Category: Uncategorized (page 1 of 5)

Why I didn’t go on ‘Belshaw Black Ops’ at the end of 2017

At the end of every year since 2010 I have, to the greatest extent possible, disappeared back into the analogue world to recharge. This has been known as Belshaw Black Ops after Paul Lewis decided that just calling it a ‘hiatus’ wasn’t rock ‘n’ roll enough.

I’ve greatly appreciated these periods away from social media, blogging, and personal email as a time when I can be ‘more myself’. Why, then, a few people have asked me, didn’t I continue this routine at the end of 2017? The simple answer is that I’ve achieved the kind of balance that means it didn’t feel necessary.

There are a number of factors here:

  1. Switching from Twitter to half-way through the year. Given that I still get the most-shared stuff from my Twitter network filtering through to me via Nuzzel, that’s been a revelation.
  2. Looking after myself a bit better health-wise, including deciding to follow a mostly plant-based diet, starting running again, and taking supplements such as multivitamins, high doses of Vitamin D, and L-Theanine.
  3. Enjoying the sunnier weather where I live (it makes a difference!)
  4. Blogging in a more short-form way via and Thought Shrapnel Live!
  5. Prioritising what’s important in my life. I find reading Stoic philosophy every morning helps greatly in that regard.

Today is my first day back as an employee. I’m working for Moodle, makers of the world’s largest (open source!) learning platform. I’m working four days per week leading an innovation project for them aimed at creating a new open social media platform for educators, focused on professional development and open content. I’ll still be consulting through We Are Open Co-op.

It was my birthday just before Christmas, and I’ve now spent most of my thirties working from home. There’s benefits and drawbacks to doing so, but the main upside for me is much more control over my schedule. I’ll still have a lot of autonomy at Moodle, so I anticipate that, while I’ll be away during the summer, there won’t be a need for Belshaw Black Ops in 2018, either.

Photo by Paul Green available under a CC0 license

Weeknote 41/2017

This week I’ve been:

  • Caught up in the pro-unity, anti-separatist demonstrations in Catalonia. It was all family-friendly, and very good natured. An experience I won’t forget! My father and I also visited Gaudi’s incredible, unfinished Sagrada Família, the Nou Camp, and various other places in Barcelona over the weekend.
  • Sending out Thought Shrapnel, my weekly newsletter loosely structured around education, technology, and productivity. Issue #278 was entitled ‘Sí, Barcelona!’. Why not check out my Thought Shrapnel Live! channel on Telegram where I post links as I come across them. My  valued supporters are awesome.
  • Helping the International School of Geneva with their digital strategy. I spent two days at Campus des Nations, meeting with staff, students, and parents. I’m writing a report on suggested next steps for them, which I’ll deliver next week.
  • Recording and releasing Episode 89 (‘Hijacking Minds’) of the Today In Digital Education (TIDE) podcast, which I record with Dai Barnes. This week, we discussed barefoot walking, rubber duck debugging, lessons from the artists, the other side of innovation, how our minds can be hijacked by social media, and more!
  • Managing with a sub-optimal cheap Android smartphone as my OnePlus 5 was being repaired. That’ll teach me for prioritising style over substance in a protective case…
  • Continuing working on Phases 1 and 2 of the Totara Learning community migration strategy.
  • Working on more of the the technology-enhanced teacher professional development report I’m helping research and write for the Education Development Trust.
  • Curating Issue #19 of Badge News, a regular newsletter for the Open Badges community, published by our co-op.
  • Celebrating my wife’s birthday with her and our children. For the next 10 weeks I’m ‘a year’ younger than her. Bring on the toyboy jokes!
  • Writing:

Next week, I’m working at home for Totara for three days, rounding off my contract with them around the vision and strategy for their community migration. I’ve other bits and pieces to do for London CLC and the International School of Geneva. On Friday my son’s off school due to a teacher training day, so I’m looking after him, then it’s half-term!

