Every so often I’ll have a discussion with an academic around “this facebook thing” or “what’s the point of Twitter”. Each time it’s for a different reason or coming from a different perspective or background. But each time it also comes down to two main areas of interest: time and effort. How long will it take or how much effort will they need to put into it for it to become a worthwhile enterprise.
I always say it will come down to what they want to get from the experience. Do they want to get hits or recognition, do they want to build a social profile and/or ‘digital footprint’? Do they want to manage or improve an existing profile or footprint, or eradicate a negative one? Is it to be able to connect with colleagues and peers through LinkedIn or Google+, or to increase conference speaking requests? Is the reason for signing up to Facebook or Twitter for student engagement or because you can only really understand how the students use it if you use it yourself? Is their need to be ‘there’ one of inclusion or monitoring? Often the reason is just one where they see someone else using it, probably successfully, and therefore “want some of that”.
In most cases it is nearly always ‘some of the above’, and in very few cases ‘all of the above’ (even if it’s not acknowledged to be this). I can’t say “you should start here … ” as each person should start where it is more appropriate: LinkedIn for professional reputation, SlideShare for conference and/or learning resources, Google+ or Twitter for networks and Personal Learning Networks (PLN), etc. Continue reading →
You can read all my posts from this MOOC on the OpenBadgesMOOC tag, when I’ve written them!
Week 2 – Fundamentals
The context and concept for badges is being discussed and documented by those at Mozilla – Open Badges for Lifelong Learning – and those who, like me, see them as a tangible benefit for showing skills that are not assessed.
The paper by Antin and Churchill (2011) explores the gamification of social activity, through the rise and popularity of system like FourSquare, and more recently, although not covered in the paper, Get Glue (film & TV) and Lemon Tree (library game). This interaction with content and achievement has “popularized badges as a way of engaging and motivating users”, so why not as part of their learning? Why not indeed? Continue reading →
Designed as a short ‘instant’ book (I read the MOBI formatted file for Kindle, using the Kindle App) it is well structured and covers the basic details of Prezi for anyone new to the tool, and is sufficiently detailed for experienced Prezi users to find something new and useful too.
“This book is for people in education who are bored of delivering the same old presentations to their students (or perhaps it is the students who are bored!). This is for people who would like to increase student engagement by using more dynamic tools. This is for people who have not used Prezi before and may not be technically minded, but are willing to learn and utilise this online presentation aid.” Continue reading →
Following on from my own work on the impact of employability and (y)our online reputation (and the collaboration with Sue Beckingham in 2012) the following video will not come as a surprise. Sidneyeve Matrix, from Queens University Canada, is an Associate Professor and researches the digital environment(s) and their impact on us professionally and personally, as well as how we allow them impact our lives.
This is Sidneyeve’s keynote from the 2013 AACE Educational Media and Technology (EdMedia) conference back in June. What is good here is the flip side of the work I’ve done before – this is about how we as the worker, employee, and employer, view ourselves online, and what we can do to enhance our personal brand and encourage collaboration.
What App could you NOT live without? Whether it’s Dropbox for collaborative working, Angry Birds for brainless relaxation, WordPress for your blogging activities, Keynote for presentation creation and delivery, Blackboard Mobile Learn for course/material management, email or calendars for normal work use, or something else entirely … what App do you use the most or consider the most important in your working/daily life.
I’m not limiting this to iOS ‘apps’ but please consider any ‘tool’ you use on a mobile or tablet device.
Leave a comment below and share your App and reasons for it. If you’ve already written this up then link to your post and share your thoughts and preferences with us.
I have used Prezi a number of times in the past, most recently on the University of Edinburgh EDC MOOC for my submitted artefact (see below) but what I find most complicated or difficult to explain to others is the subtle (and sometimes not-so-subtle) techniques you need to consider and take in to account when designing and creating your Prezi.
Scale – As most projectors are still restrained to a 1024×768 pixel resolution it’s best to use background images and frames in this ratio too. If you create or use a screenshot in your presentation then it’s best to re-scale your screen or browser to this ration before taking the screenshot.
Frames – Use the ‘shift’ key when you create a frame as it locks it to the 4:3 ratio (see above).
Hidden frames – Not everyone wants to see the frame border around each bit of text, use the ‘hidden’ frame to structure your Prezi without the border viewable.
Search – If in any doubt then search through the extensive archive of Prezi’s on the site for inspiration.
Here 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:
The artefact addresses one or more themes for the course
The artefact suggests that the author understands at least one key concept from the course
The artefact has something to say about digital education
The choice of media is appropriate for the message
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 →
The Durham University Blackboard Users Conference on January 8/9, 2013 is all about ‘Make do or Spend?‘ next year (spelt ‘sp£nd’ – see what they did there?) with the focus clearly on the VLE (or other technologies) and how well we use it in the face of stiff competition for student numbers in the current economic climate.
Are you thinking ahead to conferences next year, which ones you’ll attend and which ones you’ll submit to? Yeah, me too, which is why this ‘teaser’ video from the Plymouth Enhanced Learning Conference (PELeCON, April 10-12, 2013) couldn’t have come at a better time:
The topic/theme for PELeCON next year is “Digital Learnscapes: Meeting Future Challenges”:
“We live in a period of change and uncertainty. Many are bewildered by these changes and find it difficult to keep up, particularly in the education and training sectors. The ability to anticipate and prepare for change is the mark of innovative educators, as is the skill of harnessing new and emerging tools to promote good learning.
“At Pelecon 13 we want to provide learning professionals with opportunities to explore, discover and discuss new approaches, new technologies and new ideas to enhance, enrich and extend their own professional practice. There will be particular emphasis this year on simulations and games, personal learning tools, new pedagogies and practices, learner and teacher voice, and digital literacies.”
I came across this great video over the weekend, posted by Brian Kotts (@iEducator). I was not aware that the Norwegian and Swedish education systems were as good as is reported on this post:
“When policy makers support and cooperate with practitioners, schools prosper and do well. Let us take an example of educational research. One way to advance the quality of education is to encourage educational research both qualitative and quantitative ones.
“These researches are the real mirror that reflect the true status of education and it is based on them that recommendations are made as to what should be modified, deleted, or applied in curriculums. Norway and Sweden spend millions on educational research and policy makers in these countries do take seriously the findings of these researches and as a result academic achievement and literacy rates are higher there than in any other country in the world.”