Reflecting on Group Activity

Supplementary activity 6.4: Reflecting on the group dimension of professional practice

If you have time at the end of this unit, please comment, either in the course wiki or on your blog, on the issue of how collective work can fairly be presented for individual assessment as evidence of competence. For example, would less technically adept group members be justified in claiming that their own competence had been enhanced by working together on this with others who were more proficient? How could they evidence such a claim?

Emmm, with great difficulty. I consider the best thing to do in these types of situations involving group work is to allocate a proportion of marks to the group for the overall output and then allow each student to evaluate/mark each others contribution with the remainder of the marks. It may even be appropriate to allow the students to have some input on the marking criteria.

Overall I enjoyed our group work. I was a little worried in the beginning that there was limited collaboration, however in the end it worked out nicely. I was a bit worried about taking the lead with another group member as I was keen not to tread on anybody else’s toes, or come across forceful. It was also a risk in introducing new tools to the group like, Skype, Etherpad and Google Docs however everybody seemed to get on with it really well. Without these tools the activity would have been so much more difficult to complete and co-ordinated in time. I feel that the work was distributed equally; everybody had a chance to contribute and influence the direction and content of the presentation.

Professional Values

My own professional values, will be a extension of my own personal values, or perhaps a different emphasis. Even though I am a member of the CIPD I don’t really feel a direct connection or obligation to them, even though some of them are probably relevant. If I had to develop my own perhaps they would be based around these:

Accuracy, integrity, honesty, fairness, commitment, trust, sharing, development, change, innovation, diversity.

eLearning Practitioner Competencies/certification

It is difficult to define a clear set of competencies for an e-learning practitioner as the role theses practitioners have different meanings dependant on contexts, seniority, responsibilities and roles. For example a practitioner in formal education will need a different skill set to a practitioner in the corporate world. An e-learning instructional designer will have a very different role in comparison to an e-learning advisor or project manager. Each role and setting needs its own set of competencies; this is highlighted by the various frameworks that have been developed to support an individual’s progression into and around this field of work.

Examples of the different associations that have developed these frameworks are; The Learning Skills Network (LSN), Association of Learning Technology (ALT), Department of Education and training in Queensland Australia, The Institute of IT training and the European Institute for e-Learning (ElfEL). Each association has a slightly different take on what practitioners need to demonstrate to become an e-learning practitioner.

In the broadest terms the e-learning practitioner must have knowledge of learning technology, and they must have knowledge of pedagogical principles. They should also be able to demonstrate their active involvement with learning technology and be able to identify where and when to use it to support learning.

The profession of learning technologist

e-Learning professional - A practising individual that uses technology to support, implement or enhance learning, who is accepted by the e-learning community and also by 'customers' as a professional. The learning technologist is a generalist role within this group. These individuals have the pedagological knowledge and the technical skills to use technology to support learning.

The ‘profession’ is growing as there is a need for these types of skills. Even so the specific role of the learning technologist is not well defined as there are no clear boundaries, and im many cases seem to be an extension of existing professions; teaching and IT.

The teaching profession have recognised the gap in their knowledge, many are evolving their practice to include IT as an additional set of competencies. Less obvious is that IT professionals are looking to understand more about teaching practices, however im sure that its happening.

Reification

As Wenger (1998:65) notes, if one is exposed to too much reification, 'there may not be enough overlap in participation to recover a co-ordinated, relevant or generative meaning' (Lisewski et al, 2003)


"if I had wanted you to understand I would have explained better"

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Lisewski, Bernard and Joyce, Paul (2003) Examining the five‐stage e‐moderating model: Designed and emergent practice in the learning technology profession. Association for Learning Technology Journal, 11 (1). pp. 55-66. ISSN 0968-7769

Definitions

First go at definitions...

e-Learning – the use of technology to support or enhance a learning outcome

Professional - A practitioner who sits within, and is accepted both by the practising community and also by external individuals as a professional.

e-Learning professional - A practising individual that uses technology to support or enhance learning, who is is accepted by the e-learning community and also by 'customers' as a professional

Professionalism is ''being'?

Notes...

The idea that being a professional is a 'soft' concept, its more about ones state of mind than a check list of criteria. This is something that I have thought about before when looking at the PDP.

Being a professional is about 'being' and links in with the ideas around communities of practice, 'participation', an individual professional is nothing without a community.

Qualifications do not matter unless they are recognised as an essential for the community.

