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IMG_4902ISlip streetPeckwater council flats, Islip Street, Kentish Town North London. This is the playing area outside of the flats where I was born.

The photographic records shown in this chapter were taken in July 2014 during a ten-day period when I returned to the United Kingdom. They document the world in which I grew up, played and worked. Although some of these areas have been gentrified over the years, there are locations that remain the same. Old hand painted street signs can still be seen if you know where to look. The landscape of memory I retrace here maybe seen as a kind of palimpsest and the decaying typographic signs (be it commercial, civic or graffiti) are the substrate of a British working class childhood. They operate not only as signifiers of social space, but also as catalysis’s for memory.

I grew up in London during the late 1960s and early 1970s. I lived in streets that still bore the scars of the Second World War. After more than two decades since the bombing that decimated parts of the city there had been little government investment in working class areas like those in which my childhood unfurled. In more prosperous middle class areas I passed on weekend excursions I saw the effects of re-generation. Damaged structures were razed, buildings repaired and systems put in place that turned the anguish of loss into leafy roads and comfortable reminders of urban regeneration. Class was marked by the postcode where you lived and by the buildings that surrounded you.

IMG_4895Many of the street signs dating back to the mid to late fifties were hand painted and have not stood the eroded forces of weather and environment. Today, they function almost as typographical ghosts, bearing the semblance of a remembered state, now grown pale and incomplete with the passing of time. Peckwater Street is the street where I was born in 1961.


In my world there were derelict places unsuitable for living, where we played. They were bombsites. The buildings eroded as time and adverse weather bore down on them. We were oblivious of the dangers of unexploded bombs and walls that could collapse on us, although stories of such events punctuated our childhoods. We knew we were not supposed to play in these places, but the walls and enclosures were haunted by a thousand possibilities. In the decay and rubble our imaginations ran wild. We played hide and seek and war games in empty corridors and vacant rooms. These buildings were not fenced off or controlled by roaming security guards. There were too many and the costs of repair were low on the government’s priorities. Small, official signs warning “Danger! Keep Out” became our invitations to adventure. We broke the law by entering, but there was adventure here that played out in the presence of neglect, imagination and loss.


IMG_4847The walk way next to the Grand Union Canal Camden road.

Gradually, in some working class neighbourhoods London was being regenerated. These were the first signs of the high-rise tenement blocks developed under the Wilson government. They were towering concrete boxes and a new, state solution for ‘modern living’. Devoid of mystery they held only the present, they had no histories, no hauntings of the past and they were destined to become a failed social experiment. When I think back, I realise that we were lucky that the part of London where we lived bordered the wealthy area of Highgate. Because of this, where I lived was not submitted to the high-rise concrete towers that infected the views of other suburbs.

These decades were tough on working class families. My father was abusive and my elder siblings left home. My brother lived on the streets and my sister fled into marriage. When I was seven, my mother could take no more, so she grabbed what she could carry and she and I went to live at my aunt’s. We had nowhere else to go. My aunt’s house was small so we all slept in one room on the floor. We lived like this for eighteen months until my mother finally managed to secure a council flat of her own. We lived on the ground floor of a five-story block with a shared, central playing area in Prince of Wales Road.

The Nature of Labour
When I left school, my first job was as a labourer working on a building site in Camden Road, North London. Here I renovated Georgian and Victorian houses that had either been partly damaged by the war or invaded by nature after years of vacancy. These were not the concrete monoliths of British modernism. They held the residue of past lives. The peeling wallpaper, discarded artefacts and fragments of personality were reminders of something ephemeral. Their decaying delicacy was pitched against the brutality of work.

IMG_4932(kentish town rd)The abandoned shops of Kentish Town. Examples of palimpsteic typography can been seen on the eroded facias of buildings. These combined with more recent political typographic commentary operate as a kind of contested social dialogue.