I make my living helping people and organisations become more productive in their use of technology. If you’ve got something that you think I might be able to help with, please do get in touch! Email:

Photo of the west windows of the Sagrada Família taken by me last Sunday, around 16:30.

Digital myths, digital pedagogy, and complexity

I’m currently doing some research with Sarah Horrocks from London CLC for their parent organisation, the Education Development Trust. As part of this work, I’m looking at all kinds of things related to technology-enhanced teacher professional development.

Happily, it’s given me an excuse to go through some of the work that Prof. Steve Higgins, my former thesis supervisor at Durham University, has published since I graduated from my Ed.D. in 2012. There’s some of his work in particular that really resonated with me and I wanted to share in a way that I could easily reference in future.

In a presentation to the British Council in 2013 entitled Technology trends for language teaching: looking back and to the future, Higgins presents six ‘myths’ relating to digital technologies and educational institutions:

  1. The ‘Future Facing’ Fallacy – “New technologies are being developed all the time, the past history of the impact of technology is irrelevant to what we have now or will be available tomorrow.
  2. The ‘Different Learners’ Myth – “Today’s children are digital natives and the ‘net generation –they learn differently from older people”.
  3. A Confusion of ‘Information’and ‘Knowledge’ – “Learning has changed now we have access to knowledge through the internet, today’s children don’t need to know stuff, they just need to know where to find it.”
  4. The ‘Motivation Mistake’ – “Students are motivated by technology so they must learn better when they use it.”
  5. The ‘Mount Everest’ Fallacy – “We must use technology because it is there!”
  6. The ‘More is Better’ Mythology – “If some technology is a good thing, then more must be better.

The insightful part, is I think, when Higgins applies Rogers’ (1995) work around the diffusion of innovations:

  • Innovators & early adopters choose digital technology to do something differently – as a solution to a problem.
  • When adopted by the majority, focus is on the technology, but not as a solution.
  • The laggards use the technology to replicate what they were already doing without ICT

In a 2014 presentation to The Future of Learning, Knowledge and Skills (TULOS) entitled Technology and learning: from the past to the future, Higgins expands on this:

It is rare for further studies to be conducted once a technology has become fully embedded in educational settings as interest tends to focus on the new and emerging, so the question of overall impact remains elusive.

If this is the situation, there may, of course, be different explanations. We know, for example, that it is difficult to scale-up innovation without a dilution of effect with expansion (Cronbach et al. 1980; Raudenbush, 2008). It may also be that early adopters (Rogers, 2003; Chan et al. 2006) tend to be tackling particular pedagogical issues in the early stages, but then the focus shifts to the adoption of the particular technology, without it being chosen as a solution to a specific teaching and learning issue (Rogers’‘early’ and ‘late majority’). At this point the technology may be the same, but the pedagogical aims and intentions are different, and this may explain a reduction in effectiveness.

The focus should be on pedagogy, not technology:

Overall, I think designing for effective use of digital technologies is complex. It is not just a case of trying a new piece of technology out and seeing what happens. We need to build on what is already know about effective teaching and learning… We also need to think about what the technology can do better than what already happens in schools. It is not as though there is a wealth of spare time for teachers and learners at any stage of education. In practice the introduction of technology will replace something that is already there for all kinds of reasons, the technology supported activity will squeeze some thing out of the existing ecology, so we should have good grounds for thinking that a new approach will be educationally better than what has gone before or we should design activities for situations where teachers and learners believe improvement is needed. Tackling such challenges will mean that technology will provide a solution to a problem and not just appear as an answer to a question that perhaps no-one has asked.

My gloss on this is that everything is ambiguous, and that attempts to completely remove this ambiguity and/or abstract away from a particular context are doomed to failure.

