'How' and 'Where' you show your video content has become part of the brief.
It makes a difference in terms of the audiences and potential audiences that can be reached and the way in the which your content could, if you wish, be reversionsed and used in different ways (hopefully, under the right Creative Commons) with links back to you.
On your website, whether on the intranet or for exeternal viewing where it can be shared and discussed.
It can also go out as a channel in its own right. At the broadcast end I recently saw what some of the content going out on Channel Flip. Today you can have your own channel. If you have appeal to an audience and can attract enough viewers advertisers will sponsor your content.
Elearning has become far easier to mange and distribute with platfroms such as present.me for video, but also specialist mobile elearning platforms like GoMo from elearning specialists Epic.
The right content may be used in qualifications too.
Put on YouTube your content can be embedded within other people's content while you can take advantage of detailed analytics, not least viewing behaviours.
This is what I became part of today picking up my Gamesmaker training pack and attending one of a series of morning or afternoon Jamborees at Wembley Arena.
Imagine getting this brief?
Imagine writing a course knowing that in one go, with one event in mind, 200,000 will read and digest. We've come awat with some key guiding points wrapped up in a mnenomic delivered by Eddie Izzard.
And on the Jubilee Line from Willesden, to Kilburn, to Finchley Road, to St John's Wood, even down to Green Park memories came back of, in turn: 1985, 1987, 1982, 1992-1996 and 1984. Undergraduate and graduate, husband and parent to be. With heartache at one end and a move to the Cotswolds with the birth of our first child at the other.
I've missed London; I shouldn't shy away from picking up my career here.Follow up: http://www.london2012.com/videos/2012/london-2012-games-maker-training-begins.php
As a social media manager am I first flute, composer or conductor?
With direct experience working in an organisation of 4,000+ and in our faculty the only Social Media Manager and person with a social media and online communications remit I have good reason to reflect on the way the role of 'Social Media' is changing. The one man band metaphor falls down when you consider the number, size, scale and volume of the 'instruments' this bandoliers must play. Decades ago Roy Castle set a Guinness Book of Record by playing x different instrument in a set period of time. (Done live on Blue Peter in the late 1960s or early 1970s perhaps?). It can be like that.
Is the 'Jack of All Trades' the answer?
That depends on the kind of results you want. To stretch the metaphor we are yet to see the full philharmonic orchestra as an in-house social media team, though this might be what the large agencies offer. Those where social media is crucial, I've seen it at the FT, I would say they are moving towards the 'chamber orchestra' model: they have to, everything is going on line and opinion, not news, is the currency.
Where does this leave education? We shall see.
How much can you learn simply by join a group, say in Linkedin? You listen, you learn, you take guidance. You may offer some initial thoughts. Slowly and vicariously, depending on your motivation and skill set, you become more engaged, from the periphery you gravitate towards and are drawn to the centre of things. It may take two or three years (or months) and you find yourself considered to be a voice, an opinion maker, a leader. Are you?
What makes the Digital Scholar?
I'll find out as I aim to complete an MA in Open and Distance Education and am increasingly inclined to press on with an OU MBA too, as I currently take one of the modules. Mostly online, it could all be online. I share it all, empty my head into a blog each night and thus share my progress (or lack of progress) with a broad and eclectic mix of fellow students (undergraduates and graduates) ... and the occasional academic.
We live in interesting times.
I'm used to commenting on the news after the event, in terms of my thoughts on what Steve Jobs might have done for education had he still been around it appears I was ahead:
The intention was to taken on the $8bn text book business, to give every secondary school kid an iPad preloaded with all the text books they could need.
'All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time'.
Steve Jobs quoted in Isaacson (2011:545)
He also favours highly personalised online earning with loads of vide keeping class for debate and discussion. Surely the class to some degree is redundant too given the increasing quality of the online experience?
Isaacson, W. (2011) Steve Jobs. Little BrownIf enough people wish to discuss Steve Jobs I'll set up a group for OU folk over in LinkedIn?