I then had a bash some criteria for being a professional:

• You need to practice your profession
• You need to actively participate and contribute to a community of practice.
• Be accepted by your profession as a professional.

Defining professional in this way makes it much easier for me to grasp as a concept. Its perhaps not a polished definition/criteria just yet, hoping to test and refine with my community (tutor group).

Evidence Collection Form

Just created a form to collect evidence for my next TMA, fingers crossed should help me organise evidence leading up to when I begin to write the assignment. The link to the form can be found on the right hand menu if you want to take a look.

TMA01 Reflection

The TMA wasn’t as painful as I had imagined, I think this was because it was relatively short. I really need to get my act together for the next one or im going to be in trouble. I can’t be doing with scraping around later at night looking for evidence to support my points, it’s just not productive. Im reading plenty and reflecting lots so the evidence should not be a problem.

The essay looked straight forward initially, however once I got going I found myself drifting. I found the ‘cons’ of the eportfolio for X&Y were mostly nothing to do with system design; it was how they were being used. Perhaps I should have been clearer with my context which would have helped me stay on track. I will prob reflect more once I get my marks back.

Reflection was perhaps a little too easy, im worried ive done it wrong.

Predicted grade for TMA01 is 55%

Action plan…

1. Create an evidence grid based on the assignment criteria for TMA02 (and potentially ECA)
2. Schedule time at the end of each week reflect on that weeks learning in comparison to TMA/ECA start to construct points.

Fingers crossed by the time I get to TMA02 I will have a very good idea about what the question is asking me, I will also have all the evidence and references. Well that’s the plan.

I could of course just capture articles and thoughts through out the course and tag them as useful for the TMA however I don’t think that’s going to work for me as its not detailed enough. I need to do more work and extracting the specific evidence and map it to the criteria.

PDP Context

Had a quick chat with a colleague about this PDP process and how it is contextual. Personal development planning is such a high level concept and can be applied to all contexts be it work, school, higher education, sport... any area where the individual needs to develop. Im considering if one of the reasons for the lack of uptake with PDP is people are confused who owns it, what is is for and therefore what it should contain.

My 3 pdp contexts...

In my organisation we force employees (including me) to create a personal development plan, Ive been questioning and pondering if this is really a 'PDP' or is it just an organisational development plan. There is very little benefit for the individuals, whereas the organisation uses it for needs analysis from which we can purchase training. Individuals consider it as an organisational tool, for the organisation and not for them.

For the H808 course we have engaged with the PDP process by assessing out levels of competence against an 'e-learning professional' and set some development goals for the rest of the course. I don't particularly feel much ownership with this process as my personal goal is not to become an 'e-learning professional'.

In sport I will use a form of PDP to prepare for a race, I will test where i am now and develop a plan to move me towards where I need to be. I feel fully in control of this process, it is mine, ive

Personal Development based on context

Starting to question the different types of personal development in relation to control by the individual. Brought about because the definition of PDP which we have been studying on this course in the context of the student does not transfer to the corporate context. In my work context the PDP is not currently employee lead, its driven by the organisation, enforced by the manager. In the corporate world you are often required to show your competence for compliance reasons, training is forced upon you. Im therefore thinking that the definition of PDP is contextual.

In an ideal world all areas of personal development will align, meaning that you are heading in a clear direction with every part of your development. Because each part of the development level can and ideally should be linked problems occur when you are forced to learn something that is misaligned.

Activyt 4.1 take 2

Activity 4.1

Here is an example of how I can use video as a form of evidence.

Lack of engagement with the PDP process

Few notes on PDP in my organisation.

We call a Personal Development Plan a Personal Development Review.

The process is broken down into 3 parts;

1. Review against competencies (evidence based)
2. Review against objectives – individual business objectives
3. Personal Development plan – Developmental needs

The definition of a Personal Development Plan is:

“a structured process undertaken by the individual to reflect upon their own learning performance and/or achievement, to support personal, educational and career development” (Higher Education Academy)

This definition suggests it is an individual lead process. Our process in contrast is very much organisation lead. The organisation sets the competency framework and objectives; also personal development is restricted to organisational funding and management support. The portfolio system is designed for assessment and accountability and does not directly promote individual learning.

The Review process within in my organisation is something that should happen to people twice a year. Visibility of this process at an organisation level is limited; we can only report on who has accessed, and entered data to a portfolio/review system. The content of the review is viewable by individuals and their managers.

In addition people moan about the tool, admittedly its not a great tool, its clunky and looks like it was built 10 years ago (it was actually built 10 years ago). I cant see that the tool is really the problem, the tool is just the storage box. I believe its more about attitude and culture.