One approach that Higgins introduces in a presentation (no date), entitled SynergyNet: Exploring the potential of a multi-touch classroom for teaching and learning, is CSCL. I don’t think I’d heard of this before:

Computer-supported collaborative learning (CSCL) is a pedagogical approach where in learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously. (Wikipedia)

The particular image that grabbed me from Higgins’ presentation was this one:


This reminds me of the TPACK approach, but more focused on the kind of work that I do from home most weeks:

One of the most common approaches to CSCL is collaborative writing. Though the final product can be anything from a research paper, a Wikipedia entry, or a short story, the process of planning and writing together encourages students to express their ideas and develop a group understanding of the subject matter. Tools like blogs, interactive whiteboards, and custom spaces that combine free writing with communication tools can be used to share work, form ideas, and write synchronously. (Wikipedia)

CSCL activities seem like exactly the kind of things we should be encouraging to prepare both teachers and young people for the future:

Technology-mediated discourse refers to debates, discussions, and other social learning techniques involving the examination of a theme using technology. For example, wikis are a way to encourage discussion among learners, but other common tools include mind maps, survey systems, and simple message boards. Like collaborative writing, technology-mediated discourse allows participants that may be separated by time and distance to engage in conversations and build knowledge together. (Wikipedia)

Going through Higgins’ work reminds me how much I miss doing this kind of research!

Note: I wrote an academic paper with Steve Higgins that was peer-reviewed via my social network rather than in a journal. It’s published on my website and Digital literacy, digital natives, and the continuum of ambiguity. I’ve also got a (very) occasional blog where I discuss this kind of stuff at

Photo by Daniel von Appen

Why I just deleted all 77.5k tweets I’ve sent out over the last 10 years

Earlier this year, when Twitter changed their terms and conditions, I resolved to spend more time on Mastodon, the decentralised social network. In particular, I’ve been hanging out at, which I co-own with the other users of the instance.

Today, I deleted all 77.5k of my tweets using Cardigan, an open source tool named after the Swedish band The Cardigans (and their 90s hit ‘Erase/Rewind’):

Yes, I said it’s fine before
But I don’t think so no more
I said it’s fine before
I’ve changed my mind, I take it back

Erase and rewind
‘Cause I’ve been changing my mind

Why delete all my tweets? Because I’m sick of feeling like a slow-boiled frog. Twitter have updated their terms and conditions again, and now this service that used to be on the side of liberty is becoming a tool for the oppressor, the data miner, the quick-buck-making venture capitalist.

I’m out. I’ll continue posting links to my work, but that’s it. Consider it an alternative to my RSS feeds.

Deleting my tweets was a pretty simple process: I simply downloaded my Twitter archive and then upload it into Cardigan. This enabled me to delete all my tweets, not just the last 3,200.

The upside of doing this is that I could take my Twitter archive and upload it to a subdomain under my control, in this case All of my tweets are preserved in a really nicely-searchable way. Kudos to Twitter for making that so easy.

In addition, I realised that deleting my Twitter ‘likes’ (I’ll always call them ‘favourites’) was probably a good idea — all 31.4k of them. They’re not much use to me, but they can be data mined in some pretty scary ways, if Facebook is anything to go by.

I used Fav Cleaner (note: this service auto-tweets once on your behalf) to delete my Twitter likes/favourites. It’s limited to deleting 3,204 at a time, so I’ve left it running on a pinned tab and am returning to it periodically to set it off again. I may need to use something like as well.

To finally do this feels quite liberating. As a consultant, I often point out to clients when they’re exhibiting tendencies towards the sunk cost fallacy. In this case, I was showing signs myself! Just because using Twitter has been of (huge) value for me in the past, doesn’t mean it will be, or in the same way, in future.

Postscript: at the time of writing, Twitter’s still showing me as having tweeted a grand total of 67 tweets. However, it seems my timeline actually nly features one tweet; something I retweeted back in 2016 — and can’t seem to un-retweet. I think it’s oddly fitting:

Ready to make the jump to? I’m happy to answer your questions, I would love to connect with you on Mastodon. I can be found here:

10 top email productivity tips

This morning, Robin Dewar, a freshly-minted supporter of my Thought Shrapnel newsletter, got in touch to ask me some advice. What article(s) should he point his team towards to help them improve their use of email?