"There's a temptation in our networked age to think that ideas can be developed by email and iChat. That's crazy. Creativity comes from spontaneous meetings, from random disucussions. You run into someone, you ask what they're doing, you say 'Wow,' and soon you're cooking up all sorts of ideas". Steve Jobs after Walter Isaacson (2011:431) on the design of the Pixar building.
I'll be quoting from the Steve jobs biography often as I apply what I have learnt to B822 'Creativity, Innovation and Change', and share what he did for the world with the Apple, with Pixar, with iTunes and the iPad.
Had he got involved in education I have an idea of how he would have approached something.
Steve Jobs was the idea and for behind releasing on iTunes a box-set of EVERYTHING Bob Dylan had ever recorded; this in the Digital Age is the way forward. Even if I cannot read everything on a subject, I want it aggregated for me nontheless. I want every article or book reference in a book such as this biography, with links to every interview too.
Isaacson, W. (2011) Steve Jobs. Little, Brown.
Happy 2012 folks!
We're asked to consider this as part of the MAODE; it may even be a component of the EMA in H800, yet after three modules I had not experienced a face to face anything - the MAODE (Masters in Open and Distance Education) is entirely (stubbornly?) online.
It has been with trepidation and fascination that I find myself attending group tutorials or seminars, booking in for a Residential School and having to face an exam.
These are part of an elective, a 30 point module that forms part of the OU Business School MBA (Master of Business Administration).
I can say with complete conviction that there is no competition, though evidentially different, both the online and face-to-face tutorial meet the same objectives, albeit with significant differences. Both should be experienced before you pass judgement.
There are pros and cons to each.
Two face-to-face tutorials of two and a half hours each had me in a group of first 16, then 11. We listened a bit but interacted a good deal. I took notes but am still writing them up. Online you talk with you fingertips; I have met up with fewer at a time, six or less on Elluminate, more asynchronously in a forum. There have been threaded discussions of 100+ posts running to 16,000 words or more.
On the other hand, travelling to a tutorial 63 miles from home last week I lost a good piece of the day, caught in a traffic accident going in and a worse one on the M25 coming back. Then again I've had tutor group forums that have been badly attended by both the tutor and fellow students.
Research (Richardson, 2005-2011) shows that satisfaction rates for online or face-to-face tutorials are now matched: electing for or receiving one or the other, from the OU at least, students are just as satisfied.
Having enjoyed 'Birdsong' by Sebastian Faulks I not only went on to read many other Faulks' novels, I also went on to read much of Pat Barker too (for the First World War setting), and Ernest Hemmingway. Indeed, written at the time, HGWells take you to a similar place.
I find myself reading 'The Girl at the Lion D'Or'.
As is too often the case I realise half way through I have read it before; I should know the characters and recall the events and outcome: I don't. In fact, I am compelled as much to read it for the story as to satisfy this nagging feeling I know something dreadful or beautiful is about to happen. We get a little of each. And some wonderful interludes, as if Faulk's wove in some short stories that weren't going to endure as novels. (There's a nifty idea).
I want to talk about this lovely story, how Anne comes from Paris to work at the Hotel Lion D'Or. Who and what she is touches many lives, she is a catalyst for misbehaviour, action and change.
But I can't help but reflect on how I read, or skim read. I simply do not take it in, or rather, my mind leaves it on the surface, like a conversation overheard on a train. My mind, my kind of mind at least, or how it has formed, through a combination of genetics and experience, treats all readying as frippery. The consequence of this is that when I have academic reading to do it takes a huge effort to get anything at all to stick.
Reading on its own is pointless.
Historically I took notes long hand of everything I read. Historically, at school and university this would become an essay, the essay would be discussed in a small tutor group, filed, then looked at again months later for an exam. This kept that knowledge for the required period. Today I take notes through a QWERTY keyboard and upload. I am toying with adding pen to paper again. Then what? So long as I return to the notes and develop them the topic may become a living thing. Best of all, for me at least, are the vibrant tutor groups, or some online forums where I can find them. I need to wrestle with a topic, to agree and disagree, to read more, to seek out my own heroes and villains from further references. Then, and only over a period of months, if not years, do I make any sense of it, do I feel a sense of conviction about what I have picked up, understood or misunderstood.