The benefit in the current process is very limited.

How could it be made better? Make the portfolio more about learning and give more ownership of the process to individuals.


• Allow people time to think and reflect, perhaps a few ½ days a year.
• Create a culture where the review process is rewarded and recognised as a direct way for internal progression.
• For internal recruitment ask for a portfolio submission, or evidence from the system.
• Devolve the training budget to teams, giving them a greater sense of control/ownership.
• Have a more structured link between the personal development plan and the formal training courses offered.
• Promote best practice examples of the review process.
• Bring employee groups together base on profession; create opportunities for networking and collaboration. This will give individuals a stronger sense of identity against other professional colleagues, therefore flush out development needs.

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Higher Education Academy, Personal Development Planning, http://www.heacademy.ac.uk/ourwork/learning/pdp

Core activity 3.4: Your own template for PDP

It’s a lot easier to have a personal/professional development plan if you have a professional identity and you know where you need to be. I wouldn’t say that I have a professional identity, which is partly why im doing this course. I don’t expect the course to give me an identity; I want to explore what’s out there around my current field of work. It will give me a better idea of where I want to be, or don’t want to be. This activity is very relevant and also very difficult to complete at the moment. Its relevant on a personal development level, however less relevant on a professional front.I guess this makes me reflect once more on, what does it mean to have a professional identity, what does it mean to be a professional? If I can simply tick that I have a list of competencies will I consider myself to be a professional? Im thinking that being professional is also about the feeling of belonging to a group with a clear identity. Maybe I should look to network more with people doing similar roles to me. Perhaps I am a professional and I just don’t know or feel it yet?

I’ve plotted a quick PDP template based on some of the competencies given in the activity and marked myself; I think that’s all I can do at the moment.

From the H808 course I would like to develop the following

• Experience of podcasting; I want to have a better understanding of both the practical and theory behind their use.
• Ease of communicating on line; I want to improve my writing skills, and overcome my hesitation so that its easier to communicate online.
• Better understanding of e-learning models; I have very basic experience of this at the moment. I would be interested to understand more theory.
• I want to get a flavour of would it would be like to ‘be’ an e-learning professional

Goals

• Get involved with all activities, learn and document
• Have confidence to write, make mistakes, learn and improve
• Keep blog posting, read and comment on others blogs
• Reflect on my own personal development, and what profession I would best suit.
• Reflect on how H808 activities relate to my work context
• Ensure that im working towards the TMA/ECA

Is e-KSF an eportfolio?

Background…

e-KSF is a nationally procured electronic system that holds a suit of tools to support the NHS personal development review (PDR) process. The PDR covers 3 main areas;

1. Review against the KSF - The KSF is a competency framework. The employee needs evidence to support their competency level.
2. Review against objectives - The objectives are usually work related business goals.
3. Personal development plan (PDP) – A development plan, can be based on KSF review, and Objective outcomes.

What can the eKSF system hold?

Both the employee and the manager can upload 1MB files; I don’t believe that there is a limit to the number of files. You cant tag the files which is frustrating.

• The employee has a free text box to write their evidence against each competency, there is a 4000 character word limit.
• Both the employee and manager have a space for additional comments. This is an area for more reflective and personal comments.
• In the PDP the employee has a record of all past and future development requirements. There is no place to record reflections after the activity has been completed.
• The individual also has a record of their objectives, with a single comments box.

The system is not a great eportfolio.

A few notes on how it could be made better…

• The emphasis of the system is the collection of evidence to support the competency framework. The system could be improved if it broadened it scope and gave more emphasis on learning, both formal and informal. This would potentially be more valuable for the employee, and they may be more inclined to use it.
• The system is viewable only by the manager or designated reviewers. It is not an employee centred system; the manager/administrators have control in who can view the evidence.
• The employee needs more control, a sense of ownership. At the moment it forms part of a formal review process. The system should be controlled by the employee and the content should ideally be accessible on their terms. The obvious down side to this is that the organisation will loose organisation wide progress reports.
• In general the e-KSF system needs bringing up-to-date. If it looked better and was easier to use, then more employees would be encouraged to use it.
• Unlike other eportfolio systems you can not present artefacts in different ‘views’ you can only refer to them within the written text which is not helpful. Having multiple views would allow the employee to use the evidence for more than just their KSF review.
• If employees could connect with using the system create communities, share learning and experiences. This would help embed a culture of learning.

