Monthly Archives: June 2020


A CEMP production! The Centre for Excellence in Media Practice (CEMP) twitter: @CEMPBU and my ‘home from home’ for technology enhanced learning pedagogic research hosted an event to support staff as they think forward about planning online teaching for the autumn.

Huge thanks committee organisers and session facilitators: exemplary Chair Dr Karen Fowler-Watt who prepped us all for our sessions, award winning journalist Miriam Phillips ; and Dr Salvatore Scifo who is liaising with our management teams to feed back the outcomes of the sessions.

Organised by Prof Julian McDougall and Associate Professor Anna Feigenbaum, co-directors of the Research Centre, 54 staff from across BU took part as we shared research and co-created ideas around 4 themes: large undergraduate lectures, smaller multiple seminar groups, lab productions and smaller groups of students  of post grad students.

Prof Julian McDougall started by setting out some key principles, before we were joined by John Potter, our visiting Fellow from UCL, who started with a great quote from his latest book:

Transitioning from offline to online teaching and learning has long been found by its earliest researchers and exponents to be complex, problematic and evolutionary, though it can be done by managing the unrealistic expectations that you will doing substantially the same thing with time, space ad material artefacts as you did in face-to-face teaching.

Williamson, Eynon and Potter (2020)

Key principles: the CEMP Research workshop June 2020

1 teach through the screen, not to the screen. Your teaching space is now a multiplicity of places. A different space, maybe a third space

2. More than a pivot. Mindset – forget we have a campus, think about how the campus limits what we do with our students. Shift to OPEN education?

3. Flip the default to asynchronous, real time as the supplement

4. Dynamic practices – the direction of flow is not about static content being delivered but about open, agentive and productive spaces for both learners and educators

5. Critical pedagogy of the inexpert, porous expertise – real co-creation, of learning design. We ‘own’ the curriculum but not the social practices of teaching and learning

@NicolePonsford  joined us, #edtech #TechforGood talking about how to influence and engage audiences, not just our internal student audiences, but far wider, through social media. Her work as co-founder of the Gender Equality Collective (GEC) is an inspiring example of collaborations.

Sharing practice respectfully via Zoom

The ‘Learning from Experience’ slot:

Dr Mark Readman talked about a decade of experience with running the Bournemouth EdD in Media Practice online.


Prof Debbie Holley talking about how theory underpinned the approach to scaling online learning in Nursing ‘’in a hurry’. Her talk, co-created with Learning Technologist John Moran ‘Using technology as a mediator:  The Vygotsky ‘Zone of Proximal Development’ (ZPD) revisited’ pulled together the resources from their combined work, now a best practice case study (please contact John or Debbie for a copy if external to BU)

A short break was followed by:

Best practice with designing for engaging and communicating with students using our tools in Brightspace  (BU LTs Tracey Webb and Dave Hunt) who talked through recent research on Zoom by students, and shared their experiences of discipline based practice

We all then went into breakout rooms to co-create a padlet around 4 scenarios, before re-convening and having a concluding discussion.

The internal BU documents will be shared through Sharepoint, and this includes worked examples of how to approach different kinds of learning scenarios; please contact individuals for further information on any of the presentations.

Great to work with such fabulous colleagues!

Useful resources:


The future of edtech is an annual tech conference that looks at transforming higher education through the digital, it brings together industry partners, academics, students and influencers from across 50 countries. This year it moved to an online conference, and the landing page offered all the amenities of a ‘real time’ conference.

The virtual lobby

Each session was 20 minutes, and recorded and shared on vimeo, and then the Q&A which was not captured.The speakers then moved into the networking lounge for further chat.

Here are the links to the main sessions:

The VC Panel_ What’s on the horizon for higher education during the COVID-19 pandemic and beyond

Imperial college business school talk

– excellent section by Sarah, (second speaker) on quality and how to-conceptualising the whole experience ie not just the f-2-f but how to scaffold the whole student learning experience

Developing university capacity and capability through external partnerships

Prof Norbert Pachler

EDUCATE Presents Exploring the Real Use of AI in HE Today

Prof Rose Luckin

Using data to improve student outcomes Panel:

The student panel:

Not recorded but these were key points:

Please use good practice; ask us to engage and switch on our camera, change the pace; offer small chunks; engage us the whole of the time!  Change the pedagogies to more active learning – we enjoy this but need more reflective time if we then have a group task. Linked In – use this and it is super useful…

My session: Augmented reality, Virtual reality and Mixed reality for student learning

Getting ready to host

The international roundtable had participants from the USA, Turkey, the Netherlands, Germany, France, Malta as well as the UK.

The brief discussion notes i followed are available here:

https://www.slideshare.net/debbieholley1/augmented-reality-virtual-reality-and-mixed-reality-for-student-learning

The main report mentioned in the slideshare:

The Immersive Learning Research Network (iLRN) is leading The State of XR and Immersive Learning, a multi-sector, cross-disciplinary initiative aimed at:
Regularly surveying the XR and immersive learning landscape to identify the technological, pedagogical, and other innovations exhibiting the most promise, along with the major opportunities and challenges related to their uptake, adoption, and implementation;
Advancing research and promoting research-grounded practice in the use of XR and immersive technologies for supporting learners across the full span of learning from K-12 through higher education
As well as in workplace, community, and lifelong learning.

Full report launched at their annual conference 20th June