On the building sites in the UK at this time, there was a hierarchy and labourers were at the lowest level. As a bricklayer’s labourer I mixed sand and cement with a hopper but more often this was done by hand with a shovel. I carried the bricks in a hod  up four flights of stairs (there were no lifts, hard hats or health and safety procedures at this time). Lugging buckets of muck seemed endless. When it showered I kept working, despite the lime in the cement working its way to the surface and burning my hands. There was nothing that you could do, plasters or gloves didn’t protect you. You just hoped for a strong downpour that might stop the bricklayers working so you would have a small break to wash the lime from the open wounds. In winter you mixed sand and cement in the snow, sleet, and freezing winds. This was not the glorious image of a rebuild profiled on the media. There was nothing heroic about labour. I had left school with few qualifications so for a working class kid there were few alternative careers opportunities. I thought this was my lot. Growing up and playing in vacated buildings and later working in them, has resulted in me being drawn back to unoccupied sites of damage and labour. Such places haunt me because they fuse my narratives of experience with a sense of enigma, respect and mystery. When I enter such structures today, I sense lives that were once there. I walk in silence through emptied spaces not wishing to disturb them. The poetics of loss and labour are almost tangible. These are embodied sites. As a designer I try to talk about such connections.

IMG_4970 Alma streetA distinctive example of a hand painted street sign from North London. The sign has been re painted at some point as the original wording can be seen beneath a layer of undercoat that has peeled away. Such signs are palimpsestic, because they carry references to periods of time, including in this case two separate interventions in red; one indicating the borough, and an earlier one showing the district code. This lettering reveals the effects of photo fugitive colour. I would suggest that the original sign contained the Borough of St Pancras as a blank. To this the street and district code would have been added in hand, by a sign writer. Over time the lettering of the street name faded and was reapplied. However the district code (NW5) has not been re painted. This accounts for the differing levels of typographic decay on the sign. It is likely that the lettering on the Borough of St Pancras has not decayed because the original red pigment was of a higher quality and less prone to photo fugitively.


When I was nineteen I had a chance meeting with my art teacher from high school and I told her what I was doing as a job. She was disappointed to hear that I hadn’t pursued a career in the arts and told me that I should apply to university and study graphic design. This was a totally alien concept, as working classes of the time did not enter into careers such as these, and they certainly didn’t pursue higher education. Boys like me were destined to have manual careers and trades. She helped me to assemble a portfolio and apply for a place at the London College of Printing. I was accepted onto the graphic and typographic design course. I was the first person in my family to go to university. I was ecstatic, and my mother was very proud.

When I entered the course I encountered the world of typography.  I learned the conventions of leading,  kerning  and letterform construction. I was taught that type should be about arrangement in order to make the language it forms appealing yet transparent.  But I also began to wonder about the visceral and poetic potentials of type. Perhaps this is because my induction into graphic design occurred in the early eighties when everything was hand produced.

This afforded a slower way of working. Calculating and casting-off  type and hand producing the lettering onto finished designs made me appreciate type structure and arrangement. I learned about the physical ‘feel’ of type. I manipulated it by hand. I felt its weight and its behaviour when printed onto paper from pieces of metal type arranged in a chase.  This physicality unfolded in a studio space of labour where men and women worked together. This dynamic has been formative in how I understand typography. Its physical nature reminds me of it temporality but also of its lived social and physical contexts. The surfaces it appears on, and disappears from, the people it speaks to, and for, and its potential for clarity and enigma are as much part of its meaning as its conventions of construction.




Posted by & filed under #mosomelt.