Core Activity 2.5

How adequate is this advice, in your opinion, to assist students in writing the kinds of reflection that teachers and other assessors would recognise as evidence of development?

Based on Penn State University guidance to reflective writing.

I think that it is adequate to introduce the topic of reflective writing for those that are new to the process. I don't think that it should be used as a generic process to reflect. I feel that this formal structure goes against the natural process of reflection, I consider it to be more organic process. If I were given the following steps to use on this OU course it would just inhibit and constrict my thinking:

1) Select a specific incident, event, experience, project, etc. that strikes you as particularly interesting or that highlights a personal quality.

2) What happened? Fill in enough context to give the event meaning. Answer the question in away that makes sense to you. Don't interpret here - just tell the story.

3) What might this mean? There is no one answer. Explore the possible meanings rather than determining the one true meaning.

4) What implications are there for future practice? Consider how your practice might change given any new understandings that have emerged.

Reflection is a personal process its different for every individual. I think that using this structure will result in weak generic surface level reflections.

With reference to the ‘Reflective Narrative Style’ guidance on the website:

"In terms of style, your readers will be happier if your information is clear and your ideas fluid. Therefore, as you compose your annotation or analysis, employ the following stylistic benchmarks:"

I wonder if the student will be more concerned with how their reflection is written than the actual content. Is the student writing it for the benefit of assessment, for the benefit of the tutor, or are they doing it to develop themselves? I would argue they should be reflecting to support their own individual learning. As soon as you start to enforce reflection within a framework it dilutes the impact. I'm not a great writer so If I spent my time conforming to the suggested ‘stylistic benchmarks’ then I wouldn't have the time to write the blog and reflect at a deeper level.

Core Activity 2.4

Read Moon and Creme articles as part of core activity 2.4. Really enjoyed both articles actually, hit upon a lot of themes that ive been considering over the last few days.

Reflection is bring the sub-conscious into the conscious. Donald Schon touched upon this in the Moon (2001, p3) article when describing some theoretical approaches to reflection. Schon saw that reflection converts tacit knowledge into something more tangible; making subconscious competence explicit.

I also thought the idea that reflection comes before learning interesting. I had always considered it to come after learning. I guess this depends on the definition of learning and the depth of learning (Moon 2001, p3). Like most things for me its not that clear cut, learning and reflection are non-linear, and takes place on multiple levels.

I had not before considered how important assessment was in driving learning for the student. So being clear on the assessment method and how its communicated is important. On the H808 course one of the first things ive done is read the assessment criteria, it completely influences how I participate with the course. Is this a good thing? im not so sure, I guess it depends on why im doing the course, my desired outcomes will be different from others on the course.

Should we assess a learning journal?

Creme gives some really good arguments for and against the assessment student’s reflective work. Reflective writing is a personal process that is complex and individual. I don’t thin we should be assessing it, Instead I think that we should encourage the use reflective practice and create a culture of reflection throughout the learning process. Students need the value in reflection and how it can help them develop and grow as individuals, it should be self driven. This is bigger than assessment; it’s about becoming a better learner, not achieving a pass mark.

My own attitude to reflection and how is blogging useful as a means of doing it?

A go at defining ‘Reflection’…

Reflection is a natural process of questioning and considering a past experience. It is an active activity that brings subconscious practice into the conscious.

Blogging is useful in the sense that it provides a space to jot down thoughts and reflections. Others can see these posts and then comment, which in turn may provide deeper thoughts. Blogging forces the individual to consider their thoughts both before and after they post. There is no right or wrong answer with blogging, the final outcome is sometimes less important than the process the individual takes to get there.

I usually need to go through a reflective process in order to embed any learning. As I have little contact with other students the blog provides an important outlet for me. I’m not really concerned if anybody reads it (although it’s great if they do), or if its not that well written (because it usually isn’t), its simply part of my thinking process.

Can you reflect on something in the future?

I posted this question on Twitter, I can’t remember why now…

Can you reflect on something in the future?

In response to my question Les, another H808 student kindly offered his thoughts on his blog which in turn helped me consider my thoughts.

I think that reflection can influence future action, however for me it sits better in the past and the present (In action / on action). I think you can only reflect on the future based on a past/current experiences. For example im off to Poland tomorrow, I can’t reflect on what its going to be like as I know almost nothing about the place, ive never been there. My Polish reflections will begin tomorrow the moment I pick up one of those dodgy Jet2 brochures.