I realised that there wasn’t one blog post to rule them all, so instead I took the opportunity to go back through relevant articles I’d saved to Pocket. I removed any that were vendor-specific (e.g. Google, Microsoft) and ones that included tips as part of a wider ‘make your life more productive’ article.

The result, which I’ll continue to add to, can be found on my wiki, divided into the following  sections:

  • In praise of email
  • Time management
  • Dealing with colleagues and bosses
  • Workflow
  • Security
  • Etiquette
  • Dealing with difficult emails
  • Misc.

All told, there’s almost 50 articles in there. I’ve chosen my top 10 tips to feature in this post:

1. Turn off notifications

It is absolutely ridiculous that we allow Outlook to check email every 5 minutes, allow our phone to get push messages, or keep a Gmail tab open all the time. This is absolutely killing us in terms of productivity. In 90% of all cases we don’t need to know immediately that there is a new message. Segmenting our email checking time into 2, 4, or 8 times a day has massive benefits. We greatly reduce task-switching penalties, and removing the alerts so we’re not tempted goes a huge way. (Joshua Lyman)

2. Prepare, but don’t send emails on Sunday evening

Sunday is definitely a day for relaxing, but if you’re often overwhelmed come Monday morning, logging in briefly Sunday evening may help you alleviate some of that Monday mania. You don’t need to make calls or even answer emails—simply assess what your Monday game plan will be, and you’ll sleep a little more soundly. (Inc. via Lifehacker)

3. Be concise

Write shorter emails. What is the 1 main thing you want to communicate? Say it concisely. The shorter your emails, the shorter their response tends to be. It saves everyone time. (George Kao)

4. Tell your boss what you’re going to do, and then what you’ve done

I’m convinced 95% of cubicle workers who work over 60 hours a week constantly can cut it down to 40-45 hours by sending 2 emails a week to their boss:

Email #1: What you plan on getting done this week

Email #2: What you actually got done this week

That’s it. These 2 emails will prevent you from working 60 hours a week, while improving your relationship with your boss and getting the best work you’ve ever done. (Robbie Abed)

5. Communicate facts by email and emotion face-to-face

…if you’ve got great news that will get everyone stoked up, it will be more effective and create more positive energy if you deliver it in person. A group meeting to announce a big sales win, for example, is like an instant celebration. By contrast, an email announcing the same win seems a bit like an afterthought. Similarly, if you’ve got bad news or criticism, it will be better received, and more likely to be helpful, if it’s delivered in person. If you use email, it will seem like you don’t care or that you’re cowardly.  (Lifehacker)

6. Have multiple channels to message people

Perhaps unsurprisingly, CEOs often point to Slack for helping them cut back on superfluous email back-and-forth so they can give priority to the fewer internal emails to do trade with their teams. Some execs recommend other tools for diverting conversations away from their inboxes, from video-conferencing system Zoom to project-management platforms like Wrike and Trello. (Fast Company)

7. Be positive

Be positive & friendly. Emails can quickly build, or erode, relationships. I always try to come across as encouraging and kind, and start or end my emails with something appreciative about the recipient or the situation. For example, “I appreciate your thoughtful message here.” or “Hoping the rest of your week goes well!” Think of the primary purpose of emails you write to be relational (improving trust and camaraderie in relationships) and secondarily transactional (asking/answering questions, proposing ideas, etc.) (George Kao)

8. Treat emails as if they’re postcards

We live in a time when hackers hack for no good reason whatsoever.  We also interact with other humans, who may accidentally stumble on an email left open or snoop because they suck at respecting privacy.  Whatever the case may be, when you write something you commit it to a nearly permanent record—at least, once you hit send.  If you don’t want other people to know your inner-most thoughts, think twice before sending them to someone.  You never know where they may end up. (Awkward Human)