Patea 3_02152.jpg

Exhibition of Works (moving image) 4 April — 11th April 2016

Typographical poetics: A contemplation on memory and loss at the Patea Cool Stores and Freezing Works

Gallery 2, St Paul Street, Auckland, New Zealand. 4 April — 11th April 2016



The telling of stories can be a profound form of scholarship, moving serious study close to the frontiers of art. (Featherstone, 1989, p.377)


This practice-led research project is concerned with typographical poetics and the eroding forces of time, materiality and the elements. Using the abandoned Patea Freezing Works in Taranaki as a site of consideration, it explores how an interface between what is written, what is thought, and what is lost, might operate as a form of typographic film poetry. In so doing, the thesis creatively explores the poetics of palimpsest. Through layers of time, recollection, photography, film, sound and typographical thought, it asks “What is the potential of spatio-temporal typography to speak for the evocative nature of vacated sites of labour?” Developed through a series of short, typographical poems, the project is concerned with subjective response. It questions the potentials of typography as a nuanced and temporal voice that might be employed to speak for the poetics of loss.

Posted by & filed under #23rdthings, Language, research skills.

23rdthing 01In Week 1 of 23 research data things, we

  1. Read an Introduction to Research Data from Boston University.

Where I am, on the threshold of entering my next project of study, I was impressed by the need to record, somehow, the everyday items that constitute the practicalities of the project: how data are “necessary to evaluate research results, and to reconstruct the events and processes leading to them”.

There is an overlap here with what I think I’d like to study in the project, which is simply “Where do ideas come from?” It’d be nice to be able to look back over the developing project, and track the origins of the ideas which are finally part of the story.

A quick look at the CSIRO data access just made me feel sad about government cuts. The Hungry Microbiome is a good example of understandable metadata around a video, especially with transcript.

Macquarie links

Tracking your research

Data management plan – Create a data plan


Tagged: #23rdthings

Posted by & filed under Uncategorized.

Ko Whakapapa Au
 [One layer placed upon another]: The multicultural aspects of indigenes designs forms of practice lead research

The purpose of the research cluster is to investigate the potential form of the sublime to the liminal. Concerned with the potential to capture the human condition, whether as monologs, storytelling, realism maravilhoso (a distinctive form of Latin American magical realism), palimpsest, photographic montage or as political commentaries on urban decay and social injustice, it asks what is the potential to experiment between mediums to discuss ideas around culture, urban space, identity, landscape, the real, the magic, the past, and / or politics. One of the essential parts of this research is folding back into our undergraduate and postgraduate teaching.

Team Members
David Sinfield
Marcus Steagall
Tatiana Tavares
alita Tolatau



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Problem Solving for a Flexible Curriculum

In conjunction with the faculty of Design and Creative Technology and students from Visual Communication programme South campus (School of Art and Design) this project is to look into ways to incentivise DCT programmes and to encourage students to enrol in additional majors, minors and electives from outside their programme of study.


 Team Members
David Sinfield
Sophie Hayman
Talita Tolatau
Marcus Steagall
Tatiana Tavares

Posted by & filed under #mosomelt.

Using mobile devices and application software to structure an augmented reality of the city of Manukau, New Zealand


Through a student lead design project this paper will consider the feasibility of using mobile devices and application software to augmentate students work within the city region of Manukau, New Zealand. Using Manukau region for inspiration, the students chose a location within this area that has a significant meaning to them. Using concrete poetry[1] for inspiration the student work is activate via Google maps and actual location activated moving images via GPS (Global Positioning System).

1Concrete poems incorporate text, in a way the text may have a visual function, incorporating significant amounts of non-text imagery in addition to the text itself. It relates more to the visual than to the verbal arts, and sometimes is referred as visual poetry. Concrete poetry is poetry in which the typographical arrangement of words is as important in conveying the intended effect as the conventional elements of the poem, such as meaning of words, rhythm, rhyme and so on.

Team Members
David Sinfield
Talita Tolatau
Marcus Steagall
Tatiana Tavares
Thomas Cochrane


Posted by & filed under blackboard, canvas, edtech, eLearning, higher education, learning, lms, moodle, online, online learning, open badges, technology.

