we would go back to less compassionate policy. How can we tackle uncaring practices and reimagine a more compassionate education? This is interesting - can cynicism about institutions come from a place of caring? @robzker questions punishment as strength and compassion as weakness. Why should we never do "hand-holding"? Does caring have to be tough love? (my phrasing). #UoELTConf22

The #UoELTConf22 begins! Looking forward to a rich 3 days of all things learning and teaching. First @colmharmon welcomes us with a reminder that we can put longitudinal development at the core of ideas of the university. #UoELTConf22

Thinking of technology as entangled rather than as “first” or “last” is important for understanding the ethics of its use and the distributed knowledge required for ethical decision-making. 🧵

link.springer.com/article/10.100… Ethics isn’t tied to particular technologies because tech is situated. Each tech is always combined with others. E.g. VLE’s, learning analytics, Turnitin, WhatsApp, email & Google’s search engine are often used in combination. Combinations matters more than individual components.

It can be hard to get students to buy into asynchronous work as much as they buy into synchronous events. I think this has to do with clarity around expectations and rationales. We have long-standing teacher-centred cultures in HE. It's been lectures, tutorials, homework, assignments & exams.

Now, when we say: please discuss these problems or provocations asynchronously with the class, how do students see it? Is it homework, rather than the main event?

Some reasons why it doesn’t make sense to not say that online learning isn’t as good. 🧵 1. Online learning isn’t a method (e.g. recorded lectures or videoconferenced tutorials) and it isn’t a technology (e.g. discussion boards or Zoom). It’s a potentially infinite set of possibilities that *sometimes* involve online communication.

We keep looking for big lessons from pandemic remote teaching. I think we should be talking about small lessons instead...
🧵 We already knew that technology matters in education. We knew teachers should grapple with related skills, ethics, professionalism, inclusivity and, yes, theory. The small lesson is that digital education is not optional or specialised. We're all always doing it, like it or not.

Draft #3 of an entangled relationship of #technology & #pedagogy.

@steph_moore asked if #2 represented what is / what should be. I've gone with *what is*

I'd *like* purpose, values & context to drive methods & tech, but they inevitably all shape each other?

Thoughts please 😀 See previous draft here:

https://twitter.com/timbocop/status/1424628123543408644

Draft #2 of an #entangled relationship of #technology and #pedagogy.

What do you think? Featuring upgrades based on suggestions by @MarioVeen + @VirnaRossi. Thanks also to chats with @GillAitken2 @Dr_Derek_Jones @lucila_fdc @markauskaite @petergoodyear and others.

Once again, some context here: teaching-matters-blog.ed.ac.uk/pedagogy-and-t…

Quick first sketch of a model to help teachers think about the pedagogy-technology relationship. Thoughts please! In case this needs some context, these ideas are discussed in this short blog post:

teaching-matters-blog.ed.ac.uk/pedagogy-and-t…

I'm torn when I talk about tweaking online classes.

It's the wrong focus.

The problem isn't Zoom classes. It's the desire to recreate what we did before...

https://twitter.com/timbocop/status/1331612376429424642

Assuming your new teaching will look like your old teaching is a barrier. Scrap your zoom class*. Delete. It's that nice painting that doesn't match anything in the house. It's stopping you from moving on

*You might end up doing a zoom class, but only if it fits your purpose.

For teachers looking to do their best this academic year in difficult circumstances, know that online teaching is hard work, but not for the reasons you might think. The hardest bit is changing your teaching mindset, and the mindsets of your students. Here’s some thoughts. 1. Worry less about content & more about relationships. The more time you spend creating & polishing content, the less you have for more important things like planning, nurturing and curating an environment and culture that will help students really engage with your course.

Some thoughts for those new to qualitative research in education (clinical or any other).

1. “Qualitative” is massive and diverse. There aren’t any blanket rules that cover all of it, and so what I’m saying here is based on my understanding and approach, not everyone’s.

https://twitter.com/MichaelChaikof/status/1315333949644775424

2. Qualitative's really a type of data, not a method or suite of methods, although the term is often used in that way. You don’t match the dataset (or data collection method) with its associated method, there are many different methods available for any given dataset or project.

Your experience of x ≠ x

"Online learning" is far broader than your experience or understanding of it. You haven't found its limits or possibilities. And our perception of our experience of online learning is less than our actual experience of it. Online is about being digitally connected. Your on-campus students were already doing online learning.

Thoughts on Knowles’ adult learning theory.

First, the positives. It’s useful to think about self-relevance, motivation, how to regulate one’s action and to strive for agency in one’s learning. Now on to the ranty bit… 😀 Knowles claims “children’s learning is fundamentally different from adults’ and .. different educational theories, philosophies and teaching approaches are required. Yet …presents little or no evidence for this bold assertion.” Darbyshire (1993) europepmc.org/article/med/82…