Core Activity 2.2: Reflection

Activity 2.1 has fizzled out so im starting the reflection, plus im also behind and need to get a move on.

I was late into the task so was always going to be on the back foot and playing catch-up. The task seems to have been driven by 2 members of the team, Steve, and Giulia, both have done a great job in getting things moving. It’s a shame that more people have not contributed. I have also noticed reading other blogs that this has happened in other tutor groups. I’ve skim read a few articles and made some contributions to the template,the reading list and made an effort with the discussion section.

Ive found the activity straightforward, doing it as a group is much more difficult if only few contribute.

It seems really quite on the forums which is a shame, would like a social area, somewhere to get to know my course buddies a bit better. I learn much better through interaction with others.

Based on the 'framework for personal and professional development' as seen at the top.

Technology related competency

Using the forums, wiki, blog, Google search. I have found the forums really difficult to navigate and use, really don’t like them, it seems so restrictive. When i expand all the comments, its a massive document, if I don't expand them i cant find the conversation string in looking for.

Research related competency

Read core readings - highlighted drivers for e-portfolio development.

Researched possible reasons why the HE Progress Files have had slow uptake.

Lots to read and take in which i should be used to having completed H800. Im kinda used to reading lots of text so its not too bad at the moment. Finding it difficult as a lot of the texts are based around the context of higher education, which im not that familiar with. I need to get a better understanding of this area as it could be important for my understanding progress on the course.

Communication related competency

Using the forums to make points and have discussions (although somewhat limited). Im a bit at the lack of participation especially as we have been given group work. I wonder if a different form of communication would suit others, ive seen that a few use skype, perhaps we could arrange a skype session??

e-Portfolio Organisational View - a potential conflict?

Taken from an article by George Siemens its part of the supplementary reading list.

Diagram 1-1 details the stages of eportfolio development organizationally. As the levels progress, the concerns shift from the learner to implementation challenges for the institution and the industry.

Level 1 may include simple websites and incorporate blogs or wikis. Limited navigation of content is included.
Level 2 consists of dynamic web pages. Navigation and search features are available. Portfolio owners can also create different sections of the site to allow access for different reasons.
Level 3 requires institutional support of eportfolios, including instruction on actual use. The institution may also host the software to allow learners to build their portfolios.
Stage 4 requires the institution integrates portfolio use and development into the process of instruction and assessment
Stage 5 requires the institution adheres to standards, permits interoperability of the portfolio with other institutions.

A really interesting read, particularly liked the focus on the potential conflict between the learning institute and the student. Is this another attempt for the learning institute hijack, formalise/standardise something which is already available to students? Do we really need an e-portfolio system, cant we just use our blogs, emails, Google docs to store evidence? Doing it this way the student is in control, its flexible and portable. I think I would feel pretty frustrated if forced to use a institution controlled e-portfolio system.

Few quotes that stood out:

“Eportfolios will be successful if the urge to excessively standardize is resisted”

“The institution should not be in control of the portfolio”

“An online portfolio remembers more than successes – it is also a compilation of work-in-progress as a learner, and taken out of context, could misrepresent intended meaning. Like any web resource, eportfolios are subject to security and privacy risks.”

“Who has ultimate control – the learner or institution?”

HE Progress Files

Had a very quick look at the ‘Guidelines for HE Progress Files’. It’s an overview document, gives definitions, guidance on how it fits within existing frameworks, benefits, responsibilities etc. It gives a flavour of what they are trying to achieve by introducing the Progress files. There are however no practical steps in how to implement, or what the PDP actually looks like.

I did a bit more digging as to why this programme is failing/failed; there are a few documents on the web evaluating its progress. This one by the OU presents research findings from a survey of HE institutes:

http://oro.open.ac.uk/324/1/ProgressFiles.pdf.

In general it showed that the implementation of Transcripts was going well. PDP progress is slow; there is a lack of clarity in what a PDP really is.

What are programme specifications?

A programme specification (PS) is a concise description of the intended learning outcomes of an

HE programme, and the means by which the outcomes are achieved and demonstrated.

In general, modules or other units of study have stated outcomes, often set out in

handbooks provided by institutions to inform student choice. These intended learning

outcomes relate directly to the curriculum, study and assessment methods and criteria used

to assess performance.

A PS and progress files forms part of a HE framework to be more explicit about what is learnt and how it is learnt.

What is an e-Portfolio?

