Posted by & filed under SOTEL. provides a way to create a personal record of academic peer review and editorial activity – this is useful as this activity is usually largely invisible and un-recognised! Publons also provide direct interaction with your ORCID profile to add review activity to ORCID. There is also a Publons Widget that can be embedded in websites, as below:


Posted by & filed under CMALT.

This week involves three suggested activities:

  • creating and sharing a Blog post or VODCast discussing the constraints and benefits, technical knowledge, and deployment of learning technologies. Keep it succinct – 500 words blog post or 2-3min VODCast embedded in your blog. You could use: YouTube, Vimeo, Instagram, Clips (iOS) etc… to create and share the VODCast.
  • Sharing a Digital Literacy mapping exercise. Create your own Visitor/Resident-Social/Professional map (#VandR cc @Daveowhite) of your use of online and social media tools, and share it via the G+ Community, and Twitter with the #cmaltcmooc and #VandR hashtags. You can see some examples from the 2017 participants at            #VandR maps for #CMALTcMOOC        . Reflect on how your map may look different to your students’!
  • Exploring innovative pedagogies through a Google Plus Hangout discussion. See the Tips for Joining YouTube Live Hangouts to join the discussion this week online Thursday morning (due to Easter weekend).

“Operational Issues” is one of four required core elements of your CMALT portfolio. Create a Blog post or VODCast (Video PODCast) discussing the constraints and benefits, technical knowledge, and deployment of learning technologies, particularly within your own teaching context. Explore potential creative solutions to any of these constraints. Share your Blog post or VODCast using Twitter with the #cmaltcmooc hashtag, and link to your example reflection by adding the URL and description to the Project Bank for Week2 selecting “Submit Project” from the Project Bank main menu on our WordPress hub. For example: How might a V&R Map give you insights into the issues surrounding the use of social media in education?

From the CMALT Guidelines:

Core area 1: Operational issues

Candidates should demonstrate both their understanding and use of learning technology. “Use” might include the use of technology to enhance learning and teaching, the development, adoption or deployment of technology to support teaching, training or learning.

This should include evidence of three sub areas:

a) An understanding of the constraints and benefits of different technologies

You should show how you have used (or supported others to use) technology appropriately, given the constraints and benefits it provides within your context. This might include how you selected particular technologies to meet the specific needs of users (students or staff).

Evidence in support of such statements might include a brief commentary on the choices behind the development and use of learning technology that influence its fitness for purpose. (This might discuss issues as affordances of the technology, viability, sustainability, scalability, interoperability and value for money.) You may already have something like this in the form of a design outline, proposal, conference presentation or similar. You should include such existing documentation wherever it seems relevant. Alternatively, you might want to take this opportunity to find out more about a technology you have deployed and produce a report on its viability.

b) Technical knowledge and ability in the use of learning technology

You should show that you have used a range of learning technologies. These might include web pages, Virtual Learning Environments, Computer-Aided Assessment, blogs, wikis, mobile technology, e-books, programming languages and so on.

Guidelines for CMALT candidates and assessors

Evidence might include copies of certificates (originals not needed) from relevant training courses, screenshots of your work, a note from academic or support staff who have worked with you or, if appropriate, confirmation that the work is your own from your line manager.

c) Supporting the deployment of learning technologies

Statements about your involvement in supporting the deployment of learning technology might relate to providing technical and/or pedagogic support to teachers or learners, advising on (or re-designing to take account of) technical and usability issues, developing strategies or policies, managing change, providing training or other forms of professional development, securing or deploying dedicated funding and so on, all within the context of the educational use of learning technology.

For evidence, you might include the overview section of a strategy document, meeting minutes, summaries of student feedback, testimonials or witness statements from other colleagues.

Posted by & filed under career, jobs, Mental Health, psychology, stress, Tips, work, work-related stress.

There are many theories of work stress and general stress theories. I have been trying to get my head around just a few, and so I thought I would share them here for future reference on work stress theory. Perhaps these will help you in your job and career?…or perhaps help you as a leader or manager to support your employees. In any case, please share your top workplace tips for working productively…. I would love to see these theories used to make your workplace a happier one ❣


Transactional theories of work-related stress

The most commonly used transactional theory suggests that stress is the direct product of a transaction between an individual and their environment which may tax their resources and thus threaten their wellbeing (Lazarus 1986, Lazarus and Folkman 1987). Yet a more recent version of this theoretical model suggests that it is the appraisal of this transaction that offers a causal pathway that may better express the nature of the underlying psychological and physiological mechanisms which underpin the overall process and experience of stress (Lazarus et al. 2001).

