In my previous post, I reflected on 18 years of keynote speaking in academic conferences. I mentioned that I had spoken at over 250 international events in more than 35 countries. In nearly two decades, I guess you learn quite a lot. If you are lucky enough to be invited to address an audience of your peers at a conference, a lot will depend on what you say and the manner in which you say it. You want your speech to be memorable, inspiring and thought provoking. You'll also need to be convincing if you want to put your arguments across effectively. So I'll share some of the top tips I recommend for keynote speakers. Here are a dozen:

1) Start out with a humorous story or funny remark. It gets your audience on your side and relaxes everyone.

One of the delights of working in academia is that now and then you get to travel. For some it is a chore, and for others it is a necessary part of the role of being an academic. For me, although the travel itself can be boring, seeing other parts of the world, making new friends and experiencing fascinating new cultures is quite wonderful.

Is it me, or is academic peer reviewing taking (another) nose dive?

I have just been invited by the editor of an online open access peer reviewed journal to review an article.

They matched me to the article on the basis of my CV which they say is 'academically striking'.

Are we ready for what's coming? Can our students leverage the power of new technologies to enhance their learning? Can we use technology to engage our learners and enrich their experiences?

In January of this year I was invited by the University of Greenwich to give an Open Lecture. Greenwich is an historic place, with plenty of interest for those who wish to explore the past, but it is also quite a forward looking institute, as the series of recent Open Lectures proves.

In March I posted a survey question as a part of my ongoing research into the adoption of new technologies in learning. The background for this question was a statement I made during a keynote discussion session at Learning Technologies in London in January. I was asked about innovation in organisations. From my experience working in all sectors of education and training, I claimed that the most likely sector to innovate with new learning technologies would be primary education.

April Fool's day jokes are usually fun, and I've indulged myself once or twice. But amidst all the springtime pranks and laughter, a serious point was also made on social media. It was that April 1st appears to be the only date in the entire calendar when people make a real effort to carefully check news stories, to avoid being fooled.

I was in the audience at a recent conference when a keynote speaker (who will remain nameless) presented several of my images and ideas in his slideshow. The first was credited to me, and it was nice that he mentioned me as he was talking about the slide.

The following half a dozen or so slides were also from one of my presentations, but I was annoyed to see that my name and the Creative Commons licence I always apply to my slides had been removed.

Last week I posted a Twitter poll with the question: Which myth is the most damaging for learning? Before I reveal the results, here's the reasoning behind the poll:

I am constantly amazed at the persistence of 'mythical beasts' in education. I call them mythical beasts, because they are like unicorns. They seem very attractive in appearance, but they don't exist, and believing in them has no purpose other than to make you look foolish.

It was quite exciting to appear on the front cover of Training Journal this month. I was approached by the editor of the journal after my presentation in London at the Learning Technologies annual conference.

When she asked for an interview, I thought the brief video conversation that followed was it, but no - there was more to come. A written interview was next, and then a photoshoot (studio and external shots) with professional photographer Louise Sumner followed, and the result....