In reply to Mike Goudzwaard:

Mike, who I had the absolute pleasure of meeting at the edX Global Forum in 2015, makes an interesting case about the issues facing the current iteration of LMSs and a suggestion for fixing it. He points to a future LMS that is clean, simple and heavily reliant on integration; where the “LMS” that an institution uses is focuses on collating learners into a learning group (i.e. a course), presenting a variety of learning activities (via LTI or API integration) and extracting all of that delicious grade and ‘engagement’ data out into an SIS.

What would this LMS look like? In my view, it would have three things:
1) a course roster with stellar SIS integration
2) a gradebook
3) a rock-star LTI and API

That’s it! Oh, except it would also be open source, students would control their own data, including publishing any of their work or evaluations to the block chain, and you could host it locally, distributed, or in the cloud. Never mind the pesky privacy laws (or lack thereof) in the country hosting your server, because the LMS is back on campus. Not connected to the internet? That’s okay too, because there is a killer app that syncs like a boss

Which, I’ll admit, sounds wonderfully clean and smooth, like a marble kitchen benchtop after you’ve cleaned all the remains of a delicious dinner and wiped away the crumbs until it shines and gleams, full of promise…


A couple of thoughts came to mind as I read Mike’s post:

  1. Is it just me, or does this sound like a stripped down Moodle, i.e. could it be, maybe, almost, already here or within our grasp?
  2. Is there anyone in the LMS market now who could deliver this?
  3. Would this necessarily result in a better experience for learners, educators, IT staff? Where the educators I have in mind are those laggards who resist change and are uncomfortable with technology

Before I go too much further, let me point out that at this stage I have personally worked with (i.e. completed a course in, built in, delivered in, designed for) more than 5 LMSs – Blackboard Learn while at university and then later as a Solutions Engineer, Moodle (including the Moodlerooms delivery) while at NetSpot/Blackboard and then ICAC, and then MOOCs in Canvas, Open2Study (built on Moodle and Drupal) FutureLearn, Coursera and, now, edX.*

Some have more of this feature, some do that feature better, some structure the course in this way, some guide you to design a course in that way, some offer more flexibility as a designer v a learner, etc.

The similarities, though – presentation of learning content/activities, learner management (comms, enrolments, progress, etc), and learning management (lists of courses, gradebook) – definitely exist, if in overall functionality and not in the exact manner of workflow.

So, is there an existing potential “Future LMS”? Reading through Mike’s description, Moodle and its open-source development and modular nature came to mind.

Moodle has:

  1. SIS integration (limited by default, extensible via plugin, incredibly easy via Moodlerooms extension) and display of courses
  2. A gradebook with rather in-depth functionality
  3. LTI and API integration (I’ll admit my knowledge of implementing these is limited, so AFAIK it’s not the best in the LMS market, but it certainly is easy to install an LTI activity into a course as I’ve tried)

Moodle also ticks some of the other boxes he suggests:

  • Open-source? Yes. And with a rather robust revenue-generating model based on royalties from organisations that provide services
  • Multiple hosting/distribution options? Yes, with numerous universities managing their own installation here in Australia through to managed hosting with a third-party organisation, and more recently small-scale cloud-hosting through Moodle HQ itself

Some of Mike’s other points I either don’t know or would, to my knowledge, need considered development:

  • Learner-owned data – Moodle doesn’t, as far as I know, truly support the learner-ownership of data and privacy, but that seems more about policies and the ability to store backups as a user level
  • Student’s republishing their own content? Well, you can already use an e-portfolio, a la open-source Mahara to push student-created content from Moodle to a more visible container of personal content and reflection. I personally would love to see a combination of Mahara functionality and Blackboard’s MyEdu extensibility and looks, because I have a concern about learners being able to save their Mahara portfolio and be able to display that anywhere meaningfully. It could also be an opportunity to extend the Mozilla Open Badges framework to store examples of the activity completed to earn a badge?
  • Offline support? Definitely possible, depending on site administration and how the course has been developed. The Moodle mobile app supports (according to the app information in iTunes) offline ‘browsing’ of course content. To me, it’s the same idea as Spotify’s ‘save to offline’ functionality (yes I pay for Premium Spotify. I don’t know how you couldn’t with those stupid ads), allowing the user control  of which songs/artists/playlists are available offline, and then syncing your plays later.
  • Killer app that supports syncing? Definitely possible. Moodle’s mobile app is, in my opinion, underwhelming, although I’ve not used it in a while. But something similar to Evernote or OneNote would be amazing – multiple types of files, notifications, etc.