In this sense, any aspect of the work environment can be perceived as a stressor by the appraising individual. Yet the individual appraisal of demands and capabilities can be influenced by a number of factors, including personality, situational demands, coping skills, pervious experiences, time lapse, and any current stress state already experienced (Prem et al. 2017). One multidisciplinary review provides a broad consensus that stressors really only exert their effects through how an individual perceives and evaluates them (Ganster and Rosen 2013).

As such, the experience of workplace stress according to the transactional theory, is associated with exposure to particular workplace scenarios, and a person’s appraisal of a difficulty in coping. This experience is usually accompanied by attempts to cope with the underlying problem and by changes in psychological functioning, behaviour and function (Aspinwall and Taylor 1997, Guppy and Weatherstone 1997). In order to recognise these external and internal elements of workplace stress, Cox (1993) outlined another modified transactional theory. This theory represented the sources of the stressor, the perceptions of those stressors in relation to his/her ability to cope, the psychological and physiological changes associated with the recognition of stress arising, including perceived ability to cope, the consequences of coping, and all general feedback that occurs during this process.

Yet, as with all transactional theories of work-related stress, it is the concept of appraisal that has been criticised for being too simplistic and for not always considering an individuals’ history, future, goals and identities (Harris, Daniels and Briner 2004). Additionally, in his later works, Lazarus stressed that his transactional theories of stress failed to acknowledge the outcomes associated with coping in specific social contexts and during interpersonal interactions (Lazarus 2006a).


Interactional theories of stress

Interactional models emphasise the interaction of the environmental stimulus and the associated individual responses as a foundation of stress (Lazarus and Launier 1978). For instance, the Effort-Reward Imbalance (ERI) theory posits that effort at work is spent as part of a psychological contract, based on the norm of social reciprocity, where effort at work is remunerated with rewards and opportunities (Siegrist 1996). Here, it is the imbalance in this contract that can result in stress or distress. Yet in contrast to transactional theories of stress, this imbalance may not necessarily be subject to any appraisal, as the stressor may be an everyday constant occurrence.

The Person-Environment Fit theory is one of the earliest interactional theories of work-related psychological distress, suggesting that work-related stress arises due to a lack of fit between the individual’s skills, resources and abilities, and the demands of the work environment (Caplan 1987, French, Caplan and Van Harrison 1982). Here, interactions may occur between objective realities and subjective perceptions and between environmental variables and individual variables. In this case, it has been argued that stress can occur when there is a lack of fit between either the degree to which an employee’s attitudes and abilities meet the demands of the job or the extent to which the job environment meets the workers’ needs (French, Rodgers and Cobb 1974).

Yet the Job Demand-Control (JDC) theory supposes that work-related stress can result from the interaction between several psychological job demands relating to workload such as cognitive and emotional demands, interpersonal conflict, job control relating to decision authority (agency to make work-related decisions) and skill discretion (breadth of work-related skills used) (Karasek Jr 1979). The JDC model is concerned with predicting outcomes of psychological strain, and workers who experience high demands paired with low control are more likely to experience work-related psychological distress and strain (Beehr et al. 2001).

However, the original concept of job demand and control was expanded in 1988 to become the Demand Control Support (DCS) theory, describing how social support may also act as a buffer in high demand situations (Johnson and Hall 1988). As social support as a coping mechanism can moderate the negative impacts of job stress, another later version of the JDC theory was developed to suggest that it is those individuals who experience high demands paired with low control and poor support who are most at risk of work-related psychological distress (Van der Doef and Maes 1999). These later versions of the JDC theory were developed, as earlier versions were considered to be too simplistic and ignorant of the moderating effects of social support upon the main variables. However, the perceived job demands and decision autonomy outlined in the JDC theory have been acknowledged as being key factors in determining the effects and outcomes of work on employees’ health (Cox, Griffiths and Rial-González 2000).

