Tag Archives: Flickr

The Really Useful #EdTechBook, David Hopkins

One year on: The Really Useful #EdTechBook

It’s been an eventful year in the life of The Really Useful #EdTechBook. I wanted to just look back and collect my thoughts, and give you an insight into what it means to me, and to others.

The idea
My original idea was to write about my thoughts on the use of learning / educational technology. I then realised that, for me, the world of learning technology or technology enhanced learning (or just ‘learning’, as some prefer now) is about the people I connect with and learn from. Plus, you’ve probably read enough from me these days!

So, my original idea morphed into a collaborative project where contributors brought their own experiences, knowledge, and unique perspectives to the fore, for you to learn from.

From initial conversations, tweets, emails, etc. came the idea and concept for The Really Useful #EdTechBook. Each chapter was set aside for each invited contributor to have for themselves, no real limits were imposed, but ideally between 2,000-5,000 words. I wasn’t asking for anything in particular, I didn’t want to direct or control the flow of ideas or perspectives, other then each author’s own words on their own interpretation of the book title. I was hoping that, once the chapters came in, I could apply a narrative to their order – thinking of (1) the background / history to the use of technology, (2) the current field and areas we work, and finally (3) looking forward to what we can expect or hope for in the future. As is turned out the stories and experiences were echoing and supporting each other that it became obvious there is an underlying thread of our work; that technology has not only enabled us but also constricted us in our outlook – from repeating mistakes to growing concepts and inclusion of stakeholders in all aspects of our work.  Continue reading

ALTC 2015

I’m going to … #altc

As part of the 2015 ALTC conference a few PDFs were provided, in a flipped classroom approach, for us to advertise our thoughts, expectations, or hopes for our time at the conference. I decided to draw mine, here it is. What’s yours?

ALTC 2015 Sketchnote

Image source: David Hopkins (CC BY-NC-SA 2.0)

Sketchnotes

Preparing your #Sketchnotes

Note taking has taken on a whole new meaning for me since I started making Sketchnotes. For the uninitiated sketchnotes are all about.

If you haven’t already, I recommend you check out Mike Rohde’s Sketchnote Handbook.

If, like me, you want to sketch your notes at a conference or event, and worry about missing important details or not being ready, here’s a cheat-sheet for you.

  • Pens: Get your pens (including back-up pens if you think you’ll run out of ink) ready and somewhere you can easily get at them. Also worth keeping an eye on is where you can store them for easy access whilst you’re sketching – pocket, bag, table, etc. There’s nothing worse than dropping your pens, book, phone, etc. when you’re trying to pay attention. Try and use at least two colours, and be consistent in how you use them (shading, highlighting, etc.) across all your sketches.
  • Page-per-note: Prepare each page of your notebook with the details of the speaker and/or presentation. Include name, Twitter name, presentation title, etc. in your own design. This way you know what space you’re working with for the presentation, and who it is for. Be careful to make sure you check if titles change!

Continue reading

Interview with Terese Bird, #EdTechBook chapter author

Interview with Terese Bird, #EdTechBook chapter author

The Really Useful #EdTechBook, edited by David HopkinsAs part of a new series of posts, I will be talking to authors of The Really Useful #EdTechBook about their work, experiences, and contribution to the book. In this seventh post I talk to Terese Bird, Learning Technologist and SCORE research fellow, University of Leicester.

DH – Hi Terese. How does the use of technology, in all its various forms, affect your day-to-day working life?

TB – Really, I do my job on the strength of first social media, and second mobile devices. I remember when I was being interviewed for my job at Leicester back in 2009, I was asked how I stay on top of developments in the field, and I said, “Twitter.” Even before I had any smart handheld devices, I was regularly using Twitter to learn from others in the field of learning technology and tech innovation generally. Even on extremely busy days, I can take a quick skim through Twitter, retweet a couple of things or put a couple of things on Scoop.it. Not only have I learnt from the blog post or news item, I have shared it, and often get some response on it — so in 20 minutes or so, I have done valuable horizon-scanning, learning, and networking in my field. Continue reading

Prof Stephen Heppell #BbTLC2014

“I make, therefore I learn”

Earlier this year I worked with Sue Beckingham and Chrissi Nerantzi (and others) on the BYOD4L (Bring Your Own Device for/4 Learning) short course. From this exposure to social learning  and from the shared experience in helping Sue and Chrissi run the course I was privileged to be invited  to work with them again. This time on a special edition of the online Lifewide Magazine – Issue 10 (June 2014): ‘Lifewide Learning in a World of Personal Technologies and Social Media’.

Looking back over the work on BYOD4L, my recent changes in circumstances, and my approach to the role I’m in, I was asked to write about something about the challenges of being creative (or not) in a role that doesn’t always require creative working or operation.

  • Due to the reflective nature of the post, that I am thinking and working towards being a better ‘learning technologist’, this forms the 13th part to my series of ‘what is a Learning Technologist?’

Here is my article, also available on the Lifewide Magazine website and associated PDF download (page 34):

“I make, therefore I learn”, by David Hopkins

As a Learning Technologist I tend to make or create things. Everyday I write emails, attend meetings, take notes, support staff, advise colleagues, demonstrate systems, deliver workshops, etc. .. and that’s the ‘required’ stuff that an employer would see as my role. Continue reading

Images

Learning resources: Photos, images, icons, etc.

