This looks like a very interesting exhibitions for Ed Tech as well as business training. Especially for emerging ed tech such as virtual reality, artificial intelligence and robotics. So, I’ve booked a ticket to see what is on offer.
I’ll be reporting back on my findings with pictures, comments from exhibitors and any conferences that are worth a peek. Mainly any ed tech that will enhance teaching and learning and be inclusive for all.
Read this blog for updates after the exhibition!
Security has a barcode and QR code for my access only!
Here is a preview show reel follow link.
Conferences and speakers
After a morning at the exhibition where the list of exhibitors, conferences (see above) was so, extensive it was overwhelming, I noted the following as important:
Kallidus Learning
Kallidus Learn is a modern learning platform (LP) designed to make learning simple, fast and effective. Combine classroom, online, mobile and social (web 2.0 integrations) learning into one single scalable platform that meets the modern organisation’s learning and development goals. As can be seen on the left they are the no 1 LMS.
So, more than expected from the current Moodle VLE used in Higher Education. Due to this issue research into VLEs and the integration of web 2.0, such as Facebook or Yammer as an integrated extension, was carried out by Laeeq & Ali Memon (2017). The research discovered that the VLE was not as effective in student and teacher communication as they could be, so this could be overcome by the integration of web 2.0 which is synchronous rather than the VLE which is asynchronous.
Jam Pan
Was set up in 2014 to create a better way to connect digital learning talent with opportunities, and to help agencies flex and scale with talent on demand.
Appears there is a large market for technical expertise in designing, setting up and running learning environments. So, as teachers are we expected to have these expertise to set up course on our VLEs without support? Although Ferrell et al (2018) does give guidance in a “Designing learning and assessment in a digital age” which has taken 10 years to perfect with research!
I visited several VLE/LP/LMS providers and asked about the products that they were selling (some very expensive) as extensions, widgets, addins, addons, upgrades, plus the new emerging Virtual Reality and Augmented Reality the list goes on. The ed tech all creates complexity in design for learning, teachers require flexibility and continual CPD which are paramount in keeping pace with technology in the emerging Ed Tech (Starkey 2012). This may be possible for a teacher, but how about the learner?
Therefore, I started asking the questions about how this ed tech is relevant and useful to the end user, being the learner in education. I also asked how the product or service would be of benefit to them, enhance their learning, skills and knowledge acquisition. Plus, I asked about cost and access issues.
Hence, I was very surprised at the responses when the questions were posed. These issues were either not considered or of little interest, because the companies were in the market to sell their product or service. It was of little consideration if learners were able access the internet and if they would learn using the technology. The access for some learners to technology has barriers due to the cost; the required infrastructure needed with, internet connection (wifi or cable), laptop, personal computer, mobile phone, tablet and the digital literacy to use the resources and programs (Gov uk 2017).
The learning technologies fair was impressive and gave me ideas, but also the realisation that this is a large and very expensive market. This can cause barriers to learning for the less affluent, whilst creating inclusion and widening participation for other more affluent learners and their cultural and economic capital (Mills 2008). However, as teachers we can transform these situations.
References
Ferrell, G., Smith, R., & Knigt S., (2018). Designing learning and assessment in a digital age. [Online] Available at, www.jisc.ac.uk/full-guide/designing-learning-and-assessment-in-a-digital-age Accessed 22-2-19
Gov.UK, (2017). 2. Digital skills and inclusion – giving everyone access to the digital skills they need. [Online] Available at www.gov.uk/government/publications/uk-digital-strategy/2-digital-skills-and-inclusion-giving-everyone-access-to-the-digital-skills-they-need Accessed 22-2-19
Laeeq, K. and Zulfiqar A. M., (2018) ‘An Integrated Model to Enhance Virtual Learning Environments with Current Social Networking Perspective’, International Journal of Emerging Technologies in Learning, 13(9), pp. 252–268. doi: 10.3991/ijet.v13i09.8000
Learning Technologies (2019), Europe’s leading workplace learning exhibition and conference. [Online] Available at http://www.learningtechnologies.co.uk/welcome Accessed 12-2-19
Mills, C., (2008) Reproduction and transformation of inequalities in schooling: the transformative potential of the theoretical constructs of Bourdieu, British Journal of Sociology of Education, 29:1, 79-89, DOI: 10.1080/01425690701737481
Starkey, L. (2012) Teaching and Learning in the Digital Age. Oxon. Routledge. Google Books