Allostatic Load Model of the Stress Process

Early psychological models of stress may be suitable for describing how environmental events generate stressful appraisals for individuals. Yet another theoretical model, devised via a multidisciplinary review of Work Stress and Employee Health identifies the intervening physiological processes that link stress exposure to health outcomes (Ganster and Rosen 2013). This Allostatic load model of the stress process builds on earlier cognitive appraisal models of stress and the work of Seyle (Seyle 1983) to describe the developments of allostasis in the process of stress. Allostasis is the process of adjustment for an individual’s bodily systems that serve to cope with real, illusory, or anticipated challenges to homeostatic (stable) bodily systems. This model proposes that continued overstimulation leads to dysregulation, and then to poor tertiary health outcomes. However, the sequence of this model has proven difficult to validate empirically. Additionally, this research is concerned with the psychological rather than the physical outcomes of work-related stress.

Allostatic Load Model of the Stress Process

Allostatic Load Model of the Stress Process

Another model of work stress has been developed in response to the Health and Safety Executive’s (HSE) advice for tackling work-related stress and stress risk assessments (Cousins* et al. 2004, HSE 2001). This model, developed by Cooper and Palmer underpins the theory and practice advocated by the HSE (Palmer, Cooper and Thomas 2003). This model explores the stress-related ‘hazards’ or sources of stress facing employees in the workplace. The acute symptoms of stress are also set out, and these symptoms relate to the organisation, as well as the individual. The negative outcomes are outlined for both an individual’s physical and mental health, however beyond this, outcomes are presented as financial losses for both the individual and the organisation.

Cooper and Palmer’s model of work stress

Cooper and Palmer_s model of work stress

Another model of work stress developed by Cooper and Marshall sets out the sources of stress at work, factors which determine how an individual may respond to such stressors, go on to experience acute symptoms, and eventually go on to reach the chronic disease phase affecting one’s physical and/or mental health (Cooper and Marshall 1976). This model is concerned with the long-term consequences of work-related stress, as well as the acute symptoms of, sources of, and the individual characteristics associated with work-related stress.

Cooper and Marshall’s model of work-related stress

Cooper and Marshall_s model of work-related stress

The Conservation of Resources (COR) Model

The above models all outline potential stressors or hazards relating to the workplace. Yet work-related stressors cannot always remain separate from general life stressors. Illustrating this, the Conservation of Resources (COR) Model, an integrated model of stress looks to encompass several stress theories relating to work, life and family (Hobfoll 1989). According to this theory, stress occurs when there is a loss, or threat of loss of resources. This is because individuals ultimately seek to obtain and maintain their resources, loosely described by the authors as objects, states, conditions, and other things that people value. Some of these stressors may relate to resources such as one’s home, clothing, self-esteem, relationship status, time and/or finances. In this context, work/relationship conflicts may result in stress, because resources such as time and energy are lost in the process of managing both roles effectively (Hobfoll 2001). This may in turn result in job dissatisfaction and anxiety, although other resources such as self-esteem may moderate such conflicts and stress (Hobfoll 2002). Such a model would be useful in the development of resource-focused interventions which aim to make changes in employees’ resources and subsequent outcomes (Halbesleben et al. 2014).

Understanding the Role of Resources in Conservation of Resources Theory

Basic Tenets of Conservation of Resources Theory

Principle 1 Resource loss is more salient than resource gain.

Principle 2 People must invest resources to gain resources and protect themselves from losing resources or to recover from resource loss.

Corollary 1 Individuals with more resources are better positioned for resource gains. Individuals with fewer resources are more likely to experience resource losses.

Corollary 2 Initial resource losses lead to future resource losses.

Corollary 3 Initial resource gains lead to future resource gains.

Corollary 4 Lack of resources leads to defensive attempts to conserve remaining resources.

(Halbesleben et al. 2014)

A Sample of Psychological Resources

Objects/ Conditions: Job Security Constructive Rewards, Reinforcement Contingencies, Inducements

Constructive: Autonomy, Decision Authority, Skill Discretion, Control Participation in Decision Making Opportunities for Professional Development Resilience

Social Support: (supervisor, coworker, organization, spousal, customer, etc.)

Energies: Time Away from Work, Recovery Experiences

Key: Self-Esteem, Self-Efficacy, Locus of Control, Core Self-Evaluation Conscientiousness, Emotional Stability

Macro: Family-Friendly Workplace Policies

(Halbesleben et al. 2014)

The Revised Transactional Model of Occupational Stress and Coping

One model combines both Lazarus’ transactional theory of stress and coping (Lazarus 1986) and Karasek’s JDC theory (Karasek Jr 1979) is the revised transactional model of occupational stress and coping presented by Goh and colleagues (Goh, Sawang and Oei 2010). This model demonstrates how individuals appraise, cope with and experience occupational stress. This process involves an individual firstly encountering a potential stressor and appraising their experience of it. Subsequently, this model demonstrates how the individual then goes on to a secondary phase of risk appraisal, where coping strategies are initiated in response to the individuals experience of the initial stressor. The model also outlines how immediate outcomes and outcomes after 2 to 4 weeks are involved throughout this process of stress and coping.

