Tag Archives: Benoît

A fresh start

 I’ve been meaning to write this post for a while. And the longer I wait, the more difficult it seems to get back into writing. My last post dates back to April so it’s more than time I resumed my blogging enterprise.

A lot has happened since then, so the purpose of this post will be to try and summarise the last five months as concisely as possible.

In May I conducted a short survey among my colleagues to try and formalise some of the observations I had made during the various e-learning sessions I had organised. I focused specifically on uses and attitudes towards three different learning technologies, namely Interactive Whiteboards, VLEs and social media (in the broadest possible sense of the word – and it is broad). The results were rather interesting, showing a (predictable) lack of engagement with IWBs and a lack of awareness of all things relating to social media. I presented my conclusions in more detail at the LLAS’ annual conference in Edinburgh in July.

In June I also presented in Paris the results of a study which I had been working on (and discussed some preliminary elements at the LLAS’ e-learning symposium 2012 in January). The presentation was well received and the feedback was very useful. I am currently working on take-awayable guidelines for fostering collaboration among students on online platforms.

Pen and paper

Then there was the job thing. After five years working at Manchester Metropolitan University as a language tutor, I accepted a job at the University of Manchester’s language centre, in a position involving some coordination as well as language teaching. It’s now been 6 weeks and although it is keeping me very busy, it’s an extremely enjoyable and refreshing experience. I’ve just volunteered to deliver a couple of e-learning sessions which will soon be made available on these pages.

Anyhow, this was my dreaded attempt at getting back into blogging. I’m thinking of following fellow blogger Eljee Javier’s advice and to undertake one of those 30-day challenges for better blogging. So, you’ve been warned – there is more where this post came from.


Getting feedback – writing a PhD proposal, pt.2

About six weeks ago, I published a post called A Dream Upon Waking (writing a PhD proposal, pt.1) where I started describing the (slow) process of writing my PhD proposal. I was delighted to receive some very useful feedback from fellow bloggers (and as a matter of fact, if you’re also writing a research proposal, I would suggest you follow the link above and read these comments).

So, I’ve been hard at work since then and I’ve finally come to something that hopefully looks like a fully-formed research proposal. I’ve already phoned a friend, so this time I’d like to ask the audience:

If you’re interested in educational research, digital literacies, social media or networked learning, I’d be immensely grateful if you could take a minute to read my proposal and comment on it.

Click here to read my PhD proposal.

You can leave comments on the page itself, or you can use the ‘comments’ section at the bottom of this page. Your feedback will be much appreciated!

Thanks for reading,


Great design for easy learning

Once in a while when using a device of some kind, you need to learn a new functionality. It was the case for me the other day when Apple updated the iPhone operating system iOS to version 5.1.

Changes brought to the system were mostly minor and required little adaptation, if any, but one of them caught my attention. The button allowing the user to quickly access the phone’s camera from the lock screen had changed slightly.

Firstly, the camera button was now displayed permanently on the lock screen. Beforehand, the user had to double-click on the home button for the camera icon to appear. Secondly, it now presented some horizontal lines above and below it:

iPhone Lock screen iPhone Lock screen camera button close-up

Prior to the changes, you had to tap on the icon to access the camera, but the newly appeared lines now suggested that some change had been brought to the way the button worked.

So I tapped the button to try and access the camera, as I would have done before. This did not open the camera application. Instead, it made the entire screen bounce up and down slightly, briefly revealing the camera app underneath it:

iPhone Lock screen bounce

So pressing the button no longer worked, but the device gave you a clue as for what else you might want to try.

So quite logically, looking the lines suggesting that the camera icon might move up or down and now knowing that the camera app was “hidden” underneath my home screen, I came to the conclusion that pushing up the camera icon would make the lock screen slide up and reveal the camera app. I tried and it did.

iPhone Lock screen arrow up iPhone Lock screen slide up iPhone Camera app

What’s truly remarkable about this piece of design is how intuitively the new feature can be learnt. One way to go about it would have been to add to user manual a section on ‘a new and easy way to open your camera app’, but instead, developers simply added that little bounce effect, providing the user with simple but efficient feedback as for how they might modify their behaviour to work the device.

For a few minutes, I marvelled at how ingenious this functionality was (yes, I’m easily impressed). But what’s more, I kept thinking of how such simple an efficient design could be used in my teaching, to help students learn new stuff effortlessly. Not that all learning should be effortless, but there’s nothing wrong with making people’s life easier once in a while.

So now the question is: how can better design help my students learn better? Any thoughts, please share!