Harmonious and Challenging Voices findings from a creative, audio pervasive module Andrew Middleton Learning and Teaching Institute

Articulation "Thought undergoes many changes as it turns into speech. It does not merely find expression in speech; it finds reality and form." Vygotsky, L. and Kozulin, A. (1992) Thought and Language. 6th Edition. MIT Press, p.219 this is about...

"Thought undergoes many changes as it turns into speech. It does not merely find expression in speech; it finds reality and form."

Vygotsky, L. and Kozulin, A. (1992) Thought and Language. 6th Edition. MIT Press, p.219

Informal learning learning that happens outside of the formal curriculum this is about... Formal learning learning that happens as part of the planned curriculum Semi-formal learning unplanned and unmeasured learner engagement that happens around the planned curriculum

Situatedness " Learning how to use a tool involves far more than can be accounted for in any set of explicit rules. The occasions and conditions for use arise directly out of the context of activities of each community that uses the tool... The community and its viewpoint, quite as much as the tool itself, determine how a tool is used... It is not possible to use a tool appropriately without understanding the community or culture in which it is used." Brown, J., Collins, A. and Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher; 18 (1). 32-42, Jan-Feb 1989, [p.33] this is about...

" Learning how to use a tool involves far more than can be accounted for in any set of explicit rules. The occasions and conditions for use arise directly out of the context of activities of each community that uses the tool...

The community and its viewpoint, quite as much as the tool itself, determine how a tool is used...

It is not possible to use a tool appropriately without understanding the community or culture in which it is used."

Brown, J., Collins, A. and Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher; 18 (1). 32-42, Jan-Feb 1989, [p.33]

Learner-centredness " learning (not teaching!) must be situated in a rich context, reflective of real world contexts, for [a] constructive process to occur and for transfer to environments beyond the school to be possible." Kirschner, P.A. (2001) Using integrated electronic environments for collaborative teaching/learning. Learning and Instruction. 10 (1): 1-9,.[p.33] this is about...

" learning (not teaching!) must be situated in a rich context, reflective of real world contexts, for [a] constructive process to occur and for transfer to environments beyond the school to be possible."

Kirschner, P.A. (2001) Using integrated electronic environments for collaborative teaching/learning. Learning and Instruction. 10 (1): 1-9,.[p.33]

Authenticity, creativity, self-efficacy, activity, co-operation, currency, adaptability this is about... Asynchronous learner engagement through digital audio

this is about... Voices: learner, teacher, expert, publics...

a dilemna The inevitable gulf between educational development and academic practice this is also about...

The inevitable gulf between educational development and academic practice

me and my role an educational developer leading creative development in a central academic innovation team some projects and activity Student Audio Notes project - promoting learner autonomy 100 Things Every Student Should Know... - promoting podcasting amongst students and staff through an open invite podcast Digital Voices – promoting 10 audio pedagogies createTV - a platform for student academic media publishing Audio feedback – creative approaches to formative voices my own podcast Podcasting for Pedagogic Purposes SIG me and my role a teacher on new Making Media module situating Journalism in an age of disruptive technology scenarios, models, theory, case studies receptive, responsive, opportunist - flexible

me and my role

an educational developer leading creative development in a central academic innovation team

some projects and activity

Student Audio Notes project - promoting learner autonomy

100 Things Every Student Should Know... - promoting podcasting amongst students and staff through an open invite podcast

Digital Voices – promoting 10 audio pedagogies

createTV - a platform for student academic media publishing

Audio feedback – creative approaches to formative voices

my own podcast

Podcasting for Pedagogic Purposes SIG

me and my role

a teacher on new Making Media module

situating Journalism in an age of disruptive technology

About explaining technology In education, what is... Podcasting? Audio feedback? Screencasting? We start by explaining things in a general way – but how useful is this?

In education, what is...

Podcasting?

Audio feedback?

Screencasting?

We start by explaining things in a general way – but how useful is this?

Understanding a situation (a case study!) experience from a Broadcast Journalism 1st year module where audio has been used in diverse ways

Pervasive audio supporting... media intervention orientation motivation challenge immediate, responsive and formative cross pollination and validation across seminar groups ethos: collective responsibility promoting student self-efficacy

media intervention

orientation

motivation

challenge

immediate, responsive and formative

cross pollination and validation across seminar groups

ethos: collective responsibility

promoting student self-efficacy

the audio learning environment Tutor voices: Module expectations Lecture summaries Sharing student FAQs Announcements About assessment criteria Ongoing module podcast channel Student voices from classroom activities and discussions,FAQs External voices interviews with experts, illustrating lectures , seminars, etc. Team & Generic peer & tutor Feedback Audio and Screencasts Making Media module objective Student Podcast Gallery group presentations end of 5 weeks

Tutor voices:

Module expectations

Lecture summaries

Sharing student FAQs

Announcements

About assessment criteria

Tutor podcasts, conversations in seminars, I think they’re all really, really useful. It’s nice to have that recorded so we can go back and listen and reflect on our ideas. [Audio or screencast feedback] it’s kind of tangible, you can hear it. It’s there; ...To have something that triggers other senses is far more personal and meaningful. I’ve only done my first year and already I’m fed up of writing essays. Mixing it up with putting some audio files in there... just gives you a different view. We said ‘it’s not great. Let’s do it again.’ So we did all of the interviews again because we felt that it didn’t kind of flow properly. ASYNCHRONICITY SELF AWARENESS PERSPECTIVES VARIETY CATALYST

It’s more spontaneous. It’s just so much more interesting. You have to be able to work with other people. I love being part of a team. We really enjoyed that challenge. We enjoyed the fact that it was going to be heard by other people. When we realised that everyone else would hear we suddenly switched up a gear. We thought... let’s push on and see how far we can go. Sometimes when you’re in that situation you’re more bothered about your ideas and though you listen to other people’s ideas you don’t always take them on first time. VALUING OTHERS

amplifying the teacher's voice this was not about... attempting to transmit knowledge

an example of a transformed, technology-enhanced, responsive, blended learning environment this was about... accessible, asynchronous voices recognising audio as a flexible, personal and engaging media with which to really engage learners