In this case, the model demonstrates a direct link between the primary appraisal of the stressor and primary stress outcomes, and also a direct link between the primary and secondary stress outcomes. This process demonstrates how the appraisals of stressful events can significantly impact on an individual’s experience of stress and its associated outcomes. This model also provides support to the effect of emotions on a person’s choice of coping strategy (Ficková 2002). Notably, this model posits that the experience of stress, coping and the development of negative outcomes can occur at different points in the process of occupational stress and coping, and can be triggered by both psychological and behavioural coping factors.

The Revised Transactional Model of Occupational Stress and Coping

This model is my personal favourite as it explains the process and experience of stress and appraisal, along with the outcomes of stress. Here, we can also see how each component relates to one another. These are just a few of the stress models out there. Some can be applied to life, and some to areas of the workplace. Are the two ever really separate?…If you have any more you would like me to add then please let me know. I hope these few give us all something to think about in the field of work-related stress research and practice.

Until next time, take care of yourselves, and each other ❤💜💙


Aspinwall, L. G. and Taylor, S. E. (1997) ‘A Stitch in Time: Self-Regulation and Proactive Coping.’. Psychological Bulletin 121 (3), 417

Beehr, T. A., Glaser, K. M., Canali, K. G., and Wallwey, D. A. (2001) ‘Back to Basics: Re-Examination of Demand-Control Theory of Occupational Stress’. Work & Stress 15 (2), 115-130

Caplan, R. D. (1987) ‘Person-Environment Fit Theory and Organizations: Commensurate Dimensions, Time Perspectives, and Mechanisms’. Journal of Vocational Behavior 31 (3), 248-267

Cooper, C. L. and Marshall, J. (1976) ‘Occupational Sources of Stress: A Review of the Literature Relating to Coronary Heart Disease and Mental Ill Health’. Journal of Occupational Psychology 49 (1), 11-28

Cousins*, R., Mackay, C. J., Clarke, S. D., Kelly, C., Kelly, P. J., and McCaig, R. H. (2004) ‘‘Management Standards’ Work-Related Stress in the UK: Practical Development’. Work & Stress 18 (2), 113-136

Cox, T., Griffiths, A., and Rial-González, E. (2000) ‘Research on Work-Related Stress: European Agency for Safety and Health at Work’. Luxembourg: Office for Official Publications of the European Communities

Cox, T. (1993) Stress Research and Stress Management: Putting Theory to Work.: HSE Books Sudbury

Ficková, E. (2002) ‘Impact of Negative Emotionality on Coping with Stress in Adolescents.’. Studia Psychologica

French, J. R., Caplan, R. D., and Van Harrison, R. (1982) The Mechanisms of Job Stress and Strain.: Chichester [Sussex]; New York: J. Wiley

French, J. R., Rodgers, W., and Cobb, S. (1974) ‘Adjustment as Person-Environment Fit’. Coping and Adaptation, 316-333

Ganster, D. C. and Rosen, C. C. (2013) ‘Work Stress and Employee Health A Multidisciplinary Review’. Journal of Management, 0149206313475815

Goh, Y. W., Sawang, S., and Oei, T. P. (2010) ‘The Revised Transactional Model (RTM) of Occupational Stress and Coping: An Improved Process Approach’. The Australian and New Zealand Journal of Organisational Psychology 3, 13-20

Guppy, A. and Weatherstone, L. (1997) ‘Coping Strategies, Dysfunctional Attitudes and Psychological Well-being in White Collar Public Sector Employees’. Work & Stress 11 (1), 58-67

Halbesleben, J. R., Neveu, J., Paustian-Underdahl, S. C., and Westman, M. (2014) ‘Getting to the “COR” Understanding the Role of Resources in Conservation of Resources Theory’. Journal of Management 40 (5), 1334-1364

Harris, C., Daniels, K., and Briner, R. B. (2004) ‘How do Work Stress and Coping Work? Toward a Fundamental Theoretical Reappraisal’. British Journal of Guidance & Counselling 32 (2), 223-234

