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Andrew middleton

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  • recognising formal, semi-formal and informal spaces and experiencePicking up on Conoleet al.'s keywords (2008), voices are pervasive, personal, niche adaptive, organised, transferable, active in different ways according to time and space, adaptable to changing working patterns and, potentially, easy to integrate. As learners, teachers, experts and publics, our voices and behaviours are innately adaptable, adjusting naturally and effectively to context. In a project conducted at Sheffield Hallam University over one academic year (Nortcliffe and Middleton 2009a), students were given MP3 recorders and asked to use them in any way that they would find useful to aid their learning and to periodically report back to share their experience with the other participants. Once the students had been challenged to think creatively about how they might make use of the devices, it emerged that they discovered and captured useful learning voices in many varied situations, most of which did not directly connect with a formal view of university education. These uses were loosely categorised as,formal: notes from the planned curriculum;semi-formal: unplanned notes from the formal curriculum; and,informal: notes from beyond the formal curriculum. (ibid)

Andrew middleton Andrew middleton Presentation Transcript

  • Andrew Middleton
    Sheffield Hallam University
    how digital audio is being used in HE as an adaptable and meaningful extension to the learning environment
  • How the recorded voice is being used in HE by staff and students to create engaging situations that connect across the physical and virtual spaces that are already familiar to us.
  • Listening to examples
    Consider,
    what technology is available to us and our students now
    7 techniques for media-enhanced learning
  • Users and Producers
    Who here is using,
    Podcasting
    Digital video
    Screencasting
    Audio feedback
    Other digital media techniques
    who is the producer?
    user-generated media
  • Are you ready?!
    Hands up if you have on your person,
    an audio recorder
    a video camera
    a smartphone
    another kind of mobile phone
    Keep your hand up if you have used your personal device to make recordings that relate to teaching, learning or assessment.
     
    The technology is more accessible to us
  • Motivating
    Promoting learning
    Active learning
    Collaborative
    Formal, semi-formal, informal
    Personalised
    Inclusive
    Flexible
    HOW?
    listening
    discussing
    thinking
    presenting ideas
    acting(together or alone)
    recording
    reporting
    assessing
    feeding back
    WHY?
  • Audio
    Learning environments
    What do we value?
    “The best [learning spaces] are likely to assist all within the institution to work more productively and to produce learners who are confident, adaptable, independent and inspired to learn. In short... responsive, inclusive, and supportive of attainment by all."
    A space for,
    listening
    discussing
    thinking
    developing and articulating ideas
    acting (together or alone)
    recording
    reporting
    assessing
    feeding back
    Designing Spaces for Effective Learning
    A guide to 21st century learning space design
    JISC, 2006
    Online at:http://www.jisc.ac.uk/media/documents/publications/learningspaces.pdf
  • Digital voices?
    Conversation
    Engaging
    Person-centred
    Meaning
    audio
    media
    Voice
    Adaptable
    “e”
    Timely
    Access
    technology
    Digital
    podcasting
    recording
    Asynchronous
    Manageable
  • Engagement throughthe Richest Resource
    Context
    Technology
    Ourselves
    Platform
    Environment
    • Mediating
    • Connecting
    • Active
    • Authenctic
    • ...
    Tutors
    listening
    discussing
    thinking
    developing and articulating ideas
    acting (together or alone)
    recording
    reporting
    assessing
    feeding back
    Talking
    Listening
    Conversing
    Peers
    Terminology
    e.g.
    “Podcasting”
    “Audio”
    “Media”
    “Voices”
    Experts andprofessionals
    Publics and others
    Ways of thinkingpreconceptions and possibilities
  • formal: notes from the planned curriculum
    semi-formal: unplanned notes from the formal curriculum
    informal: notes from beyond the formal curriculum
    (Nortcliffe and Middleton 2009a)
  • Digital Voices as learning environments
    Where?
    Everywhere. Anywhere. In between and across locations…
    Lecture theatres, classrooms, corridors, outside, pub, home office, student rooms, workplace, placements, professional settings, international settings, online, on the move…
    Some rights reserved by Zanthia
  • Media
    Audio
    Video
    Screencasting
    Conferencing inc. Skype
    (other media in which the recorded voice is important e.g. Voicethread.com)
  • User-generated
    Who is pressing the red button?
    Staff
    Students
    Others
  • Red button
    The technology is ubiquitous
  • Lo-fi
    We are not the BBC
    So,
    Realistic, authentic, timely, meaningful, manageable...
  • Highly granular
    Short!
    Media interventions(orientate, motivate, challenge, reflect)
  • Timely andimmediate
    Responsive
    Repeatable
    Reflective
    Ready
    Re..!
  • Authentic
    Connecting to the real world
    External voices
    Role play
    Student publishing
    Performance
    Active
  • Learner-centred
    Active – rather than transmissive
    Meaningful
    Integrated and open ended
    Supporting and promoting discourse
  • Asynchronous
    Just-in-time
    Reusable
    Capturing, gathering, sharing
    Listen again
  • Blended
    Embedded
    Connecting different spaces, times and people
    Virtual/physical
    Part of something bigger
    Part of something emerging
  • Formal-informallearning continuum
    Formal
    Semi-formal
    Informal
  • Digital Voices as learning environments
    How?
    Audio Briefing: timely assignment setting
    Audio Feedback: feedback for learning
    Audio Summaries: not lectures?
    Digital Posters: briefer and longer lasting
    Digital Storytelling: capturing essence
    Podcast Assignments: enquiry and rhetoric
    Student Audio Notes: formal, semi-formal, informal and autonomous learning
    100s of ways!
    But here's 7 to start with…
  • Digital Voices: 7 Ideas
    Imagining digital voices
    Pick 2 or 3 of the following:
    Imagine and create descriptions:
    • Who is producing?
    • Why?
    • Who else is involved?
    • What is involved?
    • Where does it happen?
    • Where is it used and who uses it?
    • How does it fit into the curriculum (specific or general thoughts)
    • What are the strengths of your approach?
    • What are its weaknesses?
    1. Audio Notes
    2. Audio Summaries
    3. Digital Posters
    4. Podcast Assignments
    5. Digital Storytelling
    6. Assignment Briefings
    7. Media-Enhanced Feedback
  • Start with something that will be really easy (audio announcements, generic feedback)
    Can you find a buddy/mentor? (Here and now?)
    How will you share back what you discover with others here?
    Media-Enhanced Learning SIG
    (was PPP SIG)
    Melsig.com
    a.j.middleton@shu.ac.uk