I'm coming to apperciate why 'scholarship' takes time.
I don't take notes when reading a novel; perhaps this allows me to enjoy the second or third reading. You discover new things, you pick up the detail, nuances that weren't apparent the first time round. You may even get a better sense of the author's voice and purpose.
Can anyone recommend a good read?
I feel a novel a week inbetween OU reading and employment would be a good tonic for my mental well being. I beleive I work and think better too, but escaping from it all regularly.
You can immerse yourself in a subject and drown.
We'll have dropped the suffix 'e' with a year and the descriptors such as 'digital' sooner.
Learners should not be defined by the technology they use, whether books, TV, computers, or interactive web-content; they should be defined by the processes of myelination that is going on regardlessly, in it's most mysterious ways, under our thick skulls.
Who indeed is the 'digital scholar', an academic now an 'e-reader' in 'Enter Subject Specialisms Here'.
Some answers are offered in Martin Weller's book 'The Digital Scholar'.
My favoured observation post is to watch out for this slippery fish in the OU Student Blog Roll, more a stream of fish-fry commencing their online, 'electronically-enhanced' learning journey, than a mere list, more news feed, though refreshing from the perspective of the new, rather than the rehearsed and practises mind.
Once a fish, now a fisherman?
I have another 12 months in these waters, more if I postpone completing the MA (more by accident than design, I've not registered for the next module yet - whatever that might be).
The choices are bewildering, not least because I can drift off to do something with a different Faculty.
Part of the brilliance of The OU to enable such choices. Creativity and Innovation with the Business School is attractive.
If Boyer's four main scholarly functions were research, application, integration and teaching, then I would propose that those of the digital scholar are engagement, experimentation, reflection and sharing'.
Weller (2011 in Chapter 4, 20% of the way through, Kindle Location 1005. Is there a page number related to a print version? Amazon say not in a polite, informative and lengthy e-mail. What therefore is the answer to this referencing conundrum?)
Does Weller's suggestion make anyone who keeps a student blog and shares it openly like this a scholar?
Making us all digital scholars?
(I love the term as a hundred years ago in Census Returns it was used to describe anyone attending an academic institution, whether school or university).
Goals of the Scholarly Activity
- Provide students with an opportunity to employ their unique skills and talents to pursue a project of their choosing under the mentorship of an expert in the field.
- Provide mentorship and guidance for students interested in careers that integrate research, teaching, and clinical service (academic medicine).
- Foster development of analytical thinking skills, rational decision making, and attention to the scientific method.
- Enhance communication skills.
- Enhance self-directed learning.
Boyer, E.L. 1990. Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.
Weller, M., (2011) The Digital Scholar
I've forgotten a few, not least the ones that got me started here:
- As an ice-breaker (introducing ourselves by way of holiday snaps and pets ... not to be recommended for setting the appropriate tone).
- Reflection (and learning how to do this correctly).
- Stream of consciousness
- A Writer's Journal
- As an e-portfolio
Martin Weller (2011)
Introduced to the power of blogging by John Naughton
(Worth following in the Guardian. Surely a demonstration of how academics blur the line between academic and journalistic writing styles successfully, just as Weller intimates that students will have to learn to differentiate between social networking writing styles and the academic style of an assignment, paper or thesis?)
· Explain things in depth
· Give all sides to the argument
· Why academics can't do the elevator pitch
The Digital Scholar was written through a blog to explore the advent of new technologies.
Wrote his last book on VLEs in 2004.
(By coincidence I am using it to prop up the iPad)
- Online databases
- Bookmarks from Delicious
- Google Reader
- cited posts from blogs, but not only text, also video.
Blogging for around five years
Also keeps a scrapbook like blog in Tumblr.
(I’ve used Flickr, and Tumblr, even Kodak Gallery in its time. Now I put everything into Picasa Web. The 250 grabs, charts and images are open to share. Dion Hinchcliffe offers his social media diagrams free as separate assets in Flickr River).
- A way to offer drafts to ask for feedback
- Sharing resources
- Working in an intellectually vibrant environment
- Google alerts providing updates on key words
- Keeping abreast of the field
- Declining attendance of conferences
‘With special thanks to’
By sharing content online I believe I may finally find my own way to publication.