9. Avoid techno-productivism

By focusing relentlessly on making specific tasks or operations easier and faster, instead of stepping back and trying to understand how to make an organization as a whole maximally effective, we’ve ended with a knowledge work culture in which people spend the vast majority of their time trying to keep up with the very inboxes, devices and channels that were conceived for the exact opposite purpose — to liberate more time for more valuable efforts. (Cal Newport)

10. Sign off with ‘thanks in advance’

Among closings seen at least 1,000 times in our study, “thanks in advance” ended up correlating with the highest response rate, which makes sense, as the email’s recipient is being thanked specifically for a response which has yet to be written. There’s a bit of posturing involved with this closing, but it turns out it works pretty well. But no matter how you express your thanks, doing so certainly appears to be your best bet in closing an email if you want a response. (Boomerang blog)

If you’re into upping your game around email-based productivity, you’re going to love my new audiobook. Thanks in advance for investing in it… 😉

Photo by Joanna Kosinska on Unsplash

Weeknote 02/2016

This week I’ve been:

  • Sending out Issue #198 of Doug Belshaw’s Thought Shrapnel, my weekly newsletter loosely focused on education, technology, and productivity. This time around, it included links about brainstorming, ikigai, and why cooking is like coding.
  • Recording and releasing Episode 33 (‘Unkonwn Mirrors’) of the Today In Digital Education podcast, my weekly podcast with co-host Dai Barnes. This week we discussed what we got up to during December, what constitutes appropriate use of social networks and mobile devices by children, reasons for and against archiving and deleting your Twitter archive, and why you can’t trust the Amazon Underground app store.
  • Not very well. I rarely get ill these days, but this week a stomach bug robbed me of Monday and Tuesday.
  • Celebrating our daughter’s fifth birthday. As with our son, I bought her domain name at birth, and started her blogging when she turned five. She’d love comments her her first post!
  • Spending two days in London working with City & Guilds. I’m leading work around a business case for a project, and I planned the presentation Bryan Mathers and I are going to give at BETT next week.
  • Learning some JavaScript using the excellent Code Combat website.
  • Selling some stuff on eBay. I broke a Chromebook last year and have managed to get more for the parts that are still working, than I would do if the whole Chromebook was still in fully-functioning order!
  • Reading Sapiens: a brief history of humankind. It’s a pretty meaty tome, so this might take a while.
  • Updating my Lanyrd profile to include the events I’m planning to be at so far in 2016. This includes the three sessions I’m involved in at BETT.
  • Attending a Badge Alliance working group meet-up around taxonomies.
  • Doing some pro-bono work towards a new church website. Unfortunately, I only got a few hours as I had to look after my daughter on Friday morning (as she was ill again).
  • Meeting up with Andrew Peachey to ask him to investigate ways I could improve my consultancy site.
  • Planning with some (awesome) former colleagues and other co-conspirators about what we can do around Open Badges and blockchain technologies. It’s exciting stuff!
  • Writing:

Next week I’ll be in London working for City & Guilds on Tuesday, and then at BETT on Wednesday and Thursday. I’ll have my C&G hat on when I’m speaking and chairing a panel session on the first day, but not on the second.

Hey, still reading this? I’m currently looking for a few things:

  1. Sponsors for my Thought Shrapnel newsletter
  2. Organisations interested in my consultancy services through Dynamic Skillset
  3. Recommendations of events I should attend/speak at in 2016

If you can help with any of these, please let me know in the comments section (or, if you get this by email, by hitting reply). Thanks in advance!

New avatars for 2016

I’ve had the same social media avatar for the last couple of years now. I usually change it every year, but had some complaints(!) when I tried to change it this time last year. So I left it.

Between Christmas and New Year I had some headshots taken by Mandy Charlton, along with some photos of my family. I took three of those headshots, along with a cropped selfie Graham Brown-Martin took when we met up a couple of months ago, and added them to a Twitter poll.

Option D was by far the most popular, so I’ll be using the following image to represent myself in most places around the web.