Images

There are always great lists and resources available if you take the time to hunt and search form them. I have a fair few saved and bookmarked. But, if you’re like me, I often lose or forget them. So here are a few of the ones I like, use, reuse, and recommend for learning or educational uses (including creative commons):

  • PhotoPin: http://photopin.com/ – “Search millions of Creative Commons photos from Flickr and add them to your blog posts easily.”
  • Flickr Creative Commons: http://flickr.com/search/advanced/? – I only ever use the ‘advanced search’ options as this enables to search only creative commons images. Sometimes I find it easier/quicker to use Photopin, but the direct Flickr search sometimes brings up more meaningful responses.
  • Stock.xchnghttp://sxc.hu/– good quality images and illustrations available, just check with ownership and/or rights before using.
  • IconFinderhttp://iconfinder.com/ – High quality icons for use by/for web designers with associated creative commons attribution.
  • FreeVectorhttp://freevector.com/ – Great website for backgrounds, characters, etc. in vector image formats for editing.

While the JISC Digital Media website is not a source for images like the above it is still and important resources for finding, editing, and managing digital resources, and one you should be aware of and visiting on a (semi) regular basis.

As with all lists it’s worth mentioning that while you found something really good using services like Google image search it is not necessarily OK to use in your materials. You could check with the image owner but it’s just easier to use the above services from the start to avoid a lengthy hunt for the legitimate owner.

Where do you go, how do you find ‘the’ image for your project, learning package, etc? Share your tips, tricks, and resources by leaving a comment below.

Note: Thanks to Fred Riley for helping me remember some of these I had forgotten!

Image Source: Brief Encounter by sharkbait  (CC BY-NC-SA 2.0)

EDCMOOC

Digital Artefact for #edcmooc Wk.5

EDCMOOCHere we are, the final week, well done everyone, we made it!

A ‘Digitial Artefact’ you say? What’s that then? I was not sure when the MOOC started what a digital artefact was, but now understand it’s just another term, albeit slightly pompous, for a blog post, a video, an image, a collection of audio/visual elements that make are collected together in one ‘presentation’ mode.

And what is this artefact to do: The artefact will be critically peer-assessed on elements and themes of the course:

  1. The artefact addresses one or more themes for the course
  2. The artefact suggests that the author understands at least one key concept from the course
  3. The artefact has something to say about digital education
  4. The choice of media is appropriate for the message
  5. The artefact stimulates a reaction in you, as its audience, e.g. emotion, thinking, action

I decided to bring together some thoughts around the MOOCs theme in a Prezi, see below:   Continue reading

Creative Commons

Creative Commons Infographic: Licenses Explained

Do you use images or photos? Do you check with the owner before saving or copying or using? Are you using Creative Commons (CC) images and think that it’s all OK because the image labelled as CC therefore you’ve done all your supposed to?

Do you in fact understand what Creative Commons is? If in doubt, before you go any further, watch this video: Creative Commons Explained.

Right, so you understand CC now? Then you’ll also be needing this Infographic: “Creative Commons: free photos for bloggers“:

Creative Commons
Click to view full Infographic

A photo or image placed under a Creative Commons license enables you, the ‘borrower’ to copy, distribute, and display the work providing the photo or image is correctly attributed to the owner. Every CC license applies worldwide, is non-revocable, is not exclusive, and lasts for the duration of the works copyright.

Continue reading

Foldify App

‘Foldify’ App (#foldify)

Foldify AppFoldify (iPad): I can’t remember how or where I found out about this app but it is one of the best one’s I’ve ever bought/downloaded. It’s a simple idea – use one of the pre-defined blank templates of a 3D shape and draw on the explanded, unfolded, version to design your very printed 3D figurine. Through it’s simple and intuitive interface budding artists (and big kids alike!) can create and share their own unique paper figure creations.

“Draw, create, print and fold beautiful 3D figures with Foldify. You don’t need drawing skills, Foldify has tons of free content to create amazing, high quality figures!”

Foldify (£1.49): http://itunes.apple.com/gb/app/foldify/id527118971

Watch this video for an introduction on what it does and how it works … it’s really what touchscreen devices were made for!

Continue reading

Naughty Kids

A collection of VLE or learning ‘bad’ practices, pt.1 – Comments welcome

Naughty Kids

What are your pet-peeves about how your VLE is used – are you the culprit or is this what you see others do? Is it the technology at fault or how we / you / ‘they’ use it?

Come on, let’s have your examples of the things you’ve seen in your VLE that leave you in despair. Please leave your examples as comments below … we’ll see what we get.

Here’s a couple of examples I’ve seen over the past 5 years or so …

  • Learning resources and files loaded as simply ‘click here’ or ‘week one’ without any explanation. Try introducing the file with an appropriate name (‘Week one resources: [topic title]’) as well as some brief text about what the file is and what it contains, how the student should use it (read, discuss, activity, wider research, etc.), and what the learning outcome is – put the resource in the context of the learning and / or subject and / or timetable.
  • Well structured and detailed navigation … but empty folders. Even if you are using ‘adaptive release’ and the materials are loaded but not available yet, you could at least put a ‘holding’ message to say the materials will be available on or after specific dates – if it’s empty the student thinks you’ve either not done anything or it’s something they’ve done wrong.
  • Announcements on the home page / welcome screen … but there haven’t been any, either use it or don’t display it, an empty area can only cause confusion for students (see above).

I plan to collate the responses and comments into a fuller list (that’ll be part 2) which I’ll blog about in a month or two or when there’s a good range of comments. If you’d rather remain anonymous then please email me (‘david’ at ‘this website address’) and I’ll publish it minus your name.

Image Source: Naughty Funny Kids