Hobfoll, S. E. (2002) ‘Social and Psychological Resources and Adaptation.’. Review of General Psychology 6 (4), 307

Hobfoll, S. E. (2001) ‘The Influence of Culture, Community, and the Nested‐self in the Stress Process: Advancing Conservation of Resources Theory’. Applied Psychology 50 (3), 337-421

Hobfoll, S. E. (1989) ‘Conservation of Resources: A New Attempt at Conceptualizing Stress.’. American Psychologist 44 (3), 513

HSE (2001) ‘Tackling Work-Related Stress: A Managers’ Guide to Improving and Maintaining Employee Health and Well-Being’

Johnson, J. V. and Hall, E. M. (1988) ‘Job Strain, Work Place Social Support, and Cardiovascular Disease: A Cross-Sectional Study of a Random Sample of the Swedish Working Population’. American Journal of Public Health 78 (10), 1336-1342

Karasek Jr, R. A. (1979) ‘Job Demands, Job Decision Latitude, and Mental Strain: Implications for Job Redesign’. Administrative Science Quarterly, 285-308

Lazarus, R. S. (2006) ‘Emotions and Interpersonal Relationships: Toward a Person‐centered Conceptualization of Emotions and Coping’. Journal of Personality 74 (1), 9-46

Lazarus, R. S., Cohen-Charash, Y., Payne, R., and Cooper, C. (2001) ‘Discrete Emotions in Organizational Life’. Emotions at Work: Theory, Research and Applications for Management 4584

Lazarus, R. S. and Folkman, S. (1987) ‘Transactional Theory and Research on Emotions and Coping’. European Journal of Personality 1 (3), 141-169

Lazarus, R. S. (1986) ‘Folkman. S.(1984) Stress, Appraisal, and Coping’. New York 1

Lazarus, R. S. and Launier, R. (1978) ‘Stress-Related Transactions between Person and Environment’. in Perspectives in Interactional Psychology. ed. by Anon: Springer, 287-327

Palmer, S., Cooper, C., and Thomas, K. (2003) ‘Revised Model of Organisational Stress for use within Stress Prevention/Management and Wellbeing programmes—Brief Update’. International Journal of Health Promotion and Education 41 (2), 57-58

Prem, R., Ohly, S., Kubicek, B., and Korunka, C. (2017) ‘Thriving on Challenge Stressors? Exploring Time Pressure and Learning Demands as Antecedents of Thriving at Work’. Journal of Organizational Behavior 38 (1), 108-123

Seyle, H. (1983) ‘The Stress Concept: Past, Present and Future’. Cooper, CL, 1-20

Siegrist, J. (1996) ‘Adverse Health Effects of High-Effort/Low-Reward Conditions.’. Journal of Occupational Health Psychology 1 (1), 27

Van der Doef, M. and Maes, S. (1999) ‘The Job Demand-Control (-Support) Model and Psychological Well-being: A Review of 20 Years of Empirical Research’. Work & Stress 13 (2), 87-114

Posted by & filed under Uncategorized.

It’s been nearly two months now since Bambuser disappeared from my phone, my teaching, my digital world…and I think I’m almost ready to talk about it.


Bambuser home page:  Accessed 20 March, 2018

While the Bambuser team in the photo look pretty happy, I’m not. To those of you unfamiliar with this App, Bambuser offered a free, live broadcasting service; easy to use, easy for students to access, no need for them to sign up to anything- just click on the link seamlessly generated from my live mobile recording.

I used this App for all manner of things.

Every Monday I give my online students a quick “hello!” just to keep connected and share with them the topics being covered that week or anything of interest in the world of ethics.

As part of their assessment prep I’d use Bambuser to create a series of short broadcasts that they could watch live or later (the App automatically recorded each broadcast) and these always got a good number of views and positive feedback.

WP Bambuser capture

Bambuser was perfect. OK, there are video alternatives and some other live broadcast options but none are so easy or agile as Bambuser. 

I’m trying to tell myself that there is an upside. I guess I have a new opportunity to find a replacement, to test things out, to connect with others to seek Apps I’m unaware of. Plus, of course there’s that opportunity for reflection- to reflect on the transient nature of the digital tools we use and how this keeps us learning, keeps us nimble.