Interesting to see the different definitions of e-portfoilos. I think that the JICS one resonates with me the most:

“Portfolios, in education and personal or professional development, are collections of documents and other objects that can be shown as evidence to support claims a person makes about what they know, what they have achieved, and what they can do. As for eportfolios, a common starting point is that they are simply electronic versions of physical portfolios that contain digital objects instead of physical objects. They are ‘… the new generation of the old three-ring binder’.”

Its quite high level and is therefore flexible, the e-portfolio is evidence of what I know, what ive done and what I can do. Im not too sure how I would evidence ‘what I can do’ surely that feeds from ‘what I know’ and ‘what ive done’. Im also wondering as an e-portfolio is evidence based, is it backward looking element of a ‘personal development file’, whereas the PDP must be the forward looking element?

PDP - a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development.

End of H800 - ahh the pain!

Its been a tough week; the ECA H800 deadline, work pressures and H808 picking up pace. I feel exhausted, mentally drained, finding im walking around with a permanent head pressure. If I was honest I felt deflated after the hand in; was tired, fed-up and wasn’t that pleased with what I had produced. I’ve handed my ECA in how, hurrah!

It was a tough assignment; I think that I really struggled to get to grips with the question, as it was big and complex. If I had a chance to do it again (and hopefully I wont) I would make sure that I had a better understanding of the question. I would also plan my answer more detail, and be more specific. I would also take more time in writing it and do it properly the first time; the hours I must have wasted correcting silly mistakes. Its done now, fingers crossed for 40%+, roll on H808.

Thoughts on the audio

It was really interesting listening to the audio, I had never before considered what it means to be an 'e-learning professional'. I could relate to Robin's comments when she said being a professional was about research and practice. I also felt that Gill picked up on a good point about being a part of a community of shared values, and also having a recognised qualification. I think these points pretty much sum up what I think it means to be a professional. I am however still unsure about the definition of 'e-learning'. I find that many people have different ideas about what they mean when they use this term. People often associate the phrase with a screen based on-line course that you simply click through. I think e-learning is so much more, which is perhaps why I prefer the term 'technology enhanced learning' which was mentioned in the audio by Robin. I also wonder if the different roles that help create, develop, promote and implement e-learning consider themselves to be e-learning professionals. Roles such as flash developers, graphic designers, instructional designers, project managers could all quite easily belong to other professional groups.

Progress report

Ok, well so far ive posted an introduction to the group, and found the group wiki where we all have to post our blog URLs.

I then spent some time grabbing all the URLs and put them in to Google Reader. Google Reader is a fantastic application, there is no way I could keep up-to-date will all blogs and site updates etc without it.

I have made sure that I have subscribed to the forums, I now get an email when people make a posting. I like this facility, i didn't get it with H800 and its going to be really useful, and means that i don't have to keep logging in daily to see who has been posting.

Up next, ive got to investigate e-portfolios and what it means to be an e-learning proffessional.

In this activity you are asked to write a short reflection on your first impressions...

Ok, first impressions...

• Finding it difficult to know exactly what im meant to be doing over the next few weeks for unit 1. I think this is because in H800 we had specific activities to achieve. Its possibly starting off slow to get the wide variety of people on the course up to speed.
• As expected there is lots to read, and it seems to be dotted all over the place. I know that im going to miss something.
• There is already a lot of discussion on the forums - some people are very keen. Its great that people are willing to share their thoughts and ideas it makes the course so much more interesting and valuable. I was reflecting the other night how my H800 course would have been totally different with a different set of people, or if people were not as enthusiastic to collaborate. I tried to post a quick "hello" only to find that i have 'read access' to the forums which is frustrating. Ive logged a call with support, they have 3 days to sort it.
• Its nice to see a wide variety of people from different backgrounds, ive noticed some people from the NHS and from universities. Its going to be good to share perspectives.
• Not really looked much into the content as yet. Its mostly about defining the e-learning professional, and getting to grips with the course tools. I think im going to investigate using google docs for my portfolio system. Some people have done some interesting things with google sites which i need to look into.

1st Post

Testing, testing 1,2,3

Hurrah it works, just a quick post this evening.

Looking forward to H808, however at the moment im still trying to finish off H800 so im a bit worried about keeping up with as the weeks steam roll ahead. I will be done in 22 days so fingers crossed I wont be that far behind.

So what is an e-Learning professional? I think that both words; 'e-learning' and 'professional' are contextual and subjective. I've dipped into the course material this evening and from what ive read/heard it doesn't look like there is a simple definition, which is what i was expecting. If i have chance tomorrow im gonna have a go at what i think the term means.