UniMelb SoTEL Research Network Blog @MelbCSHE

While it’s been a bit quiet here on my personal WordPress Blog lately – I have been busy establishing the University of Melbourne SoTEL Research Network and posting to our Blog space there: https://blogs.unimelb.edu.au/sotel/

Melbourne CSHE Scholarship of Technology Enhanced Learning research network Blog

Check the UniMelb SoTEL research network Blog for lots of updates and links to research!

@A_L_T Open Badges model

The Association for Learning Technology (ALT, UK) have been rolling out a model of awarding and distributing Open Badges that recognise active contribution to the society and membership, utilising the Open Badge Factory. Here’s an example of an Open Badge Factory Passport that displays your collection of Open Badges:


The two badges have the following descriptions:

ALT Member 2021

ALT Member Open Badge

 Association for Learning TechnologyCheck this badge…


Open criteria…

This badge is issued to current members of the Association for Learning Technology. The Association for Learning Technology (ALT) is the leading professional body for Learning Technology in the UK. We represent individual and organisational Members from all sectors including Further and Higher Education and industry.

We provide recognition and accreditation for all with a professional interest in Learning Technology. We work across the UK and internationally to:

  • Strengthen recognition and representation for Learning Technology professionals from all sectors;
  • Enhance professionalisation of Learning Technology nationally;
  • Increase the impact of Learning Technology for public benefit.

Our overall charitable objective is

“to advance education through increasing, exploring and disseminating knowledge in the field of Learning Technology for the benefit of the general public”.

Our core activities are focused on membership services that help us achieve our strategic aims and generate the majority of ALT’s income as an independent charity. Find out more about ALT

ALT Assembly Member

ALT Assembly Member Badge

 This badge is issued to ALT (Association for Learning Technology) Assembly Members who have actively participated in the committee. The ALT Assembly was established in 2019 and is the overarching committee advising the ALT Board of Trustees.Check this badge…


Open criteria…

The ALT Assembly is chaired by the President of ALT and serviced by the Membership and Professional Development Manager. It provides greater representation of Members and in particular Member groups.

The role of the Assembly is to:

  1. Advise the Board of Trustees from a membership perspective;
  2. Provide a forum for communication and collaboration for all Groups and Committees within the Association
  3. Provide input from the membership to the work of the Association including to policy consultation responses, surveys, the development of services such as the CMALT scheme

Who is a Member of the Assembly?

The Assembly works openly and collaboratively.Participation is welcomed from Members currently involved in:

  • Chairs of ALT Conference Committees
  • Research in Learning Technology Editorial Board, Editorial Team
  • The #altc Blog Editorial Team
  • Officers of Members Groups and Special Interest Groups
  • CMALT Assessors and Lead Assessors
  • Honorary Life Members
  • Trustees

Exploring #Heutagogy

Building on a conversation during my facilitation of the #EDUC90970 “Facilitating Online Learning” graduate certificate in undergraduate teaching elective, the participants and I collaboratively generated a conversation that began with critiquing the concept of fostering communities of inquiry to a process of double loop learning about heutagogy and its relationship to the principles of early childhood education (e.g. Montessori). This exploration of the concepts of Heutagogy filtered through into the design of participants prototype online courses. While there were some very creative course design proposals developed, the implementation of heutagogical principles for activity and assessment design were mitigated by conceptions of the scale of the shift in thinking for both lecturers and students and institutional support to enable these changes, particularly in large first-year cohorts – although there were some creative course designs at scale. In particular there seemed to be a continued reticence to build learner-generated contexts into the proposed course designs. While most course designs were creative in the design of a move away from high-stake summative exams and large essays as assessment activities towards more timely formative feedback and collaborative student projects, very few implemented student-generated ePortfolios or collaboration beyond the confines of the LMS (Learning Management System). Institutional change requires a significant catalyst, and not merely a momentary change or the viscosity and elasticity of the structures and procedures will simply reabsorb any changes after the catalyst is removed. However, in the on-going age of COVID19 (post-covid19 statements seem somewhat premature at present) there is a significant catalyst for transformative change for how educational systems and institutions engage with technology and the new pedagogies that new technologies enable – in light of this my question is:

What if higher education actually focused upon the principles of Heutagogy: developing creativity, collaboration, open educational research and practice and building authentic learning communities?

Higher education could:

  • Build student capabilities to navigate the unknown
  • Enable Academics to become change agents that model an openness to facilitate student-centred learning rather than delivery and control of the learning content and environment
  • Design Assessment strategies that become personalisable and follow individual learner goals that lead to a variety of graduate outcomes relevant to environments into which the students will graduate.
  • Design Courses to broker student and lecturer active participation in authentic international communities of practice
  • Support the scholarship of teaching and learning through receiving the same level of funding as discipline-based research
  • Measure research impact by the authenticity of the contribution to the international community enabled by the research rather than academic citations
  • Facilitate collaborative learning design teams that include: researchers, practitioners, developers, students, and professionals
  • Focus upon quality learning rather than economies of scale
  • Enable all students and staff to have equitable access to current technologies   

Bibliography (Sources of inspiration and further reading):

Ecclesfield, N., & Garnett, F. (Eds.). (2021). Digital Learning: Architectures of Participation. IGI Global. https://doi.org/10.4018/978-1-7998-4333-7

Moore, R. L. (2020, 2020/07/02). Developing lifelong learning with heutagogy: contexts, critiques, and challenges. Distance Education, 41(3), 381-401. https://doi.org/10.1080/01587919.2020.1766949  

Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. https://doi.org/https://doi.org/10.24135/pjtel.v1i1.1  

Hase, S., & Kenyon, C. (2007). Heutagogy: a child of complexity theory. Complicity: an International Journal of Complexity and Education, 4(1), 111-118. https://doi.org/doi.org/10.29173/cmplct8766  

Hase, S., & Kenyon, C. (2001). From Andragogy to Heutagogy. ultiBASE Articles(December), 1-10. http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html  

Montessori, M. (1948). The discovery of the child (2004 ed.). Aakar Books. http://www.amazon.com/gp/search?index=books&linkCode=qs&keywords=8187879238  

Narayan, V., Herrington, J., & Cochrane, T. (2019). Design principles for heutagogic learning: Implementing student-determined learning with mobile and social media tools. Australasian Journal of Educational Technology (AJET), 35(3), 86-101. https://doi.org/10.14742/ajet.3941

MCSHE TEL Research Update – Pecha Kucha

My first draft of using the free online version of PK Create to make a short (6’40”) summary of my MCSHE Technology Enhanced Learning research program activity so far. It was more time consuming than I thought to record the audio to the slides, and there is an annoying audio ‘click’ at the start of each slides’ audio – next time I think I’ll record the audio separately and attache to the slides rather than use the web-based record function which seems rather low quality and noisey. A bit of an experiment to see the potential of this format for future online presentations and symposia.


#TheNewNormal @MelbCSHE Webinar Series

Intro notes for today’s @MelbCSHE #TheNewNormal Webinar: “From emergency to emergent practice: What we’ve learned about interaction and engagement” https://spark.adobe.com/page/nqIAceswhxl3Y/?w=4_1190 #adobespark @cdeneen212 @briansology @CatManning Join the discussion @ https://melbourne-cshe.unimelb.edu.au/programs/teaching-and-learning/the-new-normal-engaged-teaching-and-learning-webinar-series