I have also been reflecting on all the years of lost broadcasts, many I would never view again but others I had been using again and again in my teaching resources. I guess I was in denial at first, ignoring their kind notifications that after it’s terminal date of 2 January 2018 all data would be lost unless saved elsewhere…

But again- was losing everything really all bad? The digital world allows us to be compulsive hoarders and with a few extra dollars comes increased hoarding capacity with any number of willing cloud-based systems offering almost unlimited space. Perfect for people like me who can never quite find time to tidy the piles of junk on my desk and all round my office, let alone tidy anything online. Having an enforced de-clutter has to be a good thing – I think?

So while the feelings are still raw, I’m trying to move on.

Bambuser. Gone but certainly not forgotten.

“Some sunny day-hay baby
When everything seems okay, baby
You’ll wake up and find out you’re alone
Cause I’ll be gone
Gone, gone, gone really gone”

Songwriters: Donald Everly / Donald I Everly / Phil Everly Gone Gone Gone lyrics © Sony/ATV Music Publishing LLC




Posted by & filed under Uncategorized.

Transferable skills are a core set of skills and abilities which can be applied to a wide range of different jobs and industries, and throughout life.

Posted by & filed under CMALT, Week1.

Week 1: Introduction and Contextual Statement

Welcome to the #cmaltcmooc!

This first week involves setup and introductions – we hope you’ll join us on a journey of establishing (or enhancing) your online professional profile in teaching and learning and becoming part of the global #cmaltcmooc network of practitioners and researchers in the scholarship of technology enhanced learning (SOTEL).

After Signing Up for the cMOOC at

Introduce yourself by Creating a Contextual Statement:

Choose a social learning theory on which to develop a short statement of your understanding and approach to using learning technologies in education. Post this to your blog using the #cmaltcmooc hashtag. Explore how your contextual statement could be presented using a variety of embedded technologies – you could use a short video to introduce yourself and your teaching philosophy via Clips (iOS) or Instagram. A contextual statement is a critical element of a CMALT portfolio – it is not assessed, but must be included. You can do this quickly as a video reflection if you like – see some of the examples in the #CMALTcMOOC YouTube Playlist from 2017 for example:

Create a research biography and establish a profile on, link this profile into your WordPress blog.

Reflect upon this process on your WordPress blog.

From the CMALT Guidelines:

Contextual statement

The portfolio should commence with a contextual statement – the kind of thing you might write in a cover letter for a job application. It should provide a concise biography, outlining your career history and current role(s), highlighting briefly the operational context in which you work or have worked, and reflecting on why you are submitting your portfolio for CMALT and how this relates to your future career aspirations. This section is not assessed, but can be very helpful for the assessors as they approach the rest of your portfolio.

For more info see the CMALT support page at

A good place to start planning your CMALT portfolio are the CMALT Guidelines:

A couple of good examples of CMALT Portfolios and contextual statements include:

And some tips from a CMALT journey:


Posted by & filed under LearnTech News, Library & Learning Services, Quick Tips.

The LearnTech team is pleased to share some updates and improvements around assessments and related processes in NILE.

Firstly, the Team had been tasked with exploring existing options for applying prompts for students within NILE for both Turnitin and Blackboard assignments as soon as the submission deadline had passed, and non-submission of assessments had been identified. The following solutions will provide consistent standardised responses and so allow for appropriate action to be taken to support students. The text going out to students has been approved at the Student Experience Committee.

Updated guidance has been produced as a result and is now available. Turnitin has an option to ‘Email non-submitters’:

For Blackboard assignments, tutors similarly have an option to send emails to students who have not submitted an assignment by the due date (including tests, surveys, graded discussion boards, journals or blogs):

Secondly, tutors will notice that they now have another option available to them when setting up assessments in NILE – Qwickly Jot. This tool allows you to select an image for students to markup and submit as a piece of work: for example, you may want your students to label a biological diagram or plot a graph. The submissions are linked directly with the Blackboard grade centre, so they can be viewed and marked directly from your module site. Further information and guidance on how to use the tool are available here:

Q. What is a Qwickly Jot Assignment?

And finally, those of you who are familiar with the LearnTech FAQs may have noticed that they have migrated to a new home, LibAnswers - a central place for Library and Learning Services help.

You can find these along with our NILE Guides by clicking the HELP tab at the top of NILE.

Within the new FAQ’s you can filter your results by selecting “Learning Technology (NILE)” under “Groups” and “Staff” or “Students” under “Topics” on the right-hand side.