In my opinion, Moodle presents a feasible option for developing the “Future LMS” Mike proposes. It would, however, require a significant pivot in Moodle HQ’s strategic plan which is (unfortunately?) unlikely given the shift to more directly involve Moodle users in the development priorities with the advent of the Moodle Users Association.

So, if not Moodle, then who?

Well, there’s Instructure with their Canvas LMS…

Canvas’ extensive support and proven development (especially in LTI) could make them a front-leader in this, and they do have an open-sourced version of their software to offer users an option besides Instructure-managed cloud-hosted. However, it is not the same kind of open-source in the same way that Moodle is (something about AGPL v GNU GPL , but is similar to Kaltura’s open-source community version v managed/supported hosted version.

On the other hand, they have, I believe, the vision, drive and funding to be able to create a “future LMS” and perhaps open-source it once developed. A business model could include offering cloud-hosting, as they currently do, and using that funding to invest in the further development of LTI, APIs, offline caching, etc.

D2Ls Brightspace

Don’t make me laugh. They appear, to me, such a second-rate runner in this race (judging their prevalence in Australian HE/K12/Corporate and overseas), their software seems to inspire very little excitement and they’re private-equity-owned that I’ll just leave it there.

Blackboard Learn/Moodlerooms?

Blackboard is possibly in the best position to be able to offer the functionality Mike is suggesting, with their market ownership and (relative) certainty with private equity ownership and 2 LMS platforms to present to the market. However, their private equity ownership would, I imagine, forestall any decision to remove the ability to force receive large regular payments from clients.

Their Moodlerooms LMS is probably the only option for them to develop this future LMS. Blackboard could leverage the existing functionality of Moodle (perhaps by forking their Moodlerooms platform?), invest funds in further development in LTI (which will also benefit the Learn and other Blackboard platform), build a better Moodle app, get better integration with both Mahara and MyEdu, open-source the lot and offer hosting services (similar to the existing Moodle partner model and Moodlerooms business model – essentially a managed hosted Moodle with additional enhancements as standard) to generate revenue.

Let’s be honest though, it’s unlikely any of these companies will be interested in making this investment, because, duh, capitalism.

It may be something addressed by a new startup, sure. From what I’ve seen, however, they seem pretty focused on recreating what is currently available but making it easier to administer/mobile friendly/prettier/etc. Not a lot of innovation in the actual functionality or architecture that I can see.

Which begs the question, if this future LMS isn’t available now and it’s unlikely to be developed by any company on the current horizon, is it possible? And would it be worthwhile, even if it could be developed?

A significant concern I have is that the level of abstraction required to make this future LMS function well is massive. Massive in terms of the coding (the interoperability and likely change in software design), scale (the number of applications or pieces of software that would be integrating with the LMS) and the overall global movement towards interoperability and integration – it would be so significant as to render it not quite, but almost,  impossible. The LTI standard has been v1.0 since 2010 and it’s not pervasive. And this future LMS requires interoperability of not only data (to share back to the gradebook) but also functionality.

I raise this because how would the learner (or even the educator/designer) experience be if upon clicking on a link to a piece of content or learning activity, it is completely different to every other learning experience had until that point? How would university teams, or IT, support that variablity? How would educators?