Many of these services did not exist or were in their infancy in 2004.
Blogs in particular
There significant changes:
1) The quantity of information available - all digital compared
2) 3000 on Twitter, 2000 subscribe to his blog
Distributed, global resource to contemporary issues, puss of new technologies,
contributions by video and audio
3) The richness and range of contributions to include blogs, comments and
debate, video and conferences.
A shift I attitude to the legitimacy of these contributions.
Both a physical object and complementary material.
Grainne Conole using cloudworks.
Another posting a weekly video to encourage debate.
Concept of scholarship
Suffiently broad term, not only teaching and research,
not just engaged in research and employed by universities.
In a digital
Someone who employs digital and open technologies in a particular field.
Bloggers link to each other, democratic and easy to set up.
Epitomy of the kind
of technlogy that results in innovation.
Read or unread, daily or months,
specialist or generalist.
How do we recognise talent?
Should people separate out that academic and informal lives?
· Role of social networks
· Range of resources
Transformation of practice
All scholars are digital if they use a word processor and PowerPoint. But this
is 'business as usual'.
All digital files and shared by the same method.
2) Networked, nor longer isolated.
Easy distribution VS restriction of
scholarship to libraries, conferences, lectures and seminars. Once digitised the
barriers come down.
Dunbar. Friends 150. Reinforce with interaction. Online with a wide group of
Tim O'Reilly 2004 the architecture of participation.
Finely worked material of the journal, compared to seeing where things will lead
Digital, Networked, Open.
E.g collaboration between two people (Frank & Sally)
The value of a person's individual network for distribution.
The collaboration of two academics sharing their outputs they go along ... Just
Collective impact changes everything.
Fast, cheap and out of control.
Brian Lamb. 1970 documentary. intersection of
all three is significant to education.
Fast to write and set up, no need for central services.
Cheap tools that have a premium, no need to turn to a budget holder.
Out of control. Outside normal institutional controls.
Money/payment and the need to persist with a certain system.
Student record systems need to be robust.
The good enough revolution. Wired (2009)
E.g. Flip video ... Cheap, fast and everywhere.
Dinky, lower power technology that is just good enough.
VS. Dystopian and Utopian points of view.
VS. Technological determination - humans controlled by the kit, rather than the
kit controlling the people.
Taking something and using it in a way never imagined
E.g. Flickr started as a game that used photo sharing.
Social construction of technology
Complex process of co-construction
Adoption of new technology is changing scholarship. Boyer 1990
3) Other industry changes in music and newspapers
4) Boyer 1990 scholarship discovery, integration, practice, application,
9) How digital scholarship may change teaching
10) Analogy of networked weather - you can't help but be touched by it.
New publishing and conferencing
Not peripheral, or an issue to resolve, but rather changes to society ... As
John Seely Brown.
VS. Suggestions that our students have changed and cites Marc Prensky.
Separating myths from the hype.
What are the solid foundations.
A truism regarding exposure to computers. Prensky 5,000 books, 10,000 digital,
20,000 TV US
75% of 9-19 have access to a computer at home UK
72% South Africa
To get information
To research say on personal health
Oblinger and oblinger
Net Gen disappointed
Gen X against pointless interaction in class and kind of connection online.
Cannot correlate truancy to educational irrelevance.
net Gens more likely to be disappointed by how tech is used.
Net gens differentiate between writing to socialise compared to writing for
Those who like writing and have an aptitude are more likely to blog so no point
in getting those with poor writing skills to blog.
A good deal of variance.
Teens poor performance, low patience, poor
reading and poor research skills.
· Express themselves in personal language
· Just print off
· Visiting a narrow range of sites
· Don't question its reliability
· 21% blogs
The net Gen literature sees difference where none exists.
- Older gens did homework in front of TV
- Did a previous gen have an ambiguous view.
- Similar angst amongst students in 1908, 1960s and now. Unable to show causality.
- Differences between net gen students and general public. Differences are not
- General decline in literature reading.