Posted by & filed under #AUTpara, #CMALTcMOOC, #FOAM, #FOAMed, CMALT cMOOC, education, Medical Education, Paramedics.

prefix: para-; prefix: par-

beside; adjacent to.
beyond or distinct from, but analogous to.

From Greek para ‘beside’; in combinations often meaning ‘amiss, irregular’ and denoting alteration or modification.

I am a paramedic who has just started as a Paramedicine lecturer with the Auckland University of Technology in Auckland, New Zealand, and have around 20 years of prehospital experience.

I initially did a Bachelor of Arts degree at The University of Auckland, majoring in Psychology and Philosophy.  While I was studying I joined St John New Zealand as a volunteer and then the New Zealand Army Territorial Force as a medic.  After graduating, I went full time with the army for two years to complete my medic training before returning to a part-time role with the Territorial Force.  This eventually led to full time employment with St John as an ambulance officer in Auckland in 2005.

While working for the ambulance service, I completed my Bachelor of Heath Science degree in Paramedicine by studying part-time.  After becoming an Intensive Care Paramedic I moved onto other non-operational roles within the Clinical Development Team, becoming an Education tutor; Clinical Coach; Clinical Advisor in the communications centre; and working on the national ambulance air desk co-ordinating rescue helicopter responses.

The ambulance service has traditionally been a trade based role, moving over recent years into a degree based health profession.  A normal part of the ambulance service when I joined was on the job apprenticeship type training and mentoring, in addition to short didactic classroom training, assignments and reflective case studies.  It was also normal to mentor more junior ambulance officers as you gained experience, so teaching and education was a part of the role even if there was no formally training in how to do this.  As I progressed in the army and completed my Junior NCO course, I learned to give very structured instructional lessons, broadly divided into mental skills instructions, or physical skill instructions.  Although these were very good at breaking down complex skills into simple steps, it was completely instructor centred.

Things started to change for me from an educational perspective after I signed up to Twitter at the end of 2012.  I came across physicians, nurses, and paramedics who were sharing perspectives and content on clinical topics.  A few months before I signed up to Twitter an Emergency Physician Mike Cadogan from Western Australia had coined the term ‘FOAM’ (Free Open Access Medical Education) to refer to the collection of evolving, collaborative and interactive online resources that had been available for many years and were growing in influence.  From this collection of resources has emerged an ethos and community of online educators who are passionate about sharing clinical education resources for the benefit of patients in both a contextual and asynchronous format to augment traditional education formats, connected through the hashtags #FOAM and #FOAMed (Nickson & Cadogan, 2014).


I found Twitter a useful tool for my own learning, giving me a network of health professionals and educators that formed a virtual learning network for me, and connecting me to a wide range of educational resources that were available in the form of blogs, podcasts, YouTube videos and more (Gottlieb, Chan, Sherbino, Yarris, & Wagner, 2017).  As I worked to complete my Postgraduate Diploma in Health Science I found I was learning just as much, if not more through these alternative asynchronous resources.  Social Media and evidence base academia appear as a contradiction to many health professionals, but there are now many clinicians and educators who are reconciling the use of social media with medical education (Gottlieb et al., 2017; Roland & Brazil, 2015)

As I start my first year teaching as a university lecturer, I am interested in how I can transform the pre-existing PowerPoint heavy content I have inherited.  I would like to deliver it in a way that embraces the mobile devices and social medial platforms that my students use every day, to make their learning a more interactive, social, and asynchronous process.  CMALT cMOOC is forcing me to think more deeply about educational learning theories and my own pedagogy, which is something I haven’t done before, and I’m excited to see where this journey takes me.


Gottlieb, M., Chan, T. M., Sherbino, J., Yarris, L., & Wagner, J. (2017). Multiple Wins: Embracing Technology to Increase Efficiency and Maximize Efforts. AEM Education and Training, 1(3), 185-190. doi:10.1002/aet2.10029

Nickson, C. P., & Cadogan, M. (2014). Free Open Access Medical education (FOAM) for the emergency physician. Emergency Medicine Australasia, 26(1), 76-83. doi:doi:10.1111/1742-6723.12191

Roland, R., & Brazil, V. (2015). Top 10 ways to reconcile social media and ‘traditional’ education in emergency care. Emergency Medicine Journal, 0, 1-4. doi:10.1136/emermed-201520502410.1136/emermed-2015-205024