Next week is the 2014 Blackboard Teaching and Learning Conference in Dublin. The programme looks very comprehensive and has 6 streams in motion, which means it’s going to be very difficult to attend and cover all the sessions I want to attend – which means I’m going to have to be very selective about what, and who, I see.
Here’s my first impressions of what I will try and see -
Wednesday, April 30.
Keynote / Prof Stephen Heppell. I have met and talked with Prof Heppell on numerous occasions (at Learning Without Frontiers in 2011 and during my time working at Bournemouth University) and know that his unique perspective and style will make this keynote both interesting and hugely profound on the issues affecting education today. This is one session you do not want to miss. Continue reading →
“Social media is here. It’s just another resource and doesn’t have to be a distraction from learning objectives. Social media is another tool that you can use to make your classroom more engaging, relevant and culturally diverse.”
The list consists of:
Tweet or post status updates as a class.
Write blog posts about what students are learning.
Let your students write for the world.
Connect to other classrooms through social media.
Use Facebook to get feedback for your students’ online science fair projects.
Use YouTube for your students to host a show or a podcast.
Create Twitter accounts for a special interest projects.
Ask questions to engage your students in authentic learning.
Communicate with other classrooms.
Create projects with other teachers.
Share your learning with the world.
Further a cause that you care about.
What would you add (or remove) from the list to help others utilise students and their devices?
The ‘mobile learning’ toolkit from JISC is excellent, go take a look. I’ve brought this one aspect to the fore … ’10 steps to mobile learning adoption’
“The generic 10-step process outlined in the image above has been adapted from Gary Woodill’s very detailed mLearning Road Map and is a useful overview as to how to successfully implement a mobile learning initiative:”
When it comes to developing materials and learning resources for your course, I think it’s important to know when to keep it simple.
We have all seen examples, or know of some, where every possible bell-and-whistle has been applied, in good intention, but the final result has made the course complicated and heavy.
Here are a few tips on how, and why, to keep it simple, which apply as much to online distance learning courses as well as campus courses:
Signpost: provide little ‘signposts’ to learning resources, assignment details, marking criteria, timetables, etc. to help the student. The larger the course or course materials then the more complicated the course structure could be, and the more lost a students will find themselves in your course. Continue reading →
By now you may have heard that Getty Images are making 35 million images available, for free, for you to use, without fear of being sued.
So, how is that going to work then? As with all images (or text) you will obviously have to provide correct attribution to the owner / source / copyright holder, and this is done for you by Getty Images as part of the ‘embedded viewer’. When you find the image you want through the royalty free image search you can use the ‘embed’ option.
“Where enabled, you may embed Getty Images Content on a website, blog or social media platform using the embedded viewer (the “Embedded Viewer”). Not all Getty Images Content will be available for embedded use, and availability may change without notice.”
Whilst searching for some resources on planning and designing online courses I came across this excellent brainstorming ‘sketchnote’ (I’ll write more about these another time) from Giulia Forsythe called ‘planning your online course’.
Take some time to look at this in detail, there’s a lot here for you (click to enlarge it).
“Contemporary approaches to the digital transformation of practice in university research and teaching sometimes assume a convergence between the digital and openness. This assumption has led to the idea of ‘digital open scholarship,’ which aims to open up scholarship to participants from outside academic scholarly communities. But scholarship, digitality and openness exist in tension with each other – we can see the individual features of each, but we cannot make sense of the whole picture. It resembles an ‘impossible triangle’. Particularly confounding is the tension between digital scholarship and open knowledge, where the former is focused on the creation by specialist communities of knowledge of a stable and enduring kind, whilst the latter is characterised by encyclopaedic knowledge and participation that is unbounded by affiliation or location. However, we need not be permanently thwarted by the apparent impossibility of this triangle. It is a stimulus to look critically at the contexts of practice in which a relationship between scholarship, digitality and openness is sought. Constructive examples of such critique can be found in the emerging research field of literacy and knowledge practice in the digital university.”
This is the question … what is a book in the digital age? I still read (and buy) paper copies, but have also bought and read digital / eBooks. I like both formats for different reasons.
The article ‘What is a book in the digital age?‘ covers the questions very well, highlighting how we perceive the differences between paper and electronic, the pros and cons of the two formats, and the advances being made in the ‘richer reading experience’. Continue reading →