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Martin Hughes
Works at TheUniversityBlog
Lived in Buckinghamshire
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Martin Hughes

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The more I consider Bring Your Own Device (BYOD), the more I believe it is too broad a concept for generalisations. Each circumstance will bring with it new challenges and uses. It will, therefore, take a while before effective use is widespread and regular.

Also, as well as recognising the need to address infrastructure, distractions, and incorporating the devices themselves, it is worth remembering that you needn't use technology just because you can. Sometimes the answer will be not to bring any devices at all.
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The more everyone does for the environment, the better we can make the situation on the planet. That's the hope, anyway. Doing a bit of recycling doesn't let energy companies off the hook, but that doesn't mean the act is unnecessary and neither does it get in the way of the bigger picture. It's like saying if things were different, we wouldn't need to recycle anything. The logic doesn't flow, even when our individual impact appears minimal.
What stops people from taking action and what promotes it effectively?
Recent research shows students want more eco-friendly universities, but many are not doing their bit
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"Digital Literacy refers to the skills, attitudes and knowledge required by educators to support learning in a digitally-rich world. To be digitally literate, educators must be able to utilise technology to enhance and transform classroom practices, and to enrich their own professional development and identity. The digitally literate educator will be able to think critically about why, how and when technology supplements learning and teaching." 
 
Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Research in Learning Technology 2014, 22: 21440 - http://dx.doi.org/10.3402/rlt.v22.21440 
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And if you want to audit those skills a tool I am developing might be useful. A more efficient interface and feedback process are being worked on by a colleague for launch in a month or so but the original is working fine for quite a few institutions now using it. 
http://andrewx.com/webtools/ictskills.htm
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"It is not possible to force a market where one does not and should not exist."
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This both does, and does not, apply to the American higher ed scene. It's odd because I don't think the quality of education varies as much as the sticker price, where a small private school can easily charge 5 times as much as a very good public state university like where I teach, which in turn charges 2 or 3 times as much as a community college and so on. What's bizarre is that despite these huge disparities in cost, the impact on student learning is not great - and that I would argue is the result of two factors: a student is often the determining factor in their educational success or failure regardless of institutional factors, and at many universities the factors driving up the sticker price have little or nothing to do with student instructional costs and a tenuous, at best, impact on student learning in some more vague and secondary way.
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Martin Hughes

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Living well or living on digital islands?

Living and learning in the future and the different scenarios that could play out.
 
Technology drives people. Shouldn't do but it always has done and won't change.
http://theuniversityblog.co.uk/2014/02/12/hefutures/
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I wish it wasn't so.
Fire.
Domestication.
The wheel.
Printing press.
etc. 
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Unusual Time-Management Techniques

Method #1 to work on tasks in rotation is one I've only used a handful of times. But it's been useful. The process has managed to get me out of an annoying routine, help my creative process, and even find direction when I wasn't sure where to take something.

Tasks in rotation isn't necessarily a good way to regularly work, but it's one to have locked away for a change when you need a bit of refreshing.
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Ah, I hadn't thought of that. When I do editing work, I call it 'dipping in and out'. Now you mention it, it's another form of rotation.
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When you eat mindfully, you can taste more of your food and you have a more conscious say in how much you eat. I'd say the same can be said for drinking. That's why I like to enjoy new tea (and a couple times a year, whisky) with friends. A tasting event heightens awareness and enjoyment to such an extent that it helps the flavours in incredible ways. Next time you want to really enjoy your food or drink, try holding a 'savour session' and get as much as you can from the taste.

http://www.psychologytoday.com/blog/comfort-cravings/201403/1-easy-way-eat-more-mindfully

http://www.scientificamerican.com/article/food-tastes-bland-while-multitasking/
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I'm not sure why this was in my scratchpad text file and I don't know who (if anyone) pointed me to the piece. Despite the lack of context, it's a great quote. Learning isn't neat and tidy, so you shouldn't expect it to be an easy ride:

"In the edutainment paradigm, the student is a customer, someone who has bought a product and whom the instructor has to delight (Franz, 1998). The problem is that although most would agree that learning should be fun, often it is also painful, especially in  managerial disciplines where students may need to confront and change deep-seated values, beliefs, opinions, and behavior. Hence, the need to delight often coexists with the need to challenge, and a lot of students (and instructors) have difficulty with this apparent contradiction."

From Jon Billsberry's The Rise and Rise of Management Edutainment, in the Journal of Management Education.
http://jme.sagepub.com/content/38/2/151.full.pdf+html
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Fabulousness from Dougald Hine:

"Information is perhaps the rawest material in the process out of which we arrive at meaning: an undifferentiated stream of sense and nonsense in which we go fishing for facts. But the journey from information to meaning involves more than simply filtering the signal from the noise. It is an alchemical transformation, always surprising. It takes skill, time and effort, practice and patience. No matter how experienced we become, success cannot be guaranteed. In most human societies, there have been specialists in this skill, yet it can never be the monopoly of experts, for it is also a very basic, deeply human activity, essential to our survival. If boredom has become a sickness in modern societies, this is because the knack of finding meaning is harder to come by."
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And it goes beyond school too. Very difficult to conquer. Shouldn't stop us trying though! :)
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Little clues that reveal big truths about who we are

"It seems that university students make up their minds about a lecturer within a few minutes of the first lecture; first-day approval ratings are almost identical to end-of-term ratings. But don’t despair; just manipulate the relevant “tells”. Behave enthusiastically, use lots of gestures, modulate your voice and you will boost your scores."
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I find the tyranny of first-appearance judgements in person to be really oppressive, and I know that many of my students do also. It's one of the reasons I prefer teaching online - the cues we send online are more under our conscious, rather than unconscious, control, and they are not grossly physiological, like being short, thin-lipped, etc. I work really hard on the first couple of weeks' worth of online communication with my students exactly because of that rule of first impressions, and I am glad the students have not already made up their mind about me before I even open my mouth, ha ha.
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Higher Education writer and commentator
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  • TheUniversityBlog
    Writer / Curator / Speaker, 2007 - present
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Celebrating higher education from all angles.
Introduction
Martin Hughes is a writer, specialising in higher education policy and the student experience.

He has been writing for students at TheUniversityBlog (http://theuniversityblog.co.uk/) since 2007, and has appeared in various industry sources, including Times Higher Education and The Guardian.

Martin also has a chapter published in the recent Pearson book "Blue Skies", writing about contradiction and the future of higher education:
http://pearsonblueskies.com/wp-content/uploads/2011/05/10-pp_051-054.pdf
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Martin Hughes's +1's are the things they like, agree with, or want to recommend.
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