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C-Malt by Mind Map: C-Malt
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core values

interplay between technology and learning (pedagogy)

pedagocical slant to all work and technology

up to date with new technologies

attend conferences, subscribe to blogs, newsletters and mailing lists

empathy with and willingness to learn from colleagues from different backgrounds

collaborate with developers, designers, pedagogy experts. Understand needs of academics and explain technology in sensitive way

commitment to communication and dissemination

case studies, blogs, running sessions, conferences, online materials, hadnouts.

contextual statement

short biog

career history and current role

operational context in which I work

learning technologist in central service.

Support for academics

why applying to CMALT and impact on career expectations

recognition for work

meet with probabtion aims

meet aims of cpd and provide evidence

Organisational IIP standing

Look at job description

Operational issues

Understanding of the benefits of different technologies

teaching, podcasting or simple audio

supporting projects, Recoring lectures, Why taken this approach?, Viability, Immediacy, Sustainability, scalability, value for money, other routes thast could have been taken

technical knowledge and ability in the use of technology

Development of learning objects for Library, HTML CSS, Javascript interactions, Flash development, Sound design, pedagocial and useability advice - activity design, Evidence: screenshots and copies of e-mails, Interpretting and understanding the brief - owning the work., Briefing content developers

Supprting the deployment of learning technologies

podcasting, training, create training materials, at desk / trouble shooting support (POLIS, Carol in Careers, PLOT-casting), contributions to blog community

ways with audio and video, bespoke training to specialist audiences

Teaching, learning and / or assessment processes

Training design

podcasting, re-design following refelection and feedback, Lesson plan

Audacity, promote active learning, worksheets

Video, re-desing following reflection and feedback, Blog entry

Evidence 7407, Feedback forms

theory, experiential learning mixed with didactic information giving.

understanding of target learners

characteristics of academics, work based learners

What is thier motivation for coming?

what are the drivers. they are there volunarily or under duress

Often mix of abilities - how is this accommodated?

How deal with critical nature of academics?

Tailoring of courses to meet needs of groups - bespoke training sessions

Marketing to make clear outcomes and manage expectations

Can they do it when they leave the room? How do I know? Feedback, follow up etc. Final practical exercise.

Tailor activities to be able to be reproduced after session in choice of equipment to be used etc. Run throgh any installation requirements and where appropriate learners can obtain equipment, harware / software. Focus on free / open source software.

The wider context

copyright / intellectual property

Evidence: consent forms created

resources from video teaching

evidence: guidance produced for LUTube

Development of LUTube


use of CSS / ensuring that materials created are accessible / alternative versions available

resources from video training

strategy map



working with others

courseware developers network faciiltator

LUTube team member

BLG team member

Presenting to BLFG, e-learning forum

Presentations and sharing information with L&T team

Running SDDU sessions on using technlogy to open up new avenues for communcation.

Methods ofcommunication: standard etc, wikis, blogs, google talk, podcasting, presentations to groups, writing articles, plug in etc.

mailing lists

specialist options

training mentoring and developing others


developing, at desk support followingup from training or enquiries, POLIS, Carol from careers, PLOTcasting, Ghazala Mir

More intense project based work, Steve Green, Sue Fallon, Alison McKay, Edmund Linfield, Louise Mauborgne

acting as broker between academics and technology

Link to guidelines