Bennett et al (2008) not net Gen difference.
18-22 students outnumbered by mature students in the US.
Google, Dec 2009.
87 billion of 131 billion searches.
55.6 million in 2007 to Wikipedia
Facebook, 500m, 130 friends, once a day
YouTube, in June 2008, content 91 viewers in 2008
Significant activity online across a range of society.
Future liberation of topics.
Griffiths (2008) graffiti artists share and behave in a way that educationalists
would design into a programme of learning, and so it is with many other topics,
on or off the curriculum, formal or informal, from knitting to physics.
Learn as the key motivational desire.
Demonstrates many of the characteristics:
Communities of practice
Learning by doing
Self directed learning
Communities can form that would have previously been unable to do so due to
geographical and other barriers.
Openness in education - shift driven by technology.
Make academic papers open.
Broader trend and philosophy of the Internet.
Public or semi-public sharing of personal information
MIT Open 2002
1 million visitors
132 million tertiary students worldwide in 2004
OU 3 million within 2 years and helped recruit students to courses 7,000.
More traffic than MIT
Several hundred years to create the lecture Based models
Using third party content in their lectures.
How do universities remain relevant to society?
Apple to iTunes
Guardian to Podcasts
Stephen Downes 10,000 hits per day (video)
Boundaries between sectors less clear-cut
Some perfect storm ... Convenient for some to see. The Net Gen literature is
exaggerated, overblown, HE is not about to face a tectonic shift.
Firm evidence of benefits and that it is necessary.
2007 those using social networks in the minority, now in the majority.
Give students relevant skills.
Asses which of these technologies will be significant.
Why do Students choose a university?
Not because of the technology used.
Proximity to homes
Non academic services
Cost of living in the uni area
Job prospects (while studying)
Dion Hinchcliffe keynote speech (2011)
Dion Hinchcliffe Social Enterprise networking thinking
It isn't hard to apply the same thinking to social learning.
Towards Maturity - Benchmarking e-learning
Blogging here in OU land is to do so within a 'walled garden' (a technical term for a safe haven, a nursery if you will, polytunnel or cold frame if you prefer, even the training pool in a Leisure Complex rather than the open sea.
Can I gather my thoughts this way? That's the idea. More than an aide memoir once you have 100 entries + (there are more like 500 here) with tags, they can be as personal as you decide, and you can search anyway.
What I have found over ten years blogging, and 18 months here, is that almost EVERYTHING you write and tag, title (and categorise if you cut, paste and duplicate into an external blog) sparks off a memory of when and why you made that note or had that thought: you can build on this.
So why go public?
This is where a blog differs from the private diary or journal (which are valuable in their own right). A blog, shared with a discrete tutor group, or just your tutor, with the cohort for that module or the entire course, let alone ALL current OU students and the www, is guided by comments. These are always supportive, constructive, considered and relevant. Only ONCE was I ever 'flamed' and that was nine years ago on an external blog. The thoughts of those on other courses are often the most insightful of all as they come unburdened, curious and willing to challenge.
This has me thinking and going through http://www3.open.ac.uk/study/postgraduate/qualification/F10.htm
With the MA in mind I have done:
H807 Innovations in e-learning
H808 The e-learning professional
And will complete next month:
H800 Technology Enhanced Learning
For the 180 credits required for the MA there is no choice (unless I am misreading it) but to do the only two remaining 30 credit modules:
H810 Accessible Online Learning
H809 Practice-based Research in Educational Technology
Or have I got that wrong?
With this in mind it's H810 in September then H809 in February 2012.
To confuse issues there are professional reasons to start the MBA programme from October. Decision time then as I won't be doing two courses concurrently. Something I tried by doing over a three year period the UKCC ASA Senior Club Coach (swimming) qualification ...
Freedom is LACK of choice.
I look forward to H810. Search H810 in the OU Student Blogs for an idea of what it is about; we did a rich, engaging and valuable period on accessibility in H807.