For conferences, LinkedIn, etc. I’ll be using Option A:


This all feels very narcissistic and self-centred, but the way you come across to people online matters. We’re visual creatures, so often people respond in different way to tweets, emails, etc. depending on what image you use to represent yourself.

I’ll be updating my profiles over the next few days. Comments very welcome!

Weeknote 43/2015

This week I’ve been:

  • Mysteriously well as everyone around me succumbs to autumnal colds and other sniffles. I’m tempting fate here: I may be struck down just before we head off on holiday next week!
  • Running the last Computing Club of this half-term for some Year 4 pupils at the local school. We used the new version of Mozilla Thimble to remix the Keep Calm & Carry On poster.
  • Sending out Issue #191 of my newsletter, Doug Belshaw’s Thought Shrapnel. It featured links relating to: social mobility, ChromiumOS, and time management mistakes. This month’s newsletters are in association with City & Guilds TechBac. November’s sponsorship is still up for grabs!
  • Accompanying my children to their first piano lesson, which took me back to my childhood.
  • Releasing Episode 27 (‘Kenyan Packing’) of the Today In Digital Education podcast, my weekly podcast  Dai Barnes. This week’s episode was shorter due to Dai’s trip to Kenya. We discussed the Nvidia Shield TV, whether you should post to Medium, why Twitter is ‘dying’, GitHub pages, operating systems, and time management mistakes.
  • Finishing reading  The Open Organization and submitting (related) #OER16 conference proposals for a presentation and a workshop with Laura Hilliger.
  • Finishing reading  The Open Organization and submitting (related) #OER16 conference proposals for a presentation and a workshop with Laura Hilliger.
  • Collaborating with Bryan Mathers on various things, including NFC enabled business cards (see last bullet!) and talking with Mark Martin about various things.
  • Pushing through some more Open Badges-related work at City & Guilds in my role as Chair of the Open Badges Advisory Group.
  • Finishing a short report for Sarah Horrocks at London CLC relating to some of their upcoming work. I’m going to be working them a bit more in future as I perform a kind of critical friend / consultant consigliere role.
  • Moving back into our house after three weeks of living at my parents’ house while building work has been done on our home. Its like a different house.
  • Looking after my children on Friday instead of having a ‘Doug day’ as it was a teacher training day at their school and my wife was starting a bit of consultancy of her own for Think Physics.
  • Writing:

Next week I’m working for City & Guilds at home on Monday, before heading off to Gozo on a family holiday for a week. Thankfully, my mother will be around to check on the builders as they finish the work on our loft conversion!

How to help us build #OB101

A couple of weeks ago I shared details of an upcoming short course entitled Open Badges 101 that Bryan Mathers and I have started to build.

(no video above? click here!)

After testing various approaches including GitHub issues and etherpads, we’ve settled on using, a new ‘annotation layer for the web’ to get community input.

We’d love your comments, feedback, help, and suggestions – so have a look at the video, or dive straight in by clicking the buttons at the top-right of!

PS You’ve completed my 2015 reader survey, right?

Why we need Proportional Representation [infographic]

For those who’ve been under a rock it was General Election time in the UK this week. The results were pretty much a slap in the face for all of the parties involved. What was clear was that, given the current system, no party really had a clear mandate from the electorate.

I didn’t actually see the great David McCandless’ effort until after I finished mine but we’re effectively showing the same story: the electoral system in the UK needs to be reformed. We need to move from a combative first-past-the-post system to a fairer system that promotes negotiation and compromise.

Proportional representation (PR), sometimes referred to as full representation, is a type of voting system aimed at securing a close match between the percentage of votes that groups of candidates obtain in elections, and the percentage of seats they receive (e.g., in legislative assemblies).

PR is often contrasted to plurality voting systems, such as those commonly used in the United States and (much of) the United Kingdom, where disproportional seat distribution results from the division of voters into multiple electoral districts, especially “winner takes all” plurality (“first-past-the-post” or FPTP) districts.