David Jones, from USQ, posted a thought-provoking blog recently about the mismatch of mental models and ICT:

Koehler and Mishra (2009) have this to say

Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995).On an academic level, it is easy to argue that a pencil and a software simulation are both technologies. The latter, however, is qualitatively different in that its functioning is more opaque to teachers and offers fundamentally less stability than more traditional technologies. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching. (p. 61)

With that in mind, I can’t help but wonder, would the level of digital literacy required from both learners and educators to navigate and create (respectively) a digital learning experience with confidence, ease and purpose be beyond the levels of the average user?

In my own experience, even with the consistent and structured environments of spaces like Facebook and Blackboard Learn there are users that find it incredibly difficult without explicit assistance. How much would this be exacerbated with an environment that is extended almost infinitely with plugins to other systems?

For instance, consider the differences between YouTube and Vimeo. Incredibly simply in terms of functionality in a learning context, it should amount to simply uploading, embedding and viewing a video. Except each platform have different approaches to uploading a video, especially the privacy options, embedding a video (a user generates the embed code slightly differently and there are different analytics information available in each platform), and while selecting to play a video is pretty much the same, the workflow to share a video or view captions is slightly but significantly different – different icons, different lexicon.

What kind of learning experience would this provide for learners? To enter one system, then, when they select to view one activity they experience one interface with its own rules and lexicon, then return to the LMS and select a new activity only to have to navigate a new interface and lexicon.

What kind of support would be required for learners and educators from an institutions IT department to make this work?

From what I can see, success in this future LMS would require a level of abstraction and standardisation of functionality across a variety of platforms and technologies in order to provide a reasonable consistency of user experience such that the learner can focus on the learning rather than trying to understand and navigate a new system.

In an ideal world, users, at both learner and educator roles, would be familiar enough with a variety of platforms and functionality workflows that this could be overcome. However, as David says:

Digital technologies are opaque. It’s not easy to get a handle on the models that underpin the design and implementation of digital technologies. 

To make this future LMS a success would require a concerted effort to remove the opaqueness of almost all digital technologies, even those that might not consider themselves a part of the edtech world.

How much time, money and effort are learning institutions, let alone edtech and other companies, prepared to commit to this global holistic movement to open up and standardise functionality?

Would this level of standardisation required foster or inhibit innovation in learning? I’m not sure, but my initial thought is that it would be likely to inhibit innovation – in the long-term, on the part of providers of learning content, because of the constraints of the interoperability demands, and in the short-term, on the part of educators looking to take advantage of interoperable content but restricted by the LTI/API compatible options while the world wide web wakes up to the opportunities available in edtech.

And so, this future LMS Mike Goudzwaard proposes is an intriguing concept in its beautiful clean lines, but it seems to be a paradox

  • It is both available already now (kind of) and only in the future (pending development)
  • It is both possible (considering the options of organsiations available who could develop it) and impossible (given the organisations available are highly unlikely to develop it and the relatvei unattractiveness for to-be-developed startups)

The answer to the LMS debate? I don’t have it. And I’m unconvinced it’s a problem that needs solving in developing a completely new system.

Michael Feldstein posed a valid question about whether the procurement processes of large client organisations have a part to play in the way the LMS has developed (and failed)

From my experience, on both vendor- and client-side, I can certainly relate to a lot of what he outlines.

So, perhaps, there’s something to be said for (potential) clients considering how best to collate, articulate and communicate their needs to edtech vendors, rather than edtech vendors trying to second-guess. Maybe?

What do you think?


*As I explained to a colleague recently, this is not my first rodeo.

Posted by & filed under ana moura, Announcement, dance-tech, hybrid embodiment, interactive mediations, isabel valverde, joana martins, kikas babenko, Liz Solo, Mixed reality participatory performance environment, Odyssey Simulator, posthuman corporealities, Senses Places, somatic-technological dance, todd cochrane, trans-disciplinary art, video, whole body interfacing.