I'd do H807 again as I feel it was wasted on me. It took me six months to get into the postgraduate groove and my IT skills despite being online for a decade were woefully inadequate. The disappointment is that the reading and activities cannot possibly be contemporary so that you feel as if it is 2005 at best, 2003 at worst. I expected technological fireworks; at least I understand why that is not realistic. Perhaps the model whereby a module that aims to be innovative is designed and reinvented continually?
H800 is the 60 pointer but I have found it LESS onerous that previous 30 Pointer modules, not only is it spread thinner, but the pace is adjusted, the roll-over and degree of repetition embeds the learning outcomes and a TMA as prep for the ECA is inspired.
What next is asked by many MA qualified postgraduates I am finding. We hanker after more but short of a PhD what can be offered? Indeed, I think there is a gap in Tertiarty, or should it be called 'quartertiary' education?
If offered a further choice of modules beyond the MA I'd do them ... Towards at MA+ or MA* ?? Though in truth for how the thinking is applied, as a form of CPD.
Mobile Learning Challenge
If you are interested in mobile learning here's a challenge from IET colleague Prof Agnes Kukulska-Hulme - co-author of some of the material in mobile learning (Week 19 of H800 of the Masters in Open and Distance Education).
Search 'mobile', 'm-learning' or 'agnes' here for my notes from the last 18 months if you are interested in having a go?
Perhaps some of us could work together and give the winnings to an educational charity or towards producing an idea?
The International Association for Mobile Learning (IAMLearn, www.iamlearn.org), in collaboration with Epic (www.epic.co.uk), is proud to announce the Mobile Learning Challenge.
The Mobile Learning Challenge is searching for innovative and visionary solutions for learning using mobile technologies.
Practitioners, students, and young researchers are particularly encouraged to contribute their inspiring and visionary concepts. Specific technical skills are not required for participating!
Full details here: http://www.iamlearn.org/competition.php
The first prize
The winner of the Challenge will receive £1000 (one thousand GBP). The winning solution will be presented to the mLearn 2011 conference audience either by the winner (if present at the conference) or by the President of IAmLearn.
This prize is co-sponsored by IAmLearn and Epic.
The second prize
The runner-up will receive a prize of 5 years’ free membership of IAmLearn.
Deadline for Submissions is Wednesday, 14 September 2011 24:00 GMT.
Please circulate this news through your networks and forward to anyone you think might be interested. We hope there will be many exciting submissions.
Best wishes. Agnes
Agnes Kukulska-Hulme, President, International Association for Mobile Learning.
The idea of thinking of e-learning as a chicken tikka is sound, though I'd perhaps prefer pizza or a Chinese takeaway.
Whether it's e - learning or m- learning, it must be ME learning.
Rosemary Luckin, Diane Brewster, Pearce, du Boulay, Siddons - Corbay.
From Mobile Learning:a hand book for educators and trainers. John Traxler and Agnes Kukulksha-Hulme (2005)
I read this on vacation in a couple of days in between learning to surf on the north Cornwall beach of Mawgan Porth. I have barely managed a day without dwelling on either e-learning or social media, dreaming of them even when a signal is difficult to come by (on the knoll above the farmhouse where we are staying).
Written in 2005 and so based on research of the previous five years I have to wonder at my haste to download it (e-book). It takes me back to my own first forays into online learning in 2001 when amongst others FT Knowledge was my account.
The problem with the content is that is is woefully out of date. All the research being done at the time was on the useless PDAs of the time; I stuck with a PSION that served me well as a pocket word-processor.
'Whichever mode of delivery I choose, the meal I eat will still be Chicken Tikka'. Luckin et al (2005:122)
The only idea of lasting significance that I have taken from the entire book is this one, that and fig.1 which I'm a mind map indicates the many devices that provide mobility, ALL of which now reside in an iPad or iPhone with all problems long ago resolved by commercial organisations rather than any institution who without fail take far too long to commit to anything and invariably design by committee trying to please everyone so put everything in, and rarely consider the commercial feasibility of their actions.
On reflection, 'take-away' says it all for e-learning as convenience is everything.
Luckin,R., Brewster,D., du Boulay, P., Corbay, S. (2005) in Mobile Learning. A handbook for educators and trainers. Edited by Agnes Kukulska-Hulme and John Traxler.
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