This article is about new facilities at Warwick that make it easy for us to record high quality video presentations, interviews, and discussions. There are also plans to add podcasting facilities to these rooms.
This video demonstrates the approach that I am using in January 2024, for our undergraduate Intro to Design Thinking module. Our aim is for the students to feel and behave as if they are members of a design consultancy team, so we use methods and tools used in that kind of organisation. Teams is the wrapper, and the communication platform.
A short overview of this free and fully-featured tool for note-taking, journalling, collaboration and assignments. This article is intended for schools, but the same approach may be used in FE and HE (without the parent access).
Why does Microsoft keep making things more complicated than anyone can possibly understand? How is this linked to their techno-utopian belief in the power of AI and digital assistants? Will it all go horribly wrong?
In this article I reflect on the characteristics of successful podcasts and the techniques that great podcasters use. In my experience anyone can make a good podcast, if the right ingredients are there. What are these ingredients and how do you get them together?
Three simple ways to make scheduling meetings simpler and more efficient, integrated with Microsoft Outlook calendars, email, and (if required) Teams.
Remember: the goal of the tech industry isn’t to make the machines as intelligent as smart humans, that’s just too hard, the goal is to make humans as dumb as the machines, and in so doing, to create new billionaires – something it seems to be rather good at.
By describing our digital capabilities more clearly, we can analyse their fit to our needs, critically evaluate their impacts, and creatively respond with improvements, additions, and alternatives.
In this article I consider how we might respond positively and creatively to one student’s seemingly impossible accessibility challenge. We use this as a way to drive innovation for all, rather than simply hurdling an individual problem.
The question “should I routinely record my lectures?” is a badly posed proxy for the much more important challenge of accessibility. Lectures are most often messy mixtures of different types of learning activity, each of which is better done (for accessibility and effectiveness) in different formats, media and modes. In this article we consider how to describe and choose different types of activity, and when to record or not.
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