March 11

Posthuman Corporealities’ Program Somatic and Technological Dances #2

Recording of UAb live stream @ INVITRO now at Posthuman Corporealities YouTube

video live recording at Odyssey @ INVITRO, Posthuman Corporealities YouTube

Posted by & filed under #accessibility; #equality; #web accessibility; universal design; affective network; recognition network; strategic network.

Universal Design for Learning (UDL) is an attempt to reduce barriers in the learning environment; it goes beyond access. It was inspired by the idea of universal design that applies to physical spaces and products. For example, look at the following two images of two different types of door handles we see everyday: knobs and lever handles. Initially the lever handle had been designed for the people with physical disabilities who had limited ability to grasp a door knob. But today it is widely used because it is also useful for others - for example if you were carrying a large box and could not spare one hand to open the door. So this lever door handle is a product that provides maximum benefit to all types of users.

CC Image: Handle by MoneyBlogNewz
CC Image: THIS CAUGHT by Hernan Pinera
Another such example is this brilliant design of stairs and ramps to provide access to buildings.
CC Image: ramp stairs by Simon Claessen
Universal Design for Learning (UDL) approach is more proactive than providing accommodations. If we correctly follow UDL principles we design learning for all learners; so we may not have to provide individual accommodations as the learning content is accessible by all learners.

Principles of Universal Design

  1. Equitable Use
  2. Flexibility in Use
  3. Simple and Intuitive Use
  4. Perceptible Information
  5. Tolerance for Error
  6. Low Physical Effort
  7. Size and Space for Approach and Use

Universal Design Networks 

Universal Design Networks encourage multiple means of representation, engagement and action and expression.  

Affective Network

This is the motivation for learning and it plays a big role in learner's engagement with the learning. Why? what is in it for me? are some of the questions that affective network needs to answer to keep the students engaged. Strategies can be recruiting interest (information that do not get learners attention is inaccessible - can try allowing choice or by personalisation, help make connections to prior knowledge); self-regulation (if learners do not see their progress they will not keep at it - self assess checklists, clear evaluation criteria, feedback); sustaining effort and persistence (short and long term goals, varying challenge levels). 

Strategic Networks

How learners demonstrate mastery or competency of what they have learned is shown in strategic networks. It is the 'how' of learning; how can you express your mastery of learning. Providing them with multiple means of action and expression is a way to support this. Provide choice (allow learners to show what they know in different forms/ways) and support (allow small group discussions, detailed directions, rubric, check list, feedback).

Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.                                                                                   -Albert Einstein-

Recognition Networks

This is about how learners understand information. It relates to presenting information in the course - providing multiple representations of information: auditory, text, visual, demonstrations etc. It is the 'what' of learning. A great example used in #AccessMOOC was giving directions to a driver. If someone told me take north exit I may not get very far. If they related it to a landmark or draw a map it may be easier for me. It would be very good if I had Google maps (voice and map) with me to find my way. It shows that for various learners, in this case person finding their way, different ways of representing information is useful. Supporting means could be provide options for perception (text, audio, visual - ways to customise say change font size, colour); provide options for language mathematical expressions and symbols (glossary, key notations); provide options for comprehension (chunk content with key learning points, ask for previous knowledge and relate).

This blog post is based on what I learnt in #AccessMOOC week 3

Universal Design for Learning: Theory and Practice by Anne Meyer, David H. Rose, and David Gordon is a good read (after creating an account the book is available online for free)

Posted by & filed under Uncategorized.

Meeting at AUT North Campus with my health law and ethics colleagues, Professor Kate Diesfeld and Amanda B Lees, and our expert from the Centre for Learning and Teaching at AUT.  We are examining opportunities for nnovative and digital learning for the 21st century. There are so many new opportunities and technologies available since when I was learning at university. The key now is how to use them to enhance the learning experience for our students. 

Through participating in this cMooc this year I would like to examine alternative methods of proving content to students, eg, flipped classroom ideas. I would like to understand tools available to enhance student engagement in learning including greater student discussion and exploration. Alternative means of assessment will also be considered.